Oedipus Questions from class

Practice SPA question from class

Oedipus is blind and the story is over ....

Discussion
1. Why does the Herdsman want to protect the truth? Is it for selfish or selfless reasons? Look closely at the language and tone created in his short lines.
2.  Look at the chorus' speech on p. 64-65 (1188-1223). Does the chorus show pity or sympathy or empathy for Oedipus? Why or why not? What does this tell us about how we the audience are supposed to think about him.
3. Review second messenger speech (1238-1297)
4. Looking at the last ten pages of the text (specifically Oedipus' lines), answer the following questions: how does Oedipus show remorse for his actions? How does he take ownership of his exile?
5. What is the closing tone of the play? What are we to take away?


Debate for next class

Oedipus 47-59 ... the drama continues!

Today we're doing to practice some fast analytical thinking and writing. We're going to write, discuss, write, discuss, write, discuss and be done. Best day of your life. Right here!

Each writing/discussion unit will be divided into 25 minutes. You will have 15 minutes to write alone and 10 minutes to discuss with your group.

B Block Groups
Baylor/Francesca/Julian
Isaiah/Larkin/Jack
Hugo/Ben/Phyllis
William/Katie/Alex
Jillian/Adriana/Asher
Ian/Cate/Chloe

C Block Groups
Pei Ja/Maddy/Samuel
Emma/Sarah/Will R
Lauren/Will O/Bay
Gabe/Alex/Hailey
Kraz/Caroline/Renee
Claire/Mac/Rachel

1. pg. 48, lines 884-896
What complex moral issue is the chorus struggling with and how does it relate to the major action of the play?

2. pgs. 56-57, lines 1056-1073
Is Jocasta selfish? Why or why not?

3. pg. 58, lines 1077-1086
Does Oedipus demonstrate hubris or ignorance? Support your with the text.

Oedipus pp. 32-47

1. Reading quiz! You love it.

2. Finish up condensed dialogue between Oedipus & Teiresias. Present!!

3. Some questions about last night's reading:

• Creon & Oedipus: what is going on there?
• p.36 Creon's plea (logos: appeal to logic / ethos: appeal to ethics / pathos: appeal to emotions). Can you find examples of each appeal in his speech?
• What's the importance of the family secret revealed by Jocasta? What conclusions are you, the reader, finally putting together?
• When Oedipus tells us his family story and the is left to wallow in uncertainty (pp. 45-46), do you feel sympathy for him? Why or why not?
• The chorus tells Oedipus to have hope. What a concept! What does this reveal about the role of the chorus in Oedipus' character development? in the audience's understanding of the play?

 

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Oedipus begins AGAIN (11-32)

Warm-up: Issues coming up in the play

Some plot review:

1. What does Creon tell Oedipus about the cause of the current Theben plague?
2. How did King Laius die?
3. Chorus' response pp. 17-19?
4. Oedipus' call to action pp. 19-20. What is Oedipus promising to do? What is he asking for help with? Reference the text specifically.
5. Who is Lord Teiresias? Is he trying to protect Oedipus?
6. Partner Work: What the heck are Oedipus and Teiresias bickering about? Let's make our own version of their interaction!! Working with your partner, read through the exchange between O & T and note the highlights:

• What does O want? Why?
• What does T want? Why?
• What tone is O speaking with?
• What tone is T speaking with?
• Who wins the exchange?
• NOW write you own condensed version of their exchange. You get 20 lines total. 

7. The Chorus seems completely confused - are they following Tiresias or Oedipus? 

Oedpius Begins (pp. 11-32)

1. Check in about Friday's class -- thank you
2. Comments are writing: awesome goals, stronger analysis, more specific thesis statements. HUGE improvements. You really read comments on prior paragraphs and addressed your areas of struggle. Truly amazing improvements. It was great. Papers are in Dropbox folders.

Group discussion questions:

1. How can your destiny be predicted? (tarot cards, fortune tellers, atrology, fortune cookie, etc)
How did ancient people prophesize the future? (animals, oracles, etc)
Do any of you believe in prophesies?
Do you think you would if you lived almost 2500 years ago?

--switch gears --

2. Can you name a political leader who has made a mistake that cost him/her his/her job? his/her life?
What motivated person to make the mistake?
Any examples of pride being a major factor?
Intro the idea of Hubris!!! What is hubris? Have we seen it thus far this year? Can you think of any other literary examples of hubris?

