A Group of One-Comprehension Activities
Overview of Unit Activities
The following menu is a compilation of activities that we will use to enrich our lives through the reading of A Group of One by Rachna Gilmore. Your participation and understanding will be assessed using rubrics, peer reviews, and teacher and self evaluation. For each activity you will be allowed and encouraged to share your work-in-progress with your literature circle, as well as your teacher. This is to give you an opportunity to revise, edit, and resubmit your work for final review.
At all times before, during, or after our reading of Gilmore's novel, you will be held responsible for completing your work honestly, on time, and to the best of your abilities.
Let's dig into: A Group of One!
At all times before, during, or after our reading of Gilmore's novel, you will be held responsible for completing your work honestly, on time, and to the best of your abilities.
Let's dig into: A Group of One!
Before Reading Activities
- Using a google search (or search engine of your choice), complete a vocabulary card for each of the following words/phrases found in A Group of One: India, Mummyji/Naniji, bhaji, Indian Independence, civil disobedience, Satyagrahi, khadi. Then on the back of each vocabulary card, write a comparison from American history and culture. Example: Mummyji is similar to grandmother in America. (Time frame: one class period)
- Create a time line for Mahatma Gandhi using these two websites: http://www.mahatma.com and http://www.mkgandhi.org. Format for the time line can be a Publisher or Word document and must contain at least 5 key events in the life of Gandhi. Focus on the struggle for Indian independence from British rule.(Time frame: one-two class periods)
- Complete the first 2 sections of a K-W-L for Mahatma Gandhi. View Mahatma Gandhi-Pilgrim of Peace. Complete the K-W-L based on information found in the video and from your time line research.
- Complete the anticipation guide for A Group of One. Then, after reading the entire novel, revisit the nine (9) items with either the same or a different viewpoint. Throughout this story, Tara struggles to make herself known while honoring her cultural heritage. Keep this in mind when filling out the A.G. (Time frame: length of unit)
- Write a letter/e-mail (please print a copy for me) to the India Association of Fort Myers. In your letter/e-mail explain that you are about to begin reading a novel about a Canadian-Indian teenager and her family. Request any information they can give you about the culture, way of life, and history of Indians living in SW Florida. After writing you letter, while waiting for a response, take time to view and analyze the Association's website: http://www.iafortmyers.org/Albums-Main.htm. Write a two page reaction paper including comparisons to your own traditions, celebrations, and customary clothing & food. (Time frame: two class periods)
During Reading Activities
- Create at least seven (7) journal entries for Tara 3/4 page each. Include in your writing evidence that you can empathize or understand her feelings at given points in the novel. Tara knows what it means to be Canadian but struggles reconciling her familiar Canadian culture and the much less familiar side of her Indian history. Think of how you would react if you were in her shoes. Keep all seven entries together. You may be asked to share you entries throughout the time frame of our reading. *Extra bonus points: create three (3) journal entries from another character's perspective, 3/4 page in length each. (Time frame: length of unit)
- Compare and contrast two Tara and her Naniji using these graphic organizers: character study & Venn diagram. You will need to complete one character study page for both Tara and Naniji. Then complete the Venn diagram stating at least three (3) similarities and differences. Focus on the bigger picture, the cultural biases and differences shown through the dialogue in the novel. Naniji and Tara both are strong-willed individuals who come from certain backgrounds. Focus on showing the differences and dig for similarities in the every day details as well as bigger ideas like the role of women in a household. (Time frame: one-two class periods)
- Keep a double entry journal during the reading of A Group of One. Because there are twenty-five (25) chapters in the book, you will pick twenty-five (25) statements or dialogue sections to reflect upon. Dividing your response notebook page in half, label the left side "Quotes" and the right side "What I Think." You will be assessed by self and teacher for thoughtfulness, completeness, and depth of reflection. I will be looking for connections to other texts, yourself, and the world. You may consult this refresher page for ideas for reflections and responses. (Time frame: length of unit)
After Reading Activities
- Throughout this novel, Tara tries to figure out who she is and strives to have people see her, and not her ethnicity. Create an art piece that embodies who you are, what you believe in, your family history, and your future goals for yourself. This is truly a free, creative piece. You can use any materials necessary to complete your work. A typed, half page explaining the symbolism is your piece is required. Be prepared to exhibit your piece for parents, students, and teachers during our literature showcase. (Time frame: one-three class periods)
- In your literature circles, prepare a readers' theater selection. Choose a part of the story that resonated with you and left an impression. Stretch yourselves to act a part that is very different from your upbringing, viewpoint, and customs. You will write the script, prepare any props you choose to have, and perform this piece. The first performance will be for another literature circle of your choosing, your teacher, and a video camera. You will rework any parts that need more practice and review the tape of your group's performance. Then, on our literature day, you will perform your readers' theater selection for students in the grade below you. Your final assessment will be a compilation of peer, self, and teacher evaluation of your personal contribution to the project. (Time frame: 4-5 class periods)
- Conduct an interview of an older family member or neighbor. Your goal is to find out their history much in the way that Tara dug deeper into her Naniji's history. Prepare ten (10) in-depth questions (avoid yes/no type questions) to ask your interviewee focusing on cultural aspects (superficial level items: clothing, food, and shelter. deeper items: religious beliefs, familial customs, celebrations, and traditions). If possible, tape record or videotape your interview for recall purposes. After completing the interview, create a 7-9 minute presentation for your class. You need to have at least one visual aid: powerpoint, pictures, poster. Think about inviting your interviewee in as a guest! For interview question ideas, see: http://www.searchforancestors.com/scrapbook/interview.html (Time frame: out of class time & one class period for presentation)
- Participate in planning and running an Indian Fest with the help of members of the India Association of Fort Myers that you wrote to in the beginning of our unit study. According to your assigned group, you will assist in planning for and welcoming the guest speakers. In addition, you will have the opportunity to ask three questions and listen to the speakers' presentation. Based on the information you heard from the IAFM and what you read in the novel, you will write a five page report on the Indian culture in North America. Be sure to include references to the story, the guest speakers, and any other outside resources. Feel free to make comparisons and contrasts to your own culture. (Time frame: two weeks)
- Complete a book critique of A Group of One by Rachna Gilmore. I'd like to know your honest thoughts on this story: Why did we read it? What did you like/not like about it? Please be honest. (Time frame: one class period)
For the novel summary, author information, and teacher's reader response, see the Students' Spot.