Life Of Pi Full Text & Audioms. Schroll's Ela Classes




'Absurd, macabre, unreliable and sad, deeply sensual in its evoking of smells and sights, the whole trip and the narrator's insanely curious voice suggests Joseph Conrad and Salman Rushdie hallucinating together over the meaning of The Old Man and the Sea and Gulliver's Travels.' Financial Times 'Life of Pi is a great adventure story, the sort that comes along rarely and enters a select canon at once. This would be enough to justify its existence, but it is also rich in metaphysics, beautifully written, moving and funny.' Scotland on Sunday 'This is compelling storytelling, and Martel is always ready to reel in the reader with a well-turned phrase or tasty aside.' Independent
'Here is a writer with a talent as fabulous as the tale that he - and his Pi - have to tell.' Spectator
'An engrossing and beautifully written meditation on God, man and beast. This is a rare gem: a book that you want to immediately re-read.' The List 'Martel has large amounts of intellectual fun with this outrageous fable ... It dramatises and articulates the possibilities of storytelling, which for this writer is a kind of extremist high-wire act.' Observer 'One encounters page after page of images and observations riveting in their precision and insight ... A story to make you believe in the soul-sustaining power of fiction and its human creators, and in the original power of storytellers like Martel.' Los Angeles Times Book Review '[This] enormously loveable novel is suffused with wonder.'
Guardian
'Yann Martel is a vivid and entrancing storyteller.'
Sunday Telegraph
'Martel is dazzling.' Independent on Sunday
'A fabulous romp through an imagination by turns ecstatic, cunning, despairing and resilient, this novel is an impressive achievement ... Martel displays the clever voice and tremendous storytelling skills of an emerging master.' Publishers Weekly 'Impressive enough to make you, as the old man said, believe in God ... Martel has hit on a marvellous notion and revels in elaborating it.' Scotsman 'Life of Pi is a real adventure: brutal, tender, expressive, dramatic and disarmingly funny ... It's difficult to stop reading when the pages run out.' San Francisco Chronicle 'Martel's witty and wise novel, with its echo of William Golding's Pincher Martin, has a teasing plausibility about it that taps into our desire for extraordinary stories that just might be true.' Metro 'Life of Pi could well be the book of the year.' What's On In London
'An impassioned defence of zoos, a death-defying trans-Pacific sea adventure a la Kon-Tiki, and a hilarious shaggy-dog story ... This audacious novel manages to be all of these.' New Yorker 'Readers familiar with Margaret Atwood, Mavis Gallant, Alice Munro, Michael Ondaatje and Carol Shields should learn to make room on the map of contemporary Canadian fiction for the formidable Yann Martel.' Chicago Tribune '[Martel] demonstrates the immense power of the imagination to transform our view with the light twitch of a tiger's tail.' India Today
YANN MARTEL
life of pi
A NOVEL
Edinburgh * London * New York * Melbourne
a mes parents et a mon frere
Contents
Excerpt
Title Page
Dedication
Author's Note
Part One: Toronto And Pondicherry
Chapter One
Chapter Two
Chapter Three
Chapter Four
Chapter Five
Chapter Six
Chapter Seven
Chapter Eight
Chapter Nine
Chapter Ten
Chapter Eleven
Chapter Twelve
Chapter Thirteen
Chapter Fourteen
Chapter Fifteen
Chapter Sixteen
Chapter Seventeen
Chapter Eighteen
Chapter Nineteen
Chapter Twenty
Chapter Twenty-One
Chapter Twenty-Two
Chapter Twenty-Three
Chapter Twenty-Four
Chapter Twenty-Five
Chapter Twenty-Six
Chapter Twenty-Seven
Chapter Twenty-Eight
Chapter Twenty-Nine
Chapter Thirty
Chapter Thirty-One
Chapter Thirty-Two
Chapter Thirty-Three
Chapter Thirty-Four
Chapter Thirty-Five
Chapter Thirty-Six
Part Two: The Pacific Ocean
Chapter Thirty-Seven
Chapter Thirty-Eight
Chapter Thirty-Nine
Chapter Forty
Chapter Forty-One
Chapter Forty-Two
Chapter Forty-Three
Chapter Forty-Four
Chapter Forty-Five
Chapter Forty-Six
Chapter Forty-Seven
Chapter Forty-Eight
Chapter Forty-Nine
Chapter Fifty
Chapter Fifty-One
Chapter Fifty-Two
Chapter Fifty-Three
Chapter Fifty-Four
Chapter Fifty-Five
Chapter Fifty-Six
Chapter Fifty-Seven
Chapter Fifty-Eight
