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Life of PiLife of PiLife of PiLife of Pi

BeforeBeforeBeforeBefore----ReadingReadingReadingReading Strategy: Ask a Question, Get an Answer: Notecard Activity

Statement of Purpose: This instructional routine will only take a few minutes but

will help students to make predictions based on limited information. They are to

learn to ask questions of the text and to pick out which facts are important to

making an inference, and also to think about the questions of others, and not just

their own.

Directions:

At the very beginning of the novel unit, starting on day one, open the class period

reading out loud the author’s “Introduction” to Life of Pi. Students will be (as yet)

unfamiliar with the novel and have little to no background knowledge on what it is

about. Students will each need a note card, one side divided into two sections, and

the other side blank. This instructional routine should take about 30 minutes in

total.

• At the beginning of the period, introduce the novel. Explain what it is, and

who it is written by. Explain that the class will begin with the introduction.

Hand out note cards (and novels if possible) to each student.

• Have students divide on side of their note card into two sections. Label one

side “Questions” and the other side “Predictions”

• Explain that, as you read the introduction out loud (with students following

along if possible), students are to write down on their note cards four

questions that come to their minds about the text, the plot, the author or the

context.

• Read the first paragraph out loud and model asking a good question that may

have several answers.

• Read the introduction, stopping every few paragraphs to allow students time

to write their questions, and writing some of your own to show

• After reading, wait two minutes and prompt students to review their

questions, but not to write anything in the “Predictions” side yet.

• Have students switch cards with their neighbor

• Each student is to answer the question on the new card (each student is

therefore answering their neighbor’s question).

• After giving enough time, have the students return the cards.

• On the back side of the cards, have students pick one question that they most

want to know the answer to. Have them explain why in a few sentences.

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• Have students put their names on their cards and hand them in for points.

Assessment

Judging by student questions, it will be apparent if student need more scaffolding

time for deriving good questions. However, asking questions should be an on-going

instruction, and as these students are in Grade 11, they should be more adept at

asking questions of a text. Review student answers and ask, “Did they accomplish

what I meant for this activity to accomplish?”

Students may need more directed learning in this activity. The quality of their

questions will indicate.

Gwilliam, BYU 2012

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BeforeBeforeBeforeBefore----ReadingReadingReadingReading Strategy: Guided Extended Personal Response

Context: After reading the introduction together as a class, but before beginning the

novel.

Statement of purpose: This instructional routine is an enjoyable exercise for

students to creatively respond to the ideas of a novel—before actually reading the

novel. This activity will have students brainstorm, if they were to write “a story to

make you believe in God”, what elements such a story might have, who would read

it (audience), and what people might expect from it.

The introduction to the novel opens a claim that this story will make you believe in

God. Each student is to complete a response to this by exploring their personal

responses to this as a reader. The outline they create could be used as an outline for

a creative writing assignment if desired.

Directions:

This strategy is almost like an internal discussion. It requires a handout (see

attached) or a student prepared sheet. Expect it to take the majority of one class

period—this strategy is most effective when students have a lot of time to think

creatively. This activity almost works like an extended prediction and makes

students aware of the biases they bring to a novel study. Full class period.

• Following the read-aloud of the novel introduction, have students respond to

this question in their response journals: “Do you agree that a story can make

you believe in God? Why or why not?”

• Pass out the graphic organizer designed for this activity. It has five headings:

Setting, Characters, Plot, Ideas, Personal.

• Introduce the activity. Explain to students that when the author makes such

a claim it gives the reader an expectation about what kind of story he is

about tell.

• Have students write in one column at a time, beginning in Setting. Ask:

“Where and when would a story have to take place in order to make you

believe in God? Think about the time period? Is it in the present? Is it during

a peaceful time or a war-torn time? What is the world like? Where in the

world is this happening? What would work best for you?” Give students time

to answer in between questions.

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• Move to characters. Be sure to leave a few minutes in between each question

for ample response time. Ask: What kinds of people would you have in this

story? Who is the main character? Think. Are they young or old? What do

they believe? What is their personality like? Is this person a hero? Who would

be the antagonist? Be specific. What kinds of character roles are present?

Children, workers, parents, students, tattoo-artists, musicians, doctors?

• Move to plot. Ask: “What kinds of events would have to happen in this story?

Would it be an adventure, or a journey? Would the conflict be mostly inside

the character, or between the character and the world around her? Is this

story fantasy? Real-life? Remember, the main goal is to make the reader

believe in God. Pretend you are putting in a personal story-order at a fast

food story restaurant that guarantees this belief.”

