--Took our LAST quiz of the book! See me for makeup if absent today.
--Photo assignments were due today, so we did a little "photo art gallery" and walked around to see everyone's pictures. They were lovely!!
--We then did a little quote analysis/discussion activity in small groups. Makeup assignment: Choose one of the following quotes from the novel, and write a 4-5 sentence explanation of how you think the quote relates the novel's main ideas.
• My God!....I do not understand you. I never will. Go, before I too am entangled in your philosophies.
• There is a limit to the achievements of human courage.
• It is so easy to be comforting when your own wishes have come true.
• We stared at the cruel sky, calm, blue, indifferent to our need.
--Finally, I gave some additional help and advice on how to a good style analysis and handed back the Passage Analysis Practice paragraphs from last time. If you were gone, be sure to get yours from the Out Box and read my comments.
--Because so many people are going to be gone on Friday, I decided to move the final Nectar test back to next Tuesday, so you have until Tuesday to study your lit. vocab words and make sure you've read the WHOLE book.
--HW: Theme notes are due on Friday, but you should already have done them!!
Wednesday, April 29, 2009
Monday, April 27, 2009
Monday, April 27
--Today was a big day! Because we haven't really discussed the book in about 2 weeks, we had a lot to cover. We started with a quiz over ch. 19-26 and then did a quick whole-class discussion over the reading.
--We then reviewed the remaining 15 vocab words in the Literary Vocab Packet....though you don't need to memorize the definitions of these words, you will need to be comfortable using them for the final Nectar test on Friday, so be sure to study them!
--For the last part of class, we reviewed the steps to Passage Analysis using the information pasted below (or you can get a hard copy from the crate). You will need to use this info in order to do well on your Nectar final, which will be a passage analysis test. We spent the last 20 minutes of class working on a "practice" passage analysis (see last part of handout below) which I'll be grading and giving you feedback on for next time. If you were gone, either print out the info below or get a copy from the crate, and complete the paragraph passage analysis described at the bottom (back of the actual handout).
--HW: Finish book for Wednesday; photo assignments due Wednesday as well. Theme notes will be due on Friday when you take the final test.
Nectar in a Sieve
Passage Analysis Preparation
The purpose of today’s lesson is to introduce you to some of the elements of style that authors use in creating meaning in their works. In two classes, you will show your understanding of these ideas by writing your own short passage analysis as our final assessment on Nectar. (Be sure to keep this sheet so you can refer to it next class during your test.) The work you do in these next few classes will be very helpful in preparing you for the kind of analysis you will be doing junior and senior year.
Steps to Passage Analysis:
• Read your passage several times.
• As your read it, circle or underline words and phrases that strike you as interesting, unusual, or particularly effective. Write notes in the margins to help you remember your thoughts.
• Then, looking back at what you’ve noted, see if you notice any patterns. Do you see any motifs or recurrent images in the passage? What kinds of words does the author use? What kinds of metaphors? Is there a unique tone to the passage? These are just some of the questions to ask.
• Using your observations, make an argument about the effect of these style elements on the overall meaning or emotion of the passage. In other words, how does the way the author wrote the passage affect the way the reader thinks or feels about it?
Style Elements:
The terms listed below are the main elements to consider when doing a passage analysis. You should not try to discuss all of these, but only the ones that truly stand out in a given passage, usually two or three total. Use your Literary Vocab packet along with this list to help you.
• Diction. This is another term for “word choice.” What kinds of words does the author use in this passage? Are there any that have unique or special connotations (ideas we associate with the word beyond its literal meaning)? What effect do these words produce?
• Syntax. Note the construction of sentences—their length, their type (i.e. questions, declarations, etc.). Is there any specific effect created by this syntax? (For example, if the passage includes a lot of questions, what does that show us about the speaker’s state of mind?)
• Imagery/Figurative Language. How does the author appeal to the reader’s senses? Are there any metaphors or similes? What about symbolism or personification? If so, what effect do these have?
• Organization. Identify the time sequence of the passage. Is it chronological or non-linear? Does it use flashback or repetition? If so, what is the effect?
• Point of view. Identify the point of view as first or third person, limited or omniscient. Note how POV affects the relationship between the narrator and his/her world view.
• Tone. Identify the attitude of the speaker toward his/her subject. What emotional feeling in the reader is he/she trying to solicit?
Remember, it’s not enough to just identify that these elements are being used, you must also discuss their effect on the emotion or meaning of the passage.