Chapter Fifty-Nine
Chapter Sixty
Chapter Sixty-One
Chapter Sixty-Two
Chapter Sixty-Three
Chapter Sixty-Four
Chapter Sixty-Five
Chapter Sixty-Six
Chapter Sixty-Seven
Chapter Sixty-Eight
Chapter Sixty-Nine
Chapter Seventy
Chapter Seventy-One
Chapter Seventy-Two
Chapter Seventy-Three
Chapter Seventy-Four
Chapter Seventy-Five
Chapter Seventy-Six
Chapter Seventy-Seven
Chapter Seventy-Eight
Chapter Seventy-Nine
Chapter Eighty
Chapter Eighty-One
Chapter Eighty-Two
Chapter Eighty-Three
Chapter Eighty-Four
Chapter Eighty-Five
Chapter Eighty-Six
Chapter Eighty-Seven
Chapter Eighty-Eight
Chapter Eighty-Nine
Chapter Ninety
Chapter Ninety-One
Chapter Ninety-Two
Chapter Ninety-Three
Chapter Ninety-Four
Part Three: Benito Juarez Infirmary, Tomatlan, Mexico
Chapter Ninety-Five
Chapter Ninety-Six
Chapter Ninety-Seven
Chapter Ninety-Eight
Chapter Ninety-Nine
Chapter Hundred
Reading Group Guide
About the Author
Copyright
AUTHOR'S NOTE
This book was born as I was hungry. Let me explain. In the spring of 1996, my second book, a novel, came out in Canada. It didn't fare well. Reviewers were puzzled, or damned it with faint praise. Then readers ignored it. Despite my best efforts at playing the clown or the trapeze artist, the media circus made no difference. The book did not move. Books lined the shelves of bookstores like kids standing in a row to play baseball or soccer, and mine was the gangly, unathletic kid that no one wanted on their team. It vanished quickly and quietly.
The fiasco did not affect me too much. I had already moved on to another story, a novel set in Portugal in 1939. Only I was feeling restless. And I had a little money.
So I flew to Bombay. This is not so illogical if you realize three things: that a stint in India will beat the restlessness out of any living creature; that a little money can go a long way there; and that a novel set in Portugal in 1939 may have very little to do with Portugal in 1939.
I had been to India before, in the north, for five months. On that first trip I had come to the subcontinent completely unprepared. Actually, I had a preparation of one word. When I told a friend who knew the country well of my travel plans, he said casually, 'They speak a funny English in India. They like words like bamboozle.' I remembered his words as my plane started its descent towards Delhi, so the word bamboozle was my one preparation for the rich, noisy, functioning madness of India. I used the word on occasion, and truth be told, it served me well. To a clerk at a train station I said, 'I didn't think the fare would be so expensive. You're not trying to bamboozle me, are you?' He smiled and chanted, 'No sir! There is no bamboozlement here. I have quoted you the correct fare.'
This second time to India I knew better what to expect and I knew what I wanted: I would settle in a hill station and write my novel. I had visions of myself sitting at a table on a large veranda, my notes spread out in front of me next to a steaming cup of tea. Green hills heavy with mists would lie at my feet and the shrill cries of monkeys would fill my ears. The weather would be just right, requiring a light sweater mornings and evenings, and something short-sleeved midday. Thus set up, pen in hand, for the sake of greater truth, I would turn Portugal into a fiction. That's what fiction is about, isn't it, the selective transforming of reality? The twisting of it to bring out its essence? What need did I have to go to Portugal?
The lady who ran the place would tell me stories about the struggle to boot the British out. We would agree on what I was to have for lunch and supper the next day. After my writing day was over, I would go for walks in the rolling hills of the tea estates.
