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Name____________________________

Due Date_________________ Score__________(25)

ACDV B ______

Fox

Classroom Etiquette

1. Write a statement that describes what the phrase “proper classroom etiquette” means. _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. List 10 behaviors or policies that you believe are appropriate for college classrooms. After listing the behaviors/policies, number them in order of importance. Consult your syllabus if necessary.

________________________________________________ __________

________________________________________________ __________

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________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________

3. Why are these behaviors appropriate?

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4. List 10 inappropriate college classroom behaviors

______________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ ______________________________________________________________________ _______________________________________

5. Why are these behaviors inappropriate?

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Consider the following scenarios and respond to them as though you are the professor.

1. The professor has stayed up quite late the night before class to prepare for the next day’s lecture.

As she/he is distributing a handout to the class, he/she notices a student in the back of the class

reading a magazine. The professor believes the student will put the magazine away once the lecture has begun. Another student has laid his/her head on the desk, which sends a message that the

student is either too tired to be in class or is bored with the class. The first student continues

to read the magazine during the lecture. The second student keeps his/her head down on the

desk and never opens the textbook to the pages on which the professor asks the class to take notes.

(Other examples are when students continue to work on their laptops, talk to other during lectures, listen to their ipods, or text on their cell phones.)

How would you respond if you were the professor and why? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Why is behavior inappropriate and how does the student appear to the professor?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Today is the final exam. One student arrives 45 minutes late. The student not only is tardy but has

also neglected to purchase a Scantron for the exam. The student asks the teacher what type of

Scantron is needed and if he/she can run to the bookstore to purchase one---interrupting the class

again. The answer to the student’s question is in the syllabus and was announced by the professor

in class several times during the semester.

How would you respond if you were the professor and why?

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

3. Many students are stressed because today is the date for the mid-term exam or presentation. The professor spent the week preparing the exam and/or the guidelines for the presentation

instead of going to the beach with the rest of his/her family. The professor hopes the students

are seriously preparing for the mid-term, too. One student casually walks into class and announces, “Uh…I didn’t study for this test (or presentation). I had to study for my important classes.”

How would this comment make you feel if you were the professor, and how would you respond to

the student? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. The professor has assigned extra credit throughout the semester with clearly stated deadlines.

He/she reminds the class that many professors will not assign extra credit because students are supposed to complete all of the regular assignments and take all of the tests and quizzes, so extra

credit should not be necessary. However, the professor understands that things happen—life happens—so even diligent students appreciate the option of earning some extra credit….just in

case! At the end of the semester, three students ask for additional extra credit assignments because they are failing. These students have numerous absences and tardies and have not turned in many

of their assignments. In addition, they missed several exams, which they knew they could not make-up.They also turned their projects in late, so they lost a number of important grade points.

How would you respond and why? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Record additional comments here.

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Country Profile

Rationale:

I hope as a result of this assignment you will (1) gain sufficient knowledge about conducting research in the library as well as online, (2) learn how to correctly cite a variety of sources, and (3) and come away with a good base knowledge of a foreign country.

Setting:

You are hired as a new agent for the Witness Protection Program by the Central Intelligence Agency (CIA). Upon graduation from BC and completion of a three-month training program in Washington, D.C., you will move to a secret location in a foreign country assigned to you. Your first training assignment is to analyze various aspects of that country and its prospects for possible relocation of citizens that are part of the Witness Protection Program (WPP). You will present this report to the CIA’s management, so they can decide on your level of expertise and, therefore, your salary and benefits package.

Your supervisor informs you that your report must be presented in a professional manner compiled in a folder, with a typewritten title page and table of contents. This comprehensive report has to be accompanied by relevant evidence. To ensure its accuracy, complete the MLA Guide at the end of the report and include it in your folder.

Management is requesting you to supply the following information:

1. Description of Geographical Features Use an atlas to find a map of your country. First, clearly write the name of the continent where your country is located on the copy. Next, identify and highlight the names of the neighboring nations or bodies of water. If those are not provided, you must add them to the map. This will allow supervisors to decide whether these are allies or foes. Do not neglect to mention adjoining bodies of water (oceans) since those might also pose a threat by means of naval attacks. Identify the geographical features of your country. Briefly describe the terrain, including major mountain ranges and rivers; based on this information, management will be able to carefully prepare those families that will be relocated to your country. Do not type more than a paragraph since superiors will be considering hundreds of reports.