Now we're ready to start our study of Oedipus ...

A little bit of history, some characters and locations, that pesky Sphinx.

Imagery: sickness and pollution, ship of the state, blindness vs sight, light vs dark and then the text ...

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SPA #2: Kicking it New Testament Style!

Welcome to the second best day of your life. Today is the day you're going to make an argument, back it up with textual evidence, relate it all to the thesis and big picture, and blow me away with amazing insight. Sounds like last week's in-class writing. Sure does. No pressure, but you got this.

Question:
Is Jesus a loving figure/character? Why or why not?

Format:
*Please put your three goals at the top of your paper. Make sure the goals are clearly labeled.

*Double spaced. No need to paste in the rubric as I haven't figured out how to format it just yet.

*A note about in-text citation: you are going use parenthetical notation after each piece of evidence. To do this, follow this format: (Mark 1.15-17). Note that "Mark" is the abbreviation for the book from which you are citing, "1" is the chapter, and "15-17" are the verses. The chapter and verses are separated by a PERIOD not a colon.

Resources:
Use your pink packet of awesome. Refer to the SPA handout (you can also find that structure on the right side of the blog -->).

You can and should use Biblegateway.com to find textual evidence. You can use your nightly notes. You can use the class blog. The only thing you cannot use is someone else's work, ideas, insights, etc.

Handing the essay in:

1. You have the entire class period to write. What? Yes. Plenty of time to be awesome.
2. Email yourself a copy of the Word or Pages document AND THEN EMAIL ME A COPY OF YOUR DOCUMENT (mcollie@ma.org). I don't care what format this is in. This is just to play it say so I have your work on-time.
3. Save the document as a PDF with the following file name: Bible2C/B_Name.pdf (remember, if you're in C block, use the letter C in the file name; if you're in B block, use B)
1. Word users: FILE --> SAVE AS --> PDF (make sure to unclick the "hide extension" box)
2. Pages users: FILE --> EXPORT --> PDF (make sure to unclick the "hide extension" box)
3. Google users: FILE --> DOWNLOAD AS --> PDF
4. Go to dropitto.me/mcollie to send paper to Mary.
5. Password: EnglishRocks
6. As time permits, start on other homework. Look good. Relax. High-5 yourself. Day dream about fun things you'll do this weekend. Get excited to Oedipus because we're going to rock it Ancient Greek style next week.

NT: Mark 9-16, Acts, Timothy

Reading Quiz #2!

Gospel of Mark (chpt 2: 13 mins)

Let's look at the final parts of Mark.

• What's the tone of the crucifixion?
• What's the final message we are to take from the story of Jesus?
• How does God in the NT compare to God in the OT?

Switching gears .....

Access your writing from last time. Start to formulate three effort goals. These goals will be put at the top of your next writing (on Friday!).

New Testament: Mark 1-8

Some background on the NT.

Questions, comments, larger themes .... Let's discuss.

Additional information: Frontline Clips (Part 1: Chapters 2, 4, 5, 7)

In-class writing: SPA!!

Welcome to the best day of your life. Today is the day you're going to make an argument, back it up with textual evidence, relate it all to the thesis and big picture, and blow me away with amazing insight. No pressure, but you got this.

Question:
Is Moses a good leader? Why or why not?

Format:
Double spaced. No need to paste in the rubric as I haven't figured out how to format it just yet.

A note about in-text citation: you are going use parenthetical notation after each piece of evidence. To do this, follow this format: (Exod. 1.15-17). Note that "Exod" is the abbreviation for the book from which you are citing, "1" is the chapter, and "15-17" are the verses. The chapter and verses are separated by a PERIOD not a colon.

Resources:
Use your pink packet of awesome. Refer to the SPA handout (you can also find that structure on the right side of the blog -->).

You can and should use Biblegateway.com to find textual evidence. You can use your Exodus handout. You can use your nightly notes. You can use the class blog. The only thing you cannot use is someone else's work, ideas, insights, etc.