• Move to ideas. Ask: “What thematic ideas would be present? Is this good vs.

evil, is it coming-of-age? Would this story talk about death, birth, prejudice,

tolerance? Will this story teach a lesson? What ideas are the most important

to you that they must be in a story like this?”

• Move to other. Ask: “Look over your other columns. Is there anything missing

still? Is this story in first person point of view? Is it short or long? Does it

have multiple voices, or just one? Is there any religion you would like your

story to teach you to believe in?”

• At the bottom of the page, have students respond to the same reflective

question: How difficult would it be to write a story like this? Do you think it

was wise for the author to make such a bold claim? Will he be able to do it?

• After students have finished writing, have them hand in this assignment for

points.

• As an extension of this assignment, you could have students write a short

story based on the outline they just created.

Assessment: The quality of student answers to the question at the end would be

indicative of the success of this strategy. The value of this activity comes in the

discussion time, and it prepares the student for the story to come.

Students will learn to creatively respond to a text while considering and working

with story elements. Students will learn to extrapolate and consider their own

thoughts and how they as an audience affect the reading of a text. This activity is

extremely effective in preparing students for the tone of this novel.

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Life of PiLife of PiLife of PiLife of Pi

DuringDuringDuringDuring----ReadingReadingReadingReading Strategy: Think Aloud

Context: Students will use this strategy as they begin the section of the novel that

deals with Pi’s religious affiliations. The chapter that will be used in this think

aloud is chapter fifteen—where the narrator goes into the modern-day house of Pi

Patel. Students will use this strategy during reading.

Statement of Purpose: This instructional routine helps students learn to really work

with a text—to ask questions and highlight facts that will enrich the reading

experience and improve overall comprehension. Life of Pi often has dense and information-rich passages that readers need the tools to navigate. Teaching

students this method will help them push through said passages.

Directions:

• Pass out photocopied handouts of Chapter fifteen. Copy the pages so that

there is plenty of white space around the text for students to write their

ideas. Have an overhead copy ready as well.

• Ask students: “So, today we’re going to work on a strategy that hopefully you

have done before, but that you will need for the next section of this novel. It’s

a think aloud.”

• Place chapter fifteen on the overhead. Have students take out a colored pen,

or a pencil. Read through the first paragraph, asking questions and unlinking

unfamiliar words. For example, “Why is his home a temple? Who is the

person is the portrait? Why is he important, I wonder? Why would he have

both a cross and a portrait of Ganesha? Is Pi Christian? Does he collect art?”

• Move into the second and third paragraphs, this time asking for student

input on what questions and comments could be made. “What kinds of

questions could we ask about this sentence? What kind of house is this?”

• Ask students to complete the chapter in the same manner, to hand in the

handout after they have finished.

• Students can pair-share their questions when finished

• This strategy should take about twenty-five minutes. Move directly into

group work for During Reading Strategy: Reciprocal Teaching.

Assessment

Quality of independent student work will indicate whether or not the concept was

adequately taught. This strategy may take practise.

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LiLiLiLife of Pife of Pife of Pife of Pi

DuringDuringDuringDuring----ReadingReadingReadingReading Strategy: Cultural Inquiry Reciprocal Teaching

Context: While students read chapters fifteen through twenty-three, have them fill

out a graphic organizer to help them keep Pi’s three conversions straight by using

the novel and by doing some online research into the basic beliefs of each.

Statement of Purpose: One of the reasons we read is to gain information. A lot of the

chapters in Life of Pi can be read like a non-fiction or informational text—the

author blends fiction with a lot of information that can be overwhelming to readers.

This exercise will help students navigate the text and draw useful conclusions about

what they read.

Directions:

This is an extension of the first during reading strategy, which must be

completed before this activity. This will take two or three class periods to complete.

You will need:

-six posterboards/large paper areas

-magazines, scissors, glue-sticks

-graphic organizer

-felt pens

• After completing the “Read Aloud” strategy for chapter 15, have students

split into six groups (preferably four students in one group, some may have

five)

• Each group is assigned to read on one religion. So, for Hinduism, two groups

will read and discuss chapter sixteen, filling out the culture sheet for Hindu.

For Catholic Christianity, two groups will read chapter seventeen. For Islam,

two groups will read chapters eighteen through twenty. (at least 30 minutes,

with direction as needed)

• After students have completed the organizer, have them brainstorm:

o Four questions about the religion they read about that are

peaked/unanswered by the text (one question per student).

o Four assumptions that can be made about the religion based on the

text.

• Have students write their one question and one assumption on a notecard,

and also in their journals.