2. Outline of Land and Climate Your supervisor is especially interested in the report generated by the Mormon Church and published in Culturegrams. This book is especially valuable and is under continuous supervision of specially trained agents, also referred to as librarians. Culturegrams can only be found at the Reference Desk, which is located on the 2nd floor of the library. You must copy all of the four pages about your country and briefly outline the information found under the title “Land and Climate”. (Tip: To use this resource, you must already know the continent the country occupies).

3. Reference Guide for Everyday Information Use information from the World Almanac and Book of Facts (Note: Look up the country in the index at the back and use the page number listed in bold type) and either the Worldmark Encyclopedia of Nations OR Worldmark Encyclopedia of Cultures and Daily Life to complete the chart below. Use the information recorded in the chart to create a quick reference guide. Witnesses will depend on the correctness of these facts to begin a new life in a strange world. Make sure to include information from both books. Attach original proof (copies of the pages where you found the information) to ensure the comprehensiveness of your report. [Our skilled negotiator will point out the location and how to find the call numbers for these books during one of your training sessions.]

World Almanac and Book of Facts:

a) Location: ____________________________________

b) Call Number: _________________________________

Worldmark Encyclopedia of Nations OR Worldmark Encyclopedia of Cultures and Daily Life

a) Location: ____________________________________

b) Call Number: _________________________________

Monetary Unit:

Common Cuisine:

Major Holiday:

4. Pass Code for Future Residence Find an interesting book (of your choice) from the library’s general collection about the country to provide witnesses with the entrance code to their new residence. These books are kept in the secret stacks of the library and can only be found by conducting a “Subject Search” using the library catalog on the BC Library webpage. Once you find a book, make a copy of page 15 and highlight the 6th word in the 4th line. This is the pass code, which will provide entrance to the new quarters. Their future is in your hands, so be careful with your choice.

5. Annotated Article Regarding Economic Situation Most witnesses will be accompanied by their families. To ensure employment opportunities, it is imperative that we have a good understanding of the current economic situation in the country. Find and print a magazine article about the country’s economic conditions. Make sure it is no older than three years since the economy of a nation can change quickly. Use our top secret database called Gale Expanded Academic ASAP and follow the code below to get accurate results. Under NO CIRCUMSTANCES should you share this code with anyone as it is top secret. On your copy, HIGHLIGHT and record (ANNOTATE) the topic, main idea, and major supporting details, and include it in your report.

a. Click on Gale Expanded Academic ASAP on the BC Library website.

b. Click on Subject Guide Search

c. Type the name of the country in the search box

NAME______________________ Due Date___________________

Your country: ____________________________________________________

Country Report

For each of the questions, you will

· Photocopy the page on which you find the information, and

· Highlight the information that answers the question.

· Write the citation information (author, title, publisher name and location, copyright date, and pages where the information is found) on each photocopy or printout. You will need this for an in-class exercise on citing your work.

· Number the photocopy with the number of the question answered with that page.

Country Report: Library Reference Books

1. Using an atlas (a book), locate your country on a map and determine what continent it is located on.

Photocopy the map of your country and highlight the borders.

Determine the continent your country is located on using the atlas and the instructions on the world map attached to this assignment.

On what continent is your country located?_______________________________

What borders your country?

North:_________________________

West__________________________ East__________________________

South:_________________________

Source Title:__________________________________________________________

To complete this assignment, you must use the following sources found in the Bakersfield College Library. Conduct a “title search” using the BC library catalog to find the call numbers (location of the books).

Reference Desk (The desk where the librarian sits on the 2nd floor.)

a. World Almanac and Book of Facts [Call #_________________________]

b. CultureGrams [Call #_________________________________________]

Reference Area (The shelves with green labels.)

c. Worldmark Encyclopedia of Cultures and Daily Life [Call #_____________________________________________________]

d. Countries and Their Cultures [Call #______________________________]

e. Worldmark Encyclopedia of Nations [Call #________________________]

Circulation Desk (The front desk on the 1st floor of the library) f. Travel guide (Call numbers will vary by country)

2. What is the main language spoken in your country?__________________________

Source title: _________________________________________________________

3. Using the World Almanac and Book of Facts find the name of the money (sometimes called currency or monetary unit) used in this country. _________________________[Hint: Look up your country in the index at the back and use the page number listed in bold type.]