Unfortunately, the novel sputtered, coughed and died. It happened in Matheran, not far from Bombay, a small hill station with some monkeys but no tea estates. It's a misery peculiar to would-be writers. Your theme is good, as are your sentences. Your characters are so ruddy with life they practically need birth certificates. The plot you've mapped out for them is grand, simple and gripping. You've done your research, gathering the facts--historical, social, climatic, culinary--that will give your story its feel of authenticity. The dialogue zips along, crackling with tension. The descriptions burst with colour, contrast and telling detail. Really, your story can only be great. But it all adds up to nothing. In spite of the obvious, shining promise of it, there comes a moment when you realize that the whisper that has been pestering you all along from the back of your mind is speaking the flat, awful truth: it won't work. An element is missing, that spark that brings to life a real story, regardless of whether the history or the food is right. Your story is emotionally dead, that's the crux of it. The discovery is something soul-destroying, I tell you. It leaves you with an aching hunger.
From Matheran I mailed the notes of my failed novel. I mailed them to a fictitious address in Siberia, with a return address, equally fictitious, in Bolivia. After the clerk had stamped the envelope and thrown it into a sorting bin, I sat down, glum and disheartened. 'What now, Tolstoy? What other bright ideas do you have for your life?' I asked myself.
Well, I still had a little money and I was still feeling restless. I got up and walked out of the post office to explore the south of India.
I would have liked to say, 'I'm a doctor,' to those who asked me what I did, doctors being the current purveyors of magic and miracle. But I'm sure we would have had a bus accident around the next bend, and with all eyes fixed on me I would have to explain, amidst the crying and moaning of victims, that I meant in law; then, to their appeal to help them sue the government over the mishap, I would have to confess that as a matter of fact it was a Bachelor's in philosophy; next, to the shouts of what meaning such a bloody tragedy could have, I would have to admit that I had hardly touched Kierkegaard; and so on. I stuck to the humble, bruised truth.
Along the way, here and there, I got the response, 'A writer? Is that so? I have a story for you.' Most times the stories were little more than anecdotes, short of breath and short of life.
I arrived in the town of Pondicherry, a tiny self-governing Union Territory south of Madras, on the coast of Tamil Nadu. In population and size it is an inconsequent part of India--by comparison, Prince Edward Island is a giant within Canada--but history has set it apart. For Pondicherry was once the capital of that most modest of colonial empires, French India. The French would have liked to rival the British, very much so, but the only Raj they managed to get was a handful of small ports. They clung to these for nearly three hundred years. They left Pondicherry in 1954, leaving behind nice white buildings, broad streets at right angles to each other, street names such as rue de la Marine and rue Saint-Louis, and kepis, caps, for the policemen.
I was at the Indian Coffee House, on Nehru Street. It's one big room with green walls and a high ceiling. Fans whirl above you to keep the warm, humid air moving. The place is furnished to capacity with identical square tables, each with its complement of four chairs. You sit where you can, with whoever is at a table. The coffee is good and they serve French toast. Conversation is easy to come by. And so, a spry, bright-eyed elderly man with great shocks of pure white hair was talking to me. I confirmed to him that Canada was cold and that French was indeed spoken in parts of it and that I liked India and so on and so forth--the usual light talk between friendly, curious Indians and foreign backpackers. He took in my line of work with a widening of the eyes and a nodding of the head. It was time to go. I had my hand up, trying to catch my waiter's eye to get the bill.
Then the elderly man said, 'I have a story that will make you believe in God.'
I stopped waving my hand. But I was suspicious. Was this a Jehovah's Witness knocking at my door? 'Does your story take place two thousand years ago in a remote corner of the Roman Empire?' I asked.
'No.'
Was he some sort of Muslim evangelist? 'Does it take place in seventh—century Arabia?'
'No, no. It starts right here in Pondicherry just a few years back, and it ends, I am delighted to tell you, in the very country you come from.'
'And it will make me believe in God?'
'Yes.'
'That's a tall order.'
'Not so tall that you can't reach.'
My waiter appeared. I hesitated for a moment. I ordered two coffees. We introduced ourselves. His name was Francis Adirubasamy. 'Please tell me your story,' I said.