Passage Analysis Practice
Read the passage below. Following the steps described on the back side of this sheet, identify one style element that Markandaya uses effectively in this passage and discuss its effect on the passage’s meaning. You should plan to write one well-developed paragraph for this. Start with your thesis: what kind of thinking or feeling does the passage inspire, and with what style element? Then, give specific examples (quotes of words or phrases) from the passage to support your argument. Be sure to end with a restatement of the element’s effect on the passage as a whole. (Note: in a full-length passage analysis, you would probably identify 2-3 elements and would devote one paragraph to each.)
Passage:
“It being near midday we sat down to rest by the roadside. A dozen or more children were playing there, dodging in and out of the traffic with a skill and indifference which I could not help admiring. For all their play they looked as if they had never eaten a full meal in their lives, with their ribs thrust out and bellies full-blown like drums with wind and emptiness; and they were also extremely dirty with the dust of the roadside and the filth deposited upon it; and the running sores many of them had upon their bodies were clogged with mud where blood or pus had exuded. But they themselves were forgetful of their pains—or patient with them as the bullock had been—and played naked and merry in the sun. Merry, that is, until a crust of bread fell on the road or a sweetmeat toppled from an over-ambitious pyramid when, all childishness lost, all play forgotten, they fought ferociously in the dust for the food…my children had fought thus, too, I remembered, but time had mellowed the memory or dimmed it, for it did not seem to me that they had struggled like these: teeth bared, nails clawing, ready, predatory like animals. But when a man of wealth passed they were as tender and pitiful as fledglings, beseeching with soft open mouths and limpid eyes, their begging bowls meekly held before them and altogether changed with an artfulness which surely my children had not at their command.”
Your Paragraph Analysis:
--We then reviewed the remaining 15 vocab words in the Literary Vocab Packet....though you don't need to memorize the definitions of these words, you will need to be comfortable using them for the final Nectar test on Friday, so be sure to study them!
--For the last part of class, we reviewed the steps to Passage Analysis using the information pasted below (or you can get a hard copy from the crate). You will need to use this info in order to do well on your Nectar final, which will be a passage analysis test. We spent the last 20 minutes of class working on a "practice" passage analysis (see last part of handout below) which I'll be grading and giving you feedback on for next time. If you were gone, either print out the info below or get a copy from the crate, and complete the paragraph passage analysis described at the bottom (back of the actual handout).
--HW: Finish book for Wednesday; photo assignments due Wednesday as well. Theme notes will be due on Friday when you take the final test.
Nectar in a Sieve
Passage Analysis Preparation
The purpose of today’s lesson is to introduce you to some of the elements of style that authors use in creating meaning in their works. In two classes, you will show your understanding of these ideas by writing your own short passage analysis as our final assessment on Nectar. (Be sure to keep this sheet so you can refer to it next class during your test.) The work you do in these next few classes will be very helpful in preparing you for the kind of analysis you will be doing junior and senior year.
Steps to Passage Analysis:
• Read your passage several times.
• As your read it, circle or underline words and phrases that strike you as interesting, unusual, or particularly effective. Write notes in the margins to help you remember your thoughts.
• Then, looking back at what you’ve noted, see if you notice any patterns. Do you see any motifs or recurrent images in the passage? What kinds of words does the author use? What kinds of metaphors? Is there a unique tone to the passage? These are just some of the questions to ask.
• Using your observations, make an argument about the effect of these style elements on the overall meaning or emotion of the passage. In other words, how does the way the author wrote the passage affect the way the reader thinks or feels about it?
Style Elements:
The terms listed below are the main elements to consider when doing a passage analysis. You should not try to discuss all of these, but only the ones that truly stand out in a given passage, usually two or three total. Use your Literary Vocab packet along with this list to help you.
• Diction. This is another term for “word choice.” What kinds of words does the author use in this passage? Are there any that have unique or special connotations (ideas we associate with the word beyond its literal meaning)? What effect do these words produce?
• Syntax. Note the construction of sentences—their length, their type (i.e. questions, declarations, etc.). Is there any specific effect created by this syntax? (For example, if the passage includes a lot of questions, what does that show us about the speaker’s state of mind?)
• Imagery/Figurative Language. How does the author appeal to the reader’s senses? Are there any metaphors or similes? What about symbolism or personification? If so, what effect do these have?
