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Lesson Plan 1
Instructor Name: Ms. Lynda Goodwin
Date: Monday, October 8, 2007
Topic: Facts on India
Duration: 90 minutes
Age Level of Students: 15 to 16 years old
English Level of Students: English II Standard
Source of Activities
• India.gov.in: National Port of India. 2007. National Informatics Centre (NIC). 28 Sept.
2007 <http://india.gov.in/>.
Required Materials
• Pre-unit test (Pre-Unit Test file)
• Group Handouts (Lesson Plan 2, pp. 4-8)
• Pencils
• Computers
• Internet
• Printer
• Paper
Focus & Review (5 minutes)
• Last Friday, October 5, 2007, I asked for my class to meet me in the high school library on
Monday, October 8, 2007. Before I will unlock the computer lab’s door today, I will say to
them:
Today, you will take a brief pre-unit assessment on basic trivia of the country of
India. This will give you the chance to earn 5 extra points on your
participation
grades. This will not be a test. Just have fun with the quiz and keep
your
responses appropriate for my eyes. After we are done, we will go
into the
computer lab and look up some fun trivia on India. This quiz
should
only take 5 minutes at the most. We will go over this written
exercise after the
computer activity.
• I will have extra pencils and pass out the pre-unit test (Pre-Unit Test file).
• I will tell them to sit quietly while others are taking the assessment. When they are done,
they are to turn their papers over. I will take up the assessments after everyone is finished.
Then, we will go into the computer lab.
Objective & Rationale
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•
Students will “examine” how the historical, social, and cultural background of India has
influenced modern Indian writers (NC SCOS 2.01). Rationale: Before students begin
studying about India, they need to be familiar with India’s location and other basic
information, such as its ethnicity, so they can picture India’s scenery and its people as if
they, the students, are really in India themselves. If students can grasp what has influenced
modern Indian writers, then they can begin to link common themes between both modern
Indian and American literature.
Teacher Input (5 minutes)
• I will go over the usual computer lab rules like no eating or drinking near a computer.
• I will also request them to look at me during the mini-lesson and to wait before using their
computers until I say, “begin working.”
• Meanwhile, I will introduce the class activity at the following website:
http://india.gov.in/>. I will demonstrate on the computer screen which links to search for
basic data: “Know India” and “Sectors.” I will also navigate to the other links so they
will have an idea of what they will be looking up. (See the guided practice activity.)
• Each student will count off “1, 2, 3, 4, or 5” in sequence. They will sit with their peers who
have the same number.
• I will pass out the group assignments on separate sheets of paper (See the guided practice
activity). All of the ones will have copies of their Group # 1 activity. The twos will have
copies of their group activity. The threes will have copies of their group activity. The fours
will have copies of their group activity. The fives will have copies of their group activity.
• I will explain the purpose of this group activity: “This will give us a background of the
Kamala Markandaya’s novel Nectar in a Sieve.”
• I will request for them to only search for and report on the basic information. Group
members will decide on who will do what. I would like for each member to decide on the
main ideas for his or her section.
• I will give the class the following guidelines:
1. Type a one page summary as a Word document;
2. Write in complete sentences;
3. Watch for punctuation, capitalization, and spelling;
4. Proofread/edit work;
5. Use spell check; and
6. Print a paper copy of your summary.
• I will discuss the group presentation guidelines.
1. The whole group will stand in front of the class;
2. Each group member must talk for 2 minutes on his or her findings; and
3. Each group member must make eye contact and speak clearly.
Guided Practice (20 minutes)
• Here is how the groups will be divided:
Group #1: “Know India” > “Profile” and “National Symbols;”
Group #2: ““Know India” > “Kids Corner” > “History” (“Freedom Struggle”),
“Indian Currency,” “National Symbols,” and “Museums and Art Galleries.”
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Group #3: “Know India” > “Culture and Heritage.”
Group #4: “Sector” > “Agriculture” > “Horticulture” > “Fruits and Vegetables.”
Group #5: “Sector” > “Commerce and Industries” > “Elements of Commerce and
Industries Sector” >“Textiles,” “Retail,” “Housing” and “Tourism.”
Independent Practice (20 minutes)
• Each student will type/print a one page summary as a Word document on his or her
findings. This will be worth this summary plus the presentation will count as a homework
grade.
Closure
• Each student will have 2 minutes to discuss important facts from his or her findings. The
whole group will stand up front in the classroom during their presentation.
• We will cover the quizzes during the last 5 minutes of class. If we do not get through with
all of the group presentations, then we will resume with them tomorrow.
• We will not have any homework due tomorrow, but I will do an author talk on Kamala
Markandaya and introduce her novel Nectar in a Sieve to the class. We will start reading
her novel tomorrow in-class.
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Lesson Plan 2
Instructor Name: Ms. Lynda Goodwin
Date: Tuesday, October 9, 2007
Topic: Introducing Kamala Markandaya and her novel Nectar in Sieve.
Length of Lesson: 90 minutes
Age Level of Students: 15 to 16 years old
English Level of Students: English II Standard
Sources of Activities
• Assisi, Francis C. “Homage to Kamala Markandaya.” 2004. INDOlink. 25 Sept. 2007
<http://www.beilharz.com/autores/markandaya/>.
• “British History.” India4u. 2000. Medinda.net. 22 Sep. 2007
<http://www.india4u.com/history/british.asp>.
• Ganesan, Indira. “Introduction.” In Kamala Markandaya’s Nectar In a Sieve. New York:
Signet Classic, 2002. vii-xiii.
• “India in 1937.” Map. The British Library. The British Library Board. 26 Sep. 2007
<http://www.bl.uk/collections/oiocfamilyhistory/familyindiamap.html>.
• Markandaya, Kamala. Nectar in a Sieve. 1954. London: John Day Company. New York:
Signet Classic, 2002. 1-17.
• Nectar in a Sieve by Kamala Markandaya. Product Details. 25 Sep. 2007
<http://www.schwartzbooks.com/cgi-bin/category/1513228>.
• Parameswaran, Uma. “Bookshelf: Kamala Markandaya: 1924-2004.” Sawnet. 2004.
Sawnet: The South Asian Women’s NETwork. 9 Sept 2007
<http://www.sawnet.org./books/authors.php?Markandaya+Kamala>.
• V., Jayarum. “The Hindu Caste System.” Hinduwebsite.com. 2007. Jayarum V. 22 Sep.
2007 <http://www.hinduwebsite.com/hinduism/h_caste.asp>.