4. Using Culturegrams or Worldmark Encyclopedia of Cultures and Daily Life, describe three major holidays in your country:

__________________________________________________________________________________________________________________________________________________________________________________________________________________

Source title: ____________________________________________________________

5. What do the people in your country eat? ___________________________________Source title: _________________________________________________________

6. What is the climate of your country during the summer? ______________________

[Hint: Travel Guide, CultureGrams, Worldmark Encyclopedia of Nations] Source title: ________________________________________________________

7. Using CultureGrams, describe how people greet each other in your country.

Describe the greeting: _____________________________________________

________________________________________________________________________________________________________________________________

8. What are people from your country called? (For example, people from the United States are called Americans.)___________________________________________Source title: ________________________________________________________

9. Name two sights or places that look interesting to visit and explain why. [Hint: Use a travel guide, from the library circulation desk on the 1st floor.]

1) ___________________________________________________________Reason:____________________________________________________

2) ___________________________________________________________Reason:____________________________________________________

Source title: ___________________________________________________________

10. Using the library catalog on the BC Library webpage, locate a book in the General Collection (not a Reference book) about your country. Find this book in the stacks and look through it to find any additional interesting information about your country. Make a photocopy of the page that contains the information, highlight it, and write the citation information on the photocopy. (Answers without photocopies will NOT be accepted.)

Source Title:_________________________________________________________

Book call #:__________________________________________________________

Library Assignment Online Section

Please number each of the copies you make from this assignment with the question number and write down your citation information.

11. Using Gale Expanded Academic [BC library homepage], find and print a magazine article about your country that was published in the last three years and is 500-1000 words long.

Click Subject Guide search

Type Country name in Find box.

Put a check mark in this box to find articles with full-text.

12. Using Gale Biography Resource Center [BC library home page] find the names of two famous people born in your country. [Note: you will need to know what a person from your country is called (the nationality), see question 9 on the previous page.]

a. In Gale Biography Resource Center, click on the BIOGRAPHICAL FACTS SEARCH.b. Using the scroll down menu next to NATIONALITY, select (highlight) the name for a person from your country, then click on the SEARCH button.

c. Select two people from the list that were born in your country and in a few words describe what field they were famous in (for example, artist, politician, etc.)

________________________________________________________________

________________________________________________________________

13. Find the “Useful Internet Resources” link on the library main page and click on it. Visit one website related to the geography that you can find by using the appropriate link on this page. Print a page from this site that contains new information about your country (not previously included in this assignment), highlight the information, and write the citation information on the copy. New information:

Website:

14. Write down three other resources from the BC Library home page that you might find helpful while a student at Bakersfield College and explain why they might be useful.

Country List

Algeria

Argentina

Australia

Austria

Bahamas

Barbados

Brazil

Cambodia

Chile

China

Colombia

Costa Rica

Denmark

Egypt

Ecuador

Finland

France

Gambia

Germany

Ghana

Greece

Guatemala

Hungary

India

Israel

Italy

Jamaica

Jordan

Kenya

Liberia

Mali

Mauritani

Mongolia

Morocco

Netherlands

Nicaragua

Nigeria

Norway

Oman

Pakistan

Panama

Paraguay

Peru

Poland

Portugal

Puerto Rico

Russia

Rwanda

Senegal

Singapore

South Africa

Spain

Sweden

Switzerland

Thailand

Turkey

Uganda

Ukraine

Venezuela

Vietnam

Zimbabwe

Name______________________ ____________( )

Due Date___________________

ACDV B62: Fox

Book Report Guidelines

Please attach this form on the front of your book report. Use this information to write a book report that is at least 1 ½ pages in length. If you type your report, please double space and use 12 point font.

Title of book_____________________________________________________

Author_____________________________________Publication date___________

Place of Publication_______________________Publisher___________________

No. of pages in this book______________________________

No. of pages you actually read___________________________________

Who or what is this book about?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What is the main plot? Give examples from the book. If you read a biography, an autobiography, or a non-fiction book, discuss some of the main events and important ideas.

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Briefly describe the main characters.

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Briefly describe the primary setting or settings. Consider how the setting or settings are important to the story. Remember that setting includes time and place.