'You must pay proper attention,' he replied.
'I will.' I brought out pen and notepad.
'Tell me, have you been to the botanical garden?' he asked.
'I went yesterday.'
'Did you notice the toy train tracks?'
'Yes, I did.'
'A train still runs on Sundays for the amusement of the children. But it used to run twice an hour every day. Did you take note of the names of the stations?'
'One is called Roseville. It's right next to the rose garden.'
'That's right. And the other?'
'I don't remember.'
'The sign was taken down. The other station was once called Zootown. The toy train had two stops: Roseville and Zootown. Once upon a time there was a zoo in the Pondicherry Botanical Garden.'
He went on. I took notes, the elements of the story. 'You must talk to him,' he said, of the main character. 'I knew him very, very well. He's a grown man now. You must ask him all the questions you want.'
Later, in Toronto, among nine columns of Patels in the phone book, I found him, the main character. My heart pounded as I dialed his phone number. The voice that answered had an Indian lilt to its Canadian accent, light but unmistakable, like a trace of incense in the air. 'That was a very long time ago,' he said. Yet he agreed to meet. We met many times. He showed me the diary he kept during the events. He showed me the yellowed newspaper clippings that made him briefly, obscurely famous. He told me his story. All the while I took notes. Nearly a year later, after considerable difficulties, I received a tape and a report from the Japanese Ministry of Transport. It was as I listened to that tape that I agreed with Mr. Adirubasamy that this was, indeed, a story to make you believe in God.
It seemed natural that Mr. Patel's story should be told mostly in the first person--in his voice and through his eyes. But any inaccuracies or mistakes are mine.
I have a few people to thank. I am most obviously indebted to Mr. Patel. My gratitude to him is as boundless as the Pacific Ocean and I hope that my telling of his tale does not disappoint him. For getting me started on the story, I have Mr. Adirubasamy to thank. For helping me complete it, I am grateful to three officials of exemplary professionalism: Mr. Kazuhiko Oda, lately of the Japanese Embassy in Ottawa; Mr. Hiroshi Watanabe, of Oika Shipping Company; and, especially, Mr. Tomohiro Okamoto, of the Japanese Ministry of Transport, now retired. As for the spark of life, I owe it to Mr. Moacyr Scliar. Lastly, I would like to express my sincere gratitude to that great institution, the Canada Council for the Arts, without whose grant I could not have brought together this story that has nothing to do with Portugal in 1939. If we, citizens, do not support our artists, then we sacrifice our imagination on the altar of crude reality and we end up believing in nothing and having worthless dreams.
PART ONE
Toronto and Pondicherry
CHAPTER 1
My suffering left me sad and gloomy.
Academic study and the steady, mindful practice of religion slowly brought me back to life. I have kept up what some people would consider my strange religious practices. After one year of high school, I attended the University of Toronto and took a double-major Bachelor's degree. My majors were religious studies and zoology. My fourth-year thesis for religious studies concerned certain aspects of the cosmogony theory of Isaac Luria, the great sixteenth-century Kabbalist from Safed. My zoology thesis was a functional analysis of the thyroid gland of the three-toed sloth. I chose the sloth because its demeanour--calm, quiet and introspective--did something to soothe my shattered self.
There are two-toed sloths and there are three-toed sloths, the case being determined by the forepaws of the animals, since all sloths have three claws on their hind paws. I had the great luck one summer of studying the three-toed sloth in situ in the equatorial jungles of Brazil. It is a highly intriguing creature. Its only real habit is indolence. It sleeps or rests on average twenty hours a day. Our team tested the sleep habits of five wild three-toed sloths by placing on their heads, in the early evening after they had fallen asleep, bright red plastic dishes filled with water. We found th

