303040

Activity Pack
Literature Made Fun!
Life of Pi
by Y ann M artel
Activity Pack Literature Made Fun!
Life of Pi
by Y ann M artel
Copyright © 2009 by Prestwick House, Inc., P.O. Box 658, Clayton, DE 19938.
1-800-932-4593 • www.prestwickhouse.com
Permission to copy this unit for classroom use is extended to purchaser for his or her
personal use. This material, in whole or part, may not be copied for resale.
ISBN 978-1-60389-260-5
Item No. 303040
1
© Copyright 2009, Prestwick House, Inc. 2
Table of Contents
Pre-Reading
Identifying the Narrator................................................................................................................8
Word Usage...................................................................................................................................14
Making Predictions........................................................................................................................18
Chapter 1
Animals as Allegorical Figures......................................................................................................20
Chapter 3
Journal Entry.................................................................................................................................22
Chapter 4
Writing a Letter.............................................................................................................................24
Chapter 5
Personal Experiences.....................................................................................................................26
Chapters 1-6
Creating a Character Profile..........................................................................................................28
Chapter 7
Inspiration.....................................................................................................................................30
Chapters 5-7
Allusion Chart...............................................................................................................................32
Chapter 8
Researching Animal Cruelty..........................................................................................................36
Chapters 8-14
Advice to Zookeepers....................................................................................................................38
Chapter 15
Theological References..................................................................................................................42
Chapter 16
Symbolic Experiences....................................................................................................................46
Chapter 17
Dramatization................................................................................................................................48
Chapters 18-20
Character Comparison..................................................................................................................52
3 © Copyright 2009, Prestwick House, Inc.

Chapter 21
Paraphrasing..................................................................................................................................56
Chapters 22-23
Speechwriting................................................................................................................................58
Chapters 24-25
Misunderstanding and Misinterpretation......................................................................................60
Chapters 26-28
Making a Prayer Rug.....................................................................................................................62
Chapter 29
Researching Indian History...........................................................................................................64
Chapter 31
Analyzing Textual Clues................................................................................................................66
Chapter 32
Researching Zoomorphism............................................................................................................70
Chapter 33
Childhood Photographs................................................................................................................72
Chapters 34-35
Relating to Characters...................................................................................................................74
Chapters 1-36
Crossword Puzzle..........................................................................................................................76
Chapters 37-40
Finding and Analyzing Literary Devices.......................................................................................78
Chapters 41-43
Imagery..........................................................................................................................................82
Chapter 44
Writing a Poem..............................................................................................................................84
Chapter 45
Anthropomorphism.......................................................................................................................86
Chapter 46
Family Tree....................................................................................................................................88
Chapter 47
Irony...............................................................................................................................................90

Chapter 48
Newspaper Article.........................................................................................................................94
Chapter 49
Analyzing Arguments....................................................................................................................96
Chapter 50
Diagramming the Lifeboat.............................................................................................................102
Chapters 51-52
Survival Kit....................................................................................................................................104
Chapters 53-56
Found Poem..................................................................................................................................106
Chapter 57
Tiger Sounds..................................................................................................................................108
Chapter 58
Surviving at Sea.............................................................................................................................110
Chapters 59-73
Creating a Comic Strip..................................................................................................................112
Chapters 74-77
Giving Advice................................................................................................................................114
Chapter 78
Analyzing Dilemmas......................................................................................................................116
Chapters 79-89
Asyndeton/Polysyndeton...............................................................................................................120
Chapters 90-91
Character Background...................................................................................................................122
Chapter 92
Scientific Report............................................................................................................................124
Chapters 93-94
Saying Goodbye.............................................................................................................................126
Chapter 99
Compare and Contrast..................................................................................................................128
Chapters 95-100
Point of View.................................................................................................................................130

Wrap-Up
Travel Map.....................................................................................................................................132
Writing a Review...........................................................................................................................136
Jeopardy.........................................................................................................................................138
Prime-Time Special........................................................................................................................140
Appendices
Terms and Definitions...................................................................................................................142
Dramatization of Scenes in the Novel...........................................................................................144
Directions for Interviews...............................................................................................................145
Newspaper.....................................................................................................................................146
Writing Poems...............................................................................................................................148
Small Group Learning...................................................................................................................150
Procedures for Small Group Work................................................................................................152
Small Group Evaluation Sheet.......................................................................................................153
Student Roles in Group Discussion...............................................................................................154

Teacher’s Page Life of Pi
Pre-Reading
Identifying the Narrator
Objectives: Determining how a narrator may unintentionally alter events in a story

Analyzing diction and metaphor to characterize the narrator
Activity
The writer of Life of Pi, a fictionalized version of Yann Martel, goes to India in the hope that the trip will
give him inspiration for his novel about Portugal. Unfortunately, he soon discovers that while the novel he
is writing has interesting dialogue, realistic characters, and colorful descriptions, it is lacking “that spark
that brings to life a real story.”
Fortuitously, Martel encounters a native Indian man named Mr. Adirubasamy, who promises him a story
that will make him believe in God. The story, however, is not his, but belongs to a man named Mr. Patel,
who now lives in Martel’s home country of Canada. The writer contacts Mr. Patel and, so moved by the
story, develops it into a novel.
Through reading the Author’s Note of Life of Pi, the reader learns that the story the fictional writer will be
telling is not his own, but is, instead, the story of a person named Mr. Patel. Martel warns the reader that
his retelling of the story may not be accurate and “any inaccuracies or mistakes are [the writer’s.]”
The Author’s Note presents an interesting dilemma: The writer claims that the story is true, with the
exception of a few errors, but the fact that the tale is filtered through a narrator with particular values,
viewpoints, and ideas gives the text an inevitable slant. Although Martel tries to be objective and tell the
story through Pi Patel’s point of view, the writer’s own experiences and beliefs unintentionally alter the
text.
Use the chart that follows to characterize the writer. Re-read the Author’s Note, and in the first column,
record words or phrases that suggest who and what kind of person the writer is. In the second column,
write what qualities and experience underlie those particular statements. Finally, in the third column,
write how those experiences or qualities might affect the veracity of the story. An example has been
provided for you.
Note to Teacher: While it is recommended that this activity be done in small groups, because the Author’s Note
is very short and will be quick to re-read, the assignment may also be done by students individually.
You could also hold a class discussion before the activity about the distinction between the real Yann Martel,
the fictional Yann Martel and character in the Author’s Note, and the narrator. The narrator of the story is
Piscine Patel, or more accurately, the fictional Yann Martel attempting to replicate Patel’s story in a first person
narration. Characteristics of the real Yann Martel, the writer of Life of Pi, are hinted at, but not directly revealed
to the reader.
© Copyright 2009, Prestwick House, Inc. T-8

Student’s Page Life of Pi
Name: ________________________________ Date:_________________
Pre-Reading
Identifying the Narrator
Objectives: Determining how a narrator may unintentionally alter events in a story

Analyzing diction and metaphor to characterize the narrator
Activity
The writer of Life of Pi, a fictionalized version of Yann Martel, goes to India in the hope that the trip will
give him inspiration for his novel about Portugal. Unfortunately, he soon discovers that while the novel he
is writing has interesting dialogue, realistic characters, and colorful descriptions, it is lacking “that spark
that brings to life a real story.”
Fortuitously, Martel encounters a native Indian man named Mr. Adirubasamy, who promises him a story
that will make him believe in God. The story, however, is not his, but belongs to a man named Mr. Patel,
who now lives in Martel’s home country of Canada. The writer contacts Mr. Patel and, so moved by the
story, develops it into a novel.
Through reading the Author’s Note of Life of Pi, the reader learns that the story the fictional writer will be
telling is not his own, but is, instead, the story of a person named Mr. Patel. Martel warns the reader that
his retelling of the story may not be accurate and “any inaccuracies or mistakes are [the writer’s.]”
The Author’s Note presents an interesting dilemma: The writer claims that the story is true, with the
exception of a few errors, but the fact that the tale is filtered through a narrator with particular values,
viewpoints, and ideas gives the text an inevitable slant. Although Martel tries to be objective and tell the
story through Pi Patel’s point of view, the writer’s own experiences and beliefs unintentionally alter the
text.
Use the chart that follows to characterize the writer. Re-read the Author’s Note, and in the first column,
record words or phrases that suggest who and what kind of person the writer is. In the second column,
write what qualities and experience underlie those particular statements. Finally, in the third column,
write how those experiences or qualities might affect the veracity of the story. An example has been
provided for you.
S-9 Reproducible Student Worksheet

IDENTIFYING THE NARRATOR
Narrator’s Qualities or
Passage From Text Potential Effect on the Story
Experiences
This book was born as I was hungry. The narrator of the story is a writer, It is possible that the narrator will
Let me explain. In the spring of 1996, and his last novel did not sell well. This overdramatize events in the story to
my second book, a novel, came out in passage suggests that, as a result of his make it more entertaining and, as a
Canada. It didn’t fare well. failed novel, the writer needs money result, sell more copies.
and is writing this novel to earn it.
Books lined the shelves of bookstores like The narrator grew up in a Western Even though this is a tale told by a man
kids standing in a row to play baseball country, where the kids frequently played who grew up in an Eastern nation, it
or soccer, and mine was the gangly, baseball and soccer, and captains selected is likely that the Western narrator will
unathletic kid that no one wanted on their team members, usually picking the use metaphors, similes, and clichés that
their team. most talented athletes first. will appeal to Western audiences. It is
possible that the story will lose some of
its meaning when told through a Western
voice.
I had been to India before, in the north, While the narrator does say that “a little Because the narrator is wealthy, it is
for five months. money can go a long way” in India, the possible that he won’t understand the
fact that he was able to travel to the hardships and suffering of the lower-
country twice and stay five months on class, to which Pi Patel might belong. The
his first visit suggests that he is relatively narrator may not be able to accurately
wealthy. relate Patel’s experience to the readers.
What need did I have to go to Portugal? It appears the narrator thinks that he can There is a possibility that the narrator
learn and write about a country and its will not fully comprehend Patel’s
people only by researching them in books. experience and will not be able to tell the
In a sense, the narrator is ignorant. story accurately.
Most times the stories were little more With the exception of Mr. Patel’s story, the It is possible that Mr. Patel’s story is
than anecdotes, short of breath and short narrator did not think the other Indians’ an anecdote like all of the others, but
of life. stories were interesting. Even though it the narrator has manipulated the tale
may be true that their anecdotes were and given it a “spark” to make it more
uninteresting, it is also possible that, as a interesting.
Westerner, he didn’t understand the value
of their stories.
I confirmed to him that Canada was The narrator says the questions and If the narrator thinks the Indians are
cold and that French was indeed spoken answers were “light talk” between him unworldly and naive, he might think
in parts of it and that I liked India and and the Indians, and the diction of the Patel is, too. The narrator might
so on and so forth—the usual light talk passage, such as the words “confirmed,” manipulate his story and include
between friendly, curious Indians and “indeed,” and “so on and so forth,” gives additional information in it to make it
foreign backpackers. it a sarcastic, bored tone, suggesting seem more intelligent from a Western
that the narrator thinks the Indians are perspective.
inferior to him and less worldly.
© Copyright 2009, Prestwick House, Inc. T - 10

Name: ________________________________ Date:_________________
IDENTIFYING THE NARRATOR
Experiences
This book was born as I was hungry. The narrator of the story is a writer, It is possible that the narrator will
Let me explain. In the spring of 1996, and his last novel did not sell well. This overdramatize events in the story to
my second book, a novel, came out in passage suggests that, as a result of his make it more entertaining and, as a
Canada. It didn’t fare well. failed novel, the writer needs money result, sell more copies.
and is writing this novel to earn it.
S - 11 Reproducible Student Worksheet

IDENTIFYING THE NARRATOR (CONT.)
Experiences
I stopped waving my hand [to catch the This passage suggests that the narrator If the narrator is an atheist or agnostic, it
waiter’s attention]. But I was suspicious. does not believe in God and finds is possible that he will downplay religious
Was this a Jehovah’s Witness knocking conversation about God annoying. themes in Patel’s story. Furthermore, it
at my door? “Does your story take place is not likely that the narrator will fully
two thousand years ago in a remote understand Patel’s passion for religion
corner of the Roman Empire?” I asked. and will not be able to accurately relate
the religious parts of Patel’s story to the
reader.
“No.”
Was he some sort of Muslim evangelist?

“Does it take place in seventh-century
Arabia?”
“No, no. It starts right here in

Pondicherry just a few years back, and
it ends, I am delighted to tell you, in the
very country you come from.”
“And it will make me believe in God?”
“Yes.”
“That’s a tall order.” The comparison of Patel’s accent to If the narrator views Patel as someone
The voice that answered had an Indian incense suggests that the narrator sees foreign and exotic, it is unlikely that
lilt to its Canadian accent, light but Patel as someone foreign and exotic. he will be able to identify with him and
unmistakable, like a trace of incense in accurately convey his story.
the air.

Name: ________________________________ Date:_________________
IDENTIFYING THE NARRATOR (CONT.)
Experiences

Pre-Reading
Word Usage
Objective: Analyzing the significance of slang
Activity
In the Author’s Note, a preface to Life of Pi, the writer describes the restlessness that compelled him to
make his first visit India in 1996. In preparation for his trip to the country, he asked a friend, who was
familiar with India, to give him some useful tips. The writer’s friend told him, “They speak a funny English
in India. They like words like bamboozle.”
While in India, Martel used the word bamboozle in a conversation with a train-station clerk and was
pleased with the effect that it had on the conversation. It injected humor into what would have been a dry,
ordinary exchange.
Bamboozle is a slang term that means to trick or cheat someone. The use of slang is common in many
cultures and is an effective way for people to connect on an informal level. However, not all slang words
are universally known; some are specific to various age groups, regions, organizations, etc.
On the following chart, list ten slang words you use or are familiar with. Then, write the meaning(s) of the
words in the second column. The words you list must be appropriate for the classroom. The first one has
been done for you, using the example of “bamboozle.”
Note to Teacher: Students should be encouraged to list words from the past that are still in use, slang terms that
are no longer used, as well as current words. This will provide for a more in depth discussion of slang usage.

Name: ________________________________ Date:_________________
Pre-Reading
Word Usage
Objective: Analyzing the significance of slang
Activity
In the Author’s Note, a preface to Life of Pi, the writer describes the restlessness that compelled him to
make his first visit India in 1996. In preparation for his trip to the country, he asked a friend, who was
familiar with India, to give him some useful tips. The writer’s friend told him, “They speak a funny English
in India. They like words like bamboozle.”
While in India, Martel used the word bamboozle in a conversation with a train-station clerk and was
pleased with the effect that it had on the conversation. It injected humor into what would have been a dry,
ordinary exchange.
Bamboozle is a slang term that means to trick or cheat someone. The use of slang is common in many
cultures and is an effective way for people to connect on an informal level. However, not all slang words
are universally known; some are specific to various age groups, regions, organizations, etc.
On the following chart, list ten slang words you use or are familiar with. Then, write the meaning(s) of the
words in the second column. The words you list must be appropriate for the classroom. The first one has
been done for you, using the example of “bamboozle.”

WORD USAGE CHART
Word Meaning
bamboozle swindle or trick

Name: ________________________________ Date:_________________
WORD USAGE CHART
Word Meaning
bamboozle swindle or trick

Pre-Reading
Making Predictions
Objectives: Analyzing a book’s cover

Predicting themes, motifs, and events in the novel
Activity
While an old adage declares, “Never judge a book by its cover,” the design and illustrations on a cover not
only help market a book, but they often reflect themes and events that appear in the story. Most editions
of Life of Pi depict a boy and a tiger sitting on a boat in the middle of the ocean. What do you think is the
significance of this cover?
Analyze the cover, and create a list of ten specific things that catch your interest. These may be objects
that are illustrated, but they could also be colors, the direction objects on the cover are moving, and the
amount of empty space on the page. Next to the list of ten observations, write a theme, motif, or event in
the story that may be suggested by the cover design. The following is an example:
The cover shows a tiger – One motif of the book may be the brutality and danger of Nature.
Note to Teacher: To extend this activity, you could have each student write a short, two-or three-paragraph story
about what might be depicted on the cover. For instance, a student may write the following:
The young boy in the boat, Pi, lived in a small, rural village in Southern India. One day he was walking through
the jungle, and he heard the sound of an animal in pain. He followed the sound of yelping and discovered a small
tiger cub with its paw caught in a hunter’s trap. Pi freed the cub and then took him home and nursed his wounds.
The tiger, who Pi named Paws, soon became the family pet.
Paws grew older, stronger, and wilder, and Pi’s parents thought Paws was becoming a danger, not only to the
family, but also to everyone in the village. Secretly, Pi’s father wrote to a zoo a hundred miles away and asked if
it would take Paws. The zoo agreed, and when Pi was finally told that his pet tiger would be taken away from
him, he grew very upset.
Pi made a plan; rather than be separated from his best friend, he would leave the village and go live in the wild
with his tiger. One night, when everyone was asleep, Pi packed a bag full of food and clothing, put Paws into
a boat, and sailed away to the jungle on the opposite side of the river. Once there, they lived happily together
hunting and living in the wild.

