Global Literature and the Arts 2008-2009

Friday, June 12

noreply@blogger.com (Kendall Lawless) — Fri, 12 Jun 2009 19:19:00 +0000

--Today was the final test over our China unit. If you were absent today, you'll need to e-mail me to set up a time for you to make up the test.
--No homework--we'll be watching your films next class and having our Oscar party! Dress up if you want extra credit! :)

Thursday, June 4

noreply@blogger.com (Kendall Lawless) — Fri, 05 Jun 2009 01:49:00 +0000

--Eurasian Conference reflections due today. If you didn't turn yours in today, be sure to put yours in my box tomorrow, no later!
--We started class with a freewrite response to Red Azalea. If you were gone today, you can answer the following questions on a piece of notebook paper to turn in next time:
What did you think of Anchee’s betrayal of her teacher, Autumn Leaves? What was the Secretary’s “evidence” for thinking Autumn Leaves was a spy, and was there any merit to it? Given the pressures that were placed on Anchee, do you think you would have done the same thing she did? Why or why not?
--We then began watching the rest of Crouching Tiger, Hidden Dragon (I decided to reward everyone for their hard work and take the last short story off of the reading list!) We'll be finishing the movie next class, and you can get extra credit for doing a viewing guide if you want.
--Homework: No reading homework (don't need to read "A Girl Like Me" like the schedule says)--just work on your films, DVD copies of which are due Wednesday, 6/10!!

Tuesday, June 2

noreply@blogger.com (Kendall Lawless) — Tue, 02 Jun 2009 22:53:00 +0000

--Took a quiz over "Guessie Grows Up"
--We had a student-generated discussion of the story using the questions that everyone brought to class with them. If you were gone today, be sure to turn in your 3 discussion questions next time to get credit for today.
--We started reading the next story, Red Azalea, out loud in class, and I discussed a few key reminders about the story--namely that it is a true story of the author's childhood growing up as a Little Red Guard during the Revolution.
--HW: Finish reading Red Azalea for next time; Projects Eurasian Conference reflection is also due on Thursday (questions are on the website)

Friday, May 29

noreply@blogger.com (Kendall Lawless) — Fri, 29 May 2009 16:11:00 +0000

--Storyboards due!
--Today we did fishbowl discussions on "Daughter of the Yellow River." If you were absent today, you'll need to make up this activity by answering TWO of the fishbowl questions on your own notebook paper, 4-5 thoughtful, well-written sentences each. (See last class' posting for the questions.)
--HW: Read "Guessie Grows Up" for Tuesday, and write 3 open-ended (meaning no set "correct" answer) discussion questions about the story to bring to class and use in discussion.

Wednesday, May 27

noreply@blogger.com (Kendall Lawless) — Wed, 27 May 2009 23:05:00 +0000

--Turned in screenplays at the beginning of class
--Today we did a graded partner discussion on the point of view shifts in Becoming Madame Mao. If you were gone today, get a copy of the assignment from the crate and complete it on your own, or look at the questions below and answer them on your own paper.
--Then, I handed out the fishbowl questions for "Daughter of the Yellow River", the story we'll be reading for next time. Make sure to read the questions and prepare responses for each since you don't know which question you will get in advance. The questions are on a yellow handout in the crate or you can see them below.
--We spent the last 30 minutes or so working on the storyboards in film groups. Storyboards are due next class, so be sure to have them done!
--HW: Read "Daughter of the Yellow River" and prepare for fishbowls; complete storyboard assignment

Practice with Point of View Shifts
Becoming Madame Mao

This story is confusing because it breaks a common convention in writing—the idea that all of a story should be told from one point of view. Writers usually choose to compose stories from either a third person omniscient viewpoint, in which case the narrator of the story can see everything that happens, or a first person viewpoint, in which case the narrator sees what happens from within the mind of one character.

Lately, some writers have been changing the usual customs around point of view. In fact, to change this convention is one hallmark of a form of writing that has become known as Post-Modernist. Post-Modernist writers tend to break a lot of rules in order to force their audience to see the world in a different way. Also, Post-Modernist writers use second person point of view (you), more often than writers have in the past.

However, no writer shifts point of view at random. Almost all audiences start a story expecting to hear it from a single point of view, and so stories that don’t do so tend to confuse their audiences at first. In other words, when they shift point of view, writers sacrifice clarity for another purpose. Our job today is to figure out to what purpose Anchee Min sacrifices an element of clarity.

With a partner, discuss and then answer the following questions in COMPLETE sentences.

1. In Becoming Madame Mao, which is historical fiction, author Anchee Min shifts the point of view of the story frequently. Describe the two points of view that Min uses. Where does the first point of view shift take place? (Explain whose perspective it shifts to and where it happens, i.e. page and paragraph.)

2. What is the effect of these point of view shifts? What do they do for our perception of the characters’ experiences? To answer this, think about how you felt as you read this piece.