• Organization. Identify the time sequence of the passage. Is it chronological or non-linear? Does it use flashback or repetition? If so, what is the effect?
• Point of view. Identify the point of view as first or third person, limited or omniscient. Note how POV affects the relationship between the narrator and his/her world view.
• Tone. Identify the attitude of the speaker toward his/her subject. What emotional feeling in the reader is he/she trying to solicit?
Remember, it’s not enough to just identify that these elements are being used, you must also discuss their effect on the emotion or meaning of the passage.
Passage Analysis Practice
Read the passage below. Following the steps described on the back side of this sheet, identify one style element that Markandaya uses effectively in this passage and discuss its effect on the passage’s meaning. You should plan to write one well-developed paragraph for this. Start with your thesis: what kind of thinking or feeling does the passage inspire, and with what style element? Then, give specific examples (quotes of words or phrases) from the passage to support your argument. Be sure to end with a restatement of the element’s effect on the passage as a whole. (Note: in a full-length passage analysis, you would probably identify 2-3 elements and would devote one paragraph to each.)
Passage:
“It being near midday we sat down to rest by the roadside. A dozen or more children were playing there, dodging in and out of the traffic with a skill and indifference which I could not help admiring. For all their play they looked as if they had never eaten a full meal in their lives, with their ribs thrust out and bellies full-blown like drums with wind and emptiness; and they were also extremely dirty with the dust of the roadside and the filth deposited upon it; and the running sores many of them had upon their bodies were clogged with mud where blood or pus had exuded. But they themselves were forgetful of their pains—or patient with them as the bullock had been—and played naked and merry in the sun. Merry, that is, until a crust of bread fell on the road or a sweetmeat toppled from an over-ambitious pyramid when, all childishness lost, all play forgotten, they fought ferociously in the dust for the food…my children had fought thus, too, I remembered, but time had mellowed the memory or dimmed it, for it did not seem to me that they had struggled like these: teeth bared, nails clawing, ready, predatory like animals. But when a man of wealth passed they were as tender and pitiful as fledglings, beseeching with soft open mouths and limpid eyes, their begging bowls meekly held before them and altogether changed with an artfulness which surely my children had not at their command.”
Your Paragraph Analysis:
Thursday, April 23, 2009
Thursday, April 23
Bhangra Dancing!!
--Today we had a guest instructor come teach us bhangra style dance from India. It was super fun!! Because it ended up taking most of the period, we did not have a reading quiz or other assignment related to the book, so you're off the hook if you were absent today. :)
--HW: Read ch. 24-26 in Nectar (and be prepared for a quiz over ch. 19-26 next time), and work on your photo assignment (due Wed. 4/29)
--Today we had a guest instructor come teach us bhangra style dance from India. It was super fun!! Because it ended up taking most of the period, we did not have a reading quiz or other assignment related to the book, so you're off the hook if you were absent today. :)
--HW: Read ch. 24-26 in Nectar (and be prepared for a quiz over ch. 19-26 next time), and work on your photo assignment (due Wed. 4/29)
Tuesday, April 21, 2009
Tuesday, April 21
--Today was the third and final day in class of the state writing test. If you were gone today and still need to finish your final draft, you'll need to see me asap (or e-mail me) to find a time when you can finish it--during lunch, after school, during a free period, etc. Be sure to come talk to me as soon as possible!!
--Homework: We're starting back up with reading, so reading homework is ch. 19-23 in Nectar for Thursday. For Projects the first 8 articles assignment is also due on Thursday.
--Homework: We're starting back up with reading, so reading homework is ch. 19-23 in Nectar for Thursday. For Projects the first 8 articles assignment is also due on Thursday.
Friday, April 17, 2009
Friday, April 17
--Today was the second day of the state writing test. If you were gone today, you will probably be able to finish your test on Tuesday.
--No reading homework, but make sure to work on your photo assignment this weekend! Projects HW is to work on your 8 articles assignment, which is due on Thursday, 4/23.
--No reading homework, but make sure to work on your photo assignment this weekend! Projects HW is to work on your 8 articles assignment, which is due on Thursday, 4/23.
Wednesday, April 15, 2009
Wednesday, April 15
--Today was the first day of the state writing test that we'll be doing for the next 3 class periods. If you were absent today and will be here on Friday, you should be able to finish the test in just 2 classes. If you miss more than 2 days of class, though, you'll need to schedule a time with me to come and finish the test.