Required Materials
• Power Point presentation on Kamala Markandaya’s biographical sketch (Markandaya Bio
file folder)
• Overhead projector
• Screen
• Transparencies:
1. Journal Entry: “Life without a Car” (Lesson Plan 2, p. 5)
2. “British History” (p. 6)
3. “The Hindu Caste System” (p. 7)
4. “Themes” (p. 8)
• Handout: Share-pair-tell activity for chapters 1-2 (p. 9)
• Copies of Nectar in a Sieve
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•
•
Notebook and art paper
Pencils, markers, and pens
Focus & Review (5 minutes)
• I will introduce the journal assignment and its purpose. I will say:
While studying Kamala Markandaya’s Nectar in a Sieve, I will ask you to keep a journal.
Each entry will be how a main idea in the reading assignment has affected you in some
way or reminded you of something that has either happened to you or someone you know
in your community. Write your thoughts, opinions, and feelings and relate them to a
chapter that you read for homework. I will put the assigned journal entries on the
overhead projector at the beginning of class. Please feel free to write additional entries.
These will be for extra participation points. Each journal entry will be worth 5
participation points on your final grade this semester. Even though the setting in Nectar
in a Sieve took place in 20th century India, the novels themes are still relevant to 21st
century Americans because most people experience the same things in life: love,
relationships, educational opportunities, employment, birth, and death.
Please feel write you journals on notebook paper and use a dark pencil or pen. You need
to write in complete sentences.
•
I will put the transparency for Journal Entry: “Life without a Car” on the overhead projects
and ask students to respond to it in-class:
What would my life be like if I did not have a car or some other vehicle for
transportation? How would I get to school, work, and back home again, especially if I
lived 30 miles away from the nearest city?
•
I will ask students to volunteer to read their journal entries out loud in class.
Objectives & Rationales
• Student will examine how India’s historical and religious background might have had an
influence on Markandaya’s novel (NC SCOS 5.01). Rationale: If students are basically
familiar with India’s history under British occupation during the past century, then they
could follow why the author has been influenced by Western society. If students can
recognize that a caste by name and who might be in it, then they will realize that it is easier
to marry down a caste than up a caste like the main character has done in the novel.
• Students will examine the author’s use of point of view and flashback to begin telling the
main character’s life story (NC SCOS 5.01). Rationale: Students will be able to keep up
with the events in the story as the main character jumps back in time.
Teacher Input (20 minutes)
• If there are any presentations remaining from yesterday, then I will ask those students to
present today.
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•
•
•
•
•
•
•
•
I will hold up my copy of Kamala Markandaya’s Nectar in a Sieve before passing it around
in class. Then, I will ask the last student to put in back on the small table for me.
I will show my Power Point presentation on Kamala Markandaya (Markandaya Bio file
folder).
I will point out Markandaya’s birthplace in Mysore District on the Map of India on my
Power Point presentation.
I will ask students about the images on the book cover:
1. What do you think the title Nectar in a Sieve means?
2. What is nectar?
3. What is a sieve?
4. Who is the young woman on the cover?
5. What might she be doing?
I will put the following transparencies on the overhead projector and review with the class
about the historical background, social context, and themes of the novel (pp. 6 - 8)
I will ask students to define the following:
1. Flashback
2. First Person Narrator (point of view)
3. Imagery
• Nature imagery
4. Setting
5. Theme
I will go over the following new vocabulary words from the first two chapters:
1. Caste
2. Dowry
3. Dhal
4. Granary
5. Dung
6. Tenant farming
I will tell students that we will be reading Nectar in a Sieve, Chapters 1-2, pp. 1-17 in class
today. I will choose a student to start reading the first 4 lines of the novel. Then, he or she
will ask another peer to read the next lines.
Guided Practice (50 minutes)
• I will pause the reading to ask questions relating to literary analysis. For instance, I would
ask:
1. How does Markandaya use flashback in Chapter 1? (p. 3).
2. What makes Rukmani, a young Indian woman, a first person narrator? Give
examples from the text?
3. How has Rukmani’s perception of marriage changed since she found out that her
young husband, Nathan, built their small house with his own hands? (p.8)
4. Why do you think the author has chosen neither to name Rukmani’s village nor
given the exact decade?
5. How might we recognize the decade in the book?
• After reading Nectar in a Sieve, Chapters 1-2, students will work with partners to answer
the following questions (Handout: Share-Pair-Tell Activity for Chapters 1-2, p. 9 )
1. Describe Rukmani’s family background. Why does she marry Nathan (p. 4)?
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2. What does the Rukmani’s garden represent in the story? (p. 10)
3. Why is Rukmani upset that she accidentally touched a cobra? (p. 14)
4. Describe the roles of village men and women during childbirth? (p. 15)
How is this similar or different in out community?
5. Give an example of nature imagery in Chapter 2 that discusses the rebirth of life
(p.13).
6. Describe Rukmani’s response to having a beautiful daughter? (p. 16)
•
After regrouping as one big class, a koosh ball will be thrown to a student to answer the
any of the above questions. We will do this activity until all of the questions are answered.
Sometimes, more than one student will be asked the same question since some questions
can have more than one recommended answer.
Independent Practice (15 minutes)
• In-Class: Students will draw Venn diagram with markers, pens on art paper to compare
the character traits of Rukmani and her husband Nathan. Directions: Students will draw
two circles which overlap in the middle. Rukmani will be the left circle and Nathan will be
the right circle. Their same characteristics will be in the middle. Their different
characteristics will be in their separate circles.
• Homework: Students will read Nectar in a Sieve, Chapters 3-6, pp. 18-38.
Closure
• We will come back together as one big class to discuss the share-pair-tell questions. I will
remind students they are to read Chapter 3-6, pp. 18-38, after class and will have a precheck quiz at the beginning of class tomorrow.
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Journal Entry: “Life Without a Car” (Transparency)
What would my life be like if I did not have a car
or some other vehicle for transportation? How
would I get to school, work, and back home
again, especially if I lived 30 miles away from
the nearest city?
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Historical Background (Transparency)
• East Indian Company, chartered by the British Crown,
ruled India from 1611 until 1858.
• India was a great resource for spice trading.
• Many uprisings occurred between the British and Indians
from 1816 to 1857. The Revolt of 1857 ended the
Company’s rule, but it was unsuccessful in winning India’s
freedom from Great Britain. The British Parliament took
over the control of India in 1858.
• The new government included a Secretary of State, Indian
Council, and three presidencies: Madras, Bengal, and
Bombay.
• Although the Revolt of 1857 led to Indian defeat, it
inspired other national movements.