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@Wonderful - 2020-07-31 03:56 Good for student or teens to read in order to learn wonderful !!

Life of Pi is about everything: adventure, religion, tigers (oh my!).Life of Shmoop is about reading Life of Pi (and approximately 3,792 other books) and passing our knowledge on to you. In this guide you will find. A lesson on how Yann Martel wrote Life of Pi.; an activity comparing the book to the movie. Reading quizzes for each and every chapter. Yann Martel’s Life of Pi explores the fantastic tale of a boy adrift in the Pacific Ocean in the company of a Bengal Tiger. It focusses on the protagonist ’s unlikely survival in the face of many different challenges and obstacles. Despite the odds, Pi Patel drew on an inner strength and mental. Life of Pi: An Analysis of the Psychological Aspects of Survival. In Yann Martel’s novel Life of Pi, the narrator and protagonist Pi is placed in a life or death situation which tests his faith and morality. In the story, Pi is a young man who believes in three religions: Christianity, Hinduism and Islam. This is a great tool for scaffolding a compare and contrast writing assignment for a text to film of Life of Pi! This resource helps students process key themes in both book and film. This purchase includes an elements of film handout, essay graphic organizer, rubric, and notes for the teacher. Life of Pi is a novel by Yann Martel. Life of Pi study guide contains a biography of author Yann Martel, literature essays, quiz questions, major themes, characters, and a full summary and analysis.

@Wonderful - 2020-07-31 03:56 Good for student or teens to read in order to learn wonderful !!

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Life of Pi is about everything: adventure, religion, tigers (oh my!). Life of Shmoop is about reading Life of Pi (and approximately 3,792 other books) and passing our knowledge on to you.

In this guide you will find

  • a lesson on how Yann Martel wrote Life of Pi.
  • an activity comparing the book to the movie.
  • reading quizzes for each and every chapter.

There might be a tiger in Pi's lifeboat, but we're in yours. That tiger is no match for us.

What's Inside Shmoop's Literature Teaching Guides

Shmoop is a labor of love from folks who love to teach. Our teaching guides will help you supplement in-classroom learning with fun, engaging, and relatable learning materials that bring literature to life.

Inside each guide you'll find quizzes, activity ideas, discussion questions, and more—all written by experts and designed to save you time. Here are the deets on what you get with your teaching guide:

  • 13-18 Common Core-aligned activities to complete in class with your students, including detailed instructions for you and your students.
  • Discussion and essay questions for all levels of students.
  • Reading quizzes for every chapter, act, or part of the text.
  • Resources to help make the book feel more relevant to your 21st-century students.
  • A note from Shmoop's teachers to you, telling you what to expect from teaching the text and how you can overcome the hurdles.

Want more help teaching Teaching Life of Pi?

Check out all the different parts of our corresponding learning guide.



Instructions for You

Objective: The majority of your students probably haven't read a picture book since they were pre-teens, or maybe even pre-tweens. And Life of Pi? Is not a picture book. Or at least, it wasn't ... until Croatian artist Tomislav Torjanac created twelve beautiful oil paintings that now accompany a deluxe, illustrated version of the novel.

Okay, so the picture-to-text ratio is too low to truly qualify this edition as a picture book, but the pictures are certainly worth viewing—and discussing.

  • Why, for instance, did Torjanac choose these particular scenes to illustrate?
  • Do the illustrations enhance the narrative? Why or why not?
  • What techniques did Torjanac use in creating the illustrations and how well do these techniques fit with the tone of the novel?