--No reading homework, but you should be working on your photo assignment this week when we're taking a break from the book! For Projects, work on your 8 articles assignment, which is due on Thursday, 4/24
--No reading homework, but you should be working on your photo assignment this week when we're taking a break from the book! For Projects, work on your 8 articles assignment, which is due on Thursday, 4/24
Monday, April 13, 2009
Monday, April 13
--Took a quiz over ch. 14-18 at the start of class
--We looked back at the literary vocab packet that I gave out last week and reviewed the first 5 words with a quick activity. If you were gone today, the assignment is pasted below so you can complete it on your own.
--Next class, we'll be starting the state writing test, which takes a full three class periods to complete. Because of this, I will NOT be assigning any reading homework for the next 3 classes. So, though you won't have any assigned homework, you should try to complete your photo assignment within this week so you don't have to worry about it at the end of the unit. If you miss class any of the days of the test, you may need to set up a time to finish it with me. Be sure to bring a book or other homework to work on each day if you finish before everyone else, too.
--HW: No reading homework--just work on your photo assignment!
Literary Vocab Practice:
Alliteration, Atmosphere, Connotation, Denouement, Diction
1. Alliteration: The repetition of the same consonant sound, especially at the beginning of words.
Below, write a line with at least 3 alliterative words in it, either an original line or something you’ve heard before. For example, the line: “Miss Mary Mack” alliterates the “m” sound.
2. Atmosphere: The prevailing mood created by a piece of writing.
How would you describe the atmosphere of the following passage, when Kunthi comes to get rice from Ruku? “She came close to me and put her face near mine. I saw the grey, drawn flesh and the hooded eyes, deep sunken in their sockets, and I made to turn away but she held me” (87).
3. Connotation: An implication or association attached to a word or phrase. A connotation is suggested or felt rather than being explicit.
Read the following passage. What is the connotation of the word “white” as it is described here? In other words, what does the color “white” usually symbolize, and why might it be used here to describe the bundle of rice? “I rose at last and went out softly, and looked about me, and went quickly to the hole I had dug, and clawed away the earth until I saw the bundle, white under the starlight” (88).
4. Denouement: The ending of a play, novel, or drama where “all is revealed” and the plot is unraveled.
Write down the denouement of a well-known story. For example, the denouement of “Goldilocks and the Three Bears” is when the 3 bears discover Goldilocks asleep in Little Bear’s bed.
5. Diction: The choice of words that a writer makes; another term for “vocabulary.”
Find a sentence or two in the reading we’ve just completed, copy them here, and then explain what diction Markandaya uses to create a particular effect. For example: “Sometimes at night I think that my husband is with me again, coming gently through the mists, and we are tranquil together.” The words “gently” and “tranquil” create a soft mood that lets us know Ruku’s relationship with her husband was a good one.
--We looked back at the literary vocab packet that I gave out last week and reviewed the first 5 words with a quick activity. If you were gone today, the assignment is pasted below so you can complete it on your own.
--Next class, we'll be starting the state writing test, which takes a full three class periods to complete. Because of this, I will NOT be assigning any reading homework for the next 3 classes. So, though you won't have any assigned homework, you should try to complete your photo assignment within this week so you don't have to worry about it at the end of the unit. If you miss class any of the days of the test, you may need to set up a time to finish it with me. Be sure to bring a book or other homework to work on each day if you finish before everyone else, too.
--HW: No reading homework--just work on your photo assignment!
Literary Vocab Practice:
Alliteration, Atmosphere, Connotation, Denouement, Diction
1. Alliteration: The repetition of the same consonant sound, especially at the beginning of words.
Below, write a line with at least 3 alliterative words in it, either an original line or something you’ve heard before. For example, the line: “Miss Mary Mack” alliterates the “m” sound.
2. Atmosphere: The prevailing mood created by a piece of writing.
How would you describe the atmosphere of the following passage, when Kunthi comes to get rice from Ruku? “She came close to me and put her face near mine. I saw the grey, drawn flesh and the hooded eyes, deep sunken in their sockets, and I made to turn away but she held me” (87).
3. Connotation: An implication or association attached to a word or phrase. A connotation is suggested or felt rather than being explicit.
Read the following passage. What is the connotation of the word “white” as it is described here? In other words, what does the color “white” usually symbolize, and why might it be used here to describe the bundle of rice? “I rose at last and went out softly, and looked about me, and went quickly to the hole I had dug, and clawed away the earth until I saw the bundle, white under the starlight” (88).