• British industrialists shaped the policies of India. Natural
resources were used for the upkeep of the Empire and with
other industrialized nations. However, Indians faced both
political and economical hardships.
• Great Britain ruled India from 1858 until 1947.
Checkout this website:
“British History.” India4u. 2000. Medinda.net. 22 Sep. 2007
<http://www.india4u.com/history/british.asp>.
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The Caste System of India
(Transparency)
Brahmins – “priests”
Kshatriyas – “warriors”
Vaishya – “merchants”
Shudra – “laborers”
Chandalas– “untouchables”
Interesting website:
V., Jayarum. “The Hindu Caste System.” Hinduwebsite.com. 2007. Jayarum V. 22 Sep. 2007
<http://www.hinduwebsite.com/hinduism/h_caste.asp>.
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Kamala Markandaya’s Nectar in a Sieve
Themes (Transparency)
Themes are the main ideas of a story.
Major Themes:
• Changing roles of women
• Family relationships
• Multiculturalism
• Industrialization
• Relocation for employment
• Survival
• Charity for the less fortunate
• Grieving process
• Disabilities
Source:
Markandaya, Kamala. Nectar in a Sieve. 1954. London: John Day
Classic, 2002.
Company. New York: Signet
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Ms. Lynda Goodwin
ENG II Standard
Share-Pair-Tell Activity
Chapters 1-2 (Handout)
Directions: Discuss these with you neighbor. Be prepared to discuss these in class
again when we regroup together as one big class.
1.
Describe Rukmani’s family background. Why does she marry
Nathan (p. 4)?
2.
What does the Rukmani’s garden represent in the story? (p. 10)
3.
(p. 14)
Why is Rukmani upset that she accidentally touched a cobra?
4.
(p.15)
Describe the roles of village men and women during childbirth?
How is this similar or different in our community?
5.
Give an example of nature imagery in Chapter 2 that discusses the rebirth of
life (p.13).
6.
Describe Rukmani’s response to having a beautiful daughter? (p. 16)
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Lesson Plan 3
Instructor Name: Ms. Lynda Goodwin
Date: Wednesday, October 10, 2007
Topic: Transitions in life
Age Level of Students: 15 to 16 years old
English Level of Students: English II Standard
Sources of Activities
• Markandaya, Kamala. Nectar in a Sieve. 1954. London: John Day Company. New York:
Signet Classic, 2002. 18-38.
• “Birth.” Nectar in a Sieve. TeacherVision. 2007. Penguin Group. 12 Sep. 2007
<http://www.teachervision.fen.com/curriculum-planning/teaching-methods/3740.html>.
• “Family Life.” Nectar in a Sieve. TeacherVision. 2007. Penguin Group. 12 Sep.
2007
<http://www.teachervision.fen.com/curriculum-planning/teaching- methods/3740.html>.
• “Marriage.” Nectar in a Sieve. TeacherVision. 2007. Penguin Group. 12 Sep. 2007
<http://www.teachervision.fen.com/curriculum-planning/teaching- methods/3740.html>.
Required Materials
• Transparencies
1. Journal Entry: “Caring for the Elderly” (Lesson Plan 3, p. 4 )
2. Family Life (p. 5)
3. Birth (p. 6)
4. Marriage (p. 7)
• Copies of novels
• Paper
• Pens
• Pencils
Focus & Review (10 minutes)
• I will put the transparency of Journal Entry: “Caring for the Elderly” on the overhead
projector and ask students to respond to it in-class.
In Chapter 3, Rukmani temporally moves back into her parents’ home to take care of her
terminally ill mother. What does Rukmani mean when she tells Dr. Kennington (Kenny)
about grieving over her mom’s death: “Would you not grieve too...if the woman who
gave birth to you was no more than a handful of dust?” Do you know anyone who has
ever taken care of two generations in the same home (i.e. young parents taking care of
elderly parents and young children at the same time)? What might it be like in a home
with that many people?
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•
I will remind students to get out notebook paper and a pencil or pen and write their
responses.
•
Pre-Check Quiz: I will write the following questions on the dry-erase board before class
and later request for the students to write their answers in complete sentences on notebook
paper:
1. Explain why does Rukmani think that the gods did not listen to her and her
mother’s prayers?
2. How does the narrator use setting to describe the transitions in Rukmani’s life from
a daughter, to a wife, to a caregiver, back to a wife and a mother again?
3. What is meant by the literary term mood? How does Markandaya use mood to
describe the events in Rukmani’s life in the seven years between the births of her
first two children?
4. What is the conflict that Rukmani is facing in her life?
Objectives & Rationales
• Students will “respond reflectively” to how people of different cultures, across time, can
share the same joys and miseries that make us all human (NC SCOS 1.02). Rationale:
Most people can relate to the loss of a family member or the birth of a new one. Life is
precious and loved ones still stay with us in our memories.
• Students will “analyze” how mood is vital in telling a story in world literature (NC SCOS
5.01). Rationale: Students will show more empathy for the character and feel a connection
with people from other lands who have the same traits.
Teacher Input (20 minutes)
• I will request for students to grade their own papers when we are covering the pre-check
quiz. I will remind them to be honest with their scoring.
• I will put the transparencies of “Family Life,” “Birth,” and “Marriage” on the overhead
projector and discuss the concepts. I will ask students to compare these in the novel with
our local community’s customs.
• I ask students to define and use following vocabulary words correctly in sentences during
the koosh ball toss.
1. Moneylender
2. Transactions
3. Headman
4. Tannery
5. Bullock
6. Bazaar
Guided Practice (45 minutes)
• Students will be dividing into groups of 4 to 5 people to answer the following questions
(one question per group):
1. Describe Rukmani’s business transactions in the market place? (p.23)
Why is she experiencing a conflict with her values? Would you do the same thing
as Rukmani who needed sell her produce for more money? Why or why not?
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•
•
2. Why would isolated villagers be skeptical of a new doctor from a different culture?
(pp. 20-21)
Does this only happens in foreign countries or does it happen in America?
Explain your answer.
3. Discuss the pros and cons of the tannery coming into Rukmani’s village?
(pp. 26-28)
What is she afraid of? Is this an isolated event in India or can a new factory ruin
our environment in North Carolina?
4. Describe Dr. Kennington’s (Kenny’s) character traits (p.32-33). What role does he
play in Rukmani’s family?
5. Do you think that Rukmani should have kept her secret from Nathan about seeing
Kenny years ago for infertility treatments (p.33)? Why or why not? Explain. What
would be the consequences if the truth ever came out?
We will cover these questions as a big group after we move out desks in a circle.