Name: ________________________________ Date:_________________
Pre-Reading
Making Predictions
Objectives: Analyzing a book’s cover

Predicting themes, motifs, and events in the novel
Activity
While an old adage declares, “Never judge a book by its cover,” the design and illustrations on a cover not
only help market a book, but they often reflect themes and events that appear in the story. Most editions
of Life of Pi depict a boy and a tiger sitting on a boat in the middle of the ocean. What do you think is the
significance of this cover?
Analyze the cover, and create a list of ten specific things that catch your interest. These may be objects
that are illustrated, but they could also be colors, the direction objects on the cover are moving, and the
amount of empty space on the page. Next to the list of ten observations, write a theme, motif, or event in
the story that may be suggested by the cover design. The following is an example:
The cover shows a tiger – One motif of the book may be the brutality and danger of Nature.

Chapter 1
Animals as Allegorical Figures
Objectives: Performing a close reading of the text

Determining how Pi uses observations of animals to give moral instruction to humans
Activity
In the first chapter, the reader learns that Pi Patel, the narrator of the story, earned Bachelor’s degrees in
both religious studies and zoology. Pi confesses that, as would be expected, he sometimes got the areas of
study “mixed up.”
Pi’s interest in both zoology and theology suggests that whenever he mentions animals in this story, they
are allegorical characters meant to represent abstract religious or philosophical ideas. The observations
he makes about animals may have deeper, psychological significance and present more truths about the
human condition than scientific information about the animal kingdom.
Review Pi’s description of the three-toed sloth, and make a list of noteworthy observations he makes about
the creature. Then, write how the behavior and life of the three-toed sloth can teach human beings how
to live their lives.
Note to Teacher: The following are some observations and moral lessons the students may make:
Observations:
• The three-toed sloth sleeps about twenty hours a day.
• The sloth moves very slowly, as fast as 400 meters per hour and as slow as 4-5 meters per hour.
•O
n a scale of 1-10, 10 being great and 1 being poor, the three-toed sloth’s senses—taste, touch, sight, and
hearing—rate at a 2. Its sense of smell rates at a 3.
• Sloths seem uninterested in their surrounding environment.
• The sloth survives because it moves so slowly; it does not attract the notice of predators.
• The sloth is a vegetarian.
Moral Lessons:
• I f people live calmly, peacefully, and never attract attention to themselves, there will be less conflict in their
lives.
• If individuals meditate continuously, they—like the sloth—will be tranquil and happy.

Name: ________________________________ Date:_________________
Chapter 1
Animals as Allegorical Figures
Objectives: Performing a close reading of the text

Determining how Pi uses observations of animals to give moral instruction to humans
Activity
In the first chapter, the reader learns that Pi Patel, the narrator of the story, earned Bachelor’s degrees in
both religious studies and zoology. Pi confesses that, as would be expected, he sometimes got the areas of
study “mixed up.”
Pi’s interest in both zoology and theology suggests that whenever he mentions animals in this story, they
are allegorical characters meant to represent abstract religious or philosophical ideas. The observations
he makes about animals may have deeper, psychological significance and present more truths about the
human condition than scientific information about the animal kingdom.
Review Pi’s description of the three-toed sloth, and make a list of noteworthy observations he makes about
the creature. Then, write how the behavior and life of the three-toed sloth can teach human beings how
to live their lives.

Chapter 3
Journal Entry
Objective: Writing from a character’s point of view
Activity
In Chapter 3, Pi goes into detail telling the reader about his friendship with Mr. Adirubasamy and his tri-
weekly swimming lessons. Even though he says swimming practice was a “grueling” experience, it became
a big part of his life.
As Pi, write a journal entry about a particular swimming lesson or practice session. Although there is a lot
of information in the text to help you in your writing, feel free to be creative and invent material for your
entry.
Note to Teacher: The following is a sample journal entry:
March 24, 1967
Today, Mamaji and I had our regular swimming lesson at the pool in ashram. He made me do the butterfly stroke
for the entire length of the pool, but was really disappointed when I refused to do a second one. I was so tired,
that I was sure that after another few strokes, my arms would go numb and I’d sink to the bottom like a rock.
Mamaji likes to motivate me by telling me stories about famous Olympic swimmers and saying how, if I kept
practicing, one day I could win a gold medal. I told him that I’d rather not swim in cold, dirty pools with globs
of spit floating on the surface. He laughed and said that pools have changed since the 1930s, and if I didn’t keep
practicing, I wouldn’t get the opportunity to see one.

Name: ________________________________ Date:_________________
Chapter 3
Journal Entry
Objective: Writing from a character’s point of view
Activity
In Chapter 3, Pi goes into detail telling the reader about his friendship with Mr. Adirubasamy and his tri-
weekly swimming lessons. Even though he says swimming practice was a “grueling” experience, it became
a big part of his life.
As Pi, write a journal entry about a particular swimming lesson or practice session. Although there is a lot
of information in the text to help you in your writing, feel free to be creative and invent material for your
entry.

Chapter 4
Writing a Letter
Objectives: Forming a persuasive argument

Synthesizing facts presented in the text
Writing from a character’s point of view
Activity
Pi’s family owned and operated the zoo in the Pondicherry Botanical Garden, and through his experience,
Pi developed a love for animals and a knowledge of zoology and keeping animals.
One of the things Pi says which may shock some readers is that animals are happier in the zoo than they
are in the wild, and he supports his argument with several observations about animal behavior.
Compose a list of the facts that Pi presents. Then, write a letter to an animal rights agency that advocates
closing zoos and taking animals out of captivity. Use the facts that Pi provides in this chapter to support
an argument that animals are more content in zoos than in the wild.
Note to Teacher: Students completing this assignment may present all or some of the following facts:
• Animals in the wild must work and compete for food.
• Zoo animals do not have to fear predators.
• Wild animals suffer from parasites; zoo animals, for the most part, do not.
•A
ll animals like to have a home, and people who believe that animals are happy only when they roam free
are mistaken.
•A
nimals do not like changes, and they are happier in an environment like a zoo, where changes are
infrequent and the habitat undergoes little change.
•Z
oos prevent animals from having to travel long distances to get what they want: Everything—food, water,
shelter—is in a small space that animals can get to easily.
•W
hen animals in the zoo escape from their cages, it is usually because something or someone startles them,
not because they want to be free. In addition, animals almost always return.

Name: ________________________________ Date:_________________
Chapter 4
Writing a Letter
Objectives: Forming a persuasive argument

Synthesizing facts presented in the text
Writing from a character’s point of view
Activity
Pi’s family owned and operated the zoo in the Pondicherry Botanical Garden, and through his experience,
Pi developed a love for animals and a knowledge of zoology and keeping animals.
One of the things Pi says which may shock some readers is that animals are happier in the zoo than they
are in the wild, and he supports his argument with several observations about animal behavior.
Compose a list of the facts that Pi presents. Then, write a letter to an animal rights agency that advocates
closing zoos and taking animals out of captivity. Use the facts that Pi provides in this chapter to support
an argument that animals are more content in zoos than in the wild.

Chapter 5
Personal Experiences
Objectives: Relating to the novel’s protagonist

Writing about a personal experience
Activity
Pi’s real name, Piscine, made him the subject of ridicule all through the years he attended St. Joseph’s. The
other students thought Pi’s name was funny, and called him “Pissing” instead of “Piscine.”
Pi was very hurt by the way the other students made fun of him, but he never retaliated or insulted the
bullies at his school. When he attends the Petit Séminaire School; however, he prevents the students at his
new school from laughing at his name by using a very creative tactic: When the teacher asks for his name,
instead of saying it aloud, he runs to the blackboard and wrote, “My name is Piscine Molitor Patel, known
to all as Pi Patel. π = 3.14. Pi repeats the act in every class, and the students and teachers are so amused,
they call him “Pi” instead of “Piscine/Pissing.”
Recall a time that you were bullied in school or when someone made a joke at your expense. What did
you do? First, write a brief summary of the incident. Then, describe the way you reacted to the situation.
Finally, write a fun, creative way you could have resolved the situation, much like Pi did when he wrote
his new name on the blackboard.
Note to Teacher: It is not recommended that you have the students share their experiences in class unless they
volunteer. In addition, if some of the students are too uncomfortable writing about themselves, have them create
a fictional situation.

Name: ________________________________ Date:_________________
Chapter 5
Personal Experiences
Objectives: Relating to the novel’s protagonist

Writing about a personal experience
Activity
Pi’s real name, Piscine, made him the subject of ridicule all through the years he attended St. Joseph’s. The
other students thought Pi’s name was funny, and called him “Pissing” instead of “Piscine.”
Pi was very hurt by the way the other students made fun of him, but he never retaliated or insulted the
bullies at his school. When he attends the Petit Séminaire School; however, he prevents the students at his
new school from laughing at his name by using a very creative tactic: When the teacher asks for his name,
instead of saying it aloud, he runs to the blackboard and wrote, “My name is Piscine Molitor Patel, known
to all as Pi Patel. π = 3.14. Pi repeats the act in every class, and the students and teachers are so amused,
they call him “Pi” instead of “Piscine/Pissing.”
Recall a time that you were bullied in school or when someone made a joke at your expense. What did
you do? First, write a brief summary of the incident. Then, describe the way you reacted to the situation.
Finally, write a fun, creative way you could have resolved the situation, much like Pi did when he wrote
his new name on the blackboard.

Chapters 1-6
Creating a Character Profile
Objective: Using the text to help characterize the narrator
Activity
In Chapters 1-5 of the novel, the writer provides the reader with a lot of information about Pi, including
a physical description of him, his educational background, and his hobbies.
Collect the information about Pi, and complete the following profile. For many areas, such as his favorite
books and movies, you will need to make reasonable guesses based upon what you know about Pi.
CHARACTER PROFILE
Character Profile: Piscine “Pi” Patel
Physical Description: Pi is described as a 5’5”, slender man with a coffee-coloured complexion. He has dark-
brown hair that is graying at the temples, and his eyes are brown. Although his age isn’t known, in the present
day, when the narrator is recording his story, he looks to be about forty years old.
Education: Pi graduated from the University of Toronto with a double major in zoology and religious studies.
Before going to the university, he spent a year in a high school in India. He also attended the St. Joseph School,
as well as the Petit Séminaire.
Family Members and Close Friends: Pi was close to his mother, his father, his brother Ravi, and a family
friend, Francis Adirubasamy (Mamaji).
Hobbies: Pi enjoys (or enjoyed at one point) swimming, helping raise animals, studying animals, and botany. It
is assumed that Pi took an interest in botany because he can identify all of the plants in the botanical garden.
Favorite Book: Answers will vary, but it is likely that students will include fiction and non-fiction books
involving animals or swimming.
Favorite Movie: As with the favorite book category, answers will vary, but will likely reflect Pi’s hobbies.
Favorite Food: It is probable that students will write about some kind of Indian food, especially since, in
Chapter 1, Pi writes that they went to an Indian restaurant in Canada.
Note to Teacher: You can add additional profile sections. For example, Favorite Band, Favorite Author, Favorite
Animal, etc.

Name: ________________________________ Date:_________________
Chapters 1-6
Creating a Character Profile
Objective: Using the text to help characterize the narrator
Activity
In Chapters 1-5 of the novel, the writer provides the reader with a lot of information about Pi, including
a physical description of him, his educational background, and his hobbies.
Collect the information about Pi, and complete the following profile. For many areas, such as his favorite
books and movies, you will need to make reasonable guesses based upon what you know about Pi.
CHARACTER PROFILE
Character Profile: Piscine “Pi” Patel
Physical Description: ____________________________________________________________________

_______________________________________________________________________________________
_______________________________________________________________________________________
Education: _____________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Family Members and Close Friends: ________________________________________________________

_______________________________________________________________________________________
_______________________________________________________________________________________
Hobbies: _______________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Favorite Book: __________________________________________________________________________

_______________________________________________________________________________________
_______________________________________________________________________________________
Favorite Movie: _________________________________________________________________________

_______________________________________________________________________________________
_______________________________________________________________________________________
Favorite Food: __________________________________________________________________________

_______________________________________________________________________________________
_______________________________________________________________________________________

Chapter 7
Inspiration
Objective: Writing about an inspirational person
Activity
In Chapter 7, Pi talks about his favorite teacher, Mr. Kumar, a person who not only taught him a great deal
of academic information, but who inspired him. Pi says that Mr. Kumar was a person “who came into [his]
dark head and lit a match.” In addition, Mr. Kumar was very friendly, and he enjoyed reading about and
looking at the museums in the zoo. Mr. Kumar also was the first atheist Pi ever met, and while Pi did not
share his beliefs, the knowledge that some people don’t believe in God was eye-opening.
Have you ever met someone who inspired and influenced your life? A person who introduced you to a new
perspective and way of looking at the world? What was he or she like? How did you get along and respect
each other, even though you may have had different opinions?
In a short essay, write about this person and how he or she affected you. If you have never had someone
inspire and influence you, write about how you would interact and be friendly with a person with
viewpoints other than your own.
Note to Teacher: If students have difficult deciding on a person who has influenced them and are reluctant to
write about a fictional person, you may alter this activity by asking the student to write about a movie, book,
play, work of art, or story that has influenced him or her. However, it is a good idea to stress that the movie, etc.
the student chooses to write about should have changed his or her perspective or at least taught a lesson.

Name: ________________________________ Date:_________________
Chapter 7
Inspiration
Objective: Writing about an inspirational person
Activity
In Chapter 7, Pi talks about his favorite teacher, Mr. Kumar, a person who not only taught him a great deal
of academic information, but who inspired him. Pi says that Mr. Kumar was a person “who came into [his]
dark head and lit a match.” In addition, Mr. Kumar was very friendly, and he enjoyed reading about and
looking at the museums in the zoo. Mr. Kumar also was the first atheist Pi ever met, and while Pi did not
share his beliefs, the knowledge that some people don’t believe in God was eye-opening.
Have you ever met someone who inspired and influenced your life? A person who introduced you to a new
perspective and way of looking at the world? What was he or she like? How did you get along and respect
each other, even though you may have had different opinions?
In a short essay, write about this person and how he or she affected you. If you have never had someone
inspire and influence you, write about how you would interact and be friendly with a person with
viewpoints other than your own.

Chapters 5-7
Allusion Chart
Objective: Identifying and analyzing allusion in literature
Activity
In Life of Pi, the narrator uses a lot of allusion in his story. Allusion can be a powerful literary device if
the reader can make the connection between the reference and the story. In a story that actively discusses
religion and science, allusions help to convey themes and motifs in the work.
The key to interpreting allusion is identifying the reference and then understanding how the reference
supports the ideas in the novel.
Form small groups and review Chapters 5-7. Identify as many allusions as you can, and list them on the
following chart. Write the allusion in the left column. In the middle column, identify what or who is
being referenced in the allusion. If you are not familiar with the reference, you may consult the Internet
or library resources. Within your group, discuss the possible significance of the allusion to the story, and
write it in the right column. The first one has been done for you.

Name: ________________________________ Date:_________________
Chapters 5-7
Allusion Chart
Objective: Identifying and analyzing allusion in literature
Activity
In Life of Pi, the narrator uses a lot of allusion in his story. Allusion can be a powerful literary device if
the reader can make the connection between the reference and the story. In a story that actively discusses
religion and science, allusions help to convey themes and motifs in the work.
The key to interpreting allusion is identifying the reference and then understanding how the reference
supports the ideas in the novel.
Form small groups and review Chapters 5-7. Identify as many allusions as you can, and list them on the
following chart. Write the allusion in the left column. In the middle column, identify what or who is
being referenced in the allusion. If you are not familiar with the reference, you may consult the Internet
or library resources. Within your group, discuss the possible significance of the allusion to the story, and
write it in the right column. The first one has been done for you.