Handing the essay in:

1. You have the entire class period to write. What? Yes. Plenty of time to be awesome.
2. Email yourself a copy of the Word or Pages document.
3. Save the document as a PDF with the following file name: Bible1C/B_Name.pdf
1. Word users: FILE --> SAVE AS --> PDF (make sure to unclick the "hide extension" box)
2. Pages users: FILE --> EXPORT --> PDF (make sure to unclick the "hide extension" box)
3. Google users: FILE --> DOWNLOAD AS --> PDF
4. Go to dropitto.me/mcollie to send paper to Mary.
5. Password: EnglishRocks
6. Make eye contact, wave arms in air, do something silently but noticeable to let Mary know that you have submitted your paper.
7. Wait for thumbs-up from Mary.
8. As time permits, start on homework at Biblegateway.com: Mark 1-8.

Genesis 37, 39, 40-45, 46:1-7, Genesis 46:28-34

Review changes to the syllabus

Continuation of work from prior class ...

Let's look at some big picture ideas. Find evidence of these ideas/themes in the text and share with the class via the board.

1. Punishment vs Judgment
2. Covenants
3. Evil
4. Doubles/Opposites
5. Governing lessons
6. God's contradictory nature

Genesis 12:1-9, Genesis 16, Genesis 17:1-16, Genesis 18:16–19:29, Genesis 21:1-8, Genesis 22:1-19, Genesis 25:19-35, Genesis 27:1-45, Genesis 28:10-22, Genesis 32:23-33

Let's look at some images! Who doesn't love pictures?

1. Adam & Eve: who's to blame?
2. Looking at the text: notice that the serpent doesn't overtly oppose anything God has said.
3. What are we to make of knowledge being evil/unethical/sexual?

Let's look at some big picture ideas. Find evidence of these ideas/themes in the text and share with the class via the board.

1. Punishment vs Judgment
2. Covenants
3. Evil
4. Doubles/Opposites
5. Governing lessons
6. God's contradictory nature

Genesis 1:1–2:25, Genesis 3, 4:4–4:16, 6:5–9:17, 11:1-9

In the beginning ...

Seven days. Lots of action. Break into six groups and draw what happened. Group 1 = day 1. Group 2 = day 2. Group 3 = day 3 .... on the seventh day God rested.

1. First story of creation (Genesis 1:1–2:4) vs second story of creation (Genesis 2:4–2:25).
**In the image of God ... what does that mean?
**What is different about the two creation stories? Look at language and content.
**What lesson does this story teach?
2. Garden of Eden, Adam & Eve, Temptation, Fall
**Whose fault is the fall?
**What lesson does this story teach?
**Notice that the serpent doesn't overtly oppose anything God has said.
**What are we to make of knowledge being evil/unethical/sexual?
3. Cain & Abel
**Cain is older son; Adam, younger. Cain is a farmer; Abel, a shepard.
**How does this story of punishment compare/contrast with Adam & Eve?
**What lesson does this story teach?
4. The Flood, Noah & the Ark
**Some ark details: approx 450' long, 75' wide, 45' high. Three decks, each the size of 1 1/2 football fields.
**Covenant (a binding agreement/pact)
5. Tower of Babel

Big questions: what does god reward? How has God turned judgement into salvation?

Presentations & a little Bible fun

Each student presents his/her work. 1-2 minutes each.

The Bible —our next piece of literature

• How we read? BibleGateway.com
• pasting in readings
• How to take notes
• Guidelines for Nightly Reading
• Nightly Response Sheet
• How we will discuss
• iPads
• Some basic info to get us started

Project work day

1. Break into groups according to assignment
2. Discuss written piece with partners (if you have written piece, share and give feedback)
3. Discuss art piece with partners (share and give feedback of what you brought to class)

Take-Aways:
1. What's left to do?
2. How can you make this more intentional?
3. Does writing and art complement each other?

PTI: The end. It's all over. Junior is saved. Or is he?

Sentence Pattern #7

An introductory series of appositives (something names elsewhere in the sentence) with a dash and a summarizing subject. Key summarizing words include: such, all, those, this, many, each, which, what, these, something, someone.

Example: Identity, nature, personal responsibility — which serves as the novel’s central theme?

(Checklist for this pattern: commas between appositives, dash after the series; summary word at start of the main clause; all appositives are parallel in structure and related in meaning)

Discussion

Archetypes: How is Arnold a warrior? What symbols/motifs does he use to express his worth? his overcoming fear? his courage? How does he fit into other archetypes? How do any of the other main characters fit into these roles?

Writing: Write Junior's moral code.

1. Junior's reaction to Mary's death.

2. Drawings on 213, 108, 91, 38.

3. p. 217: Junior's understanding of the American Dream and realization of his sense of place and purpose.

