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Lesson 16
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ELA

Unit 6

11th Grade

Lesson 16 of 30

Objective


Analyze how the author develops the idea of conflict between old and new (urban and rural) in China.

Readings and Materials


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Target Task


Writing Prompt

To what extent does the setting of the novel impact Lin and Manna’s ability to be together? Explain using evidence from both today’s reading and throughout the text.

Key Questions


  • What does the judge demand of Lin on pp. 121–122? Why does Lin hesitate and ultimately refuse?
  • Why has a crowd gathered outside the courthouse? What reasons do they give for being there to protest?
  • Compare the article’s version of events to the narrator’s. Which do you think is more accurate? What do the discrepancies reveal?
  • What does this scene reveal about the values in Goose Village?
  • Describe the relationship between Lin and Ren? 
  • Who joins Lin and Ren for dinner? The author frequently describes the food in detail. What are they eating? Why is this unusual? How does it highlight the differences between Lin and the others?
  • What is the significance of the Tower Candy? How does it help to characterize Lin?
  • What does Lin’s internal dialogue about Bensheng on p. 133 add to Lin’s characterization?
  • How does the rural setting of Lin’s home village impact Lin and Manna’s fate? Would it be different in the city? Or if Shuyu were a more modern woman? Explain.

Notes


  • The teacher should pause at some point during the lesson and do a quick lecture or reading about Confucius and the ideas of reciprocity (the five basic relationships) and filial piety:
    • Students should reflect on the reference to Confucius on p. 123. Pay attention to where this scene is set.
    • Then look back at p. 116 and look at this reference to Confucius. Pay attention to where this scene is set.
    • What can we learn about a major conflict that is happening within China (the setting) at this point in its history?
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Lesson 15

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Lesson 17

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