ALLUSION CHART
Allusion Identity Significance

I am who I am. Yahweh (God in the Old Testament) Pi considers himself very religious,
identifies himself to Moses in this way. but also believes in all of the major
religions. As one might expect, he uses
religion even in his self-deprecating
humor on the phone with a pizza guy.
…Simon who is called Peter, Matthew a list of the disciples of Jesus who had A change in name can reflect, or bring
also known as Levi… their names changed about, major transformation in one’s
character and personality.
a reserve of food to last the siege of a reference to the battle that starved expresses the extreme level of caution
Leningrad thousands of Russians while dooming evident in Pi’s pantry—not unexpected,
Hitler’s attempt to take over the country given that he survived a trip across the
sea in a lifeboat.
Gregor Mendel scientists who made important expresses that those who believe strongly
and Charles Darwin contributions in the fields of genetics and in their ideas will find verification
evolution everywhere they go
We must all pass through the Garden of the place where Jesus prayed the night Everyone experiences a moment in which
Gethsemane. before the crucifixion he or she has a crisis in faith.

Name: ________________________________ Date:_________________
ALLUSION CHART
Allusion Identity Significance

I am who I am. Yahweh (God in the Old Testament) Pi considers himself very religious,
identifies himself to Moses in this way. but also believes in all of the major
religions. As one might expect, he uses
religion even in his self-deprecating
humor on the phone with a pizza guy.

Chapter 8
Researching Animal Cruelty
Objective: Comparing the novel to real life events
Activity
Mr. Patel, Pi’s father, created an interesting and thought-provoking attraction at the zoo. On a wall near
the ticket counter, he wrote in big, bright letters “Do you know which is the most dangerous animal at the
zoo?” and drew an arrow to a small curtain. Visitors, expecting to see a vicious, horrifying beast behind
the curtain, were disappointed to find only a mirror. The message is that humans are the most dangerous
animals at the zoo.
Pi discusses several instances where animals in American and European zoos have been harmed by
humans, both intentionally and unintentionally. The situations range from a person “kindly” feeding an
animal something that is toxic or that the animal cannot digest, to people intentionally beating and killing
animals.
Like the stories about zoos that Pi references in the novel, animal abuse occurs frequently and is a major
problem. Several Agencies have been created to protect animals in captivity and the wild, such as the
Society For the Prevention Of Cruelty To Animals (SPCA), the Humane Society, and People For the
Ethical Treatment Of Animals (PETA). Crimes against animals are common, and they occur every day and
everywhere.
Using the Internet, magazines, your local newspaper, or books from the library as resources, find an article
describing a circumstance in which a person abused or mistreated an animal. Summarize your findings,
making sure to answer the questions “Who?” “What?” “Where?” “When?” “How?” and “Why?”
Note to Teacher: To extend this activity, you can have students present their findings to the class. In addition,
the class can research the laws concerning animal rights and the prevention of cruelty to animals in your state
or county.

Name: ________________________________ Date:_________________
Chapter 8
Researching Animal Cruelty
Objective: Comparing the novel to real life events
Activity
Mr. Patel, Pi’s father, created an interesting and thought-provoking attraction at the zoo. On a wall near
the ticket counter, he wrote in big, bright letters “Do you know which is the most dangerous animal at the
zoo?” and drew an arrow to a small curtain. Visitors, expecting to see a vicious, horrifying beast behind
the curtain, were disappointed to find only a mirror. The message is that humans are the most dangerous
animals at the zoo.
Pi discusses several instances where animals in American and European zoos have been harmed by
humans, both intentionally and unintentionally. The situations range from a person “kindly” feeding an
animal something that is toxic or that the animal cannot digest, to people intentionally beating and killing
animals.
Like the stories about zoos that Pi references in the novel, animal abuse occurs frequently and is a major
problem. Several Agencies have been created to protect animals in captivity and the wild, such as the
Society For the Prevention Of Cruelty To Animals (SPCA), the Humane Society, and People For the
Ethical Treatment Of Animals (PETA). Crimes against animals are common, and they occur every day and
everywhere.
Using the Internet, magazines, your local newspaper, or books from the library as resources, find an article
describing a circumstance in which a person abused or mistreated an animal. Summarize your findings,
making sure to answer the questions “Who?” “What?” “Where?” “When?” “How?” and “Why?”

Chapters 8-14
Advice to Zookeepers
Objectives: Collecting factual information from the novel

Synthesizing the facts into an instructive pamphlet, poster, or booklet
Activity
In Chapters 8-14, Pi gives some very detailed advice about handling animals. He not only explains how
their habitats should be set up, but how people should treat them, the precautions one should make to
protect against harm by wild animals, how to train them, and more.
In small groups, collect the information Pi presents in these chapters, and create a pamphlet, poster, or
booklet that gives future zookeepers advice on how to care for animals. Complete the following steps:
• Record what Pi says about zookeeping.
• As a group, discuss how you want to present the information. Your presentation can be on a hand-
written, 5-6 page booklet, a large poster board, a three-fold pamphlet, or any format that will convey
your information.
• Put the zookeeping advice in your own words, and simplify it so it can be easily read and understood.
• Draw, print, or cut from magazines pictures and diagrams that will give your presentation visual
appeal. Make sure that the images help convey what is in your instructions rather than detract from
it.
• Integrate all your information and images into your presentation.
Note to Teacher: Students’ can research zookeeping on the Internet or using library resources to acquire additional
information. However, if they are using only the book, the following is some information they may include:
•Z
ookeepers should warn visitors not to feed the animals or stand too close to their cages. In fact, it might be
a good idea to put a transparent, plastic wall between the people and the animals so they cannot physically
interact with each other. This way, people cannot intentionally harm the animals or unintentionally impair
animal health by feeding them things not in their natural diet, and animals cannot reach out of their cages
and harm the visitors.
•A
ll wild animals are dangerous, and they should not be trusted. One of the biggest mistakes a zookeeper
can make is to transfer human characteristics to a wild animal by means of anthropomorphism. Wild
animals, even small birds, can harm their keeper.
• I t is important to reduce an animal’s flight distance—the closest distance a person can come to the animal
without it running away. This can be done by providing animals with adequate food and shelter, making
them comfortable and less emotionally-stressed.

Name: ________________________________ Date:_________________
Chapters 8-14
Advice to Zookeepers
Objectives: Collecting factual information from the novel

Synthesizing the facts into an instructive pamphlet, poster, or booklet
Activity
In Chapters 8-14, Pi gives some very detailed advice about handling animals. He not only explains how
their habitats should be set up, but how people should treat them, the precautions one should make to
protect against harm by wild animals, how to train them, and more.
In small groups, collect the information Pi presents in these chapters, and create a pamphlet, poster, or
booklet that gives future zookeepers advice on how to care for animals. Complete the following steps:
• Record what Pi says about zookeeping.
• As a group, discuss how you want to present the information. Your presentation can be on a hand-
written, 5-6 page booklet, a large poster board, a three-fold pamphlet, or any format that will convey
your information.
• Put the zookeeping advice in your own words, and simplify it so it can be easily read and understood.
• Draw, print, or cut from magazines pictures and diagrams that will give your presentation visual
appeal. Make sure that the images help convey what is in your instructions rather than detract from
it.
• Integrate all your information and images into your presentation.

•U
nless an animal’s habitat is perfect or near-perfect, it will become agitated. An animal that is not
comfortable with its environment is more likely to attempt to flee.
• It is easier for animals raised in captivity to become more comfortable with their artificial habitats than it is
for animals that grew up in the wild. Therefore, while all animals should be given whatever they have in their
natural environments, more care should be taken with the cages of animals that were raised in the wild.
•A
ll animals, even humans, may experience moments of madness, and they may act in irrational ways.
Zookeepers should be prepared and always on their guard for animals to act in odd ways.
• It is possible for wild animals to live among humans in urban areas without attacking people or being seen.
•D
angerous, carnivorous animals tend to attack people, not because they are hungry, but because a person
has invaded its territory.
•A
person should always enter the cage of a dangerous creature before the animal itself, thus, asserting that
the area is his or her territory and not the animal’s.
• I f it can be helped, when a person and a dangerous animal come together in an enclosed area, the area should
be circular, like a circus ring. That way, the animal is always in full sight and has no place to hide.
•A
zookeeper or animal trainer must always establish dominance. The animal must know that it is lower in
social order, and this can be achieved by the person making him or herself look big, making a lot of noise,
acting fearlessly, and always looking directly into the animal’s eyes.
• Animals that are lower in social rank tend to be easier to train. They want the keeper or trainer to protect them.
While the instructions of this activity limit the presentation to a booklet, pamphlet, or poster, other mediums
can be used if they are available to the class. For example, groups may present their material in a PowerPoint
Presentation, a video, or create a website.

Name: ________________________________ Date:_________________
RECORDED INFORMATION SHEET
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

Chapter 15
Theological References
Objective: Determining the significance of religious references
Activity
The fictional Yann Martel observes the decoration in Pi’s home and describes in detail the various pieces
of art that portray religious icons. While the writer is familiar with the various figures from different
religions, the reader may not be.
Using the book and Internet or library resources, identify who each figure is and what it represents. In
the second column, write what religious system to which it belongs. Then, in the third column, list some
particular values that the figure represents. Finally, in the fourth column, write how Pi’s possession of the
different religious pictures and statues help characterize him.
Note to Teacher: The purpose of this exercise is not to impose any religious viewpoint on the students, but to
analyze why Yann Martel made the artistic decision to write about the different religious items Pi has in his
home.

Name: ________________________________ Date:_________________
Chapter 15
Theological References
Objective: Determining the significance of religious references
Activity
The fictional Yann Martel observes the decoration in Pi’s home and describes in detail the various pieces
of art that portray religious icons. While the writer is familiar with the various figures from different
religions, the reader may not be.
Using the book and Internet or library resources, identify who each figure is and what it represents. In
the second column, write what religious system to which it belongs. Then, in the third column, list some
particular values that the figure represents. Finally, in the fourth column, write how Pi’s possession of the
different religious pictures and statues help characterize him.

THEOLOGICAL REFERENCES CHART
Religious Figure Religion Values Represented Pi
Ganesha Hinduism overcoming obstacles; good Pi’s religious beliefs amalgamate several
luck; wisdom; knowledge different religions, suggesting that he is open-
minded about religion and incorporates several
theological ideas into a universal belief system.
In addition, from the gods, goddesses, and
Christ on the Cross Christianity self-sacrifice; resurrection; religious figures that Pi collects and what they
salvation represent, it appears that he values wisdom and
learning and might think that knowledge is a
gift given by divine forces.
Virgin Mary of Christianity religious patronage

Guadalupe (particularly of Mexico)
Kaaba Islam devotion; monotheism;

connection between the earthly
and the spiritual
Shiva as Nataraja Hinduism time; the universe; the defeat of

ignorance
Krishna Hinduism revelation; human

manifestation of the divine
Lakshmi Hinduism prosperity; beauty; grace
Shakti (Parvati) Hinduism fertility; the divine feminine;

motherhood; nurturing
Shiva yoni linga Hinduism the combination of male and

female spiritual energy
“God” in Arabic Islam the manifestation of the divine

in human language and
understanding

Name: ________________________________ Date:_________________
THEOLOGICAL REFERENCES CHART
Religious Figure Religion Values Represented Pi
Ganesha
Christ on the Cross
Virgin Mary of
Guadalupe
Kaaba
Shiva as Nataraja
Krishna
Lakshmi
Shakti (Parvati)
Shiva yoni linga
“God” in Arabic

Chapter 16
Symbolic Experiences
Objectives: Writing about a symbolic experience

Comparing a personal experience to Pi’s
Activity
In Chapter 16, Pi discusses his “symbolic first outing.” His Auntie Rohini and his mother took a seven-
hour train ride to a temple in Madurai, where Pi was to be initiated into the Hindu religion. Pi describes
the initiation in the following way:
I have no conscious memory of this first go-around in a temple, but some smell of incense, some play of light
and shadow, some flame, some burst of colour, something of the sultriness and mystery of the place must
have stayed with me. A germ of religious exaltation, no bigger than a mustard seed, was sown in me and left
to germinate. It has never stopped growing since that day.
What Pi is describing is a symbolic, ritualistic experience, something which all people have taken part
in at some point in their lives. The experience could have been religious, but it could also have been
secular—the first day of school, being initiated into Boy Scouts, graduating from a grade, or celebrating a
birthday.
Recall a symbolic experience you have had in your lifetime and answer the following questions:
• What was the symbolic experience?

• Was there some sort of initiation or promotion involved? Was the experience only celebratory?
• Did the symbolic experience involve only you or several people?
• How was the location where the experience took place decorated? Were there any symbols present?
• Were any speeches given, prayers said, songs sung, or poems read?
Note to Teacher: If students have trouble recalling an experience, you could present them the following example:
• Symbolic Experience: birthday party
• I nitiation/Promotion/Celebration: being “promoted” to another age and “celebrating” being another year
older.
• People involved: only one person, unless it is a joint birthday party
• Decorations/Symbols: balloons, paper streamers, party hats, birthday cake, birthday candles, presents
• Speeches, etc.: the birthday song

Name: ________________________________ Date:_________________
Chapter 16
Symbolic Experiences
Objectives: Writing about a symbolic experience

Comparing a personal experience to Pi’s
Activity
In Chapter 16, Pi discusses his “symbolic first outing.” His Auntie Rohini and his mother took a seven-
hour train ride to a temple in Madurai, where Pi was to be initiated into the Hindu religion. Pi describes
the initiation in the following way:
I have no conscious memory of this first go-around in a temple, but some smell of incense, some play of light
and shadow, some flame, some burst of colour, something of the sultriness and mystery of the place must
have stayed with me. A germ of religious exaltation, no bigger than a mustard seed, was sown in me and left
to germinate. It has never stopped growing since that day.
What Pi is describing is a symbolic, ritualistic experience, something which all people have taken part
in at some point in their lives. The experience could have been religious, but it could also have been
secular—the first day of school, being initiated into Boy Scouts, graduating from a grade, or celebrating a
birthday.
Recall a symbolic experience you have had in your lifetime and answer the following questions:
• What was the symbolic experience?

• Was there some sort of initiation or promotion involved? Was the experience only celebratory?
• Did the symbolic experience involve only you or several people?
• How was the location where the experience took place decorated? Were there any symbols present?
• Were any speeches given, prayers said, songs sung, or poems read?

Chapter 17
Dramatization
Objective: Transforming a narrative scene to a scene from a play
Activity
Pi describes a trip he and his family took to Munnar India and the interesting way he discovered Christianity.
After spending a day watching a priest in his rectory office, longing to ask him questions about Christianity,
but not entirely sure he would be welcome, Pi has a warm, friendly conversation with him (Father Martin)
and develops a friendship with him.
Pi’s discussion of Christianity with Father Martin was one of the most moving experiences of his life,
but with the exception of Pi’s reflections on the conversation and some minimal dialogue, not much is
revealed about Father Martin’s character. The only thing the audience knows about the priest is that he
was kind, respectful, and generous.
Adapt the narrative of Chapter 17 into a scene in a play, writing the dialogue between Pi and Father
Martin, and, in effect, developing Father Martin as a more complex character. You may use the limited
dialogue in the chapter, but you must also create some of your own.
Your dramatization on the following page may begin in a way such as this:

Name: ________________________________ Date:_________________
Chapter 17
Dramatization
Objective: Transforming a narrative scene to a scene from a play
Activity
Pi describes a trip he and his family took to Munnar India and the interesting way he discovered Christianity.
After spending a day watching a priest in his rectory office, longing to ask him questions about Christianity,
but not entirely sure he would be welcome, Pi has a warm, friendly conversation with him (Father Martin)
and develops a friendship with him.
Pi’s discussion of Christianity with Father Martin was one of the most moving experiences of his life,
but with the exception of Pi’s reflections on the conversation and some minimal dialogue, not much is
revealed about Father Martin’s character. The only thing the audience knows about the priest is that he
was kind, respectful, and generous.
Adapt the narrative of Chapter 17 into a scene in a play, writing the dialogue between Pi and Father
Martin, and, in effect, developing Father Martin as a more complex character. You may use the limited
dialogue in the chapter, but you must also create some of your own.
Your dramatization on the following page may begin in a way such as this:

DRAMATIZATION
[PI hesitantly walks into the rectory and waits by the wall facing the door. FATHER MARTIN is sitting at his
desk, reading a large book, presumably the Bible. PI waits for a few moments; then, FATHER MARTIN looks up
and notices him.]
FATHER MARTIN [in shock]: Oh! I’m sorry; I didn’t see you there. Have you been waiting long?
PI: That’s ok. And, no, I just got here.
FATHER MARTIN: Ah, that’s good. Still, I apologize for keeping you waiting. What can I help you with?
PI: I’m not exactly sure.
FATHER MARTIN [laughing]: Well, unfortunately, I can’t help you by telling you what you need. Haha!
Well, you’re more than welcome to stay and chat. I have some tea and biscuits in the other room. Would
you care for some?
PI [smiling]: That would be wonderful!
Be creative, but do not include any information in your dramatization that conflicts with what Pi says in
the play.
Note to Teacher: This activity can be done by students individually, or it can be done in pairs. If it is done in
pairs, you could ask each group to read and act out their dramatization in front of the class or record it on video
if those resources are available.