Day 13: PTI 179-198: Archetypes, Final Assessment & Discussion

Sentence Pattern 6: A series of balanced pairs (178)

Example: He likes chocolate and vanilla, strawberries and raspberries, cookies and cakes; he likes lots of sweet treats.

Discussion

1. "And no matter how good I was, I would always be an Indian. And some folks just found it difficult to compare an Indian to a white guy. It wasn't racism, not exactly. It was, well, I don't know what it was," (181). If this isn't racism, what is it?
2. Arnold wants to "embarrass my best friend" (183),  to "absolutely demoralize him" (192). What does this reveal about his character? Does this indicate a change in his personality?
3. p. 195: What is the effect/intent of the repetition? What tone does it create? Content related: Is it okay for Arnold to momentarily lose perspective. How does this reveal his character?
4. "I guess that's the only time that men and boys get to cry and not get punched in the face," (196). Gender roles Arnold struggles with.

Archetypes: How is Arnold a warrior? How does he fit into other archetypes? How do any of the other main characters fit into these roles?

In-class writing

Keeping the archetypes in mind, identify a person in your life who has been an orphan, a wanderer, a warrior, an altruist, an innocent or a magician, and write about HOW they helped you overcome the fear of ______________ and HOW they helped you gain the virtue of _____________. Be specific in your writing yet creative in how you express the information.

Last writing!
The final assessment

Day 12: Stereotypes, Archetypes & the last assessment

Let's continue our discussion from the previous class:

1. Character talk: Stereotypes, struggles, and more.

2. Archetypes: How is Arnold a warrior? How does he fit into other archetypes? How do any of the other main characters fit into these roles?

3. The final assessment

Day 11: Part-Time Indian 159-178

Sentence

5. A series with a variation of and or or

Example: “Did you do history or English or science homework first?” asked mom.  “I did history and English and science before I got home,” replied the sassy daughter.

Discussion

We talked about how the different characters influence Junior, now let's look at them each a bit more closely.
1. Superficially, what have we observed about this character? What do they look like? Where do they live?
2. Looking more closely, what is this character struggling with? What stereotype does this character embody? What stereotype does this character fight against?

• Rowdy
• Penelope
• Mary
• Mom & Dad
• Gordy
• Roger

Archetypes

How is Arnold a warrior? How does he fit into other archetypes? How do any of the other main characters fit into these roles?

Writing

Keeping the archetypes in mind, identify a person in your life who has been an orphan, a wanderer, a warrior, an altruist, an innocent or a magician, and write about HOW they helped you overcome the fear of ______________ and HOW they helped you gain the virtue of _____________. Be specific in your writing yet creative in how you express the information.

Day 10: The second in-class writing

1. Get a laptop
2. Pick your favorite writing program (Pages, Word, Google Drive, etc)
3. Set-up a document with name in upper left OR right corner
4. Double space document
5. Tell yourself YOU ARE AMAZING!

• Prompt

First Paragraph: Junior realizes that “every moment of a life should be taken seriously” (95). At the same time, Gordy responds to him by saying, “But don’t take anything too seriously” (95). In addition, in this conversation, combining humor and seriousness, Junior calls his cartoons “seriously funny stuff” (95). Why, do you think, does Junior describe serious things in a funny way? Does his style take away from the seriousness of his messages?

Second Paragraph: Do you agree that every moment of a life should be taken seriously? What do you take seriously, and why? Do you ever, like Junior, combine humor and seriousness?

• Pre-writing/brainstorming

This can come in the format of an outline, a mind map, a free write, etc. I just want to see some planning on your part before you write. I want to see your process. This NEEDS to be included with your writing.

• Writing!

Get down to business. You can use the blog, the sentence patterns, an online dictionary and/or thesaurus to craft your ideas. You cannot use your book, any prewritten notes, any sources other than previously mentioned.

You do need to copy and paste the rubric into your own paper. Please include it at the end of your writing. An added note: the formatting will look great in Word and Drive, but it will look at a little wacky in Pages. That is ok.