Your students will analyze the pictures along with the literary text in order to answer these questions and write an analytical essay. In addition, they will use the illustrations, arranged in a different order, to inspire a fictional narrative of their own making.

Length of Lesson: 1-3 days

Materials Needed:

Life Of Pi Full Text & Audioms. Schroll
  • Large (8x10ish) copies of the Life of Piillustrations by Croatian artist Tomislav Torjanac (to print each image, right click on the image, choose 'open image in new tab,' and then print the image from that page)
  • Chart paper & markers
  • Smaller copies of the illustrations for students to use in Step 4

Step 1: Post copies of some of Torjanac's illustrations from the novel around the room with accompanying pieces of chart paper. (We suggest that you print out enough illustrations so that students will be able to spread out among them in pairs or groups of three. For a class of 18 students, five or six images will do; for 24 students, you may want more.)

Ask your students to walk around the room, look at the pictures, and then, on the accompanying chart paper, write a quick response about how each picture is linked to the novel. You can give your students 15 minutes to do this free-form, or divide them into pairs or small groups and give them two to three minutes with each picture.

Life of pi full text & audioms. scrolls ela classes 2020

Step 2: Bring the class back together and use the comments on one of the illustrations to begin a class discussion of how the illustrations relate to the text. Emphasize the use of specific moments in the text to help support analysis. Here are some questions you may ask your students:

  • What is it about this scene that makes it worthwhile enough to be illustrated?
  • Does the artist's style (use of color, brush strokes, medium, etc.) work with the style of the novel or does it work against it? Why?
  • How do the illustrations help tell the story?
  • How might the illustration be viewed differently by someone who has never read Life of Pi and has no idea that the piece is associated with a novel?

Go through this process with at least two of the illustrations and associated comments to help model the process of analyzing the art and its relationship to the novel.

Step 3: Show your students all twelve of the illustrations Torjanac created for the book and give them their first assignment. Here's a prompt:

Look through all twelve of Torjanac's illustrations for Life of Pi and choose one to consider in depth by writing an analytical essay. Your essay should address the points we discussed in class, mainly:

  • why you believe the artist chose to illustrate this particular scene from the book;
  • how the artist's style (use of color, brush strokes, choice of medium, etc.) works with or against the style of the novel;
  • how this illustration helps to tell the story; and
  • how this piece might be interpreted differently if it were not associated with a novel.

Step 3A: [Optional] If you have the time and the inclination, have your students divide up according to which illustrations they analyzed. (If any one group is too large, you can split it into smaller groups.) Give them time to share their thoughts and/or their papers in these small groups before collecting their essays. You could also have each small group report out to the class, summarizing their discussion ... or you could skip this step altogether and go straight to Step 4.

Step 4: After students have completed and turned in their essays, give them their follow up assignment. Again, we've got a prompt ready for you if you want it:

Now that you have that analytical essay under your belt, it's time to try your hand at fiction writing. (And actually, if that analytical essay really is under your belt, you probably ought to turn it in.)

Go back to your copy of the twelve illustrations Torjanac created for Life of Pi and (ready?) ... shuffle them. Rearrange them. Shake things up a bit. Put them in any order you choose, and use them to tell a completely new story. Write it out, proofread/edit it, and revise it. Then get ready to share your new story with the class.

Step 5: Stories can be shared orally with the whole class, or, if time is an issue, in small groups.

(California English Language Arts Standards Met: 9th & 10th grade Reading 3.2, 3.3, 3.4, 3.5, 3.7, 3.8, 3.9, 3.11, 3.12; Writing 1.1, 1.2, 1.4, 1.6, 1.7, 2.1, 2.2; Written & Oral English Language Conventions 1.1, 1.2, 1.3, 1.4, 1.5; (Optional) Listening & Speaking 2.1. 11th & 12th grade Reading 3.2, 3.3, 3.8, 3.9; Writing 1.1, 1.2, 1.3, 1.5, 2.1, 2.2; Written & Oral English Language Conventions 1.1, 1.2, 1.3; (Optional) Listening & Speaking 1.3, 1.4, 1.8, 2.3.)