Name: ________________________________ Date:_________________
DRAMATIZATION
[PI hesitantly walks into the rectory and waits by the wall facing the door. FATHER MARTIN is sitting at his
desk, reading a large book, presumably the Bible. PI waits for a few moments; then, FATHER MARTIN looks up
and notices him.]
FATHER MARTIN [in shock]: Oh! I’m sorry; I didn’t see you there. Have you been waiting long?
PI: That’s ok. And, no, I just got here.
FATHER MARTIN: Ah, that’s good. Still, I apologize for keeping you waiting. What can I help you with?
PI: I’m not exactly sure.
FATHER MARTIN [laughing]: Well, unfortunately, I can’t help you by telling you what you need. Haha!
Well, you’re more than welcome to stay and chat. I have some tea and biscuits in the other room. Would
you care for some?
PI [smiling]: That would be wonderful!
Be creative, but do not include any information in your dramatization that conflicts with what Pi says in
the play.

Chapters 18-20
Character Comparison
Objective: Using a Venn diagram to compare and contrast characters
Activity
According to Pi, it is not much of a coincidence that the Sufi baker and Pi’s biology teacher have the
same first and last name, since Satish Kumar is a relatively common name in Tamil Nadu. It is also no
coincidence, from the perspective of literary technique, that both Mr. Kumars have had positive influences
on Pi.
In the Venn diagram on the following page, compare and contrast the characters of Mr. Kumar the biology
teacher and Mr. Kumar the baker.
Note to Teacher: Answers will vary, but students should be able to identify most, if not all, of characteristics
listed above.

Name: ________________________________ Date:_________________
Chapters 18-20
Character Comparison
Objective: Using a Venn diagram to compare and contrast characters
Activity
According to Pi, it is not much of a coincidence that the Sufi baker and Pi’s biology teacher have the
same first and last name, since Satish Kumar is a relatively common name in Tamil Nadu. It is also no
coincidence, from the perspective of literary technique, that both Mr. Kumars have had positive influences
on Pi.
In the Venn diagram on the following page, compare and contrast the characters of Mr. Kumar the biology
teacher and Mr. Kumar the baker.

VENN DIAGRAM
Mr. Kumar (biology teacher) Mr. Kumar (Sufi baker)
Both Mr.
Kumars
• is an atheist. • befriend Pi and teach him • is a Muslim

valuable lessons.
• believes that enlightenment • believes that enlightenment
comes from science and reason. • lead Pi to study zoology comes from God.
and religious studies at
• is described in detail: He has a the University of Toronto. • is described as being “very
bald, pointy-head, “impressive plain featured” and so average-
jowls,” “narrow shoulders,” a • went to Pi’s father’s zoo looking that Pi could not
“massive stomach that looked in Pondicherry. identify him in a crowd.
like the base of a mountain,”
and “stick-like legs.” • believe that there is order • does not appear to be
in the universe. politically active.
• is politically active.

Name: ________________________________ Date:_________________
VENN DIAGRAM
Mr. Kumar (biology teacher) Mr. Kumar (Sufi baker)
Both Mr.
Kumars
• is an atheist. • _____________________ • __________________________

_____________________ __________________________
• __________________________ _____________________ __________________________
__________________________ ____________________ __________________________
__________________________
__________________________ • _____________________ • __________________________
_____________________ __________________________
• __________________________ _____________________ __________________________
__________________________ ____________________ __________________________
__________________________
__________________________ • went to Pi’s father’s zoo • __________________________
in Pondicherry. __________________________
• __________________________ __________________________
__________________________ • _____________________ __________________________
__________________________ _____________________
__________________________ _____________________ • does not appear to be
____________________ politically active.

Chapter 21
Paraphrasing
Objective: Paraphrasing text and putting it into one’s own words
Activity
As the writer sits in a downtown cafe and contemplates his conversation with Pi, he does some free-writing
and records the following thoughts:
Words of divine consciousness: moral exaltation; lasting feelings of elevation, elation, joy; a quickening
of the moral sense, which strikes one as more important than an intellectual understanding of things; an
alignment of the universe along moral lines, not intellectual ones; a realization that the founding principle
of existence is what we call love, which works itself out sometimes not clearly, not cleanly, not immediately,
nonetheless ineluctably. [God’s silence is a] n intellect confounded yet a trusting sense of presence and of
ultimate purpose.
Interpret the thoughts the writer is trying to convey in this passage, and re-write it in your own words.
Note to Teacher: Students will interpret the passage differently, and responses will vary; however, the main idea
should remain the same. The following is an example of what a student may write:
When I read or hear religious texts and stories, I feel happy, spiritually enlightened, and more capable of
making moral decisions. I think morality is more important than a knowledge and understanding of the world.
The universe is founded on one principle—love. It isn’t always easy to perceive, but it is still there and it is
inescapable. Even though I cannot hear God and rationally justify my faith, I sense that God is present and that
life has purpose.
It is better for students to re-write the passage in their own words and write a well-written paragraph with
complete thoughts than to reiterate almost exactly what the author writes and in the same disjointed fashion.

Name: ________________________________ Date:_________________
Chapter 21
Paraphrasing
Objective: Paraphrasing text and putting it into one’s own words
Activity
As the writer sits in a downtown cafe and contemplates his conversation with Pi, he does some free-writing
and records the following thoughts:
Words of divine consciousness: moral exaltation; lasting feelings of elevation, elation, joy; a quickening
of the moral sense, which strikes one as more important than an intellectual understanding of things; an
alignment of the universe along moral lines, not intellectual ones; a realization that the founding principle
of existence is what we call love, which works itself out sometimes not clearly, not cleanly, not immediately,
nonetheless ineluctably. [God’s silence is a] n intellect confounded yet a trusting sense of presence and of
ultimate purpose.
Interpret the thoughts the writer is trying to convey in this passage, and re-write it in your own words.

Chapters 22-23
Speechwriting
Objectives: Drawing information from the text

Writing a speech
Activity
In Chapters 22-23, Pi delves even deeper into his opinions about religion; however, rather than contemplating
the differences between faiths and which belief system is the correct one, he thinks about how to believe
in all religions without being persecuted.
Pi relates a particular instance when he was on the Goubert Salai seaside esplanade with his family, and he
was approached by his pandit, imam, and priest. They were all surprised to learn that Pi practiced more
than one religion, and in order to convince him that there was only one true religion—their own—they
began to argue and denounce each other’s beliefs.
For most of the conversation, Pi stands aside silently until his mother asks him how he feels about choosing
a single religion. Pi responds, “Bapu Ghandi said, ‘all religions are true.’ I just want to love God.”
Pi was embarrassed and caught off guard by the question, and even though the novel makes it clear that
he has very solid opinions about God and faith, he does not express them at the time.
As Pi, write a speech to the holy men about the universal religion that unites Islam, Christianity, and
Hinduism. Use what Pi says in the narrative to aid your writing.
Note to Teacher: Like the other assignments in this Activity Pack dealing with religion, motif that is explored
thoroughly in this novel, you should stress to the students that the activity is intended to help them understand
Pi’s character and the importance religion has in his life; they are not required to make value judgments on
religion or accept Pi’s perspective. The speech should be written as if the student were Pi and develop opinions
the narrator expresses in the text.
While the responses to this activity will vary, the following is an example of a speech a student may write:
I know that you all have my best interest in mind, and I thank you for the spiritual guidance you have given
me so far; however, the way I see it, there is one thing common to all religions, and that is a love for God, God’s
creation, and each other. It doesn’t matter if God takes only one form or many, nor does it matter what God
is named: God is still God. By arguing with each other about which is the true religion insulting each other’s
prophets and holy texts, you are doing the complete opposite of what God wants you to do. You should be tolerant
of belief systems other than your own—just love God.

Name: ________________________________ Date:_________________
Chapters 22-23
Speechwriting
Objectives: Drawing information from the text

Writing a speech
Activity
In Chapters 22-23, Pi delves even deeper into his opinions about religion; however, rather than contemplating
the differences between faiths and which belief system is the correct one, he thinks about how to believe
in all religions without being persecuted.
Pi relates a particular instance when he was on the Goubert Salai seaside esplanade with his family, and he
was approached by his pandit, imam, and priest. They were all surprised to learn that Pi practiced more
than one religion, and in order to convince him that there was only one true religion—their own—they
began to argue and denounce each other’s beliefs.
For most of the conversation, Pi stands aside silently until his mother asks him how he feels about choosing
a single religion. Pi responds, “Bapu Ghandi said, ‘all religions are true.’ I just want to love God.”
Pi was embarrassed and caught off guard by the question, and even though the novel makes it clear that
he has very solid opinions about God and faith, he does not express them at the time.
As Pi, write a speech to the holy men about the universal religion that unites Islam, Christianity, and
Hinduism. Use what Pi says in the narrative to aid your writing.

Chapters 24-25
Misunderstanding and Misinterpretation
Objectives: Comparing an event in the novel to a personal experience

Analyzing motivation, intent, and the interpretation of actions
Activity
When Pi was a boy, he was extremely devout; however, he was unable to choose a single religious faith to
practice. Pi attended services at a church, a mosque, and a mandir, and in addition to being ridiculed by
his brother, he was chased from all three places by religious leaders who could not accept that Pi had more
than one faith. Although Pi believed he was doing something good, he was being punished.
The problem at the core of Pi’s situation was that the leaders of the religious orders did not agree with Pi that
people could have more than one religion. It is possible they believed that, unlike the other worshippers,
Pi did not take the religious service seriously and should not be allowed in the holy places.
Write an essay about a particular time in which you tried to do a good deed, but were punished for it. In
your essay, answer the following questions:
• What was it that you did or attempted to do?

• What was the good intent behind your actions?
• Who punished you? What was the reason?
• What was the basic, underlying misunderstanding between you and the other person or people?
• What was the final outcome?
If you cannot remember a particular instance when you were punished for a good deed, write about
someone you know who has been in that situation.

Name: ________________________________ Date:_________________
Chapters 24-25
Misunderstanding and Misinterpretation
Objectives: Comparing an event in the novel to a personal experience

Analyzing motivation, intent, and the interpretation of actions
Activity
When Pi was a boy, he was extremely devout; however, he was unable to choose a single religious faith to
practice. Pi attended services at a church, a mosque, and a mandir, and in addition to being ridiculed by
his brother, he was chased from all three places by religious leaders who could not accept that Pi had more
than one faith. Although Pi believed he was doing something good, he was being punished.
The problem at the core of Pi’s situation was that the leaders of the religious orders did not agree with Pi that
people could have more than one religion. It is possible they believed that, unlike the other worshippers,
Pi did not take the religious service seriously and should not be allowed in the holy places.
Write an essay about a particular time in which you tried to do a good deed, but were punished for it. In
your essay, answer the following questions:
• What was it that you did or attempted to do?

• What was the good intent behind your actions?
• Who punished you? What was the reason?
• What was the basic, underlying misunderstanding between you and the other person or people?
• What was the final outcome?
If you cannot remember a particular instance when you were punished for a good deed, write about
someone you know who has been in that situation.

Chapters 26-28
Making a Prayer Rug
Objective: Responding creatively to ideas presented in the text
Activity
Pi’s prayer rug becomes an important part of his spiritual practices. As Pi describes his rug in the first
paragraph, the reader can note the sense of attachment he has to it:
I loved my prayer rug. Ordinary in quality though it was, it glowed with beauty in my eyes. I’m sorry I lost it.
Wherever I laid it I felt special affection for the patch of ground beneath it and the immediate surroundings,
which to me is a clear indication that it was a good prayer rug because it helped me remember that the earth
is the creation of God and sacred the same all over….
Pi’s rug has gold lines on a red background, as well as a qibla, which is supposed to point toward the
Muslim holy city of Mecca. Even the soft pile and the tassels of the carpet remain sharp in his memory. Pi’s
prayer rug was one of his greatest treasures.
Design your own rug that you could lie or kneel on when you pray, meditate, daydream, or rest. Before you
begin, consider what size you want your rug to be, and what colors, patterns, materials, and ornamentation
you would choose. Write a detailed description of your rug that will provide a vivid image of it to the
reader. Include an explanation for the choices you made. Your description should be a least a half a page
long.
Note to Teacher: To extend this activity, you could have students create an artistic rendering of their rugs
to accompany the descriptions. The materials can be of their choosing, or you can specify the medium for
uniformity of presentation.
You should also stress that the rug they are designing does not need to be a prayer rug like Pi’s; it can either
reflect their own religious beliefs, or be entirely secular—a rug on which they can lie and rest or meditate.

Name: ________________________________ Date:_________________
Chapters 26-28
Making a Prayer Rug
Objective: Responding creatively to ideas presented in the text
Activity
Pi’s prayer rug becomes an important part of his spiritual practices. As Pi describes his rug in the first
paragraph, the reader can note the sense of attachment he has to it:
I loved my prayer rug. Ordinary in quality though it was, it glowed with beauty in my eyes. I’m sorry I lost it.
Wherever I laid it I felt special affection for the patch of ground beneath it and the immediate surroundings,
which to me is a clear indication that it was a good prayer rug because it helped me remember that the earth
is the creation of God and sacred the same all over….
Pi’s rug has gold lines on a red background, as well as a qibla, which is supposed to point toward the
Muslim holy city of Mecca. Even the soft pile and the tassels of the carpet remain sharp in his memory. Pi’s
prayer rug was one of his greatest treasures.
Design your own rug that you could lie or kneel on when you pray, meditate, daydream, or rest. Before you
begin, consider what size you want your rug to be, and what colors, patterns, materials, and ornamentation
you would choose. Write a detailed description of your rug that will provide a vivid image of it to the
reader. Include an explanation for the choices you made. Your description should be a least a half a page
long.

Chapter 29
Researching Indian History
Objective: Researching the people and places referenced in the novel
Activity
Pi makes the following remarks about India in February 1976 and the events that led his parents to plan
moving to Canada:
The mid-1970s were troubled times in India. I gathered that from the deep furrows that appeared on Father’s
forehead when he read the papers. Or from snippets of conversation that I caught between him and Mother
and Mamaji and others…In February 1976, the Tamil Nadu government was brought down by Delhi. It
had been one of Mrs. Gandhi’s most vocal critics. The takeover was smoothly enforced—Chief Minister
Karunanidhi’s ministry vanished quietly into “resignation” or house arrest—and what does the fall of one
local government matter when the whole country’s Constitution has been suspended these last eight months?
But it was to Father the crowning touch in Mrs. Gandhi’s dictatorial takeover of the nation. The camel at the
zoo was unfazed, but that straw broke Father’s back.
He shouted, “Soon she’ll come down to our zoo and tell us that her jails are full, she needs more
space. Could we put Desai with the lions?”
Moraji Desai was an opposition politician. No friend of Mrs. Gandhi’s…
Identify the following people and places, writing a brief explanation of each:
•T
amil Nadu – Tamil Nadu is a state in the South of India. It is ruled by a governor, who is theoretically
the head of the state, but a chief minister is the actual head of the government and council of ministers.
• Delhi – Delhi is a metropolis in India. New Delhi is a city within Delhi and is the nation’s capital.
•M
rs. Gandhi – Indira Gandhi was the Prime Minister of India from 1966-1977 and 1980-1984. She was a
very controversial leader, especially since she declared a state of emergency in India, stripping the country’s
citizens of many of their rights and ruling, essentially, as a dictator. She arrested many of the politicians
who opposed her. However, since she allowed the Indian people to retain their right to vote, they voted
against her in the 1977 election. However, in 1980, she was elected once again, but her term was cut short
when she was assassinated by her bodyguards for attacking the Golden Temple in Amritsar.
•C
hief Minister Karunanidhi – Karunanidhi ruled Tamil Nadu from 1969-1974, 1989-1991, 1996-2001,
and was re-elected in 2006. As Chief Minister, he is the ruler of the state, elected by the Dravida Munnettra
Kazhagam party, which is a political party holding the assembly majority.
•M
orarji Desai – Moraji Desai was an activist and the Prime Minister of India from 1977-1979. Desai
opposed Indira Gandhi and was arrested by her in 1975.
Note to Teacher: You could expand this activity by having advanced students research the actual event that
occurred in February 1976, as it may be a challenge to find and require more in depth research.