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What is the MAIN theme? Give some examples from the book to support your claim. Always record page numbers at the end of your examples. Page numbers should look as follows :(24). If you quote directly, always put those quotes inside of quotation marks.

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What are some minor themes (if any)? Give examples.

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Do you like this book? Why or why not?

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Even if you don’t like the book, you may think it is worth reading. Keeping this fact in mind, do you recommend this book? Why or why not?

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________If you need additional space, use the rest of this page and/ or the back of each page. This exercise provides an outline for your report.

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Name_______________________ Score_______________(100)

Professor Fox

Course Info____________

Due Date______________

Background Assignment: Funny in Farsi

I. Read the following article. Highlight information that helps you understand the author, the background to Funny in Farsi, and/or what encouraged the author to write. Write a summary that is at least one paragraph long.

Spoonful of Humor Gets the Pages Turning

by Firoozeh Dumas

When Funny in Farsi was published in the summer of 2003, I started receiving lots of emails from readers. The emails had a common theme: “Your family is just like my family!” followed by “But ‘I’m Mexican’, ‘Chinese’ or ‘third generation American from Minnesota.’” I was thrilled to see that the theme of my book, shared humanity, was reaching such a diverse audience.

Then I started receiving emails from an entirely different group—educators—who told me that Funny in Farsi was a great classroom tool, particularly with “reluctant readers.” I had never heard that expression and I didn’t know what it meant. So when the term “reluctant reader” entered my life, I was intrigued.

As a kid, I was as an eager reader, one of those people who always checked out the maximum number of books allowed at the public library. In fact, books saved my life. When I was growing up, my family moved constantly. By 6th grade, I had attended eight different schools. The only constant in my life was the love of reading. I often felt that I had more in common with the characters in books than anyone I actually knew. And as long as I had a good book to read, I never felt alone. So I couldn’t understand how anyone could be reluctant to read when there are so many great books out there. What does the phrase even mean? Littledid I know that the biggest clue would come from my own son.

When my son entered sixth grade, he came home from school one day and asked me if books have to be depressing to be on school reading lists. I looked at the list handed to him that day. It was certainly an impressive compilation, but every single book was, indeed, depressing. That year, my son, who loves to read, barely made it through the chosen books. I was amazed that a kid who, every single night, has to be told repeatedly to turn off the lights and stop reading, could be given a series of books that did not interest him at all. All of a sudden I realized that my son had become, with that particular reading list, a reluctant reader. A light bulb went off in my head: If a kid who every year for his birthday asks for gift certificates to bookstores can become a reluctant reader, then the opposite must be true. There must be a way to turn reluctant readers into avid ones.

The emails from educators continued. A common theme emerged. “Every one of my students loved reading your stories, even the ones who normally refuse to read.” I heard from teachers in inner city schools; affluent private schools; a school in California for teenage mothers; a high school on an Indian reservation; and junior high, high schools and colleges from California to New York. The students wrote to me themselves telling me how much they laughed at my stories and how much they related to my experiences. Who, after all, has not been an outsider? It’s not an experience limited to Iranian immigrants. If you’ve gone through puberty, you’ve experienced being an outsider.

Soon I started receiving invitations to speak in schools and educational conferences. I love the opportunity to meet the students firsthand, especially the reluctant readers. Oddly enough, they often are the most enthusiastic group because for many of them, Funny in Farsi is the first book they ever enjoyed. Although as a writer, that is a big compliment, as a reader, it makes me sad. I always tell the students to keep looking for books that they love and I assure them that there are many.

In the last chapter of my book, I say that everyone has a story and everyone’s story counts. Teachers often tell me that after reading my book, students often want to write their own story. Yes, these are the same students who were reluctant to read and now they want to write. I often receive stacks of these stories.

In my book, I write, among other things, about being seven years old and becoming lost at Disneyland. I write about my odd relatives, about wanting to go to college, especially since my mother never graduated from high school. I write about kids making fun of my nose and I write about outsmarting the kids who always wanted me to teach them “bad words in my language.” I have received stories from students about their experiences being lost somewhere, about their disappointments and dreams, about their quirky families. We all have embarrassing relatives and how fun it is to write about them and describe them in words and bring them to life on a printed page! Boy, do students love writing about things that interest them. And they should. After all, one does not have to be English and dead to be a writer. I can’t explain how thrilling it is to read a story written by a student who claims, “I never like to read or write but I want to tell you a story.” After all, isn’t that what reading and writing are all about, exchanging stories?