• Handing this in

1. Save the document as a PDF (this can be done under SAVE AS in Word or EXPORT in Pages or DOWNLOAD AS in google). Make sure you click the box that says "show extension".
2. Title the document as follows: Name_PTI_2_B/C.pdf
3. Email yourself a copy of the non-PDF version of writing.
4. Go to dropitto.me/mcollie to submit paper (Password: EnglishRocks).
5. Check in with Mary quietly to make sure she has received your paper.
6. Return laptop to cart and plug it in.
7. Quietly rejoice because you are finished. You can read ahead, do other homework, or otherwise relax. Regardless, you must stay in the room and you must remain silent. =-)

Day 9: Part-Time Indian 130-158

Sentence

4. A series without a conjunction (a series in any part of the sentence)

Simon is insightful, clever, witty.

Writing Review
Look at your writing. Review the comments and the rubric. Difference between effort and outcome goals.

What's The Next Writing?
Prompts
Rubric

Discussion

1. Tone: Put your group's Junior-ism on the board and select one group member to tell the class about the tone and how the group came to that conclusion.

We talked about how these characters influence Junior, now let's look at them each a bit more closely.
2. Superficially, what can we observe about this character? What do they look like? Where do they live?
3. Looking more closely, what is this character struggling with? What stereotype does this character embody? What stereotype does this character fight against?

• Rowdy
• Penelope
• Mary
• Mom & Dad
• Gordy
• Roger

Day 8: Part-Time Indian pps. 101-129

1. Sentence

3. Compound sentence with explanatory statement (clauses separated by colon)

The empty cookie tin on the kitchen counter could only mean one thing: Mary ate of the cookies before she was able to bring them to school.

2. Writing
None today

3. Discussion
Junior-isms: look back through the text and find those excellent one-liners that transform Junior's narrative from adolescent to transcendent.

For example: :There are all kinds of addicts, I guess. We all have pain. And we all look for ways to make the pain go away," (107) OR "If you let people into your life a little bit, they can be pretty damn amazing," (129).

What lesson does this Junior-ism reveal?
---------------
Tone. What is it (the narrator's attitude toward a specific subject) and how do we talk about it (with adjectives)? Let's look at the Thanksgiving chapter more closely.

Notice the contrast of the titles of the two chapters Thanksgiving and Hunger Pains. How do these chapters illuminate the vast differences between the white and Indian cultures written about in the novel?

What does Penelope's struggle reveal about her character?

What does Roger's compassion reveal about his character?

What does hiding his poverty reveal about Junior's character?

Day 7: Part-Time Indian pps. 77-100

1. Sentence

3. Compound sentence with explanatory statement (clauses separated by colon)

The empty cookie tin on the kitchen counter could only mean one thing: Mary ate of the cookies before she was able to bring them to school.

2. Writing
"Well, buddy," he would have said. "The first think you have to do is change the way you look, the way you talk, and the way you walk. And then she'll think you're her fricking Prince Charming," (81).

It's obvious that Rowdy's advice to Junior is a bit extreme. Why do you think Junior goes against this advice? I'd also like you to reflect on a time when you changed some aspect of yourself to fit in/find acceptance OR when you, like Junior, refused to change.

OR

How does Junior define a warrior? According to his definition, reflect on a time when you were a warrior.


3. Discussion

• What influence do the following people have on Junior's sense of self? Break up into six groups (one for each character) and find text evidence to support your claim. Share your ideas on the board.
• Rowdy
• Penelope
• Mary
• Mom & Dad
• Gordy
• Grandmother
• Let's color!!
• Draw hope.
• Go wild. Be creative. Color in one of the cartoons.

Day 6: In-class Writing Day is AWESOME!!

1. Get a laptop
2. Pick your favorite writing program (Pages, Word, Google Drive, etc)
3. Set-up a document with name in upper left OR right corner
4. Tell yourself YOU ARE AMAZING!

• Prompt

Question 2: Insider / Outsider

First Paragraph: Junior frequently feels alienated from his own community as well as from that of Reardan. How does being an outsider affect Junior? Is he ever an insider?

Second Paragraph: In what circumstances have you been an outsider or an insider? How have those experiences influenced you?

• 10 minutes of pre-writing/brainstorming

This can come in the format of an outline, a mind map, a free write, etc. I just want to see some planning on your part before you write. I want to see your process.

• Writing!

Get down to business. You can use the blog, the sentence patterns, an online dictionary and/or thesaurus to craft your ideas. You cannot use your book, any prewritten notes, any sources other than previously mentioned.