Name: ________________________________ Date:_________________
Chapter 29
Researching Indian History
Objective: Researching the people and places referenced in the novel
Activity
Pi makes the following remarks about India in February 1976 and the events that led his parents to plan
moving to Canada:
The mid-1970s were troubled times in India. I gathered that from the deep furrows that appeared on Father’s
forehead when he read the papers. Or from snippets of conversation that I caught between him and Mother
and Mamaji and others…In February 1976, the Tamil Nadu government was brought down by Delhi. It
had been one of Mrs. Gandhi’s most vocal critics. The takeover was smoothly enforced—Chief Minister
Karunanidhi’s ministry vanished quietly into “resignation” or house arrest—and what does the fall of one
local government matter when the whole country’s Constitution has been suspended these last eight months?
But it was to Father the crowning touch in Mrs. Gandhi’s dictatorial takeover of the nation. The camel at the
zoo was unfazed, but that straw broke Father’s back.
He shouted, “Soon she’ll come down to our zoo and tell us that her jails are full, she needs more
space. Could we put Desai with the lions?”
Moraji Desai was an opposition politician. No friend of Mrs. Gandhi’s…
Identify the following people and places, writing a brief explanation of each:
• Tamil Nadu – ______________________________________________________________________

__________________________________________________________________________________
__________________________________________________________________________________
• Delhi – ___________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
• Mrs. Gandhi – ______________________________________________________________________

__________________________________________________________________________________
__________________________________________________________________________________
• Chief Minister Karunanidhi – _________________________________________________________

__________________________________________________________________________________
__________________________________________________________________________________
• Morarji Desai – _____________________________________________________________________

__________________________________________________________________________________
__________________________________________________________________________________

Chapter 31
Analyzing Textual Clues
Objective: Using textual clues within the novel to determine the referent
Activity:
In Chapter 31, Mr. Kumar (Pi’s atheist biology teacher) and Mr. Kumar (the Sufi baker and Pi’s mentor
in Islamic studies) meet at the Pondicherry Zoo. In order to show the similarities between the men in
regard to the influence they have had on Pi’s life, the narrator does not distinguish one Mr. Kumar from
the other.
Re-read the section of the chapter that begins with “An alert zebra had noticed my carrot” and ends with
“We looked on.” For each of the following actions or statements, decide which Mr. Kumar is being referred
to. If it is Pi’s biology teacher, write A; if it is the Sufi baker, write S. Then, on the following lines, indicate
the reasoning behind your choice.
ANALYZING TEXTUAL CLUES WORKSHEET
1. S “Thank you, Piscine,” said one.
Earlier in the chapter, the Sufi baker addressed Pi as “Piscine.”
2. A “Thank you, Pi,” said the other.
Unlike the baker, the biology teacher called Pi by his nickname.
3. A Mr. Kumar went first, dipping his hand over the fence.
Mr. Kumar wouldn’t let go.
It crunched loudly on the treat for a few seconds, then reached for the remaining piece lips flowing
over Mr. Kumar’s fingertips.
He released the carrot and touched the zebra’s soft nose.
Since the biology teacher has visited the zoo on numerous occasions and, because of his profession,
knows that a zebra is unlikely to harm him, it is probable that he fed the zebra first. By holding onto the
carrot while the zebra eats it, he shows that he does not fear the animal. The fact that he is touching the
zebra’s nose, seemingly unafraid, would hint that the person is the biology teacher.

Name: ________________________________ Date:_________________
Chapter 31
Analyzing Textual Clues
Objective: Using textual clues within the novel to determine the referent
Activity:
In Chapter 31, Mr. Kumar (Pi’s atheist biology teacher) and Mr. Kumar (the Sufi baker and Pi’s mentor
in Islamic studies) meet at the Pondicherry Zoo. In order to show the similarities between the men in
regard to the influence they have had on Pi’s life, the narrator does not distinguish one Mr. Kumar from
the other.
Re-read the section of the chapter that begins with “An alert zebra had noticed my carrot” and ends with
“We looked on.” For each of the following actions or statements, decide which Mr. Kumar is being referred
to. If it is Pi’s biology teacher, write A; if it is the Sufi baker, write S. Then, on the following lines, indicate
the reasoning behind your choice.
ANALYZING TEXTUAL CLUES WORKSHEET
1. __ “Thank you, Piscine,” said one.

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
2. __ “Thank you, Pi,” said the other.

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
3. __ Mr. Kumar went first, dipping his hand over the fence.
Mr. Kumar wouldn’t let go.
It crunched loudly on the treat for a few seconds, then reached for the remaining piece lips flowing
over Mr. Kumar’s fingertips.
He released the carrot and touched the zebra’s soft nose.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

4. S It was Mr. Kumar’s turn.

He wasn’t so demanding of the zebra.
Once it had his half of the carrot between its lips, he let go.
The “other Mr. Kumar” would be the person opposite referent than in answer 3. Therefore, Mr. Kumar
here is the Sufi baker. Mr. Kumar, the Sufi baker, is not so demanding of the zebra because he has never
seen one before. He does not know how dangerous it is, so he gives the carrot to him carefully. This phrase
suggests that the person is using caution. In addition, the fact that man lets go of the carrot once it is in
the zebra’s mouth suggests that he fears the zebra will bite him.
5. S “A zebra, you say?” said Mr. Kumar.
The speaker of this quote seems to be unfamiliar with zebras. The biology teacher already knows what
a zebra is, but the Sufi baker is seeing the animal for the first time; therefore, the speaker is most likely
the baker.
6. A “The Rolls-Royce of equids,” said Mr. Kumar.
It is more likely that the biology teacher would know the genus the zebra is in: equus. A member of the
equus genus is an equid.
7. S “What a wondrous creature,” said Mr. Kumar.
The speaker is other than the person in the previous answer; therefore, one should assume that the
baker is speaking. In addition, since the man calls the zebra a “wondrous creature,” implying that he is
awestruck and amazed, it is probable that he hasn’t seen a zebra before; the Sufi baker has not.
8. A Mr. Kumar said, “Equus burchelli boehmi.”
It is more likely that the biology teacher knows the zebra’s classification.
9. S Mr. Kumar said, “Allahu akbar.”
The speaker is not the person in the previous answer, and since the statement is in Arabic, it is likely that
the Sufi baker is talking. In addition, the phrase means “God is great.” The biology teacher, an atheist,
would not say this.

Name: ________________________________ Date:_________________
4. __ It was Mr. Kumar’s turn.

He wasn’t so demanding of the zebra.
Once it had his half of the carrot between its lips, he let go.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
5. __ “A zebra, you say?” said Mr. Kumar.

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
6. __ “The Rolls-Royce of equids,” said Mr. Kumar.

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
7. __ “What a wondrous creature,” said Mr. Kumar.

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
8. __ Mr. Kumar said, “Equus burchelli boehmi.”

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
9. __ Mr. Kumar said, “Allahu akbar.”

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

Chapter 32
Researching Zoomorphism
Objective: Finding articles that are relevant to the text
Activity
Pi references a phenomenon called zoomorphism, a situation in which an animal believes that a human
or an animal of a different species is one of its own kind. Pi cites several instances where zoomorphism
has occurred: A golden agouti and a spotted paca became best friends and used to sleep cuddled next to
each other; a rhinoceros in the zoo lived with a goat herd; dolphins sometimes save the lives of drowning
sailors by pushing them to the surface of the water; a little brown mouse lived peacefully with a terrarium
full of vipers.
Search for articles online or in the newspaper that exemplify zoomorphism. Read the article and then,
summarize it in your own words.
Note to Teacher: To extend this activity, you can have students present their findings to the class.

Name: ________________________________ Date:_________________
Chapter 32
Researching Zoomorphism
Objective: Finding articles that are relevant to the text
Activity
Pi references a phenomenon called zoomorphism, a situation in which an animal believes that a human
or an animal of a different species is one of its own kind. Pi cites several instances where zoomorphism
has occurred: A golden agouti and a spotted paca became best friends and used to sleep cuddled next to
each other; a rhinoceros in the zoo lived with a goat herd; dolphins sometimes save the lives of drowning
sailors by pushing them to the surface of the water; a little brown mouse lived peacefully with a terrarium
full of vipers.
Search for articles online or in the newspaper that exemplify zoomorphism. Read the article and then,
summarize it in your own words.

Chapter 33
Childhood Photographs
Objective: Relating the novel to personal experience
Activity
In Chapter 33, Pi shares his photo album with the writer. There are several photographs of Pi later in his
life, such as his honeymoon at Niagara Falls, images depicting him at the University of Toronto, and some
pictures of three-toed sloths in Brazil. However, he has very few photographs from his childhood. In fact,
he has only four: a V.I.P.’s visit to the zoo, some schoolchildren and Richard Parker, the Aurobindo Ashram
pool, and the front gate of the Petit Séminaire school.
It appears that the photographs of Pi’s childhood are not his favorites, but they are the only ones that
remain. Almost everything was lost. What Pi does have was sent to him by Mamaji.
If you could have only four photographs illustrating events from your childhood, what would they show?
The pictures could be of joyful times, special occasions, or memorial experiences that have influenced
your life. Write a paragraph for each photograph that describes what the photo would show and why.
For example:
There is a picture of me when I am very young. I am sitting in my backyard in front of the spruce tree,
and I am wearing a purple jacket, blue jeans, and sneakers with lights on the bottom. Rolling in the thick,
dark-green grass is Patches as a puppy. She’s about the size of a guinea pig, covered all over in black and
brown fur, with the exception of her white belly. The picture is special to me because Patches was my first
pet.
Note to Teacher: If the students in your class are artistically inclined, you may ask them to draw their memories.
If they have photographs, you could ask them to bring one or two into class to share. As a public speaking
exercise, you could have each student stand in front of the class and tell the story behind that memorable event
in a two-minute presentation.

Name: ________________________________ Date:_________________
Chapter 33
Childhood Photographs
Objective: Relating the novel to personal experience
Activity
In Chapter 33, Pi shares his photo album with the writer. There are several photographs of Pi later in his
life, such as his honeymoon at Niagara Falls, images depicting him at the University of Toronto, and some
pictures of three-toed sloths in Brazil. However, he has very few photographs from his childhood. In fact,
he has only four: a V.I.P.’s visit to the zoo, some schoolchildren and Richard Parker, the Aurobindo Ashram
pool, and the front gate of the Petit Séminaire school.
It appears that the photographs of Pi’s childhood are not his favorites, but they are the only ones that
remain. Almost everything was lost. What Pi does have was sent to him by Mamaji.
If you could have only four photographs illustrating events from your childhood, what would they show?
The pictures could be of joyful times, special occasions, or memorial experiences that have influenced
your life. Write a paragraph for each photograph that describes what the photo would show and why.
For example:
There is a picture of me when I am very young. I am sitting in my backyard in front of the spruce tree,
and I am wearing a purple jacket, blue jeans, and sneakers with lights on the bottom. Rolling in the thick,
dark-green grass is Patches as a puppy. She’s about the size of a guinea pig, covered all over in black and
brown fur, with the exception of her white belly. The picture is special to me because Patches was my first
pet.

Chapters 34-35
Relating to Characters
Objective: Developing empathy for characters through personal experience
Activity
As the family prepares to leave India, Pi lists all the people, places, and things they will leave behind. Pi’s
mother seems to be the most affected by the move. Even though she doesn’t smoke, she wants to buy
Indian cigarettes before she leaves, just because the familiarity of the brand name is comforting to her. Pi
says:
Yes, they do have tobacco in Canada—but do they have Gold Flake cigarettes? Do they have Arun ice
cream? Are the bicycles Heroes? Are the televisions Onidas? Are the cars Ambassadors? Are the bookshops
Higginbothams’? Such, I suspect, were the questions that swirled in Mother’s mind as she contemplated
buying cigarettes.
Pi states in Chapter 4 that animals are very conservative. They don’t like change and prefer things to
remain exactly the same. Human beings, to an extent, are similar: They are more comfortable with familiar
things than with those that are strange and new. Mrs. Patel is bothered by the fact that the brands of
tobacco will be different in Canada, but this simple stressor is only part of the bigger issue—Everything is
going to be different in Canada.
Think about a time when your family moved. How did you feel about it? What were you leaving behind
that you would never see again? How did that make you feel?
If you’ve never moved or can’t remember the experience, think about how you would feel if you came
home tonight and found out that you were moving. What would you miss?
Make a list of at least 10 people, places, things, or activities you miss from where you used to live or that
you would miss if you moved. Next to each item, write a sentence or two explaining the reason for your
choice.

Name: ________________________________ Date:_________________
Chapters 34-35
Relating to Characters
Objective: Developing empathy for characters through personal experience
Activity
As the family prepares to leave India, Pi lists all the people, places, and things they will leave behind. Pi’s
mother seems to be the most affected by the move. Even though she doesn’t smoke, she wants to buy
Indian cigarettes before she leaves, just because the familiarity of the brand name is comforting to her. Pi
says:
Yes, they do have tobacco in Canada—but do they have Gold Flake cigarettes? Do they have Arun ice
cream? Are the bicycles Heroes? Are the televisions Onidas? Are the cars Ambassadors? Are the bookshops
Higginbothams’? Such, I suspect, were the questions that swirled in Mother’s mind as she contemplated
buying cigarettes.
Pi states in Chapter 4 that animals are very conservative. They don’t like change and prefer things to
remain exactly the same. Human beings, to an extent, are similar: They are more comfortable with familiar
things than with those that are strange and new. Mrs. Patel is bothered by the fact that the brands of
tobacco will be different in Canada, but this simple stressor is only part of the bigger issue—Everything is
going to be different in Canada.
Think about a time when your family moved. How did you feel about it? What were you leaving behind
that you would never see again? How did that make you feel?
If you’ve never moved or can’t remember the experience, think about how you would feel if you came
home tonight and found out that you were moving. What would you miss?
Make a list of at least 10 people, places, things, or activities you miss from where you used to live or that
you would miss if you moved. Next to each item, write a sentence or two explaining the reason for your
choice.

Chapters 1-36
Crossword Puzzle
Objective: Measuring student familiarity with key concepts, terms, events, and characters from Part I
Activity
Complete the crossword puzzle.
CROSSWORD PUZZLE
Solution:
G A N D H I
I F S
P M E E N A A L
R D T O R O N T O
A T U H T
Y S I E H M
E I S P R R
R M A M A J I M A N K
R T S A T U
S U F I S C R A V I M
G U I T G A
M P O N D I C H E R R Y
E N R
Across Down
1. The Prime Minister who infuriates Mr. Patel 2. Pi's first religion
6. The name of Pi's wife 3. The priest who introduces Pi to Catholicism
7. The city Pi lives as an adult 4. The animal Pi studied in college
11. The person who introduced Pi to swimming 5. What Pi uses to pray
12. The "most dangerous animal in the zoo" 8. This ship will bring the Patels to Canada
14. Muslim mystics 9. The name of Pi's teacher and the baker
15. The name of Pi's brother 10. The French word for "pool"
16. The town Pi grew up in 13. The animal Pi's father uses in a lesson

Name: ________________________________ Date:_________________
Chapters 1-36
Crossword Puzzle
Objective: Measuring student familiarity with key concepts, terms, events, and characters from Part I
Activity
Complete the crossword puzzle.
CROSSWORD PUZZLE
1 2
3 4
5 6
10
11 12
13
14 15
16
www.CrosswordWeaver.com
Across Down
ACROSS DOWN
1. The Prime Minister who infuriates Mr. Patel 2. Pi's first religion
1 The Prime Minister who infuriates
6. The name of Pi's wife
7. The city Pi lives as an adult
2 Pi's first religion
3. The priest who introduces Pi to Catholicism
4. The animal Pi studied in college
Mr. Patel
11. The person who introduced Pi to swimming 5. 3 What
The Pipriest
uses towho
pray introduces Pi to
12. The6 "most
The name of
dangerous Pi'sinwife
animal the zoo" Catholicism
8. This ship will bring the Patels to Canada
14. Muslim mystics 9. The name of Pi's teacher and the baker
15. The7 name
Theofcity Pi lives as an adult
Pi's brother 4 The
10. TheFrench
animalwordPiforstudied
"pool" in college
11 town
16. The ThePiperson
grew up inwho introduced Pi to 5 The
13. What Pi Pi's
animal uses to uses
father pray in a lesson
swimming 8 This ship will bring the Patels to
12 The "most dangerous animal in S - 77
Canada Reproducible Student Worksheet
the zoo" 9 The name of Pi's teacher and the

Chapters 37-40
Finding and Analyzing Literary Devices
Objective: Identifying literary devices and explaining their functions
Activity
Literary devices help enhance the reading experience by making the text more creative, often and conveying
abstract messages and ideas that cannot be related through ordinary description and narrative.
Several devices are used in Life of Pi. Find an example of simile, personification, onomatopoeia, hyperbole,
and metaphor in Chapters 37-40, and record each in the chart that follows. Then, write the reason why
each is an example of that particular literary device, and describe its function. One example of simile has
been provided for you.

