A FOUR WEEK UNIT PLAN TO
JHUMPA LAHIRI’S THE NAMESAKE
DESIGNED BY
ED RAYNIS
OVERVIEW TO A FOUR WEEK UNIT PLAN for THE NAMESAKE designed by ED RAYNIS
This is a four week unit plan of The Namesake by Jhumpa Lahiri designed for an 11th grade Regents class. The story focuses on its main protagonist, Gogol Ganguli, an American born middle class child of Indian immigrants. As he matures over the course of the novel he struggles to balance the obligations of his Indian background and family bonds with his own understanding and acceptance of American culture. The novel explores several themes including the concept of biculturalism, the search for identity, the quest for love, family bonds and the impact of popular culture on the individual. Beautifully written in clear and magically detailed prose by Jhumpa Lahiri the story is very approachable for high school students and should provide an enlightening educational experience for all who take part.
The unit plan allows for students to discover meaning in a variety of methods: performance, close reading, peer teaching, web-based activity, self- reflective journals and writing assignments. It is flexible in its approach allowing students to gain an understanding and appreciation of the text through individual student choices.
GRADE BREAKDOWN
Journal Writing (20%) –Students should actively write a journal entry for each chapter. For each chapter they must come up with a question that they think reflects a significant event in the chapter and briefly respond o their own question. Additionally, they should write down anything from the chapter that they personally found to interesting or significant.
Vocabulary Builder (10%)- Students will write down on index cards two words from each chapter that they were unsure of. The card should include a definition of the word, the quotation from the book with page number highlighted, and the context of the story where the word appears. The index cards will be used in a lesson plan during the unit and select words will be included in part of a final test.
Classroom Assignments/ Participation (30%) Active participation is required from all students. However taking into account student preferences some assignments may not be as appealing as others. Every student, unbeknownst to them, gets one “free pass” wherein a sub-par participation in a classroom activity will not negatively affect their classroom performance grade.
Unit Project (25%) The unit project can be a group project and require equal participation by all members. All group projects will include a group and individual evaluation submitted by all group members. All unit projects will include a short description or process piece detailing the steps toward completion.
Test (15%)- The final test will consist of Regents style multiple choice questions created by the students, vocabulary words contributed by students, and a Regents style critical lens essay.
PROJECT ASSIGNMENTS FOR THE NAMESAKE by Jhumpa Lahiri
1) Write an extended essay (3-5 pages) addressing any of the themes from the novel. You may want to write about the effect of biculturalism on Gogol, Ashoke or Ashima. Another theme to consider is Gogol’s quest to establish his identity or anything else that you find to be an interesting aspect from the novel. The paper should be focused around a thesis statement or central idea you will be discussing in your paper. This assignment includes the submission of a first draft and a final essay.
2) Create a serialized comic book from the novel. You can use living pictures, your own drawings, images collected from the internet and even stick figures provided that you include pertinent information and dialogue to make the comic book come alive. You can serialize the entire novel or concentrate your efforts to a specific chapter.
3) Create a work of art such as a painting, illustrations to accompany the novel, an artistic collage of images or a photographic essay that expresses your understanding of the novel. Along with your work of art write a one-page process piece that explains the steps and thought process that went into the piece, how it expresses your understanding of the novel and the inspiration behind your work.
4) Create a 5-10 minute short film focused on a significant event or chapter from the novel. You can try to film the entire novel but it may be difficult due to time constraints. The film should be a group project wherein each member will assume a specific role and everyone will contribute to the overall success of the completed film through a cooperative effort. If you choose this project let me know your group members as soon as possible and schedule a meeting with me to discuss your ideas.
5) Write a series of poems/songs (at least three) that express your understanding of the novel, its characters and themes. I encourage you to record or perform one of the songs for the class for completion of this project. You may want to speak to any of the students making a film to see if your music would fit in with their film.
6) Prepare a storyboard that can be readily turned into a film. The storyboard should illustrate the shot selection, camera movements, the action to take place and dialogue. You should concentrate on storyboarding several scenes or adapting specific chapters.
7)Interview a family member, neighbor, classmate or someone you may know that is an immigrant to this country. Prepare a good list of questions you would want to ask them. You may want to consider why they left their country In what ways have they changed? What traditions they have kept? What challenges they face? How do they define themselves? You should tape your interview using video, cassette or any other recording device. Write a transcript of your interview.
Projects are due the last week of the unit.WEEK-BY-WEEK BREAKDOWN OF ACTIVITIES AND READING
WEEK ONE
The First four chapters (up to page 96) should be read by the end of the school week.
Day One Lesson 1 “Who Am I?”
Day Two Lesson 2 “Reborn in Another Country” –The Immigrant Experience-
Jhumpa Lahiri Video Interview
Day Three Lesson 3 South Asian Immigrants in New York Documentary
Day Four Lesson 4 Performance-Promptbooks-Chap 3
Day Five Lesson 4 Performances of Lesson 4
WEEK TWO
Readings for the work. Read Chapters 5-8(up to page 217) by the end of the school week.
Day One Lesson 5 Found Poetry/Gogol’s 14th Birthday
Day Two Lesson 6 Poetry Readings/ Music Artifacts/Song Analysis
Day Three Lesson 7 Vocabulary Builder Game with Performance
Day Four Lesson 8 Internet Search/Images related to text
Day Five Lesson 8 Display & Discussion of Images- Project Updates
WEEK THREE
Read chapters 9-12(through pages 291) which is the conclusion of the novel.