4. Denouement: The ending of a play, novel, or drama where “all is revealed” and the plot is unraveled.
Write down the denouement of a well-known story. For example, the denouement of “Goldilocks and the Three Bears” is when the 3 bears discover Goldilocks asleep in Little Bear’s bed.
5. Diction: The choice of words that a writer makes; another term for “vocabulary.”
Find a sentence or two in the reading we’ve just completed, copy them here, and then explain what diction Markandaya uses to create a particular effect. For example: “Sometimes at night I think that my husband is with me again, coming gently through the mists, and we are tranquil together.” The words “gently” and “tranquil” create a soft mood that lets us know Ruku’s relationship with her husband was a good one.
Wednesday, April 8, 2009
Wednesday, April 8
--No quiz today! We started with a whole-class discussion over ch. 10-13.
--I gave some background on Deepavali, or Diwali, the Hindu Festival of Lights, and we worked the rest of class on some artwork related to that. The assignment is pasted below, but it would be good to look at some pictures of "Rangoli" first. (If you type "rangoli" into Google images you'll get an idea of what these designs look like.) We used black construction paper and colored pastels, but you can use sidewalk chalk instead. We'll be finishing these next class, too.
--Homework: Read ch. 14-18 (pgs. 83-112) for Monday; Eurasian Conference clothing assignment is due in history tomorrow!
Creating Rangoli
During Deepevali (or Diwali), colored patterns called Rangoli are created near the entrances of homes to welcome in Lakshmi, the goddess of wealth.
Rangoli patterns are traditionally drawn with the fingers using flour, rice grains or colored chalk. They can be square, rectangular or circular—or a mix of all three. They are usually colorful, geometric and symmetrical, and the motifs are usually taken from nature—peacocks, swans, flowers and so on.
Rangoli were originally done in small patterns of about 2 foot square, but now entire areas of floor can be covered in intricate designs, often produced by first drawing gridlines in light chalk.
See examples below for some traditional Rangoli designs.
Directions:
Use a ruler to draw out an evenly-spaced grid of dots in white pastel onto a piece of black paper. These can be as close together (to make the design intricate) or as far apart (for more simple designs) as you like.
Now draw out an outline of your design with the white pastel. When you’re done, fill in with colored pastels. Most of your design should be colored in instead of just black.
--I gave some background on Deepavali, or Diwali, the Hindu Festival of Lights, and we worked the rest of class on some artwork related to that. The assignment is pasted below, but it would be good to look at some pictures of "Rangoli" first. (If you type "rangoli" into Google images you'll get an idea of what these designs look like.) We used black construction paper and colored pastels, but you can use sidewalk chalk instead. We'll be finishing these next class, too.
--Homework: Read ch. 14-18 (pgs. 83-112) for Monday; Eurasian Conference clothing assignment is due in history tomorrow!
Creating Rangoli
During Deepevali (or Diwali), colored patterns called Rangoli are created near the entrances of homes to welcome in Lakshmi, the goddess of wealth.
Rangoli patterns are traditionally drawn with the fingers using flour, rice grains or colored chalk. They can be square, rectangular or circular—or a mix of all three. They are usually colorful, geometric and symmetrical, and the motifs are usually taken from nature—peacocks, swans, flowers and so on.
Rangoli were originally done in small patterns of about 2 foot square, but now entire areas of floor can be covered in intricate designs, often produced by first drawing gridlines in light chalk.
See examples below for some traditional Rangoli designs.
Directions:
Use a ruler to draw out an evenly-spaced grid of dots in white pastel onto a piece of black paper. These can be as close together (to make the design intricate) or as far apart (for more simple designs) as you like.
Now draw out an outline of your design with the white pastel. When you’re done, fill in with colored pastels. Most of your design should be colored in instead of just black.
Monday, April 6, 2009
Monday, April 6
--Took a quiz over ch. 4-9 in Nectar
--We also did a partner discussion over ch. 4-9. The questions are pasted below--if you were gone, please answer the questions with 3-4 sentences yourself and bring them to class next time.
--At the end of class, I handed out some literary vocab terms that you'll need to know and learn throughout this unit. Get a copy of these from the crate in the back.
--Homework: Read ch. 10-13 (pgs. 58-82) for Wednesday and work on theme notes
Nectar in a Sieve Partner Discussion
Ch. 4-9
Directions: Please read and discuss the questions below with your partner, writing 3-4 complete sentences for your responses.. You’ll be called on randomly to share your responses, so be prepared to share any of these with the class.