Name: ________________________________ Date:_________________
Chapters 37-40
Finding and Analyzing Literary Devices
Objective: Identifying literary devices and explaining their functions
Activity
Literary devices help enhance the reading experience by making the text more creative, often and conveying
abstract messages and ideas that cannot be related through ordinary description and narrative.
Several devices are used in Life of Pi. Find an example of simile, personification, onomatopoeia, hyperbole,
and metaphor in Chapters 37-40, and record each in the chart that follows. Then, write the reason why
each is an example of that particular literary device, and describe its function. One example of simile has
been provided for you.

LITERARY DEVICE CHART
Literary Device Example Explanation Function

Simile The ship sank. It made a sound The sound the ship made when Not only does this simile help
like a monstrous metallic burp. it sank is being compared to a evoke a sensory image in the
burp. reader’s mind, but it conveys
the amoral way the ship sank,
showing no remorse or care for
the lives of the people onboard.
Simile I woke up with a start, as if Ravi Pi compares the violent, abrupt The way in which Pi wakes up
had burst a balloon in my ear. way he woke up to how he would suggests that there was a loud
have reacted if Ravi burst a sound aboard the ship, possibly a
balloon in his ear. part of the ship breaking down.
Personification Everything was screaming: the It is improbable that “everything” Through this personification, Pi
sea, the wind, and my heart. was “screaming.” Pi is giving is projecting his fear and distress
human actions and emotions to on the external environment,
inhuman objects like the wind illustrating the gravity of the
and the sea. danger he is in.
Onomatopoeia TREEEEEE! TREEEEEE! The words here are not referring The use of onomatopoeia here,
TREEEEEE! to “trees,” or any tangible objects, especially the loud screeching
but are being used to imitate the sound that is suggested by the
sound of Pi’s whistle. whistle blow, conveys the urgency
and danger of Pi’s situation.
Hyperbole I had never experienced such Pi has probably not experienced The exaggeration helps to
intense pain, such a ripping of the anything as painful as this event, illustrate how traumatic the
nerves, such an ache of the heart. but he is exaggerating when he sinking of the ship was for Pi.
says his nerves are ripping.
Metaphor Nature can put on a thrilling Pi compares the storm and the sea This metaphor helps convey how
show. The stage is vast, the to a stage performance. awestruck Pi is by what he sees.
lighting is dramatic, the extras
are innumerable, and the budget
for special effects is absolutely
unlimited.

Name: ________________________________ Date:_________________
LITERARY DEVICE CHART
Literary Device Example Explanation Function

Simile The ship sank. It made a sound The sound the ship made when Not only does this simile help
like a monstrous metallic burp. it sank is being compared to a evoke a sensory image in the
burp. reader’s mind, but it conveys
the amoral way the ship sank,
showing no remorse or care for
the lives of the people onboard.
Simile
Personification
Onomatopoeia
Hyperbole
Metaphor

Chapters 41-43
Imagery
Objective: Putting imagery into an illustrated form
Activity
In Chapter 41, Pi makes the following statement about animals, humans, and their level of sensory perception:
Of the five senses, tigers rely the most on their sight. Their eyesight is very keen, especially in detecting
motion. Their hearing is good. Their smell is average. I mean compared to other animals, of course. Next to
Richard Parker, I was deaf, blind, and nose-dead.
Even though humans’ senses are dull in comparison to the tiger and other animals’, our senses of sight,
hearing, touch, smell, and taste are what make us aware of our environment and our own existence.
In novels, poetry, and other forms of literature, it is the goal of the author to manipulate written text
to create a realistic environment, using imagery to permit the reader to share an experience with the
character. Chapters 41-43 of this novel are no exception: Yann Martel skillfully uses sensory images to
make Pi’s being trapped on a raft with a tiger, zebra, hyena, and orangutan seem realistic.
Re-read Chapters 41-43, and select a passage from them that is extremely detailed, using imagery to appeal
to your sense of sight. Record key words and phrases that Martel writes, then, incorporate those details
into an image. Stay as close to Martel’s description as possible.
Note to Teacher: If you have students in your class who are not artistically inclined, you can pair them with
students who are. One student could write down descriptive phrases Martel uses, and the other could do the
drawing.

Name: ________________________________ Date:_________________
Chapters 41-43
Imagery
Objective: Putting imagery into an illustrated form
Activity
In Chapter 41, Pi makes the following statement about animals, humans, and their level of sensory perception:
Of the five senses, tigers rely the most on their sight. Their eyesight is very keen, especially in detecting
motion. Their hearing is good. Their smell is average. I mean compared to other animals, of course. Next to
Richard Parker, I was deaf, blind, and nose-dead.
Even though humans’ senses are dull in comparison to the tiger and other animals’, our senses of sight,
hearing, touch, smell, and taste are what make us aware of our environment and our own existence.
In novels, poetry, and other forms of literature, it is the goal of the author to manipulate written text
to create a realistic environment, using imagery to permit the reader to share an experience with the
character. Chapters 41-43 of this novel are no exception: Yann Martel skillfully uses sensory images to
make Pi’s being trapped on a raft with a tiger, zebra, hyena, and orangutan seem realistic.
Re-read Chapters 41-43, and select a passage from them that is extremely detailed, using imagery to appeal
to your sense of sight. Record key words and phrases that Martel writes, then, incorporate those details
into an image. Stay as close to Martel’s description as possible.

Chapter 44
Writing a Poem
Objective: Writing a poem that expands upon a motif in the novel
Activity
After spending a full, entire day out at sea, the sun sets and leaves Pi in total darkness. He is alone in his
lifeboat in the middle of a vast ocean. The only companions he has are the animals that aboard the boat
and those swim around him; and almost all of the living things around him are hostile and life threatening.
Despite their presence, Pi becomes anxious by the thought that he is isolated and alone. When he is no
longer able to see anything, Pi begins to lose consciousness of his own existence. He says:
Darkness came. There was no moon. Clouds hid the stars. The contours of things became hard to distinguish.
Everything disappeared, the sea, the lifeboat, my own body. The sea was quiet and there was hardly any wind,
so I couldn’t even ground myself in sound. I seemed to be floating in pure, abstract blackness.
Take the abstract motif of alienation and non-existence expressed in this passage and develop it into a
poem. Your poem should be at least ten lines long, and it does not have to relate directly to the text. Make
sure your poem has a title. The following is an example:
Midnight
The black sheet of night falls over the forest,

suffocating all sounds, including the wind.
The ground beneath me is neither warm nor cool,
neither soft nor hard, perhaps not even there.
I sit lost and alone.
Fear’s arms are too feeble to restrain me.
I inhale sharply, imagining a wolf aside me
quietly smiling a deadly grin, evil spirits in the dark,
floating about me in menacing, silent circles,
spiders injecting poison into my skin...
Anything to keep my heart beating;
anything to keep it slamming
violently against my ribcage,
pulsating with blood and expanding,
forcing its way up my throat.
I do it all
just to remind myself that I’m alive.
Note to Teacher: To expand this activity, you can add more requirements. For instance, you could require all
students to include an example of different literary devices (metaphor, simile, personification, etc.)

Name: ________________________________ Date:_________________
Chapter 44
Writing a Poem
Objective: Writing a poem that expands upon a motif in the novel
Activity
After spending a full, entire day out at sea, the sun sets and leaves Pi in total darkness. He is alone in his
lifeboat in the middle of a vast ocean. The only companions he has are the animals that aboard the boat
and those swim around him; and almost all of the living things around him are hostile and life threatening.
Despite their presence, Pi becomes anxious by the thought that he is isolated and alone. When he is no
longer able to see anything, Pi begins to lose consciousness of his own existence. He says:
Darkness came. There was no moon. Clouds hid the stars. The contours of things became hard to distinguish.
Everything disappeared, the sea, the lifeboat, my own body. The sea was quiet and there was hardly any wind,
so I couldn’t even ground myself in sound. I seemed to be floating in pure, abstract blackness.
Take the abstract motif of alienation and non-existence expressed in this passage and develop it into a
poem. Your poem should be at least ten lines long, and it does not have to relate directly to the text. Make
sure your poem has a title. The following is an example:
Midnight
The black sheet of night falls over the forest,

suffocating all sounds, including the wind.
The ground beneath me is neither warm nor cool,
neither soft nor hard, perhaps not even there.
I sit lost and alone.
Fear’s arms are too feeble to restrain me.
I inhale sharply, imagining a wolf aside me
quietly smiling a deadly grin, evil spirits in the dark,
floating about me in menacing, silent circles,
spiders injecting poison into my skin...
Anything to keep my heart beating;
anything to keep it slamming
violently against my ribcage,
pulsating with blood and expanding,
forcing its way up my throat.
I do it all
just to remind myself that I’m alive.

Chapter 45
Anthropomorphism
Objective: Finding similarities between humans and animals through behavioral traits
Activity
As Pi observes Orange Juice’s appearance and behavior, he realizes that she is seasick. He recognizes in
Orange Juice the characteristics that humans exhibit when they are feeling nauseous. Pi says, “The poor
dear looked so humanly sick! It is a particularly funny thing to read human traits in animals, especially in
apes and monkeys, where it is so easy. Simians are the clearest mirrors we have in the animal world.”
Although apes and monkeys do exhibit human traits, they are not the only animals that do so. Think of
other animals that act in human ways, and list each one in the first column of the following chart. In the
second column, list the trait, and in the third column, list the different behaviors that reveal that trait. We
have done one for you as an example.
HUMAN/ANIMAL COMPARISON CHART
Animal Trait How Exhibited

Dogs shame or fear of consequences When a dog does something it knows is wrong or not
allowed, it will often hide, as a child would.
Cats aloofness If a cat does not want to be bothered, or if it is not social,

it will ignore you.

Name: ________________________________ Date:_________________
Chapter 45
Anthropomorphism
Objective: Finding similarities between humans and animals through behavioral traits
Activity
As Pi observes Orange Juice’s appearance and behavior, he realizes that she is seasick. He recognizes in
Orange Juice the characteristics that humans exhibit when they are feeling nauseous. Pi says, “The poor
dear looked so humanly sick! It is a particularly funny thing to read human traits in animals, especially in
apes and monkeys, where it is so easy. Simians are the clearest mirrors we have in the animal world.”
Although apes and monkeys do exhibit human traits, they are not the only animals that do so. Think of
other animals that act in human ways, and list each one in the first column of the following chart. In the
second column, list the trait, and in the third column, list the different behaviors that reveal that trait. We
have done one for you as an example.
HUMAN/ANIMAL COMPARISON CHART
Animal Trait How Exhibited

Dogs shame or fear of consequences When a dog does something it knows is wrong or not
allowed, it will often hide, as a child would.

Chapter 46
Family Tree
Objectives: Comparing the novel to personal experience

Making a family tree
Activity
In the first days after the Tsimtsum sinks, Pi’s attention is focused on survival and adjusting to the reality
of his circumstances. During that time, something triggers the realization that his entire family is dead. Pi
expresses the shock of this devastating loss in this way:
They were dead; I could no longer deny it. What a thing to acknowledge in your heart! To lose a brother is to
lose someone with whom you can share the experience of growing old, who is supposed to bring you a sister-
in-law and nieces and nephews, creatures to people the tree of your life and give it new branches. To lose your
father is to lose the one whose guidance and help you seek, who supports you like a tree trunk supports its
branches. To lose your mother, well, that is like losing the sun above you.
Consider the people in your family: parents or guardians, stepparents, siblings, grandparents, uncles,
aunts, and cousins. Draw or find a picture of a tree on which you write the names of your relatives and
their relation to you on the branches. Be creative, and enhance your family tree by adding pictures of your
relatives or symbols of what they mean to you. For example, Pi uses the sun as a symbol of his mother
because she provides energy and emotional warmth.
Note to Teacher: Students may make their family tree any size, but they must include at least their immediate
family. Students should be encouraged to be as creative as possible. You may want to ask them to share their
family trees with the class. For example, students could volunteer to identify one of the family members they
listed and explain what the symbol they chose for that person means.

Name: ________________________________ Date:_________________
Chapter 46
Family Tree
Objectives: Comparing the novel to personal experience

Making a family tree
Activity
In the first days after the Tsimtsum sinks, Pi’s attention is focused on survival and adjusting to the reality
of his circumstances. During that time, something triggers the realization that his entire family is dead. Pi
expresses the shock of this devastating loss in this way:
They were dead; I could no longer deny it. What a thing to acknowledge in your heart! To lose a brother is to
lose someone with whom you can share the experience of growing old, who is supposed to bring you a sister-
in-law and nieces and nephews, creatures to people the tree of your life and give it new branches. To lose your
father is to lose the one whose guidance and help you seek, who supports you like a tree trunk supports its
branches. To lose your mother, well, that is like losing the sun above you.
Consider the people in your family: parents or guardians, stepparents, siblings, grandparents, uncles,
aunts, and cousins. Draw or find a picture of a tree on which you write the names of your relatives and
their relation to you on the branches. Be creative, and enhance your family tree by adding pictures of your
relatives or symbols of what they mean to you. For example, Pi uses the sun as a symbol of his mother
because she provides energy and emotional warmth.

Chapter 47
Irony
Objective: Identifying irony and its use in the story
Activity
A story in which a young man is the sole survivor of the sinking of a massive ship headed across the Pacific
Ocean is likely to be rife with examples of irony—the unexpected.
Chapter 47 is particularly rich with instances of irony, as it details Pi’s third day on the lifeboat, in which
the zebra finally dies, and the hyena moves its murderous attentions to Orange Juice, the orangutan.
In the following chart on the next page, fill in examples of irony as you see them in the chapter. Examples
should go into the left column of the chart. An explanation of why that example is ironic should go into
the right column. The first one has been done for you.

Name: ________________________________ Date:_________________
Chapter 47
Irony
Objective: Identifying irony and its use in the story
Activity
A story in which a young man is the sole survivor of the sinking of a massive ship headed across the Pacific
Ocean is likely to be rife with examples of irony—the unexpected.
Chapter 47 is particularly rich with instances of irony, as it details Pi’s third day on the lifeboat, in which
the zebra finally dies, and the hyena moves its murderous attentions to Orange Juice, the orangutan.
In the following chart on the next page, fill in examples of irony as you see them in the chapter. Examples
should go into the left column of the chart. An explanation of why that example is ironic should go into
the right column. The first one has been done for you.