I firmly believe that being a reluctant reader is a temporary state. It reminds of people who claim they don’t like Chinese food. “But have you tried every Chinese dish there is?” I ask them. Of course they haven’t but the two they did try, did not appeal to them. I tell teachers with reluctant readers, “Read the story about my first name, Firoozeh, to your class out loud. It’s the chapter entitled “The Fword.” If they don’t want to read the rest of book, I will take you all out for Chinese food.

For educators, the hard part is finding stories that a diverse group of students want to hear. Luckily, most students love any book that makes them laugh; there are not too many on their reading lists either. Humor is very powerful. It allows me, the writer, to discuss a wide variety of topics in a non-threatening, accessible manner. Remember Mary Poppins singing about “a spoonful of sugar making the medicine go down”? One can easily argue that humor has the same effect. Readers may not be enthusiastic if told to read a book about an immigrant family, but tell them it’s funny, and see what happens.

Teachers tell me that every topic they care to discuss, be it diversity, kindness, plastic surgery or humor, is in the book. Funny in Farsi is currently on the California Recommended Reading List. Schools throughout the US are alsousing it for All School Reads projects, where every student reads the book and various discussions and activities are borne from it. Educators tell me that that finally, instead of talking about the same television show, students are talking about the same book.

Can the love of reading be instilled with just one book? I don’t know but I do know that we have to begin somewhere.

About the AuthorFiroozeh Dumas was born in Abadan, Iran and moved to Whittier, California at the age of seven. After a two-year stay, she and her family moved back to Iran and lived in Ahvaz and Tehran. Two years later, they moved back to Whittier, then to Newport Beach. Firoozeh then attended UC Berkeley where she met and married a Frenchman. Firoozeh grew up listening to her father, a former Fulbright Scholar, recount the many colorful stories of his life. In 2001, Firoozeh decided to write her stories as a gift for her two children. Random House published these stories in 2003. Funny in Farsi was on the SF Chronicle and LA Times bestseller lists and was a finalist for the PEN/USA award in 2004 and a finalist in 2005 for an Audie Award for best audio book. She was also a finalist for the prestigious Thurber Prize for American Humor, the first Middle Eastern woman ever to receive this honor. Funny in Farsi is now on the California Recommended Reading List and is used in many junior high, high schools and universities.

Briefly respond to the following question.

Can the love of reading begin with just one good book? Why or why not? ________(15)

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Write a good paraphrased summary of the article. ____________________(35)

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II. Locate a website that has good information about U.S./Iran relations and conflicts. Think about why Firoozah’s family decided to immigrate to the U.S. Write a summary of the problems and speculate about why the Dumas family left Iran. Use clues from Funny in Farsi to help make conclusions about the Dumas’s decision. Below are some possible sources. The second source may provide the best explanation, but the first source includes more extensive background information. You must print and attach copies of all sources you use. Hint: Look for information about the Iranian Revolution that occurred in the 1980s.

http://en.wikipedia.org/wiki/United_States-Iran_relations

http://www.cyberessays.com/History/120.htm

_______________________(50)

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III. Locate a good online map of Iran or find one in an atlas. Print or copy the map. Locate where the Dumas family lived in Iran and any other places in Iran that are mentioned in Funny in Farsi. Highlight those areas. Attach the map to this assignment and label it “Background Assignment #3.”

____________________________(20)

If you have time, work with your groups to complete the vocabulary and the “Reader’s Guide” assignments.

Name_______________________ Score_____________________(30)

Professor Fox

Course Info__________

Due Date_______________

Funny in Farsi Journal

Chapter Summaries

Chapter 1_______________

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Chapter 2_____________________

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Chapter 3_________________

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Record your thoughts about what happens in these chapters, information about themes, metaphors, similes, settings, and other important aspects of the story. Include page numbers in parentheses when you quote similes, metaphors, and examples of other literary devices.

