Chapter 7 -9
A recurring theme I have noticed from previous posts is that
of connection between the reader and character. We all seem to agree that a
strong connection can be made early on between the characters and the reader.
Building further on this theme, the city that Laura lives in is never really
named, or at least not so far. Do you think the author did this intentionally?
Why or why not? Why is a relationship between the reader and characters so
important?
I am finding that the more I read, the more difficult the
story gets to digest. I found that after chapter 9 I had to take some time to
just sit and digest. We have all learned about the Holocaust, but hearing
personal stories, fictional or truth can be difficult to handle. What would you
do after your class read a particularly difficult chapter?
Also in chapter 9 Sara states “freedom was not just about
where you were. Freedom was about who you were and who you choose to be” (pg
124). I found this passage to be extremely meaningful. How does it make you
feel, is it meaningful to you? Could you use this passage in teaching your
students?
I really think that the reader is supposed to be connected to Laura because she represents anyone learning about the Holocaust. She does have a unique angle to look at the Holocaust from because she is of Jewish decent, but she still manages to represent anyone who encounters a personal story from this tragedy for the first time.
ReplyDeleteI think that students should be given time when they read a difficult passage to write or just silently reflect on it. Its not always necessary to jump straight into an explanation because sometimes its hard to describe the emotions that come from reading a meaningful passage of text.
That quote also stood out for me and it can be used in so many different ways. I think that you could apply this to other groups who are discriminated against. For me it simply describes how a person can be constricted by more than physical barriers, but also by the pressures of society. I think that it would be a good quote to use to jump into a discussion about things such as racism, sexism, and homophobia. It is not said in complicated language, so it is easily accessible to students and would be a good lead in for a class discussion.
I too felt the weight of the novel's events on my emotions.As the novel progresss, Kacer provides more and more opportunities for students to make a connection to both Laura and Sarah. However, I think that it is important not to force students to make this connection all at the same time. I agree with Dani that silence can often be a very powerful tool to help students reflect on particular moments throughout the novel. Everyone provides connections at different moments in a story and I think that it is important to provide opportunities for students to explore this. Although many of us have a strong emotional reaction to the novel during these detailed, personal descriptions, some students may not. One way I would recognize this in a classroom would be to provide students with an opportunity to reflect during these moments, but not necessarily provide a prompt for the writing. By engaging in a free-write, students who choose to connect personally to the novel may do so, or they could choose to write on another element of the novel such as setting, or plot on a more surface level. Hopefully, as students engage in the writing process they will all make meaningful connections as they read the novel.
ReplyDeleteThe quote about freedom is very powerful. Sarah finds freedom in the most dire situations. When discussing freedom, I think that it is important to discuss with students that freedom is often not found easily and for Sarah; freedom results from great acts of courage and bravery. These are attributes to which all students can relate. I would have students write a journal entry describing a moment when they experienced freedom after displaying courage or bravery.
I am not sure if it is intentional that the city is not named in this novel, but I do think that the main focus that the author builds on is the connection between the reader and the characters. As the story has progressed the reader is able to make a connection to both Laura and Sarah. In a story like this these connections are what builds the emotion and investment in the reader. Making a deep connection to Laura or Sarah can inspire a reader to not want to put the book down, or learn more about the Holocaust. As a teacher you would want to look for these kind of novels that inspire interest and emotion to keep your students engaged in the readings.
ReplyDeleteI do agree that stories like this do have difficult elements for the readers to deal with. I think that silent reflection or writing time that Abbey and Dani mentioned would be a fantastic way to deal with a difficult or emotional part in the book. You may also want to stop and have a class discussion, to make sure everyone understands what happened and discuss the emotions that the book evokes. This would be a great opportunity for text to self or text to world connections.
I also noticed that particular passage during my reading, and it stood out to me as a moment of realization and defiance for Sara. It would be great to use with your students. You could have them come up with a statement of what freedom means to them, or it could spark a great discussion.
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ReplyDeleteI find it very interesting that the city is never named throughout the novel. I think Kacer may have written it this way to leave focus on the message being discussed. The 'what' is much more important than the 'where'. Leaving it open like that also allows the reader connection to become deeper because it is more personal. It could be anywhere.
ReplyDeleteThis novel is filled with emotional moments, but I think that is what makes it so great. It is very thought provoking and I think that there may be times when your students just need to think about the issues discussed for a period of time. I also agree that some sort of reflection would be great after each class, giving students time to write down what they think or feel about what they read.
That passage also stuck out to me while reading. I find a lot of truth in what she says there. It is an inspirational passage that could be discussed easily in a classroom. Although not as extreme, I think all students could either relate or benefit from what she says there. Where you are is not important, its how and who you chose to be, that is. You could ask students to write a journal describing a time where they displayed courage or chose to become something great despite diversity.