IRONY CHART
Example of Irony Explanation

The zebra was still alive. Although the zebra does die, it should have been dead
sooner. At this point in the story, most of its inner organs
have been eaten, and it has a 2-foot-wide hole in its body.
The hyena was tense. It was not settling down to its night of After vanquishing its prey and moving into its normal rest
rest despite the daylight. period, the hyena should be relaxed. Why isn’t it?
She thumped the beast on the head. Hyenas are terrifying to behold: a domesticated orangutan
should be as afraid of it as Pi is, but she isn’t.
It made my heart melt with love and admiration and fear. Usually, acts of violence do not evoke feelings of love and
admiration, and it seems almost paradoxical to love something
but be in fear of it.
The pet is bought when it is small and cute. It gives much Even though pets are destined to grow older, people foolishly
amusement to its owners. Then it grows in size and in appetite. think that they will remain young and small forever. People also
It reveals itself incapable of being house-trained. Its increasing neglect to acknowledge that a wild animal has instincts and
strength makes it harder to handle. One day...over some such cannot be trained. When the animal acts violently toward its
seemingly small matter, the pet flashes its teeth in anger and the owners, which is natural under the circumstances, the owners
family is frightened. act surprised and feel that the animal has done something
strange and unexpected.
[The pet] has been left behind…[and] does not understand. It is People think animals naturally adapt to the wild because of
as unprepared for this jungle as its human siblings are. their instincts; however, some of an animal’s survival skills
are learned. Domesticated wild animals, that have never been
taught how to survive on their own, are just as vulnerable alone
in the wild as people are.
All my life I had only known a part of her. Even though Pi has known Orange Juice for a long time and
thought he knew how she would react in any circumstance,
the way in which she shows her mettle against the hyena is
unexpected. She had always been a sweet and docile creature,
and Pi thought she wouldn’t be able to defend herself against
the orangutan.
Between my feet, under the bench, I beheld Richard Parker’s All this time, Pi believed that Richard Parker was no longer on
head...I spent the night in a state of delirium. I kept thinking I the lifeboat because he was out of sight. While Pi was worrying
had slept and was awaking after dreaming of a tiger. about being attacked by a hyena, he didn’t realize that there
was an even greater predator onboard.

Name: ________________________________ Date:_________________
IRONY CHART
Example of Irony Explanation

The zebra was still alive. Although the zebra does die, it should have been dead
sooner. At this point in the story, most of its inner organs
have been eaten, and it has a 2-foot-wide hole in its body.

Chapter 48
Newspaper Article
Objective: Writing a newspaper article
Activity
Chapter 48 answers a question that has most likely been on the reader’s mind since the beginning of this
section: Why is the tiger named Richard Parker? The chapter details the story of how a man, in search of
a panther, found Richard Parker.
Take Pi’s story of the hunt for the man-eating Panther and turn it into a front-page newspaper article.
Complete the following steps:
1. Paraphrase the story, putting it in your own words. Make sure your article remains factual, but you
may want to make the story a bit more dramatic and entertaining, keeping the story entertaining
and, if this were a real newspaper, causing it to sell more copies.
2. While keeping to the original story, include commentary given by various officials and eyewitnesses.
3. Give the article an attention-grabbing headline.
4. Create an image to accompany your article.
Note to Teacher: Students who are not artistically inclined may opt to write a detailed description of what their
image would depict. You could also bring in sample newspaper articles to show the ways in which they are laid
out and to show the various techniques journalists use to convey factual information in an entertaining way.

Name: ________________________________ Date:_________________
Chapter 48
Newspaper Article
Objective: Writing a newspaper article
Activity
Chapter 48 answers a question that has most likely been on the reader’s mind since the beginning of this
section: Why is the tiger named Richard Parker? The chapter details the story of how a man, in search of
a panther, found Richard Parker.
Take Pi’s story of the hunt for the man-eating Panther and turn it into a front-page newspaper article.
Complete the following steps:
1. Paraphrase the story, putting it in your own words. Make sure your article remains factual, but you
may want to make the story a bit more dramatic and entertaining, keeping the story entertaining
and, if this were a real newspaper, causing it to sell more copies.
2. While keeping to the original story, include commentary given by various officials and eyewitnesses.
3. Give the article an attention-grabbing headline.
4. Create an image to accompany your article.

Chapter 49
Analyzing Arguments
Objectives: Analyzing the way in which conclusions are drawn
Activity
While onboard the lifeboat, Pi attempts to understand the peculiar behavior of the animals, and because
there is no effective communication between him and them, he has to speculate the reasons behind their
actions. His background knowledge about zookeeping and animal training is especially helpful to him in
these circumstances and, using what he knows, he forms reasonable conclusions about their behavior.
Furthermore, Pi has never been in a life-threatening position before, and he is confused by the way his
body and mind react to the situation. His own human nature is just as elusive to him as the behavior of
the animals.
Pi draws conclusions about the circumstances in the following way: He makes observations about the
ways both he and the animals are behaving, and he applies relevant background information to come up
with an explanation.
Analyze Pi’s logic by identifying the parts of his arguments and then come up with your own. One has been
done for you as an example. Complete the following steps:
Row One: Pi’s Interpretation
• Read the observation that Pi makes in the column labeled “Observation.”
• In the second column, “Additional Knowledge,” write what other information has bearing on the
situation and helps Pi analyze it.
• In the last column, write the conclusion that can be drawn from the observation and additional information.
Row Two: Your Interpretation
• Re-read Pi’s observation.
• Present additional information that relates to the situation, either from your personal experience or
from what Pi has said in this chapter or previous ones. The facts presented in this row should differ
from what is in Row One.
• In the third column, using Pi’s observation and your supporting evidence draw a conclusion that is
different than his.
Note to Teacher: This assignment may be completed individually or in small groups. In addition, if you would
like to extend this activity, you can copy and reproduce the blank chart and provide students with observations
Pi makes in previous or subsequent chapters.

Name: ________________________________ Date:_________________
Chapter 49
Analyzing Arguments
Objectives: Analyzing the way in which conclusions are drawn
Activity
While onboard the lifeboat, Pi attempts to understand the peculiar behavior of the animals, and because
there is no effective communication between him and them, he has to speculate the reasons behind their
actions. His background knowledge about zookeeping and animal training is especially helpful to him in
these circumstances and, using what he knows, he forms reasonable conclusions about their behavior.
Furthermore, Pi has never been in a life-threatening position before, and he is confused by the way his
body and mind react to the situation. His own human nature is just as elusive to him as the behavior of
the animals.
Pi draws conclusions about the circumstances in the following way: He makes observations about the
ways both he and the animals are behaving, and he applies relevant background information to come up
with an explanation.
Analyze Pi’s logic by identifying the parts of his arguments and then come up with your own. One has been
done for you as an example. Complete the following steps:
Row One: Pi’s Interpretation
• Read the observation that Pi makes in the column labeled “Observation.”
• In the second column, “Additional Knowledge,” write what other information has bearing on the
situation and helps Pi analyze it.
• In the last column, write the conclusion that can be drawn from the observation and additional information.
Row Two: Your Interpretation
• Re-read Pi’s observation.
• Present additional information that relates to the situation, either from your personal experience or
from what Pi has said in this chapter or previous ones. The facts presented in this row should differ
from what is in Row One.
• In the third column, using Pi’s observation and your supporting evidence draw a conclusion that is
different than his.

ANALYZING ARGUMENTS CHART
Observation Row Additional Knowledge Conclusion

Pi is “pinned by weakness to the 1 Pi has had nothing to eat or drink for Pi is feeling weak because he is
tarpaulin,” too exhausted to think. days. malnourished.
2 Pi has been sitting in the sun for many Pi is feeling weak because of
days. heat exhaustion.

As strange as it seems, Pi has 1 In sports matches, sometimes the person Pi feels that he will inevitably
regained hope. challenging the champion loses confidence be killed and eaten by Richard
in his. When he comes to the realization Parker, and because worrying is
that his loss in inevitable, he feels less futile, he feels a sense of hope and
pressured and starts to make more daring relief.
plays, giving the champion a greater
challenge.
2 Answers will vary. Sample response: Answers will vary. Sample
Pi feels that because Richard Parker is response: Pi feels safe for the time
onboard the lifeboat, the hyena won’t being and has regained some
attack him in the near future. Since there hope.
is a greater predator onboard and the
hyena also fears losing its life, it will be
reluctant to anger the tiger by taking food
away from it.

Since the ship sank, and Pi and 1 Animals, especially those that travel in The hyena stayed to one side of
the animals became trapped on packs, have an innate understanding of the boat and slowly killed and
the lifeboat, the hyena has stayed hierarchy. In addition, the phenomenon ate the zebra because it did not
toward one part of the ship and of zoomorphism often makes animals want to take food away from the
took a long time to kill the zebra. of different species believe that they are greater predator and anger it. The
alike. If an animal feels that another hyena fears for its life, too!
is more dominant, it will demonstrate
submissive behavior.
2 Answers will vary. Sample response: As Like animals in their cages at the
Pi explains earlier in the novel, an animal zoo, the hyena may feel that the
feels most comfortable in its own space. one side of the boat is his space,
and he may stay on that side
because it, in itself, comforts him.

Name: ________________________________ Date:_________________
ANALYZING ARGUMENTS CHART

Pi is “pinned by weakness to the 1 Pi has had nothing to eat or drink for Pi is feeling weak because he is
tarpaulin,” too exhausted to think. days. malnourished.
2 Pi has been sitting in the sun for many Pi is feeling weak because of
days. heat exhaustion.

As strange as it seems, Pi has 1
regained hope.

Since the ship sank, and Pi and 1
the animals became trapped on
the lifeboat, the hyena has stayed
toward one part of the ship and
took a long time to kill the zebra.

ANALYZING ARGUMENTS CHART (CONT.)

Richard Parker has been unusually 1 Animals, like humans, experience Richard Parker is sedated or
passive. seasickness. Pi learned this when he saw seasick.
Orange Juice holding onto the gunnel
with her head between her arms, looking
undeniably sea sick. In addition, Mr. Patel
sedated many of the animals onboard the
ship so they wouldn’t become stressed.
2 Answers will vary. Sample response: Richard Parker is in a weakened
Richard Parker, like Pi, has probably not state because he is malnourished
had anything to eat or drink for three and dehydrated.
days.
BLANK TABLE

1

1

Name: ________________________________ Date:_________________
ANALYZING ARGUMENTS CHART (CONT.)

Richard Parker has been unusually 1
passive.
BLANK TABLE

1

1

Chapter 50
Diagramming the Lifeboat
Objective: Creating a diagram of Pi’s lifeboat
Activity
Pi goes into extensive detail in describing the lifeboat. Taking Pi’s details and transforming them into a
diagram will be exceptionally helpful in understanding subsequent chapters of the novel.
Make a list of specific statements Pi makes about the boat. Then, use Pi’s description to create a visual
representation of the lifeboat. You may need to consult a dictionary to identify some of the nautical terms
Pi uses.
• The boat is three and a half feet deep, eight feet wide, and twenty-six feet long.
• It is symmetrical, and its ends are rounded and hard to tell apart.
•T
he stern [the rear of the boat] has a small, fixed rudder [blade at the back of the boat that controls the
direction the boat is traveling] that is no longer than the keel [the piece of wood that joins the two sides of
the bottom of the boat].
•T
he hull [the hollow, lower-most portion of the boat that is submerged in the water] is aluminum, has
rivets, and is painted white.
•T
he side benches extend the whole length of the boat and they join together at the bow and the stern. At the
ends of the boat, they form triangular benches.
• The benches are actually the tops of sealed buoyancy tanks.
• The side benches are one and a half feet wide; the end benches are three feet deep.
•T
he total open space of the lifeboat is twenty feet long and five feet wide, making the area one hundred
square feet.
• The boat has three cross-benches that are two feet wide, two feet high, and are evenly spaced apart.
• The tarpaulin extends from the gunnel [the sides of the boat] to the benches.
• The floor is made of treated wood, and it is flat. The buoyancy tanks form right angles to the floor.
• The inside of the boat and the tarpaulin are orange.
• The tarpaulin is unrolled to cover part of the middle cross-bench.
• There are six oarlocks [holes for oars] in the gunnel, and the boat has a total of five oars, since Pi lost one.
Note to Teacher: Students should list as many of the details listed above as possible. Their diagrams do not need
to be artistic; rather, they can make a simple line drawing and identify the various parts and details.

Name: ________________________________ Date:_________________
Chapter 50
Diagramming the Lifeboat
Objective: Creating a diagram of Pi’s lifeboat
Activity
Pi goes into extensive detail in describing the lifeboat. Taking Pi’s details and transforming them into a
diagram will be exceptionally helpful in understanding subsequent chapters of the novel.
Make a list of specific statements Pi makes about the boat. Then, use Pi’s description to create a visual
representation of the lifeboat. You may need to consult a dictionary to identify some of the nautical terms
Pi uses.

Chapters 51-52
Survival Kit
Objective: Creating a survival kit
Activity
In Chapters 51 and 52, Pi makes a list of the different things that were packed onboard of the lifeboat by the
boat’s builders, and that were thought to ensure the survival of thirty-two people for three days out at sea.
Imagine that you are building a lifeboat and stocking it with emergency provisions. List ten things you
would stock onboard the boat. Then, write a sentence or two for each, in which you explain why those
particular items are necessary for the survival of the passengers. You may include items of your choosing,
but they must all fit into a small boat.
Note to Teacher: This activity can be completed by students individually or in small groups.

Name: ________________________________ Date:_________________
Chapters 51-52
Survival Kit
Objective: Creating a survival kit
Activity
In Chapters 51 and 52, Pi makes a list of the different things that were packed onboard of the lifeboat by the
boat’s builders, and that were thought to ensure the survival of thirty-two people for three days out at sea.
Imagine that you are building a lifeboat and stocking it with emergency provisions. List ten things you
would stock onboard the boat. Then, write a sentence or two for each, in which you explain why those
particular items are necessary for the survival of the passengers. You may include items of your choosing,
but they must all fit into a small boat.

Chapters 53-56
Found Poem
Objective: Creating a found poem
Activity
A “found” poem is a poem made up entirely of phrases or quotations found in the text. Go back through
Chapters 53-56 and make up a found poem of your own. The poem could tell the reader something about
Pi’s emotional state while onboard the lifeboat, but this is not necessary; it may be totally unrelated to the
action of the story, which is one of the best parts of writing a found poem.
Your poem should be at least 10 lines long. The lines do not need to rhyme, but they certainly may. You can
arrange the phrases in any way you like and change the punctuation, but do not deviate from Yann Martel’s
actual words. Give the poem a title, which may or may not come from the book. Below is an example taken
entirely from Chapter 51.
Witness
Details that become life savers,

too many to count at a glance,
about to be delivered.
I basked in bliss and plenitude
for several minutes.
Immediately I was rewarded.
My heart began to pound.
Disbelief, thrill, gratitude,
all crushed into one,
unmistakably packaged.
Note to Teacher: This activity can encourage even the most reluctant student to write a poem. If more choices are
needed to construct the poems, you could offer students the option of choosing words from more than one chapter,
or you could have them work in small groups.

Name: ________________________________ Date:_________________
Chapters 53-56
Found Poem
Objective: Creating a found poem
Activity
A “found” poem is a poem made up entirely of phrases or quotations found in the text. Go back through
Chapters 53-56 and make up a found poem of your own. The poem could tell the reader something about
Pi’s emotional state while onboard the lifeboat, but this is not necessary; it may be totally unrelated to the
action of the story, which is one of the best parts of writing a found poem.
Your poem should be at least 10 lines long. The lines do not need to rhyme, but they certainly may. You can
arrange the phrases in any way you like and change the punctuation, but do not deviate from Yann Martel’s
actual words. Give the poem a title, which may or may not come from the book. Below is an example taken
entirely from Chapter 51.
Witness
Details that become life savers,

too many to count at a glance,
about to be delivered.
I basked in bliss and plenitude
for several minutes.
Immediately I was rewarded.
My heart began to pound.
Disbelief, thrill, gratitude,
all crushed into one,
unmistakably packaged.

Chapter 57
Tiger Sounds
Objective: Creating a poster for a zoo exhibit
Activity
In Chapter 57, Pi describes the various ways in which tigers communicate vocally. The sounds tigers make
vary from “a full-throated aaonh” to a gentle meow.
Imagine that you are working for Pondicherry Zoo, and you are designing an instructional sign to post
in front of Richard Parker’s cage. On the sign, you want to explain to visitors the different tiger sounds
and what they mean. Reiterate what Pi says in this chapter, and create a small poster displaying the
information. Make sure you include drawings and photographs to make the sign visually appealing. Some
additional research may be necessary to complete this assignment.
Note to Teacher: The following is a description of the different tiger sounds:
• prusten – a soft snort through the nose that denotes friendliness and harmless intentions
• aaonh – a full-throated roar, usually made by male and female tigers during the mating season
• woof – a sharp, quick sound that tigers make when they are surprised
• coughing roar – a sound tigers make when they are charging
• growl – a guttural sound made when tigers are trying to threaten and intimidate another person or thing
• hiss – a sound like rustling leaves that signifies disapproval
• snarl – a noise, similar to a hiss, that sound signifies disapproval, but it conveys greater anger; the sound
is described as a door opening and the hinges squeaking.
• purr – Similar to a domestic cat purr, the tiger’s purr shows contentment; however, unlike cats, tigers can
purr only when they exhale.
• meow – A meow is usually friendly and shows that the tiger wants attention; it sounds like a house-cat’s
meow, but it is much deeper.