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Name_______________________ Score_____________________(30)

Professor Fox

Due Date_____________________

Funny in Farsi

Chapter Summaries

Chapter 4_______________

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Chapter 5_____________________

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Chapter 6________________

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Name_______________________ Score_____________________(30)

Due Date____________________

Funny in Farsi

Chapter Summaries

Chapter 7_______________

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Chapter 8_____________________

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Chapter 9________________

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Name_______________________ Score_____________________(30)

Due Date_____________________

Funny in Farsi

Chapter Summaries

Chapter 10_______________

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Chapter 11_____________________

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Chapter 12________________

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Name_______________________ Score_____________________(30)

Due Date_____________________

Funny in Farsi

Chapter Summaries

Chapter 13_______________

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Chapter 14_____________________

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Chapter 15________________

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Name_______________________ Score_____________________(30)

Due Date_____________________

Funny in Farsi

Chapter Summaries

Chapter 16_______________

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Chapter 17_____________________

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Chapter 18________________

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Name_______________________ Score_____________________(30)

Due Date_____________________

Funny in Farsi

Chapter Summaries

Chapter 19_______________

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Chapter 20_____________________

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Chapter 21________________

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Name_______________________ Score_____________________(30)

Due Date_____________________

Funny in Farsi

Chapter Summaries

Chapter 22_______________

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Chapter 23_____________________

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Chapter 24________________

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Name_______________________ Score_____________________(40)

Due Date_____________________

Funny in Farsi

Chapter Summaries

Chapter 25_______________

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Chapter 26_____________________

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Afterword________________

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Record your FINAL thoughts about what happens in these chapters, information about themes, metaphors, similes, settings, and other important aspects of the story. Include page numbers in parentheses when you quote similes, metaphors, and examples of other literary devices.

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What, do you think, is the most important theme in this book? Include examples from the book.

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Name________________________ Score________________(110)

Professor Fox

Course________________________

Due Date______________________

Funny in Farsi

Vocabulary Notes

Directions: Choose two unfamiliar words from each chapter. Determine the correct definition for each term as it is used in the sentence and paragraph in which it is located (in context). Write the definition in the space provided. Each correctly completed vocabulary word (including the sentence from the story) is worth 2 points. You will be allowed to use these notes on the Funny in Farsi final exam. Page numbers for the terms are in parentheses. You may use a paper dictionary or dictionary.com. In addition, for some terms, you may want to access an online encyclopedia or a similar resource in the library. Keep in mind that English words usually have more than one meaning, so determine which definition fits the context of the sentence and of the paragraph in which the sentence is located.

I strongly recommend that you work on this assignment as you are reading each chapter or immediately after you finish a chapter. You will become frustrated if you wait to complete this assignment until just before it is due. In addition, understanding the meanings of these words WHILE you are reading is more beneficial to you.

