The God of Small Things

Lesson 12
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ELA

Unit 3

12th Grade

Lesson 12 of 37

Objective


Analyze the author’s development of the theme of history.

Mid-unit writing assessment #1

Readings and Materials


  • Book: The God of Small Things by Arundhati Roy  pp. 78 – 83

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Target Task


Multiple Choice

The main purpose of the list at the top of p. 79 (“There were so many stains on the road…Feathers. Mangoes. Spit. All the way to Cochin.”) is to

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The phrase from Kochu Maria on p. 80 (“These aren’t your beds. This isn’t your house.”) and Chacko’s description on p. 82 of the twins as “millstones around his neck” both serve to 

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Writing Prompt

How does Roy develop the theme of history and/or memory in these pages? In your answer, consider how the author has used one or more of the features listed below and use evidence to support your answer.

  • allusions
  • figurative language
  • nonlinear plotline

Key Questions


  • Note the setting on p. 78.
  • What was Baby Kochamma’s “public humiliation”? Why is she blaming it on Velutha?
  • What is the significance of Rahel’s watch in this scene?
  • What does she mean by a Miss Mitten–shaped stain? What is the significance of the author’s repetition of this idea of a stain? What is the message?
  • What is Ammu’s point in telling the twins about Julius Caesar according to p. 79?
  • What does “The backs of Rahel’s legs went wet and sweaty” convey on p. 82? Why is she feeling this way?
  • What happens to Estha’s puff? What does this symbolize?
  • On p. 82, the train has finally moved on. Recall what has happened in the moments that the family was sitting and waiting for the train. What impact does Roy’s decision to spread these minutes over almost 50 pages have on the reader?
  • What is the mood in the car by the end of the chapter? Why? Who tries to change the mood? Does it work? 

Notes


  • The teacher should ensure that students have enough background information to interpret the allusions to Julius Caesar and Mutiny on the Bounty.
  • Today’s reading is short, and the teacher should preserve enough time for students to write a substantial answer in response to question 3. It is designed to be a brief practice for the thinking and analysis required to answer the essay question on the unit test.
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Lesson 11

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Lesson 13

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