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WHEN MY NAME WAS KEOKO – Student Packet

By Linda Sue Park

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Objective:

Students will be able to evaluate text organization and content to determine the author’s purpose and effectiveness.

Purpose: Students will read and discuss Linda Sue Park’s novel of Korea in World War II, When My Name Was Keoko, to analyze the experiences of Koreans living under Japanese imperial rule.

Reading Applications: Literary Text

• Grade 11-12: Analyze and evaluate the five elements (e.g., plot, character, setting, point of view and theme) in literary text.

• Grade 12: Analyze the historical, social and cultural context of setting.

• Grade 12: Evaluate an author’s use of point of view in a literary text.

Essential Questions: (Consider your essential questions when engaging in academic discourse).

• How does an imperial power change and control the culture of an occupied territory?

• How can an oppressed group work towards change and independence?

• How does the historical setting of a story shape the experiences of the characters?

• How does the author’s choice of narrator(s) affect a story?

***Directions: Answer all questions in your notebook, using complete sentences.

CHAPTERS 1-3 (Due 10/26/18. DOK Levels 1-2 Questions) (Gallery Walk)

1. Why didn’t Omoni want to discuss important matters with Sun-Hee?

2. What did her attitude reveal about the roles of men and women in Korea in the mid-twentieth century?

3. How did the Japanese take over Korea in 1910?

4. How did this affect the lives of Korean people?

5. How did Sun-hee and the other members of the Kim family react to the new law that was declared by the Emperor of Japan?

6. How did Abuji choose the family’s new names?

7. How did he make the others feel better about obeying the new law?

8. Why was Uncle outraged when the broadcaster identified the winner of the Olympic marathon as “Kitei Son of Japan”?

CHAPTERS 4-7 (Due 10/29/18. Discourse surrounding DOK Levels 3-4 Questions)

1. Why had Uncle been brutally beaten and arrested after the Olympic marathon?

2. Why did the children have to burn Uncle’s sketch of the Korean flag?

3. Why was Sun-hee beaten at school?

4. Who ordered the punishment?

5. How did Abuji help Sun-hee resolve her worries about being called a chin-il-pa,

or traitor?

6. How did Omoni demonstrate her bravery?

CHAPTERS 8-10 (Due 11/01/18. Comprehension Check Quiz & 4 Levels Discourse)

1. What caused the first serious disagreement between Abuji and Uncle?

2. How did Uncle try to resolve the argument?

3. Why were Tae-yul and Sun-hee puzzled by Uncle’s seemingly new attitude toward the Japanese occupiers?

4. Why was Sun-hee puzzled by Uncle’s behavior when she brought her friend to his printing shop?

5. How did the bombing of Pearl Harbor affect Uncle’s business?

6. Why were Tomo and his friends anti-American?

CHAPTERS 11 – 15 (Due 11/05/18. Academic Discourse and Metacognitive Logs)

1. How did Omoni once again demonstrate her quiet courage?

2. Why did Omoni want Mrs. Ahn to stand among the first five households in line during neighborhood association accountings?

3. Why did Tae-yul resent the Japanese even more bitterly as the war continued?

4. Why didn’t Abuji try to stop the Japanese soldiers from commandeering

Tae-yul’s bicycle?

5. Why was Tae-yul’s response doubly improper?

6. Why did Sun-hee think that Tomo had come to visit her?

7. How did Sun-hee try to help Uncle avoid imminent danger?

8. Why was Tae-yul disappointed and angry at his father?

9. How did Uncle’s secret work explain the mystery of his changed behavior toward his Japanese customers and toward his niece when she visited the print shop?

10. Why did the Japanese collect all metal possessions from the Koreans?

11. Why did Sun-hee come to feel guilty about warning her Uncle of danger?

12. How did her parents try to comfort her?

CHAPTERS 16 – 17 (Class Read Aloud 11/07/18. Whole Class Comprehension Check)

1. Why did the Japanese officials declare Uncle a traitor?

2. What did the need for pine roots reveal about the Japanese war effort?

3. Why did Abuji grant Tae-yul permission to temporarily give up attending school in order to work on the air-strip?

4. What did this reveal about Abuji’s attitude toward the education his children were receiving?

5. Why couldn’t most of the townspeople read General MacArthur’s promise in the leaflets that had been dropped by American planes?

CHAPTERS 18 – 20 (Due 11/08/18. Academic Discourse & Metacognitive Logs)

1. Why did Tae-yul express sympathy for Jung-shin and her sister, Hee-won?

2. What did Tae-yul realize about his father’s behavior toward the Japanese?

3. What made him more understanding of Abuji?

4. What did Sun-hee come to understand about the role of language in the life of a person and a nation after the Japanese soldiers burned her journals?

5. Why was Tae-yul impressed by what he learned about Kamikaze pilots?

CHAPTERS 21-24 (Due 11/09/18. Academic Discourse will take place in class)

1. Why had Sun-hee and Jung-shin drifted apart?

2. How did Sun-hee restore their friendship?

3. What motivated Tae-yul to enlist in the Japanese army?

4. Why was it difficult for his family to accept his decision?

5. Why was battle more dangerous for a Korean in the Japanese army than for a Japanese soldier?

6. Why did Tae-yul throw away the dried rose of Sharon flower that his sister had given him as a parting gift?

CHAPTERS 25 -28 (Due 11/12/18. Comprehension Check Quiz & 4 Levels Discourse)

1. How did Omoni respond when the Japanese soldier delivered extra rations of

food to their home?

2. What did Tae-yul’s first letter suggest about the progress of the war and the

success or failure of the Japanese army?

3. How did Mrs. Ahn return the Kim family’s kindness to her?

4. What happened to her gift?

5. What was Tae-yul’s greatest fear about combat?

6. Why did he volunteer for the dangerous mission?

7. What did Sun-hee guess from Tae-yul’s second letter?

8. What did she do with information?

9. What terrible choice did Abuji have to make?

10. What did he decide to do?

11. What did Tae-yul realize on the eve of his mission?

12. How did his change of mood reflect a deepening maturity?

CHAPTERS 29 – 32 (Due 11/14/18. Novel Final on Friday, 11/16/18. Issue & Review the requirements for the Newspaper Group Project)

1. What did Tae-yul explain to his family in his final letter from training camp?

2. What action conclusively ended the war?

3. Why did the situation in Korea become even more dangerous after the war ended?

4. How did life improve for Koreans soon after peace was declared?

5. Why did Tomo have to leave Korea?

6. What was Sun-hee waiting for at the end of the war?

7. How had Mrs. Ahn secretly performed numerous acts of heroism?

8. Who had written the unsigned newspaper article about the need for students to learn kanji?

9. Why had Tae-yul been imprisoned, along with the other pilots who had flown on what was to have been their final mission?

10. Why did Tae-yul find it difficult to adjust to home life after the war?

11. Why did Tae-yul stop being critical of his father?

Dates to Remember:

(Lab Days)

Monday, November 19th

Tuesday, November 20th

Monday, November 26th

(Thanksgiving Break: Wednesday, November 21st – Friday, November 23rd)

***Projects should be finalized over Thanksgiving Break!

Tuesday, November 27th: Come to class with a printed out copy of your newspaper for peer review.

Wednesday, November 28th – Thursday, November 29th students/groups should be prepared to present. Remember, presentations CANNOT be made up!!!

Friday, November 30th: Subject-Verb Agreement & Author’s Purpose/Point of View Final!!!

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