Dramatization: The class will divide into two groups to write and act one of two screen
plays from the book:
1. The whole villages celebration of Nathan and Rukmani’s birth of their firstborn son
Arjun (p. 20-21) and
2. The marriage ceremony of Irawaddy to her betrothed (pp 36-38).
Independent Practice
• Homework: Students are to read Markandaya’s Nectar in a Sieve, Chap. 7-11, pp. 39-62,
and make handwritten or typed chart of Kenny’s character traits by tomorrow.
Closure (15 minutes)
• The class will review the two plays and discuss why both births and marriages are
community events. Students will also make and fill out their own “Exit Tickets” with pens
and art paper after I give them the guidelines to write three things that they feel was
significant from Chap. 3-6.
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Journal Entry: Caring for the Elderly (Transparency)
In Chapter 3, Rukmani temporally moves back
into her parents’ home to take care of her terminally
ill mother. What does Rukmani mean when she tells
Dr. Kennington (Kenny) about grieving over her
mom’s death: “Would you not grieve too...if the
woman who gave birth to you was no more than a
handful of dust?” Do you know anyone who has
ever taken care of two generations in the same home
(i.e. young parents taking care of elderly parents and
young children at the same time)? What might it be
like in a home with that many people?
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Kamala Markandaya’s Nectar in a Sieve
Family Life (Transparency)
• Three generations often live in one home:
grandparents, parents, & children.
• There is little or no privacy.
• Lack of proper nutrition occurs during times
of drought and heavy rains (monsoons).
• Families have limited access to health care.
• Family arguments can be frequent.
Resource:
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“Family Life.” Nectar in a Sieve. TeacherVision. 2007. Penguin Group. 12 Sep.
2007 <http://www.teachervision.fen.com/curriculum-planning/teachingmethods/3740.html>.
Kamala Markandaya’s Nectar in a Sieve
Birth (Transparency)
• Childless couples are looked down upon
because they need someone to carry on their
names and to take care of them in old age.
• Boys are favored over girls because they can
carry on their fathers’ work. For instance,
farmers prefer to have sons, so they will have
help with growing and cultivating crops.
• Boys have naming ceremonies, which are
community events with food and music.
Resource:
“Birth.” Nectar in a Sieve. TeacherVision. 2007. Penguin Group. 12 Sep. 2007
19
<http://www.teachervision.fen.com/curriculum-planning/teachingmethods/3740.html>.
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Marriage (Transparency)
• Marriages are often arranged by a
matchmaker.
• Girls are often married around age 14.
• To have a great match, girls must have a
large dowry, be attractive, or have a special
talent. If none of these apply, then girls
usually have to marry down a caste.
• Once girls are married, they belong to their
husbands’ families.
• Husbands can divorce their wives if their
wives are barren or have not produced any
sons.
Resource:
“Marriage.” Nectar in a Sieve. TeacherVision. 2007. Penguin Group. 12 Sep. 2007
<http://www.teachervision.fen.com/curriculum-planning/teachingmethods/3740.html>.
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Lesson Plan 4
Instructor Name: Ms. Lynda Goodwin
Date: October 11, 2007
Topic: Mankind’s Struggle in an Ever Changing World
Age Level of Students: 15 to 16 years old
English Level of Students: English II Standard
Sources of Activities
• Markandaya, Kamala. Nectar in a Sieve. 1954. London: John Day Company. New York:
Signet Classic, 2002. 39-62.
• “Economy.” Nectar in a Sieve. TeacherVision. 2007. Penguin Group. 12 Sep. 2007
<http://www.teachervision.fen.com/curriculum-planning/teaching- methods/3740.html>.
• “Religion.” Nectar in a Sieve. TeacherVision. 2007. Penguin Group. 12 Sep. 2007
<http://www.teachervision.fen.com/curriculum-planning/teaching- methods/3740.html>.
• “India Monsoon Intensifying, Hazard Risks Increasing, Study Says.”
NationalGeographic.com. 2005. National Geographic. 28 September 2007
<http://news.nationalgeographic.com/news/2006/12/061201-india-monsoon_2.html>
Required Materials
• Transparencies:
1. Journal Entry: “Natural Disasters” (Lesson Plan 4, p. 4)
2. “Economy” (p. 5)
3. “Hinduism” (p. 6)
4. “Islam” (p. 7)
5. “Caste System” (p. 8)
• Copies of novels
• Computer
• Internet
• Notepaper
• Art paper
• Pencil
• Pens
• Markers
• Costumes and props from the classroom closet
Focus & Review (10 minutes)
• I will put Journal Entry 3: “Natural Disasters” on the overhead.
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Describe a natural disaster that has happened in your community, America, or around the
world over the past few years. What were you feelings? How did your family or other
people deal with this emergency? Was there a sense of charity? Why or why not? How
could a community become better prepared to help its people if another disaster occurs?
•
•
•
•
Students are to write their journal entries on notepaper.
I will ask for student volunteers to read their journal entries.
I will write the following pre-check questions on the board:
1. What kind of charity did Rukmani and Nathan received after the monsoon season?
2. What was Rukmani’s first impression of Muslim women?
3. Who moves back into Rukmani’s home and why?
4. How does the villagers celebrate Deepvali?
5. Why did Rukmani start a fight with Kunthi?
Students are to write are to write their responses on notepaper and in complete sentences.
Objectives & Rationales
• Students will respond reflectively to how people of different cultures, across time, can
share the same joys and miseries that make us all human (NC SCOS 1.02). Rationale:
Students will feel a connection with other people who share similar life experiences.
• Students will “analyze” how imagery are used in world literature (NC SCOS 5.01).
Rationale: Nature imagery reveals strong emotions that people can identify with in times
of crisis. Sometimes there is a self-healing to find out how others have coped with their
struggles in life.
Teacher Input (20 minutes)
• I will throw a koosh ball to students to answer the pre-check questions. Then, the students
will be asking each other questions as they are throwing this ball.
• After 5 minutes, I will navigate on the computer to the following National Geographic
website: http://news.nationalgeographic.com/news/2006/12/061201-india-monsoon_2.html
to discuss how the greenhouse effect is causing more destructive monsoons in India today.
I will also enlarge the photo, so students can see how much flooding a real monsoon can
cause like the one in Chap. 7.
• I will discuss Hurricanes Ivan and Katrina with the students since hurricanes are the closest
we come to monsoons in the continental United States.
• I will put the following transparencies on the overhead: “Economy,” “Hinduism,” and
“Islam” on the overhead and discuss the main points with the class.