Instructions for Your Students

When was the last time you read a picture book? It's probably been a while ... unless, of course, you count Life of Pi.

Wait a minute! Life of Pi isn't a picture book. Or at least, it wasn't ... until Croatian artist Tomislav Torjanac created twelve beautiful oil paintings that now accompany a deluxe, illustrated version of the novel.

Okay, so the picture-to-text ratio is too low to truly qualify this edition as a picture book, but the pictures are certainly worth viewing—and discussing. And hey, maybe even using as the inspiration for your own short story (hint, hint).

Step 1: You're about to get a look at some of Torjanac's illustrations from the novel Life of Pi. As you walk around the room viewing the pictures, take some time to jot down your reactions to each piece on the accompanying chart paper. Think specifically about how each picture relates to the novel.

Step 2: When the gallery tour is over, you and your classmates will use the comments from some of the illustrations as a jumping off point for a class discussion of the art. Here are some questions you may consider as you discuss each piece:

  • What is it about this scene that makes it worthwhile enough to be illustrated?
  • Does the artist's style (use of color, brush strokes, medium, etc.) work with the style of the novel or does it work against it? Why?
  • How do the illustrations help tell the story?
  • How might the illustration be viewed differently by someone who has never read Life of Pi and has no idea that the piece is associated with a novel?

You'll go through this process with a few of the illustrations and comments so you can get a good feel for the process of analyzing the art and its relationship to the novel.

Step 3: At this point, you've probably only seen about half of Torjanac's Life of Pi inspired pieces. Now you'll get to see them all—and complete your first assignment. Here's the deal:

Life Of Pi Full Text & Audioms. Scrolls Ela Classes 2020

Look through all twelve of all twelve of Torjanac's illustration for Life of Pi and choose one to consider in depth by writing an analytical essay. Your essay should address the points we discussed in class, mainly:

  • why you believe the artist chose to illustrate this particular scene from the book;
  • how the artist's style (use of color, brush strokes, choice of medium, etc.) works with or against the style of the novel;
  • how this illustration helps to tell the story; and
  • how this piece might be interpreted differently if it were not associated with a novel.

Step 4: Now that you have that analytical essay under your belt, it's time to try your hand at fiction writing. (And actually, if that analytical essay really is under your belt, you probably ought to turn it in.)

Life Of Pi Full Text & Audioms. Scrolls Ela Classes Free

Ready? Good. Go back to the twelve illustrations Torjanac created for Life of Pi (you'll need a printed copy of the pieces for this part) and—ready?—shuffle them. Rearrange them. Shake things up a bit. Put them in any order you choose, and use them to tell a completely new story. Write out your original piece of fiction, proofread/edit it, and revise it. Then get ready to share your new story with the class before you turn it in.

Step 5: Storytime! Remember those magical days back in Kindergarten (or first grade, or at the library, or at home) when someone read you a story with beautiful illustrations? Now you can relive that moment, as reader and read-ee.

Put on your best reading-to-children voice and share your story with your class or small group. And be sure to show the pictures as you go!

Life Of Pi Full Text & Audioms. Scrolls Ela Classes -

(California English Language Arts Standards Met: 9th & 10th grade Reading 3.2, 3.3, 3.4, 3.5, 3.7, 3.8, 3.9, 3.11, 3.12; Writing 1.1, 1.2, 1.4, 1.6, 1.7, 2.1, 2.2; Written & Oral English Language Conventions 1.1, 1.2, 1.3, 1.4, 1.5; (Optional) Listening & Speaking 2.1. 11th & 12th grade Reading 3.2, 3.3, 3.8, 3.9; Writing 1.1, 1.2, 1.3, 1.5, 2.1, 2.2; Written & Oral English Language Conventions 1.1, 1.2, 1.3; (Optional) Listening & Speaking 1.3, 1.4, 1.8, 2.3.)

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