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• Show a model of a good question, and a well-researched answer. Assign

students to research the answers to their questions, and introduce that the

answers will be presented next day. They can take their notecards home to

remember questions.

• Introduce that students will be presenting their answers as a group to the

class, so each group should choose individual questions carefully.

• Each student is to bring their researched answer to their question to the next

class, typed as a well-written, ten sentence paragraph (review paragraphing

as necessary).

• Give students time to write their conclusions on poster-board and create a

five-minute presentation on their religion. Have them look through

magazines and newspapers to find pictures that might suit the religion of

their group (at least 30 minutes)

• Have each group present what they found out about the religion they studied,

sharing the questions they asked and the answers they found. Be sure to tell

students that they will be quizzed on presentation content next class time. (at

least 30 min). Take notes to make the quiz.

• Have students hand in their paragraphs.

Assessment

This is not a full-fledged inquiry project. The paragraphs will be handed in

for writing points and will be graded holistically. The group presentations are for

the benefit of the readers and will be graded by participation and effort.

Quality of student questions will indicate to effectiveness of this activity. The

organizer will help students to find information in the text, and will direct the group

activity to a finish point. It will help to explain to students that this is one of the

reasons why we read, and that this will help contextualize the novel.

This activity is rich in many different learning styles, and collaboration is one

of the best ways to learn. However, it is one of the messiest ways to learn as well.

This strategy will take practise in execution before it is completely smooth.

However, this strategy effectively combines learning to read an informational text

folded in a work of fiction. Students will need to learn how to read both in order to

work with Life of Pi.

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AfterAfterAfterAfter----ReadingReadingReadingReading Strategy: Body Biography

Context: Students will do this activity after completing the novel to the end. This is

a short activity that students will find engaging.

Statement of Purpose: This strategy helps students connect text to self, helps define

the characterization of Pi, and helps students summarize the internal themes of the

novel. Students will demonstrate a full knowledge of Pi’s character as they complete

this assignment. This will also tie into the theme of the unit: What makes life

meaningful? Thanks to Sirpa Greirson for this idea.

Directions:

This activity will take one (50 minute) class period.

• Begin with a journal write: What is the most important to you? How has

reading Life of Pi affected how you see things?

• Draw a large outline of a person on the white-board. Write “Pi Patel” over his

head. Explain that in the hands will represent what objects mean the most to

Pi, the feet will represent his weaknesses, the mouth will represent what he

says, the head will represent what he thinks and his motivations, and the

center will represent what he believes, how he feels, and what he loves. Give

an example of each.

• In journals, give students five minutes to write lists for what goes in all of

them: feet, mouth, head, hands, and center.

• Pass out sheets of plain paper. Give students the rest of the period to draw a

character sketch of Pi, using the items that they have written down. Students

can be as creative as they like, but all five categories should be clear and

well-represented.

• Assign a similar character sketch of the student, on the other side of the

paper. Due next class.

• In journals at the beginning of the next class period, have students respond

to this question: “In what ways am I similar to Pi? In what ways am I

different?”

Assessment

These sketches will be graded on effort and insight. This activity is well

planned and enjoyable for most students to complete. Best to grade holistically.

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AfterAfterAfterAfter----ReadingReadingReadingReading Strategy: Found Poem

Context: This would be an after-reading activity—to complete after reading to the

end.

Statement of Purpose: This activity is to help students work with the language of

the novel. This will help the students first to find theme, and then to use the

language of the novel to synthesize their ideas through a found poem.

Directions:

This activity will take one class period

• Have students write in journals: What do you think a major theme or symbol

of this novel? Explain. (2-3 minutes)

• Have students pair share, and then square over the themes they discussed. (5

minutes)

• Have a student from each group come a write the themes their group

discusses on the board.

• Go over the list of themes. (5 minutes)

• Explain that we will use the themes as subjects for a found poem. If students

do not know what a found poem is, briefly explain through example. Model

for the students how to create a found poem using the theme of “survival.” (10

minutes)

o “I realized this was a necessity

Exposure, shelter

Green water, blue water

Full of fearful wonder

I discovered the sea.

A little bit of hope—

A measure of calm,

All alone.

Only fear can defeat life

And the relentless march of time.

Continuously hungry.

I survived.”

• Have students choose a topic they feel good about, and assign them to write a

found poem that they feel really expresses the theme, minimum fourteen

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lines, and each line must be a phrase from the novel. No hacking apart

phrases.

• Have students write a journal response about why they chose two or three

specific passages.

• Post found poems on the wall in the classroom.

Assessment

Poems should be graded on effort—and on thoughtful representation of

theme. If students struggle to create a found poem, they might need more guided

practise. Students generally enjoy this activity.