• I will introduce the term multiculturalism and ask the following questions:
1. How could the Hindu’s and Muslims in Rukmani’s village get better acquainted
with each other?
2. How could different cultural groups get better acquainted in the United States?
3. Is Rukmani’s impression of another culture unique or do some people across the
world feel uncomfortable when a large minority group moves into the community?
4. How does this story relate to recent immigration in the United States?
23
Guided Practice (45 minutes)
• Dramatization: Students will spilt into four groups. Members will rewrite four chapters to
reenact. Two students will be the scribes in the group while others can be the director,
costume designer, set director, and actors/actress. The scripts must be written in dramatic
dialogue with quotation marks, commas, and periods when appropriate. “I” can be used.
1. Chap. 8: “Aftermath of the Monsoon Season – The Marketplace Scene.” Don’t
forget the secondary characters like Biswas.
2. Chap. 9: “Irawaddy’s Broken Marriage”
3. Chap. 9: “Arjan & Thambi Seeking Employment Outside of Home”
4. Chap. 10: “A Harvest Celebration without the Fireworks”
• Students will help move the furniture in the classroom before and after this activity.
Independent Practice
• Homework: Students are to read Nectar in a Sieve, Chap. 12-14, pp. 63-87, by tomorrow.
Closure (15 minutes)
• Students will draw “Exit Slips” with markers and pens. The will write three themes that
have been presented in the chapters.
24
Journal Entry: Natural Disasters (Transparency)
Describe a natural disaster that has happened in your
community, America, or around the world over the past
few years. What were you feelings? How did your family
or other people deal with this emergency? Was there a
sense of charity? Why or why not? How could a
community become better prepared to help its people if
another disaster occurs?
25
Kamala Markandaya’s Nectar in a Sieve
Economy (Transparency)
The story takes place in the early to mid-20th
century during British occupation.
• India’s economy is still mostly agricultural.
• Landowners rent their land to farmers to harvest
crops. These tenant farmers have to give most of
the harvest to the landowners plus pay rent to
them. This left little food in times of droughts
and monsoons.
• When industry arrives in a rural setting, new
workers move into the area and the economy
booms. However, the local farmers and their
families tend to have less money to spend on
store items as costs go up (supply/demand).
•
Resource:
“Economy.” Nectar in a Sieve. TeacherVision. 2007. Penguin Group. 12 Sep. 2007
<http://www.teachervision.fen.com/curriculum-planning/teachingmethods/3740.html>.
26
Kamala Markandaya’s Nectar in a Sieve
Hinduism (Transparency)
•
•
•
•
•
•
•
•
•
Hinduism is the largest religion in India.
Several gods and goddesses are worshipped.
Belief in reincarnation is common.
Deepavali or Festival of Lights is a celebration
of Lord Rama’s return from exile.
(See the transparency on the caste system.)
People can marry down their castes but not up.
Cremation is the burning of the body after death.
Both men & women can attend cremation
ceremonies, but only men can attend burial
ceremonies.
Hindus neither eat beef nor handle cowhides
after the cattle have been slaughter because the
cow is sacred to them.
Resource:
“Religion.” Nectar in a Sieve. TeacherVision. 2007. Penguin Group. 12 Sep. 2007
27
<http://www.teachervision.fen.com/curriculum-planning/teachingmethods/3740.html>.
28
The Caste System of India
(Transparency)
Brahmins – “priests”
Kshatriyas – “warriors”
Vaishya – “merchants”
Shudra – “laborers”
Chandalas– “untouchables”
Interesting website:
V., Jayarum. “The Hindu Caste System.” Hinduwebsite.com. 2007. Jayarum V. 22 Sep. 2007
<http://www.hinduwebsite.com/hinduism/h_caste.asp>.
Kamala Markandaya’s Nectar in a Sieve
29
Islam (Transparency)
• One God, Allah, is worshiped.
• Women will sometimes cover their hair
and/or faces in public.
• The caste system does not apply to them.
• Will eat beef, but not pork.
• In the novel, Muslim men work in the
tannery because their religion does not forbid
them to touch cow parts.
• Their homes might have court yards
surrounded by wall in contrast to the
openness of the Hindus’ homes in the natural
landscape.
Resource:
“Religion.” Nectar in a Sieve. TeacherVision. 2007. Penguin Group. 12 Sep. 2007
<http://www.teachervision.fen.com/curriculum-planning/teachingmethods/3740.html>.
30
31
Group #1 (Handout)
Directions: You are to work in a group with your peers to look up the
following information on India. You are to work equally with this project
and help each other cover the information. Your group will decide who
will look up what. Then, you, individually, are to type/print one page as a
Word document on your findings and later report to the rest of the class.
Make eye contact and speak clearly to your audience. Your individual
summaries and presentations will count as a homework grade.
Follow these links:
“Know India” > “Profile” and “National Symbols.”
32
Group # 2 (Handout)
Directions: You are to work in a group with your peers to look up the
following information on India. You are to work equally with this project
and help each other cover the information. Your group will decide who
will look up what. Then, you, individually, are to type/print one page as a
Word document on your findings and later report to the rest of the class.
Make eye contact and speak clearly to your audience. Your individual
summaries and presentations will count as a homework grade.
Follow these links:
“Know India” > “Kids Corner” > “History” (“Freedom
Struggle”), “Indian Currency,” “National Symbols,” and
“Museums and Art Galleries.”
33
Group # 3 (Handout)
Directions: You are to work in a group with your peers to look up the
following information on India. You are to work equally with this project
and help each other cover the information. Your group will decide who
will look up what. Then, you, individually, are to type/print one page as a
Word document on your findings and later report to the rest of the class.
Make eye contact and speak clearly to your audience. Your individual
summaries and presentations will count as a homework grade.
Follow these links:
“Know India” > “Culture and Heritage.”
34
Group # 4 (Handout)
Directions: You are to work in a group with your peers to look up the
following information on India. You are to work equally with this project
and help each other cover the information. Your group will decide who
will look up what. Then, you, individually, are to type/print one page as a
Word document on your findings and later report to the rest of the class.
Make eye contact and speak clearly to your audience. Your individual
summaries and presentations will count as a homework grade.
Follow these links:
“Sector” > “Agriculture” > “Horticulture” > “Fruits and
Vegetables.”
35
Group # 5 (Handout)
Directions: You are to work in a group with your peers to look up the
following information on India. You are to work equally with this project
and help each other cover the information. Your group will decide who
will look up what. Then, you, individually, are to type/print one page as a
Word document on your findings and later report to the rest of the class.
Make eye contact and speak clearly to your audience. Your individual
summaries and presentations will count as a homework grade.
