The Life of Pi increasingly develops descriptiveness regarding animals, nature, and human connectivity to the parts of a seemingly whole universal interaction. Subsequently, the novel takes a shift from animals to human characterization. But does it? It seems that as the view point and descriptions alter, one is melting into the other – into a realized description of human qualities akin to animalistic behaviour and tendencies. For example, the discussion regarding territoriality and the unsettling reality of animal and human desire for enclosure, (a defined space for residing and expecting particular, constant conditions). Similarly, the language becomes more descriptive towards human animal-like behaviour. For example, when Piscine Patel is called, “Pissing Patel,” we are given an allusion to the snake-like sound of hissing. I am not sure how well students could pick up on this imagery but I think that if it was brought to their attention they would understand the metaphors. Perhaps you could have students discuss personifications of animals they themselves have already thought about in order to get them comparing and contrasting human and animal qualities. This could prepare them for thinking about larger social, political, and economical issues in a framework of larger discourse.

In addition to this discussion on imagery…these are my lesson plan ideas on imagery posted as pdf at this website: http://www.lerc.educ.ubc.ca/fac/dobson/courses/lled449/imagery-pi.pdf

The Article, “Fly at your own Risk” definitely has the format of an article or newspaper report as opposed to the Everest documentaries that follow more of a story line. However, both contain a lot of content and facts that could be difficult for students to remember and recall. This is perhaps the main thing that deters me from non-fiction; trying to remember all the bits and pieces. However, presented the key main ideas and interaction with real life events provides a point for real engagement. The benefits are that the article addresses political, social, and semi-corporate issues that are relevant to Canadians. In this way, students are evaluating and understanding Canadian issues and discussing policies and so forth. There is opportunity to use this text to cover a multi-disciplinary text evaluation. Furthermore, some students may even have family members or friends who fly and can make personal connections to the material. In this ability to personalize the texts students, can perhaps intimate with the text and the text can make a deeper impact in terms of learning material. My question is what is the emphasis of the text? Are students to understand the main idea or to remember the facts and follow the investigative discovery outlined by the journalist? Regardless, I think that this gives student a good perspective on journalism and how they can write and back up what they are saying factually. Often times, students are unsure how to back themselves up when it is based on ideas or what they are taking from the authors. In this way, the article gives a practical application to writing and communicating information. Also, it forces students to read deeply and to critically follow the argument being presented because of the amount of factual detail in the text.