You do need to copy and paste the rubric into your own paper. Please include it at the end of your writing. An added note: the formatting will look great in Word and Drive, but it will look at a little wacky in Pages. That is ok.

• Handing this in

1. Save the document as a PDF (this can be done under SAVE AS in Word or EXPORT in Pages). Make sure you click the box that says "show extension"
2. Title the document as follows: Name_PTI_1_B/C.pdf
3. Email yourself a copy of the non PDF version of writing.
4. Go to dropitto.me/mcollie to submit paper (Password: EnglishRocks).
5. Check in with Mary quietly to make sure she has received your paper.
6. Return laptop to cart and plug it in.
7. Quietly rejoice because you are finished. You can read ahead, do other homework, or otherwise relax. Regardless, you must stay in the room and you must remain silent. =-)

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Day 5: Part-Time Indian pps. 48-76

Sentence

2. Compound sentence with elliptical construction

Mary likes punk rock music; Jamie, reggae.

Writing!

Let's look at the rubric for Thursday's writing

Discussion

But first ... a little slideshow (from the lovely E1 teacher Laurie Clark)

ABC story on current mascot names

NYTimes story with focus on money side of things

1. Top of pg. 50: what purpose does the description serve in the overall narrative?
2. On page 55, Junior discusses being a “warrior.”  Define different kinds of bravery that Junior exhibits. Discuss kinds of bravery an adolescent boy might possess. What would be brave for an adolescent girl (is it the same or different?).
3. Why do we only find out that Junior’s real name is Arnold Spirit at this point in the novel (60)?
4. What are the rules to fighting, according to Junior (61-2)? Have you noticed adolescent boys adopting the same or similar codes? Are there any differences? Why is there such an intricate code for dealing with conflict?
5. p.63: Racial slurs used against Arnold
6. Why does Rowdy punch Junior?
7. In what way is Arnold both a cultural and racial outsider? How does culture differ from race?

Day 4: Setting up Dropbox & Where I'm From!

1. Set up a drobox account, create and share a folder with Mary, test sharing, high-5 neighbor for being so crafty!

2. Write, print, and love your Where I'm From poem. Don't forget to put your picture on the poem.

Day 3: Part-Time Indian pps. 25-47

Sentence

1a. Semicolon and conjunctive adverb!

English is awesome; however, math is fun too.

(other conjunctive adverbs include but are not limited to hence, therefore, thus, then, moreover, nevertheless, likewise, consequently and accordingly)

Free Write

In your family and circle of friends, who has the most hope and why?

Discussion

• What makes for a successful piece of personal writing? List 5-7 things that are content related and 5-7 things that are structure related.

1. When does Junior feel shame? When does Junior feel pride?
2. Junior says, "My hopes and dreams floated up in a mushroom cloud. What do you do when the world has declared nuclear war on you?" (31). What is the revelation he has that causes him to say this? What do you think is the real cause of his anger?
3. Mr. P says the white people were trying kill Indian culture. Why? What does this reveal about the whites involved in reservation life?
4. Is Mr. P helping Junior or putting unfair pressure on him?
5. Think about the lens through which Mr P experiences the reservation. First, describe the lens (Mr P's perspective) and, second, explain how that lens is limited and susceptible to bias.

Day 2: Part-Time Indian pps. 1-24

Some sentence work:

1. Compound sentence: semicolon, no conjunction.

English is awesome; I love the class.

Free write:

"So I draw because I feel like it might be my only real chance to escape the reservation" (6). Arnold uses drawing as a way to escape, a way to save himself. Think about something you do as a way to escape the chaos of your surroundings. This is a personal response, so you can use "I".

Discussion:

1. Notice Junior’s voice. Choose three descriptive adjectives to describe it:

2. What do you notice about Junior’s language? What techniques does the author use to convey Junior’s age, attitude, life experiences, cultural norms?

3. How does Junior view himself? What influences his sense of self?

4. List the problems that Junior says he has. Then decide which is the worst and why.

5. What is funny? (How does Alexie use humor in the text?)

6. When does the humor create discomfort? Why?

7. Junior feels weak while dealing with the death of Oscar. Do you think he is weak or brave? Support your response with the text.

8. What Indian stereotypes does Junior employ? How does he evoke the reader's sympathies for these hardships? (find specific examples from the text)

9. How does Junior's relationship with Rowdy impact his sense of self? What does Junior learn about himself from his relationship with Rowdy?

 

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