Follow these links:
“Sector” > “Commerce and Industries” > “Elements of
Commerce and Industries Sector” >“Textiles,” “Retail,”
“Housing” and “Tourism.”
Lesson Plan 5
Instructor Name: Ms. Lynda Goodwin
Date: Friday October, 12, 207
Topics: Coming of Age and Moving Away From Home
Age Level of Students: 15 to 16 years old
English Level of Students: English II Standard
Source of Activity
• Markandaya, Kamala. Nectar in a Sieve. 1954. London: John Day Company. New York:
Signet Classic, 2002. 63-87.
Required Materials
• Copies of novel
• Notepaper
• Art paper
• Pencils
• Pens
• Markers
• Transparency:
36
1. Journal Entry: “Moving Away for Better Employment” (Lesson Plan 5, p. 3 )
Focus & Review (10 minutes)
• I will put the above transparency on the overhead.
Do you think it is better for a young adult to move to a city where there are better
jobs or remain in the same town, closer to family members?
•
paying
I will ask for student volunteer to discuss the viewpoints.
Objective & Rationale
• “Respond reflectively” to how people of different cultures, across time, can share the same
joys and miseries that make us all human (NC SCOS 1.02). Rationale: Parents and
children sometimes have a difficult time with the transition of an adult child leaving the
nest. Also, people have to decide if it is right to stand up for their convictions or remain
part of the crowd and work at jobs they cannot stand. Most people want to switch careers
for more money and a chance for a better life. Sometimes, the ones who stay behind have it
the hardest.
Teacher Input (20 minutes)
• I will facilitate the following classroom discussions on Chap. 12.
1. Why are Ajun and Thambi unhappy at the tannery?
2. What is their solution to the problem at the tannery?
3. What is the result of their labor dispute?
4. How did the community react to the tannery layoffs?
5. What are the pros and cons on employees going on strike?
6. I will ask students to give examples from the story and, if possible, from television
or the news media about employees going on strike at American countries.
7. Compare Rukmani’s and Nathan’s reactions to their sons moving away to seek
better employment.
Guided Practice (45 minutes)
• Dramatization: The class will divide into groups to rewrite the following chapters for
screenplays and reenactments. All groups will turn in a written dialogue of their plays.
Same rules of punctuating for dialogues still apply.
1. Chap. 12: ‘Role play of Raja and Thambi’s Decision to Move Away From Home’
2. Chap. 13:’Fighting for Survival during the Drought’ – Rukmani and Nathan must
sell almost everything they own to keep from being evicted from their tenancy.
3. Chap. 14: ‘Kunthi’s Blackmailing of Rukmani and Nathan’
4. Add new chapters for screen plays.
• Students will move the classroom furniture and help with props and costumes.
Independent Practice
• Homework: Students are to read Nectar in a Sieve, Chap. 15-19, pp. 88-12 before class on
Monday.
37
Closure
• Students will write an “Exit Ticket” about three major topics that they can relate to the
most of what was covered today in-class.
38
Journal Entry: Moving Away
for Better Employment”
(Transparency)
Do you think it is better for a young adult to move to a
city where there are better paying jobs or to remain in the
same town, closer to family members?
39
Lesson Plan 6
Instructor Name: Ms. Lynda Goodwin
Date: Monday, October 15, 2007
Topics: Death of Two Sons due to Drought and A Daughter turns to Prostitution
Age Level of Students: 15 to 16 years old
English Level of Students: English II Standard
Source of Activities
• Markandaya, Kamala. Nectar in a Sieve. 1954. London: John Day Company. New York:
Signet Classic, 2002. 88-112.
Required Materials
• Copies of novel
• Notepaper,
• Art paper
• Pencils
• Pens
• Markers
• Transparency:
1. Journal Entry: “Saying Good-bye to an Infant Child” (Lesson Plan 6, p. 4)
Focus & Review (10 minutes)
• I will put the transparency of Journal Entry on the overhead.
After her 4 yr old son Kuti dies in her arms, Rukmani states, “Yet although I grieved, it
was not for my son: for in my heart I could not have wished it otherwise. The strife had
been too painful for me to call him back to continue it” (p. 100).
What does Rukmani mean by her statement?
•
I will encourage students to volunteer to read their journal entries out loud in-class.
Objectives & Rationales:
• Students will “respond reflectively” to how people of different cultures, across time, can
share the same joys and miseries that make us all human (NC SCOS 1.02). Rationale:
Everyone will experience death, it is part of life. How we cope with death is important.
• Students will “evaluate” both sides of a controversy before passing judgment on a fictional
character or a real person (NC SCOS 2.01). Rationale: Sometimes people have to work at
jobs that belittle them or take away their reputations. However, we should not always be so
40
quick to pass judgment on them because we do not always know why someone has broken
the law.
Teacher Input (20 minutes)
• I will discuss the grieving process with the class and ask them to apply it to Rukmani who
has lost two sons to death.
1. Denial
2. Anger
3. Guilt
4. Acceptance
• What leads up to Raji’s death at the tannery? (p. 90)
• Why does Rukmani not attend the burial of Raji’s body? (p.91)?
• Why does Irawaddy become a prostitute? (p. 96)?
• Compare Irawaddy’s reasons for prostitution (p. 96) to Kunthi’s reasons for prostitution in
Chap. 14? (p. 81)
• Does society have the right to judge people for stealing or prostituting during times of
economic hardship or does society bare a responsibility in providing for the needy? Does
the crime make a difference at all?
• What leads up to Kuti’s death? (p. 97)
• What were his symptoms? (p.99)
Guided Practice (45 minutes)
• Dramatization: Students will break into groups and write the following screenplays from
the chapters listed below and then reenact their scripts. Two students in each group can be
the scribes while the rest can be directors, set designers, and actors/actresses. I will remind
them to write a script in a dialogue and follow the punctuation rules of quotations and
comma. They can use the pronoun “I.”
1.
2.
3.
4.
•
•
Chap. 15: “The Visit by the Tannery Officials”
Chap. 16: “Saying Goodbye to the Youngest Child”
Chap. 17: “A New Start”
Chap. 18: “Single Motherhood”
Students will help me move furniture in the classroom.
After the plays, the students and I will process the major themes from this chapter:
1. Death of a Child;
2. Fighting for survival; and
3. Keeping Hope.
Independent Practice (10 minutes)
• In-Class: Students will write an obituary for either Raja’s or Kuti’s death. They are to write
in complete sentences with correct subject-verb agreement and use correct spelling and
capitalization. They must include Rukmani’s child’s name, the family left behind (parents
and siblings), and something positive to say about the child or his family. Students will
handwrite or type 1to 2 pages.