3. Evaluate Min’s use of these shifts. Are the reasons her use of them worth the sacrifice she makes in terms of clarity? Why or why not? Write 2-3 sentences to explain

“Daughter of the Yellow River” Fishbowl Discussions

Fishbowl Reminders:
• I will randomly call up 6-8 people to participate in each fishbowl. You won’t know in advance which question you’ll get, so prepare for all of them!
• Share your own ideas about the question, as well as commenting/following up on others’ ideas. Be respectful of each other and listen attentively to their comments.
• Remember to speak to the other people in your group, not to me or the rest of the class.
• To get full credit out of 15 points, you should speak at least 2-3 different times with well-developed ideas.
• You will receive a separate score out of 5 points for offering at least one piece of thoughtful feedback in response to another group’s discussion.

Possible Questions:

1. Does age difference matter when it comes to relationships? If so, why? How is the age difference between Granny Duo and Grandpa Duo seen by society in the story? Do you think their age difference would be as big of a deal now, in our society? Why or why not?

2. How does Granny Duo stand out as an individual in her society? What kinds of values does she seem to possess or represent that make other people feel threatened by her? Do you think those same values still threaten people in American society today? Explain.

3. Do you think love is the most important value in a long-term relationship? If so, does that make it acceptable for Granny Duo to leave her husband for Ergeze? Or should she have stayed with him, even though she didn’t love him? Why or why not?

4. Look at the descriptions of the river on pg. 185-188. What kind of atmosphere is created by this description? Find some specific examples of how the river is described and discuss the effect this description has on the story.

5. How did you react to Grandpa Duo’s forgiveness of Granny and Ergeze’s actions at the end? Why do you think he was able to forgive them? Was he right to? Do you think that kind of forgiveness could happen in our society today? Why or why not?

Friday, May 22

noreply@blogger.com (Kendall Lawless) — Fri, 22 May 2009 19:08:00 +0000

--Took a quiz over Bound Feet short story and had a quick whole-class discussion
--I gave some background about Becoming Madame Mao, the next story we'll be reading. If you were gone today, get online and research Madame Mao before reading the story so you can be sure to understand the context.
--I gave film groups the rest of the class to work on their screenplays and storyboards--screenplays are due next time!!
--HW: Read Becoming Madame Mao and complete screenplays for Wed. Have a great weekend!!!

Wednesday, May 20

noreply@blogger.com (Kendall Lawless) — Wed, 20 May 2009 17:32:00 +0000

--Today we did NOT have a quiz on the reading because I messed up...the schedule said to only read ch. 1 of Bound Feet, but I accidentally assigned the entire thing last time. So, we will have a quiz over the whole story on Friday instead.
--I went over the next 2 steps of the film project: the screenplay and the storyboard. We then got into groups and worked on these the rest of the period. Make sure to talk to your group if you were absent so you know what they completed/worked on today.
--HW: Make sure you've read all of Bound Feet and Western Dress for Friday; work on screenplays

Monday, May 18

noreply@blogger.com (Kendall Lawless) — Tue, 19 May 2009 02:40:00 +0000

--Eurasian Conference packets were due today. After turning those in, we had a quick debrief of the conference, but you'll be doing more of that in history next class.
--We then watched all of the movie pitches and saw the lovely film posters everyone had designed. They were awesome--you missed out if you were gone today!
--We then did a little "chalk talk" activity over the second part of Wild Swans. (A "chalk talk" is like a written discussion, usually done on the board, but we did it on bucher paper outside!) To make up this activity, answer three of the following questions on a sheet of notebook paper, 3-4 sentences each:
1. What did you think of Yu-Fang and Dr. Xia's relationship?
2. Why were Dr. Xia's children so upset by their father's marriage to Yu-Fang? Do you think they were justified in feeling that way?
3. How is Dr. Xia's household different from the one Yu-Fang grew up in?
4. Why is it so "shocking" that Dr. Xia moves away with Yu-Fang? Does that make sense to you?
5. When Yu-Fang and Dr. Xia move to Jinzhou, why do you think Yu-Fang is so happy, despite the poverty she is experiencing?
--HW: Read Bound Feet in Western Dress for Wed.

Thursday, May 14

noreply@blogger.com (Kendall Lawless) — Thu, 14 May 2009 22:56:00 +0000

--Took a quiz over the first part of Wild Swans--see me for makeup next class if absent today
--I handed out the Eurasian Conference packet, and we reviewed that. If you were gone today, print off a copy of the packet from the EC website and bring it with you tomorrow. Be sure to be there by 8:15 at the latest!!
--We spent most of the rest of class working on the pitch/poster assignment. They're due Monday, so be sure your group is ready!
--HW: Read second half of Wild Swans; complete pitch/poster assignments for Monday

Tuesday, May 12

noreply@blogger.com (Kendall Lawless) — Wed, 13 May 2009 02:02:00 +0000

--Today, everyone got into their film groups and worked pretty much the whole class on designing and planning out their films. Each group filled out a "Film Plan" sheet and turned it in to me; I'll be handing them back next time with feedback. Part of this sheet was assigning roles for the film, so if you were gone today, be sure to check with your group to find out what they'd like you to do.
--I also went over the Pitch/Poster assignment, which is going to be due on Monday, 5/18. You'll have some time to work on it next class, but will probably end up doing most of it outside of class. The whole group doesn't need to work on the poster, but everyone needs to have a role in the pitch. Again, check with your group to see what they covered today.
--HW: Read first chapter of Wild Swans in China packets for Thursday, and expect a quiz!

