![]() Discuss how that sense of place changes throughout the novel.3. ![]() More figuratively, she considers her place within her childhood group of friends, her friendship with Roman, and with relationships with her aunts and the people of Malesso. Isabel writes: "We're stupid staying in Tamuning while our lives take place in Malesso." But she also searches for that sense of place by trying to establish a seating configuration both at home and with her classmates. First that place is Malesso as she rejects their temporary exile at her aunt's house in Tamuning. Isabel searches for a sense of place after her mother's death. How do these reactions manifest themselves during the course of the novel? Do they stay constant? Does one overpower the other? Why or why not?2. I had no idea it was the first of many mornings I'd be doing that." Her reactions to her siblings vacillate between duty and pride. Later I tied blue ribbons in Olivia's hair and dipped the comb into a glass of water before parting Frank's. I felt proud to scramble their eggs and butter their toast. ![]() "That morning I eased her door shut, tied on her apron, and made breakfast for my little brother and sister. In the opening chapter Isabel writes of finding her mother and of then getting her brother and sister off to school. Questions for Discussion ( to be written on chart paper)1. Lesson two: Working as a group to develop the feelings of a grieving family.Students will be divided into groups of 4-5Each group is given large sheets of post it chart paper with two discussion questions from the book.The groups will choose a scribe, spokesperson, and time keeperThe groups will brainstorm the thoughts and feelings of family members as it applies to each question.Once complete the spokesperson from each group will present the post it charts to the entire class.The entire class is given the chance to interject their thoughts after each spokesperson completes their presentation. Photographs of the ocean, maps of Guam,tropical flowers, pieces of blue satin fabric, etc Students are asked to first create a collage that will describe their interpretation of Keeper of the Night.Once the collage’s are complete a more in depth discussion can take place. Lesson one: Interpretation of book through a collage Students will form small groups and work together on their first round of discussion questions and artworkStudents will see a large container in the center of the room filled with small items related to the story. Isabel's story, related through her observations about the people around her, her retellings of cultural stories, her lists of things to do, and her poetry, reveals a young girl coming to grips with death while she embraces her own life. But, six months later when they return to their home in Malesso, Guam, Isabel struggles to understand her place within her family's new configuration as well as her changing perceptions of relatives and friends who live in her immediate community. Her sister wets the bed every night, and her brother withdraws from family and friends. Isabel despises feeling like a stranger in this new home. With their home filled with memories of his late wife, Isabel's father takes the family (Isabel, and her younger siblings, Frank and Olivia) to live with his sister in a neighboring town. She finds her mother kneeling as if praying, but dead by her own hand. Introduction and SummaryThirteen-year-old Isabel enters her mother's room one morning before going to school. ![]() Table of ContentsLesson one: Interpretation of book through a collageLesson two: Working as a group to develop the feelings of a grieving family.Lesson three: Students will hear music and do a comparison with Isabel’s lifeLesson four: Facts about Guam Keeper of the Night Multiple Text AssignmentByLee Ann Pittman
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