41
•
Homework: Students are to read Nectar in a Sieve, Chap. 20-23, pp. 113-135 by
tomorrow.
Closure (5 minutes)
• Students will draw and fill out their “Exit Sheets” on what moved them the most today.
They are encouraged to talk about their feelings.
42
Journal Entry: “Saying Goodbye
to an Infant Child”
(Transparency)
After her 4 yr old son Kuti dies in her arms,
Rukmani states, “Yet although I grieved, it was
not for my son: for in my heart I could not have
wished it otherwise. The strife had been too
painful for me to call him back to continue it” (p.
100).
What does Rukmani mean by her statement?
Source:
Markandaya, Kamala. Nectar in a Sieve. 1954. London: John Day
Classic, 2002.
Lesson Plan 7
Company. New York: Signet
43
Instructor Name: Ms. Lynda Goodwin
Date: Tuesday, October 16, 2007
Topics: Archetypal Characters and Changing Roles of Women
Age Level of Students: 15 to 16 years old
English Level of Students: English II Standard
Source of Activities:
• Markandaya, Kamala. Nectar in a Sieve. 1954. London: John Day Company. New York:
Signet Classic, 2002. 113-135.
Required Materials
• Copies of book
• Notepaper
• Art paper
• Pencil
• Pens
• Markers
• Transparency
1. Journal Entry: “Death of a Wise Woman” (Lesson Plan 7, p. 3)
Focus & Review (10 minutes)
• I will put the transparency of Journal Entry: “Death of a Wise Woman” on the overhead.
After Old Granny dies from starvation, Rukmani reflects on a person’s journey through
life. She comments to herself: “A man might drift to his time unnoticed, but when he was
dead and beyond any care then at last he was sure of attention...” (p. 121).
What is does Rukmani mean by her statement?
•
I will ask for students to volunteer to read their journal entries in class.
•
Pre-check questions:
1. What does Ira’s baby look like?
2. Why is Nathan concerned by his grandson’s appearance?
3. What lead up to Old Granny’s death?
4. What lead up to Irawaddy’s son’s isolation from the community?
5. Why does Rukmani and Nathan have to leave their home?
44
Objective & Rationale
• Students will “analyze” how archetypal characters, themes, and setting are used similarly
by other cultures (NC SCOS 5.01). Rationale: Archetypal characters are usually respected
and revered in a given culture. However, sometimes they have step down and let the next
generation take over. In this case the archetypal character a wise woman and matchmaker
dies from the drought and another must take her place in the community. A sacrificial
character is sometimes present as well. He or she must struggle to survive in life, much like
real people so.
• Students will “respond reflectively” to how people of different cultures, across time, can
share the same joys and miseries that make us all human (NC SCOS 1.02). Rationale: We
all will experience death of a friend or neighbor someday. What memories they gives us
might stay with us for the rest of out lives.
Teacher Input (10 minutes)
• The class will go over the pre-check questions.
• I will ask the class to define albinism.
• I will facilitate the following discussions:
1. Why is Nathan feel that his grandson Scarabani is cursed for having albinism.
2. Why is Selvam, Irwaddy’s younger brother, more accepting of his nephrew’s skin
color than his neighbors or his father?
3. Describe what Selvam means by his statement to a Kali, his busybody neighbor,:
“’Just a matter of coloring...or lack of it. It is only a question of getting used to.
Who is to say this colour is right and that is not?”
4. How can Scarabani cope with albinism in the hot terrain of India? How does
anyone cope with a disability?
Guided Practice (60 minutes)
• Dramatization: The students will divide into groups to write screenplays and reenact
them. The major themes in each chapter must be part of the screenplays. Scribes must write
and punctuate correctly in dialogue. Groups will rotate scribes. Everyone is to pitch in.
This goes for moving furniture and props. The screenplays will cover these sections:
1. Chap. 20: “The Birth of Scarabani;”
2. Chap. 21: “Old Granny’s Death;”
3. Chap. 22: “Scarabani’s Social Problems;”
4. Chap. 23: “Nathan’s Failing Health; and
5. Chap. 23: “Being Evicted.”
Independent Practice
• Homework: For tomorrow, students will have read Nectar in a Sieve, Chap. 26-28, pp.
139-164. Students will also be making character charts on Selvam and Scarabani.
Closure
• Students will review the major themes in-class. If we do not get to everyone’s skit. Then,
we will watch the rest tomorrow and review over the main concepts. Students will still do
an “Exit Slip” for today of what themes were covered in-class.
45
Journal Entry: Death of a Wise Woman
(Transparency)
After Old Granny dies from starvation, Rukmani
reflects on a person’s journey through life. She
comments to herself: “A man might drift to his
time unnoticed, but when he was dead and
beyond any care then at last he was sure of
attention...” (p. 121).
What is does Rukmani mean by her statement?
Source:
46
Markandaya, Kamala. Nectar in a Sieve. 1954. London: John Day
Classic, 2002.
Company. New York: Signet
47
Lesson Plan 8
Instructor Name: Ms. Lynda Goodwin
Date: Wednesday, October 17, 2007
Topic: Waking Up to City Life
Age Level of Students: 15 to 16 years old
English Level of Students: English II Standard
Source of Activities
• Markandaya, Kamala. Nectar in a Sieve. 1954. London: John Day Company. New York:
Signet Classic, 2002. 139-164.
Required Materials
• Copies of book
• Notepaper
• Art Paper
• Pens
• Markers
• Pencils
• Transparency
1. Journal Entry: “City Adventures” (Lesson Plan 8, p. 3)
Focus & Review
• I will put the above transparency on the overhead projector and request for the students to
write their journal responses in complete sentences.
Describe your experiences when you have traveled to city. What were your thoughts and
feelings.
•
I will ask for students to volunteer to share their journal entries in-class.
• Pre-Check Questions:
1. Contrast how the setting of the city differs in the day and at night.
2. What is the meaning behind Rukmani’s vision of her family and friends? Given an
example?
3. Describe the children on the street.
4. Compare Rukmani’s daughter-in-law, who works for the bill collector, (p.162) to the
young mother, who works for Dr. Birla (p. 157).
Objective & Rationale
48
•
Students will “respond reflectively” to how people of different cultures, across time, can
share the same joys and miseries that make us all human (NC SCOS 1.02). Rationale:
Whenever people go into an environment that they are not accustomed to, then they could
be taken advantage by opportunists. It is hard for anyone to move to an unknown place
without a job or a home.
