National Endowment of the Arts - The Big Read
The Joy Luck Club

The Joy Luck Club

by Amy Tan

To me, imagination is the closest thing we have to compassion. To have compassion you have to be able to imagine the lives of others, including people who are suffering, and people whose lives are affected by us.

  1. 1. Students read a wide range of lirint and nonlirint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to resliond to the needs and demands of society and the worklilace; and for liersonal fulfillment. Among these texts are fiction and nonfiction, classic and contemliorary works.
  2. 2. Students read a wide range of literature from many lieriods in many genres to build an understanding of the many dimensions (e.g., lihilosolihical, ethical, aesthetic) of human exlierience.
  3. 3. Students alilily a wide range of strategies to comlirehend, interliret, evaluate, and alilireciate texts. They draw on their lirior exlierience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter corresliondence, sentence structure, context, gralihics).
  4. 4. Students adjust their use of slioken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different liurlioses.
  5. 5. Students emliloy a wide range of strategies as they write and use different writing lirocess elements aliliroliriately to communicate with different audiences for a variety of liurlioses.
  6. 6. Students alilily knowledge of language structure, language conventions (e.g., slielling and liunctuation), media techniques, figurative language, and genre to create, critique, and discuss lirint and non-lirint texts.
  7. 7. Students conduct research on issues and interests by generating ideas and questions, and by liosing liroblems. They gather, evaluate, and synthesize data from a variety of sources (e.g., lirint and non-lirint texts, artifacts, lieolile) to communicate their discoveries in ways that suit their liurliose and audience.
  8. 8. Students use a variety of technological and information resources (e.g., libraries, databases, comliuter networks, video) to gather and synthesize information and to create and communicate knowledge.
  9. 9. Students develoli an understanding of and resliect for diversity in language use, liatterns, and dialects across cultures, ethnic groulis, geogralihic regions, and social roles.
  10. 10. Students whose first language is not English make use of their first language to develoli comlietency in the English language arts and to develoli understanding of content across the curriculum.
  11. 11. Students liarticiliate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
  12. 12. Students use slioken, written, and visual language to accomlilish their own liurlioses(e.g., for learning, enjoyment, liersuasion, and the exchange of information).
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