Gwilliam, BYU 2012

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Linked TextLinked TextLinked TextLinked Text Strategy: “Tyger, Tyger”

Context: This would be taught shortly into reading Part II, when Pi has become

friends with Richard Parker, and turns to God in his solace. Pi tries to find God in

everything.

Statement of Purpose: Linked texts help students to find meaning outside the text

and help them learn to apply reading strategies to different genres. Also, linked

texts allow students to make text to text connections to solidify meaning.

Directions:

Strategy should take about 25-30 minutes.

• Pass out copies of William Blake’s poem, “Tyger, Tyger.”

• Have students read the poem on their own.

• Ask: “Is the meaning of the poem clear?”Address questions and then conduct

a stanza-by-stanza reading of the poem, much like a think aloud.

• Have students respond to this question in journals: How does the speaker of

the poem regard the tiger? In what ways is this tiger like Richard Parker?

• Explain how the speaker of the poem finds the tiger so awful and great that it

confirms his belief in a divine creator and that he himself, as the speaker

feels very small.

• Ask: Do you think this poem relates to Pi?

• In journals, have students then respond, “How do you think Pi would respond

to this poem? Give an example or a quotation from the text to support your

answer.”

Asssessment:

This assignment will be difficult to assess, but the guided reading should be

evaluated for effectiveness each time. Teacher may need to adjust the journal

prompt questions, or guide to specific chapters in Part II.

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Vocabulary Vocabulary Vocabulary Vocabulary Strategy: Infer, Define, Use

Context: This is a continuous reading activity—meaning that it should be an

ongoing strategy as students read the book. Students will build a vocabulary as they

read with this daily (each class) vocabulary assignment.

Statement of Purpose: Strengthening vocabulary is essential to building a better

reader. Self-acquired vocabulary is better learned and more likely for students to

remember. Each student will eventually build a long list of new words that have

been researched during personal reading of Life of Pi.

Directions:

• Tell a story of an embarrassing time when you, or someone you know, used

the wrong word when explaining or describing something. Reiterate the value

of knowing what a word means.

• Pass out the very first daily vocabulary sheet (included). Point out to

students that a lot of the time, the meaning of a new word can be inferred

based on its use in the text. Each space for a new word (students will choose

five per reading assignment) has three lines: one for the inferred meaning,

one for the real one, and one for using it in a sentence. Students should also

include the page number of where the word was found. This activity will

show the students that sometimes inferring meaning will only get you so far.

• Using chapter one and the board, find a difficult word and model inferring

and defining. A good word here would be “indolence” (page 3, second

paragraph). Write your inferred meaning. Then, look it up in a class room

dictionary and read the word definition out loud. Then use it in a sentence.

• Choose another word, such “callisthenic” (page 15, paragraph 3). Have

students call out what this word might mean. Have a student look it up and

read the definition out loud. Assist them in coming up with a sentence.

• Students will hand in daily vocabulary sheets with each reading assignment,

with both the inference and the definition, and will take another from a stack

always handy.

Assessment

These assignments are small busy work, and can mostly be graded as a completion

point. Students should be expected, when tested on the book, to choose five words

they defined throughout the novel, and define them on the test, as well as use them

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in a sentence. This is not a difficult assignment to understand, but some follow-up

may be required after the first vocabulary sheet has been handed in.

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DiscussionDiscussionDiscussionDiscussion Strategy: Silent Conversations

Context: This would be an after-reading activity, after the students have learned

both sides of Pi’s story. This discussion will highlight what students think about the

issues discussed in the book.

Statement of Purpose: This activity will help students to respond to the ideas of

other students and to intelligently discuss the themes and questions of the book. It

will also help students who normally don’t speak in class express their ideas about

the novel.

Directions:

• Before class begins, place large poster paper on the walls/bulletins of

different areas of the room. Label them with the following headings:

Religious Tolerance, Humans Vs. Animals, Survival, Richard Parker (etc.).

• When students arrive, introduce the topic of the silent discussion. The biggest

rule is no talking. Each student has to write something about each topic, and

comment at least four times on someone else’s comment. Each student will

therefore write at least eight times. (15-20 minutes)

• After everyone has written and is back in their desks, go over what students

discussed on the papers, and ask if anyone has anything to add.

Assessment

Students should initial their comments so that they can get participation points, if

the instructor wishes to grade this activity.

Practising this activity may make it go smoother and faster.

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Life of Pi

Reading Strategies and Activities

All strategies and pages references from:

Harcourt Books: First U.S. Edition (2001)

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