Teacher Input
• I will go over the pre-check questions with the class.
• I will ask the following reading comprehension questions:
1. Describe Nathan’s and Rukmani’s first impressions of city life (p.142).
2. Why Nathan and Rukmani are easily targets for thieves.
3. Next, compare the hustle bustle of the business district (Chap. 24, p. 142) to the
side street (Chap. 25, p. 152) where Puli, a small boy, and his friends call home.
Guide them is seeing the contrast between the middle-class and the untouchables.
Direct them on page 153 to read what Puli’s hands look like. I will ask why they are
deformed.
4. Which character traits allow Puli and his friends to survive on the streets (p.152)
5. Do industrial countries, like the United States, have the responsibility of helping its
global neighbors or should we only take care of our own?
6. I will ask students to describe Rukmani’s daughter-in-law? Why is she so bitter
about breaking up Rukmani’s son Murgan?
7. How does gambling destroy families?
8. I will ask students to describe the bond between Puli and Nathan and Rukmani.
Independent Practice
• Homework: For tomorrow, students will write character traits on Puli and read Nectar in a
Sieve, Chap. 27-30, pp. 165-184.
Closure
• Students will draw “Exit Tickets” with markers, pens, and art paper. They are to write
about 3 topics from the reading that have concerned them the most about Rukmani’s and
Nathan’s journey to the city.
49
Journal Entry: “City Adventures”
(Transparency)
Describe your experiences when you have traveled
to city. What were your thoughts and feelings?
50
Lesson Plan 9
Instructor Name: Ms. Lynda Goodwin
Date: Thursday, October 18, 2007
Topic: Grieving over the Loss of a Spouse
Age Level of Students: 15 to 16 years old
English Level of Students: English II Standard
Sources of Activities
• Markandaya, Kamala. Nectar in a Sieve. 1954. London: John Day
Signet Classic, 2002. 165-184.
Company. New York:
Required Materials
• Copies of books
• Notepaper
• Pencils
• Pens
• Transparency
1. Journal Entry: “Lasting Memories” (Lesson Plan 9, p. 3)
• Handouts
1. Character Descriptions (pp. 4-8)
• Alternative Assessments with Rubrics (See Alternative Assessment file)
Focus & Review
• I will put the following journal entry on the overhead projector:
After Nathan’s death in the temple, Rukmani describes the following: “By the fires
themselves are always there, they will never be extinguished” (p. 184).
What does Rukmani mean by her statement? Think in terms of the colors she still sees as
she recalls the night of Nathan’s death.
Objectives
• Students will “respond reflectively” to how people of different cultures, across time, can
share the same joys and miseries that make us all human (NC SCOS 1.02). Rationale:
People have to go on with their lives because they have to make adjustments.
Teacher Input
• I will ask students what lead up to Nathan’s death and how did Rukmani cope with it.
• Then, the class will look back at Chap. 1 (p. 3) to compare the foreshadowing effect with
the conclusion (p. 185).
51
Guided Practice
• We will cover the following:
1. Character Descriptions Handouts
2. Themes
3. Conflicts
4. Resolutions
• We will cover the Alternative Assessments and Rubrics (See Assessments file).
1. Students can choose 1 out of 6 options for the written part.
2. Students must write in complete sentences and watch punctuation, capitalization,
and spelling.
3. Every student must do the oral presentation part.
4. Students can use an outline or note cards to follow for their benefit.
5. The class will have a computer lab on Friday, October 19, 2007.
6. The written part is due on the Monday, October 22, 2007.
7. The oral presentation part is due on Monday, October 22, 2007 and Tuesday,
October 23, 2007.
Independent Practice
• Students can begin working on their written rough drafts for the remainder of the period.
Closure
• Students can ask questions about their Alternative Assessments.
52
Journal Entry: “Lasting Memories”
After Nathan’s death in the temple, Rukmani
describes the following: “By the fires themselves
are always there, they will never be
extinguished” (p. 184).
What does Rukmani mean by her statement?
Think in terms of the colors she still sees as she
recalls the night of Nathan’s death.
53
Kamala Markandaya’s Nectar in a Sieve
Description of Characters (Transparency)
Rukmani
• Wife and mother
• Loving
• Mentor
• Educated
• Supportive
• Faithful
• Vulnerable
• Strong emotionally
Nathan
• Husband and father
• Loving
• Supportive
• Provider – Tenant farmer
• Hard working
• Fair & considerate
• Vulnerable
• Strong both physically & emotionally
Source:
Markandaya, Kamala. Nectar in a Sieve. 1954. London: John Day
Classic, 2002.
Company. New York: Signet
54
Kamala Markandaya’s Nectar in a Sieve
Description of Characters (Transparency)
Irawaddy (Ira)
• Daughter
• First born
• Loving
• Beautiful
• Educated
• Divorced
• Surrogate mother
• Vulnerable
• Prostitute
• Mother
Scarabani
• Ira’s only son
• Loving
• Intelligent & curious
• Fatherless
• Vulnerable & socially isolated
• Albinism (pinkish-white complexion)
• Stigmatized
Source:
55
Markandaya, Kamala. Nectar in a Sieve. 1954. London: John Day
Classic, 2002.
Company. New York: Signet
Kamala Markandaya’s Nectar in a Sieve
Description of Characters (Transparency)
Ajun & Thambi
• Two eldest sons
• Educated
• Independent
• Leaders of a local labor movement
• Stubborn
• Unsatisfied with rural life
Murugan
• Third eldest son
• Educated
• Independent
• Unsatisfied with rural life
• Servant
• Divorced
• Unreliable to his family
Source:
56
Markandaya, Kamala. Nectar in a Sieve. 1954. London: John Day
Classic, 2002.
Company. New York: Signet
Kamala Markandaya’s Nectar in a Sieve
Descriptions of Characters (Transparency)
Raja
• Fourth eldest son
• Vulnerable
• Tannery worker
• Thief
• Hungry for food
• Murder victim
Selvam
• Fifth eldest son
• Tender-hearted
• Reliable
• Educated
• Family oriented
• Goal setter
Kuti
• Sixth eldest son
• Baby brother
• Innocent
• malnourished
• Dies from starvation before age five
57
Source:
Markandaya, Kamala. Nectar in a Sieve. 1954. London: John Day
Classic, 2002.
Company. New York: Signet
Kamala Markandaya’s Nectar in a Sieve
Description of Characters (Transparency)
Puli
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Adopted son
Loving
Protective
Supportive
Street smart
Vulnerable
Former street beggar
Physical disability (no fingers)