Day One Lesson 9 Journal Swap-Peer Writing
Day Two Lesson 10 Film Analysis- ‘What’s Eating Gilbert Grape?’ DVD
Day Three Lesson 11 Character Committees
Day Four Lesson 11 Discussion/Analysis of Findings
Day Five Lesson 12 Film Adaptations/Screenplay Chapters 7-12
WEEK FOUR
Day One Lesson 12 Film Adaptations/ Performances and Taping
Day Two Lesson 13 Internet Search for Book Reviews/ Response Writing
Day Three Lesson 14 Creation of Regents Style Multiple Choice Questions
Day Four Performances and Displays of Final Projects
Day Five Performances and Displays of Final Projects
WEEK FIVE
Day One Test Multiple Choice Test and Essay response (the Test will be devised from the questions the student’s submitted during Lesson 14.
LESSON 1 “Who am I?”
WHAT’S ON FOR TODAY-One of the themes explored in The Namesake is the idea of identity. Gogol, the protagonist of the story, undergoes many changes as he matures from a young boy into a mature adult. His maturation is influenced by his duality of culture, his friends, his romantic relationships, his interests in music, books, and movies, his professional accomplishments and life’s tragic lessons. To demonstrate how our personalities are shaped and the evolving nature of our personalities students will examine their own development and memories from childhood to present.
WHAT TO DO-As an introduction to the novel students were asked to gather some pictures of themselves and/or their friends and families representing their development. These should include pictures of parents before they were born, a baby picture, a preschool picture, grade school picture, adolescence and a current picture. Additionally they should recall a story from the pictures or a childhood memory (ex. First day of school, visiting family, a vacation or journey, a childhood nickname or “pet name”, moving to/from a new home). In groups the students will share their photos and stories for 15-20 minutes. I will then lead a classroom discussion inquiring what did they learn from each other? How have they changed over the years? How have they stayed the same over the years? How have their families played a role in their development? Did they have a multi-cultural background? How do they think they will change once they are out of school? In what ways do they hope to remain the same? I will record responses on the blackboard or an overhead. We will examine the results and look for connections from the responses.
HOW DID IT GO- If a lively and robust class discussion ensues I would be very happy with the results. If we can agree or become aware of the influences on our personalities and their ever-evolving nature I would say it was a success.
HOMEWORK- Read Chapter ONE (pgs. 1-21). Identify two cultural differences between Bengali and American society. Write one question exemplifying a key development in chapter ONE. Think about a new name or a pet name you would like to adopt.
LESSON 2 “Reborn in Another Country”- The Immigrant Experience
WHAT’S ON FOR TODAY-To recognize the struggle and hardships immigrants to America experience. To explore the insights into the human condition that the immigrant experience allows and the toll it takes on an individual. To begin a list of cultural traditions of Bengali/Indian society and to identify American traditions and ways of life. To develop a personality list about the main characters. To challenge our perceptions and assumptions about immigrant families.
WHAT TO DO-Students will view Jhumpa Lahiri discussing the novel and reading excerpts from The Namesake. I will have a DVD copy to play in class and we will view sections 1(Introduction), section 2(Pet Names and Proper) and section 5(Inspirations). Key questions: Why do you think that Jhumpa Lahiri describes the immigrant experience as allowing her to see a window into the condition of the human sole? How might the immigrant experience take a toll on one’s life? What struggles do immigrants face? Working in groups, students will identify Bengali traditions and work on characterization lists. We will discuss our findings from the homework, to identify cultural differences between Bengali and American society. I will record answers on blackboard.
HOW DID IT GO- If students are able to empathize with the immigrant experience I think it will prove beneficial to understanding the story. The development of the characterization chart will also help for performance and improvisation exercises for the days ahead
HOMEWORK- Read Chapter TWO (pgs. 22-47). Write one question exemplifying a key development in chapter TWO. On the internet go to www.behindthename.com and look up the meaning behind your name and adapt a new name for the remainder of this unit. Additionally go to the Collections/Articles section and read any one article concerning names of your choice. Write a short response to the article (250 words) explaining the meaning of the article in your opinion and either agreeing or disagreeing with sentiments of the article.
Lesson Two Handout – Reborn in Another Country- Bengali & American Cultural Differences
Jhumpa Lahiri Interview Questions
Why do you think that Jhumpa Lahiri describes the immigrant experience as allowing her to see a window into the condition of the human sole?
How might the immigrant experience take a toll on one’s life?
What struggles do immigrant’s face?
IDENTIFYING CULTURAL TRAITS
Bengali/Indian Traditions American Traditions
LESSON 3 South Asian Immigrants in New York
WHAT’S ON FOR TODAY-Students will gain a deeper appreciation and understanding of what its like to be South Asian ( Bengali, Pakistani, Indian) immigrant in the tri-state area. They will reflect and examine their own understanding of “foreign” cultures surviving and thriving throughout the region.
WHAT TO DO-Students will view excerpts from the New York City Public Education Television Network Station, WNYE-25, documentary special ‘Desil South Asians in New York’. The hour documentary features vignettes of immigrants and first generation South Asians everyday life. Highlights include the work ethics and common bond shared by a taxi driver, newspaper vender; electronics store owner, Computer Associates CEO and community organizer. The documentary shows Indian neighborhoods throughout the tri-state area and examines their values, religions, ethics and their struggle to earn a living and gain respect in America. Students will further examine the documentary form by answering the question, how does one create or make an effective documentary? Students will write a short response about the documentary answering; how have my perceptions of South Asians altered from this documentary? What have I gained from the documentary? They should also give me at least one response to the statement: I would like to know more about…
HOW DID IT GO- If students show interest that they would like to visit some of the neighborhoods in Astoria, Jackson Heights, Midwood (Brooklyn), Manhattan (Lexington Ave.) and Jamaica it would be a great success. The Hicksville/Bethpage area of Long Island has a growing Indian community featuring restaurants, grocery stores and movie theatres that could be visited.