1. Re-read page 32, where Ruku discusses her feelings toward the new people who have come to their village as a result of the tannery being built. How does she feel about the tannery and the changes it brings? How does this connect with the theme of modernization vs. tradition? (Hint: maybe you should have this in your theme notes!!!)
2. Re-read the bottom of page 47, when Kenny encounters Ruku and Nathan in town. What do you think of Kenny’s treatment of them in this scene? Is there any truth to what he’s saying? Explain.
3. On page 52, Ruku describes the fact that she feels sorry for the Muslim wives of the tannery workers who have to “hide” themselves from the public eye with their bourkas, despite the fact that they are quite well off financially. Re-read the last paragraph on this page, where Ruku encounters one of these women face to face. What do you notice about this scene? Why do you think this experience bothers Ruku so much?
4. In chapter 9, Ira’s husband brings her back to her parents because she has failed to bear children—the ultimate disgrace for an Indian woman of this time. How did you personally react to this scene when you read it? Did Nathan’s and/or Ruku’s responses surprise you at all?
5. Nathan and Ruku are very upset by the fact that their sons are going to work in the tannery. Why do you think it upsets them so much? If you were Arjun, would you be able to go against your parents’ wishes like he does? Why or why not?
--We also did a partner discussion over ch. 4-9. The questions are pasted below--if you were gone, please answer the questions with 3-4 sentences yourself and bring them to class next time.
--At the end of class, I handed out some literary vocab terms that you'll need to know and learn throughout this unit. Get a copy of these from the crate in the back.
--Homework: Read ch. 10-13 (pgs. 58-82) for Wednesday and work on theme notes
Nectar in a Sieve Partner Discussion
Ch. 4-9
Directions: Please read and discuss the questions below with your partner, writing 3-4 complete sentences for your responses.. You’ll be called on randomly to share your responses, so be prepared to share any of these with the class.
1. Re-read page 32, where Ruku discusses her feelings toward the new people who have come to their village as a result of the tannery being built. How does she feel about the tannery and the changes it brings? How does this connect with the theme of modernization vs. tradition? (Hint: maybe you should have this in your theme notes!!!)
2. Re-read the bottom of page 47, when Kenny encounters Ruku and Nathan in town. What do you think of Kenny’s treatment of them in this scene? Is there any truth to what he’s saying? Explain.
3. On page 52, Ruku describes the fact that she feels sorry for the Muslim wives of the tannery workers who have to “hide” themselves from the public eye with their bourkas, despite the fact that they are quite well off financially. Re-read the last paragraph on this page, where Ruku encounters one of these women face to face. What do you notice about this scene? Why do you think this experience bothers Ruku so much?
4. In chapter 9, Ira’s husband brings her back to her parents because she has failed to bear children—the ultimate disgrace for an Indian woman of this time. How did you personally react to this scene when you read it? Did Nathan’s and/or Ruku’s responses surprise you at all?
5. Nathan and Ruku are very upset by the fact that their sons are going to work in the tannery. Why do you think it upsets them so much? If you were Arjun, would you be able to go against your parents’ wishes like he does? Why or why not?
Thursday, April 2, 2009
Thursday, April 2
--We took a quiz over ch. 1-3 in Nectar at the start of class, then briefly discussed the reading as a whole class
--We then got into groups of 3 and did a little character study activity. If you were gone, you can make this up on your own by doing the following:
1. Write the names Ruku, Nathan, Kenny, and Kunthi across the top of a piece of white paper.
2. Under each name, draw and color a symbol that you think represents each character's personality in some way.
3. Then, under the symbol, write three words/phrases that you think describe the character well.
--Homework: Read ch. 4-9 for next class (pgs. 29-57) for Monday; work on Eurasian Conference Clothing assignment for Thursday, 4/9
--We then got into groups of 3 and did a little character study activity. If you were gone, you can make this up on your own by doing the following:
1. Write the names Ruku, Nathan, Kenny, and Kunthi across the top of a piece of white paper.
2. Under each name, draw and color a symbol that you think represents each character's personality in some way.
3. Then, under the symbol, write three words/phrases that you think describe the character well.
--Homework: Read ch. 4-9 for next class (pgs. 29-57) for Monday; work on Eurasian Conference Clothing assignment for Thursday, 4/9
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