Thursday, May 7

noreply@blogger.com (Kendall Lawless) — Thu, 07 May 2009 23:07:00 +0000

--Today we began our Chinese literature unit and film project. I introduced the film project and gave out a reading/assignment schedule (get one from crate if absent today). We also got into groups for the film project, so see me or ask a classmate to find out which group you're in. Finally, I handed out the China reading packets.
--HW: Read your group's assigned short story for Tuesday (if you were gone, see if a classmate got you a packet...if not, you can get one from me next time).

Tuesday, May 5

noreply@blogger.com (Kendall Lawless) — Tue, 05 May 2009 23:12:00 +0000

--Today was the final test over the India unit--the Nectar in a Sieve passage analysis. It took everyone most of the period to complete, so you'll need to arrange a time to make it up on your own time if you were absent today.
--No lit. homework, but Projects homework is the Position Paper, due Thursday, 5/7. See Eurasian Conference website for directions.

Friday, May 1

noreply@blogger.com (Kendall Lawless) — Fri, 01 May 2009 21:54:00 +0000

--Since so many people were gone today, we moved the final Nectar test back to next Tuesday and did some fun book/vocab review games today. I also showed a few student films from last year to get everyone thinking about the film project at the end of the year. Nothing to make up if you were absent today!!
--HW: Study for your final on Tuesday--make sure you've read the whole book and studied your vocab!!!

Wednesday, April 29

noreply@blogger.com (Kendall Lawless) — Thu, 30 Apr 2009 01:57:00 +0000

--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!!

Monday, April 27

noreply@blogger.com (Kendall Lawless) — Mon, 27 Apr 2009 23:04:00 +0000

--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:

Thursday, April 23

noreply@blogger.com (Kendall Lawless) — Thu, 23 Apr 2009 23:13:00 +0000

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)

Tuesday, April 21

noreply@blogger.com (Kendall Lawless) — Tue, 21 Apr 2009 16:03:00 +0000

--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.

Friday, April 17

noreply@blogger.com (Kendall Lawless) — Fri, 17 Apr 2009 22:56:00 +0000

--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.

Wednesday, April 15

noreply@blogger.com (Kendall Lawless) — Thu, 16 Apr 2009 01:00:00 +0000

--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

Monday, April 13

noreply@blogger.com (Kendall Lawless) — Mon, 13 Apr 2009 23:12:00 +0000

--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.

Wednesday, April 8

noreply@blogger.com (Kendall Lawless) — Wed, 08 Apr 2009 23:16:00 +0000

--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.

Monday, April 6

noreply@blogger.com (Kendall Lawless) — Mon, 06 Apr 2009 16:54:00 +0000

--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?

Thursday, April 2

noreply@blogger.com (Kendall Lawless) — Fri, 03 Apr 2009 03:31:00 +0000

--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

Tuesday, March 31

noreply@blogger.com (Kendall Lawless) — Tue, 31 Mar 2009 23:12:00 +0000

Welcome Back!!

--Today we did a little in-class activity with some Indian and Persian poetry to segue into our study of Indian literature. If you were gone today, you'll need to get a copy of the poetry packet from the crate and read through it. Then, choose one poem and write a 1-paragraph explanation/analysis of what you think the main message/point of the poem is.
--Then, we moved onto discussing our next novel, Nectar in a Sieve. I gave some background info and an ongoing assignment for the book (get the purple handout from the crate if absent and read over it). We got books, too.
--We also went over the Eurasian Conference Clothing assignment briefly. You will be turning in your assignment and bringing a costume to history class on Thursday, 4/9. See EC website for more info.
--HW: Read ch. 1-3, pages 7-28 for Thursday. Also, last day for ANY 3rd quarter work is Wednesday, 4/8 (end of the quarter), so be sure to check if you have any missing assignments and get them in!

Thursday, March 19

noreply@blogger.com (Kendall Lawless) — Thu, 19 Mar 2009 23:33:00 +0000

--Turned in geopolitical analyses at the beginning of class! E-mail me yours over the break if you were absent today.
--We also finished watching Lagaan today--sad if you missed it, but I will probably do another screening of it sometime after break so you can see the end. :)

Have a wonderful spring break!!!