Chapter One: Leffingwell Elementary School

1. Eloquence (3)

2. Facilitate (4)

3. Fulbright Scholar (5)

Chapter Two: Hot Dogs and Wild Geese

4. Regaling (8)

5. Befuddled (9)

6. Scintillating (9)

Chapter Three: In the Gutter

7. Hardscrabble (13)

8. Amass (13)

9. Spellbinding (14)

Chapter Four: Save Me, Mickey

10. Ensuing (17)

11. Pinnacle (18)

12. Exponentially (18)

Chapter Five: Swoosh-Swoosh

13. Feat (24)

14. Inadvertently (25)

15. Insatiable (27)

Chapter Six: With a Little Help from My Friends

16. Bucolic (31)

17. Proximity (31)

18. Uncanny (33)

Chapter Eight: A Dozen Key Chains

19. Reflection (42)

20. Charismatic (43)

21. Anomaly (43)

Chapter Nine: You Can Call Me Al

22. Invoke (51)

23. Clandestine (51)

24. Correlation (52)

Chapter Ten: Of Mosquitoes and Men

25. Innocuous (57)

26. Endowed (61)

27. Undulated (61)

Chapter Eleven: The “F” Word

28. Fraught (62)

29. Monosyllabic (62)

30. Suffice (64)

Chapter Twelve: Waterloo

31. Riveting (69)

32. Buoyancy (69)

33. Apogee (71)

Chapter Thirteen: America, Land of the Free

34. Anonymous (76)

35. Inedible (76)

36. Spelunking (79)

Chapter Fourteen: The Ham Amendment

37. Exploitation (84)

38. Expatriates (85)

39. Imam (86)

Chapter Fifteen: Treasure Island

40. Expedite (91)

41. Pontificate (91)

42. Soliloquy (94)

43. Segue (94)

Chapter Sixteen: It’s all Relatives

44. Nuances (96)

45. Veritable (97)

46. Etymology (98)

Chapter Seventeen: Me and Bob Hope

47. Enigmatic (104)

48. Equinox (105)

49. Embodiment (108)

Chapter Eighteen: I Ran and I Ran and I Ran

50. Lure (111)

51. Accosted (114)

Chapter Nineteen: I-raynians Need Not Apply

52. Palpable (117)

53. Apathetic (118)

54. Staunch (119)

Chapter Twenty: Girls Just Want to Have Funds

55. Frugal (123)

56. Lucrative (123)

57. Extricate (123)

58. Noxious (127)

Chapter 21: Joyeuse Noelle

59. Impromptu (130)

60. Inexplicable (132)

61. Demeanor (133)

Chapter Twenty-Two: The Wedding

62. Copious (142)

63. Vernacular (144)

64. Quintessential (147)

Chapter Twenty-Three: I Feel the Earth Move under My Feet

65. Tenuous (154)

Chapter Twenty-Four: A Nose by Any Other Name

66. Consensus (162)

67. Ominous (163)

68. Articulate (165)

Chapter Twenty-Five: Judges Paid Off

69. Paranoia (170)

70. Rendition (172)

71. Ode (176)

Chapter Twenty-Six: If I Were a Rich Man

72. Amenities (180)

73. Requisite (181)

74. Aphorism (183)

75. Venue (185)

Afterword

What is a memoir? (6 points)

Name_________________________

Professor Fox

Due Date______________________ Score___________(115)

Funny in Farsi

Reader’s Guide

Directions: Answer the following questions carefully. These notes will help you do well on the Funny in Farsi final exam. You should answer the questions, when possible, as you are reading.

I. This section is worth 5 points. _______(5)

1. Who is the author?

2. Where was the book published?

3. Who is the publisher?

4. When was the book published?

5. What, in your opinion, does the title mean?

II. Understand and define the following literary and academic terms. __________(10)

1. metaphor

2. simile

3. personification

4. allusion

5. irony

6. sarcasm

7. setting

8. analogy

9. genre

10. theme

III. You may need to read the entire book before you can answer the following questions. ____(15)

1. What genre is this book?

2. Quote the author’s statement in which she discusses what type of book she has written. Include page numbers.

3. What are some of the themes in this book? Give short examples with page numbers.

IV. The following question should be answered as you read. _________(20)

1. This book has 27 chapters, each with a different theme. Some chapter titles are metaphors and others

are allusions. Record ten chapter titles and decide whether or not each title is a metaphor, an allusion, or something else. Consult the list of literary terms.

Chapter # & Title Type of Literary Device

V. The author has suggested some of the following questions. Answer each question carefully and thoughtfully. You should use information from the book, but you must include page numbers. Each answer is worth 3 points. ______________________(39)

1. When Firoozeh’s mother could not find Iran on the map, do you think Firoozeh or her mother was more embarrassed? Why?

2. In the stories, cultural traditions and holidays are revealed. What are some of the traditions that are discussed?

3. How do television and the media influence and, thus, help form Firoozah’s family’s dreams? Give examples.

4. How do religion and ethnicity divide or unify the people in the book? Have you ever experienced something similar?

5. How did Education change Kazem’s life?

6. Family plays a huge role in Iranian culture. Give at least three examples.

7. How does Faroozah’s father define wealth in most of the book?

8. How does he define wealth at the end of the book?

9. Where is Iran? Please attach a copy of a map of Iran and of its neighbors.

10. What was the Iranian Revolution?

11. How did the Iranian Revolution affect Firoozeh and her family?

12. What is your favorite story in the book? Why?

13. The stories in this book are supposed to be humorous without being unkind. Do you think the author achieved her goal? Why or why not? Give examples.

VI. Write a short summary of your favorite chapter. Discuss why it is your favorite.____________(6)

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VIII. Read “A Conversation between Khaled Hosseini and Firoozeh Dumas” (201-209). Summarize the important points the author reveals about her book. What, if anything, surprises you? Do you like this book? Why or why not?______(20)

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Name__________________ Score____(50)

Due___________________

Funny in Farsi

Group Activity

My group is responsible for the following chapters:____

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Documents

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