Name: ________________________________ Date:_________________
Chapter 57
Tiger Sounds
Objective: Creating a poster for a zoo exhibit
Activity
In Chapter 57, Pi describes the various ways in which tigers communicate vocally. The sounds tigers make
vary from “a full-throated aaonh” to a gentle meow.
Imagine that you are working for Pondicherry Zoo, and you are designing an instructional sign to post
in front of Richard Parker’s cage. On the sign, you want to explain to visitors the different tiger sounds
and what they mean. Reiterate what Pi says in this chapter, and create a small poster displaying the
information. Make sure you include drawings and photographs to make the sign visually appealing. Some
additional research may be necessary to complete this assignment.
• prusten – __________________________________________________________________________
__________________________________________________________________________________
• aaonh – ___________________________________________________________________________
__________________________________________________________________________________
• woof – ____________________________________________________________________________
__________________________________________________________________________________
• coughing roar – _____________________________________________________________________

__________________________________________________________________________________
• growl – ____________________________________________________________________________
__________________________________________________________________________________
• hiss – _____________________________________________________________________________
__________________________________________________________________________________
• snarl – ____________________________________________________________________________
__________________________________________________________________________________
• purr – _____________________________________________________________________________
__________________________________________________________________________________
• meow – ___________________________________________________________________________
__________________________________________________________________________________

Chapter 58
Surviving at Sea
Objective: Researching additional survival tips for living at sea
Activity
Onboard the boat, Pi discovers a survival guide, written by a British Royal Navy commander, advising
people what to do and not do while trying to live in the wilderness or at sea. Fifteen tips are included, such
as “Green water is shallower than blue water” and “If you feel thirsty, suck a button.”
In small groups, use library and Internet resources to find ten additional tips on how to survive at sea with
limited resources. Then, write a letter to Pi telling him what he should do.
Note to Teacher: Answers will vary for this activity. The following are some examples of tips students could
include:
• I f your ship is sinking and you are trying to escape in a lifeboat, try to get as far away from the ship as
possible. When the ship sinks, suction will be created in the water, and if you are too close, you might get
pulled underwater with the ship.
•T
ry to stay around the area where the accident occurred for at least 72 hours. Rescuers will know to look
for you there.
• I f there are other lifeboats near you, try to tie them together. A group of lifeboats in close proximity to each
other will be easier for rescuers to spot.
•D
o not eat if water is unavailable. People die quicker from dehydration than from hunger, and the process
of digestion removes water from one’s system.
•D
uring the day, shade attracts fish. You might have a better chance finding fish under your boat than far
away.
• It is also a good idea to fish at night using a light. Fish are attracted to light.
• Do not open or drain saltwater sores. Instead, rinse them with freshwater if there is some available.
• I f you become constipated while onboard the ship, drink plenty of water and try to exercise. Under no
circumstances should you use a laxative, as that will dehydrate you.
• All birds are edible.
• You can create a spear by tying a knife onto the end of an oar.

Name: ________________________________ Date:_________________
Chapter 58
Surviving at Sea
Objective: Researching additional survival tips for living at sea
Activity
Onboard the boat, Pi discovers a survival guide, written by a British Royal Navy commander, advising
people what to do and not do while trying to live in the wilderness or at sea. Fifteen tips are included, such
as “Green water is shallower than blue water” and “If you feel thirsty, suck a button.”
In small groups, use library and Internet resources to find ten additional tips on how to survive at sea with
limited resources. Then, write a letter to Pi telling him what he should do.

Chapters 59-73
Creating a Comic Strip
Objective: Adapting a scene from the novel into a comic strip
Activity
A comic strip tells a story, just as a narrative does, but in visual form, rather than literary form. Take a
scene from the novel and create a six-or eight-panel comic strip that depicts one of Pi’s many adventures
at sea. You may choose from one of these events:
• Pi makes improvements to his raft. (Chapter 59)

• Flying fish jump into Pi’s lifeboat. (Chapter 61)
• Pi catches and cleans his first fish. (Chapter 61)
• Pi discovers water in the solar stills. (Chapter 62)
• Pi catches a turtle and pulls it onboard the boat. (Chapter 66)
• Pi thinks he sees a ship in the distance. (Chapter 69)
• Pi cleans a turtle. (Chapter 70)
• Pi trains Richard Parker. (Chapters 71-72)
To a reader who has never been in these circumstances, Pi’s successes onboard the lifeboat may seem dull
and boring, but they were extremely meaningful to Pi. In your comic strip, try to convey the importance
of these events by illustrating Pi’s emotions, such as his joy, frustration, and fear. Your comic strip should
be at least four panels, but it may include as many more as you think are needed to convey the event.
Note to Teacher: You can extend this activity by having students create scenes from other parts of the book.
Make sure students understand that this is not an activity that is limited by artistic abilities; many of today’s
comic strip artists draw extremely simple figures. Students who are reluctant to draw can be paired with other
students. One student could create the illustrations, and the other could write the text of the panels. If the work
is divided up in this way, you may want to stress that text must be written on all panels so both students in the
pair are contributing equally to the work. If dialogue is not appropriate for the panels, advise students to include
a narration of what Pi is thinking.

Name: ________________________________ Date:_________________
Chapters 59-73
Creating a Comic Strip
Objective: Adapting a scene from the novel into a comic strip
Activity
A comic strip tells a story, just as a narrative does, but in visual form, rather than literary form. Take a
scene from the novel and create a six-or eight-panel comic strip that depicts one of Pi’s many adventures
at sea. You may choose from one of these events:
• Pi makes improvements to his raft. (Chapter 59)

• Flying fish jump into Pi’s lifeboat. (Chapter 61)
• Pi catches and cleans his first fish. (Chapter 61)
• Pi discovers water in the solar stills. (Chapter 62)
• Pi catches a turtle and pulls it onboard the boat. (Chapter 66)
• Pi thinks he sees a ship in the distance. (Chapter 69)
• Pi cleans a turtle. (Chapter 70)
• Pi trains Richard Parker. (Chapters 71-72)
To a reader who has never been in these circumstances, Pi’s successes onboard the lifeboat may seem dull
and boring, but they were extremely meaningful to Pi. In your comic strip, try to convey the importance
of these events by illustrating Pi’s emotions, such as his joy, frustration, and fear. Your comic strip should
be at least four panels, but it may include as many more as you think are needed to convey the event.

Chapters 74-77
Giving Advice
Objectives: Relating the novel to personal experience

Writing a letter to Pi
Activity
After Pi spends several weeks at sea, alienation and the struggle to survive starts to affect him. Two of the
ways in which he comforts himself are by performing unique religious rituals to remind himself of God’s
presence and, when he is hungry, to imagine himself eating all types of wonderful food.
When you are distressed, what do you do to comfort yourself? Do you have a special prayer you say? Do
you meditate? Do you sing a particular song or recite a poem? Do you recall a fond memory?
Write a letter to Pi telling him what you do when you are upset and giving him a suggestion of something
he could do to stay in good spirits despite the circumstances.
Note to Teacher: The following is an example:
Dear Pi,
When I’m feeling upset, I usually remember a time my grandfather and I took a walk when I was really young.
My grandparents lived in a small house in the country, and we used to take walks down the road and visit their
neighbor, who owned a small farm and kept chickens. On this particular walk, it was the middle of autumn. The
leaves of the trees were vibrant hues of red and gold, and the sun emitted soft light and gave the land a beautiful
glow. I think in that moment, when we were walking down to the farm, I knew true contentment. Recalling that
memory makes me very happy, and it calms me down when I am upset.
It might help you to recall a similar memory—one of a time that was really special to you. It might help to think
of your first swimming lesson with Mamaji or a particular day you spent at the zoo. I’m sure the thought will
calm you down and motivate you. There are so many wonderful things to live for, and you should never give up
hope of being rescued.

Name: ________________________________ Date:_________________
Chapters 74-77
Giving Advice
Objectives: Relating the novel to personal experience

Writing a letter to Pi
Activity
After Pi spends several weeks at sea, alienation and the struggle to survive starts to affect him. Two of the
ways in which he comforts himself are by performing unique religious rituals to remind himself of God’s
presence and, when he is hungry, to imagine himself eating all types of wonderful food.
When you are distressed, what do you do to comfort yourself? Do you have a special prayer you say? Do
you meditate? Do you sing a particular song or recite a poem? Do you recall a fond memory?
Write a letter to Pi telling him what you do when you are upset and giving him a suggestion of something
he could do to stay in good spirits despite the circumstances.

Chapter 78
Analyzing Dilemmas
Objective: Analyzing Pi’s dilemmas
Activity
In Chapter 78, Pi discusses how life alone at sea is full of dilemmas. Dilemmas are situations in which
there are two possible outcomes, and each outcome is undesirable. For instance, it can be only day (light)
or night (dark). As Pi says, “When it is light, the openness of the sea is blinding and frightening. When
it is dark, the darkness is claustrophobic.” Regardless of whether it is day or night, the effects on Pi are
negative.
Think of an either/or situation in which both outcomes are negative. Then, complete the following chart.
In the first column, write what the dilemma is. In the second and third columns, write the two possible
effects of the dilemma. Two examples have been provided for you: One is from Life of Pi and the other is
a common, real-life situation.
ANALYZING DILEMMAS CHART
Dilemma Outcome #1 Outcome #2

Whether it rains or is dry, the weather When it rains, you nearly drown. When it is dry, you become very thirsty.
always causes a problem when you are
on a lifeboat.
I can either go to the concert tonight or If I go to the concert and don’t study If I stay home and study for the test
stay home and study for my math test. for my test, I might get a failing grade. instead of going to the concert, I might
never get the chance to see the band
perform live.
Answers will vary. Answers will vary. Answers will vary.

Name: ________________________________ Date:_________________
Chapter 78
Analyzing Dilemmas
Objective: Analyzing Pi’s dilemmas
Activity
In Chapter 78, Pi discusses how life alone at sea is full of dilemmas. Dilemmas are situations in which
there are two possible outcomes, and each outcome is undesirable. For instance, it can be only day (light)
or night (dark). As Pi says, “When it is light, the openness of the sea is blinding and frightening. When
it is dark, the darkness is claustrophobic.” Regardless of whether it is day or night, the effects on Pi are
negative.
Think of an either/or situation in which both outcomes are negative. Then, complete the following chart.
In the first column, write what the dilemma is. In the second and third columns, write the two possible
effects of the dilemma. Two examples have been provided for you: One is from Life of Pi and the other is
a common, real-life situation.
ANALYZING DILEMMAS CHART

Whether it rains or is dry, the weather When it rains, you nearly drown. When it is dry, you become very thirsty.
always causes a problem when you are
on a lifeboat.
I can either go to the concert tonight or If I go to the concert and don’t study If I stay home and study for the test
stay home and study for my math test. for my test, I might get a failing grade. instead of going to the concert, I might
never get the chance to see the band
perform live.

ANALYZING DILEMMAS CHART (CONT.)

Name: ________________________________ Date:_________________
ANALYZING DILEMMAS CHART (CONT.)

Chapters 79-89
Asyndeton/Polysyndeton
Objective: Understanding and appreciating instances of polysyndeton and asyndeton in literature
Activity
In elementary and middle school grammar classes, you most likely learned that every clause must be
separated from other clauses in a compound or complex sentence with a comma and a conjunction, if not
a semicolon or colon.
However, in the composition of prose, writers will sometimes either take out conjunctions or add more
conjunctions than they need. The removal of conjunctions is called asyndeton, while the addition of extra
conjunctions is called polysyndeton.
Read this passage from Chapter 79:
So while I, who wouldn’t think of pinching a tiger’s paw, let alone of trying to swallow one, received a volcanic
roar full in the face and quaked and trembled and turned liquid with fear and collapsed, the shark perceived
only a dull vibration.
The use of polysyndeton in this passage speeds up the pace at which it is read. As a result, the syntax
evokes feelings of anxiety and fear in the reader, allowing him or her to live the experience through Pi.
However, if you eliminate the bolded conjunctions in the passage, it reads as follows:
So while I, who wouldn’t think of pinching a tiger’s paw, let alone of trying to swallow one, received a volcanic roar
full in the face, quaked, trembled, turned liquid with fear, collapsed, the shark perceived only a dull vibration.
Contrary to the function of polysyndeton, asyndeton and the omission of conjunctions slows the pace of
the sentence, even though there are fewer words. Asyndeton draws attention to every word or phrase in
the series.
Choose a passage in Chapters 79-89 that is written in a standard format with commas and conjunctions.
Then, re-write the passage twice—first, using polysyndeton, and second, using asyndeton. When you have
completed your passages, write a paragraph explaining on whether you think polysyndeton or asyndeton
is the most appropriate device in that passage. Keep in mind the pacing at which the passage is read.
Note to Teacher: To extend this activity, you can allow students to choose passages from additional chapters.
Furthermore, you could ask students to share their answers with the rest of the class.

Name: ________________________________ Date:_________________
Chapters 79-89
Asyndeton/Polysyndeton
Objective: Understanding and appreciating instances of polysyndeton and asyndeton in literature
Activity
In elementary and middle school grammar classes, you most likely learned that every clause must be
separated from other clauses in a compound or complex sentence with a comma and a conjunction, if not
a semicolon or colon.
However, in the composition of prose, writers will sometimes either take out conjunctions or add more
conjunctions than they need. The removal of conjunctions is called asyndeton, while the addition of extra
conjunctions is called polysyndeton.
Read this passage from Chapter 79:
So while I, who wouldn’t think of pinching a tiger’s paw, let alone of trying to swallow one, received a volcanic
roar full in the face and quaked and trembled and turned liquid with fear and collapsed, the shark perceived
only a dull vibration.
The use of polysyndeton in this passage speeds up the pace at which it is read. As a result, the syntax
evokes feelings of anxiety and fear in the reader, allowing him or her to live the experience through Pi.
However, if you eliminate the bolded conjunctions in the passage, it reads as follows:
So while I, who wouldn’t think of pinching a tiger’s paw, let alone of trying to swallow one, received a volcanic roar
full in the face, quaked, trembled, turned liquid with fear, collapsed, the shark perceived only a dull vibration.
Contrary to the function of polysyndeton, asyndeton and the omission of conjunctions slows the pace of
the sentence, even though there are fewer words. Asyndeton draws attention to every word or phrase in
the series.
Choose a passage in Chapters 79-89 that is written in a standard format with commas and conjunctions.
Then, re-write the passage twice—first, using polysyndeton, and second, using asyndeton. When you have
completed your passages, write a paragraph explaining on whether you think polysyndeton or asyndeton
is the most appropriate device in that passage. Keep in mind the pacing at which the passage is read.

Chapters 90-91
Character Background
Objectives: Using the text to infer information about the character

Practicing creative writing
Activity
In Chapter 90, the reader is introduced to a new character, a fellow castaway who has also been blinded
by the elements and hardships at sea. This man is the first person Pi has met since the sinking of the
Tsimtsum, and they are able to converse for only a short time. Little is known about the character except
for the information he provides in the dialogue and the subsequent narration.
Make a list of the facts that are presented either in the dialogue itself or can be inferred. Then, expand on
these facts and write a back-story of the character, explaining who he is and how he became stranded on
a lifeboat.
Note to Teacher: Here are some traits the students should pick up on:
• J udging by the way the person cuts Pi off mid-sentence, it can be inferred that the man is a bit self-centered
or, at least, not very courteous.
• The man mentions many different delicacies, and it appears that he is someone who is very refined.
• The man loves to eat meat, especially raw meat.
• He has killed and eaten a man and a woman out of hunger.
• The man has a French accent.
• He, too, is blind.
• The man is repentant and feels sorry for what he has done.
•T
he man is a liar. Even though he told Pi he had nothing to eat onboard his boat, Pi found both food and
water on his boat.
The backstories students write will vary.

Name: ________________________________ Date:_________________
Chapters 90-91
Character Background
Objectives: Using the text to infer information about the character

Practicing creative writing
Activity
In Chapter 90, the reader is introduced to a new character, a fellow castaway who has also been blinded
by the elements and hardships at sea. This man is the first person Pi has met since the sinking of the
Tsimtsum, and they are able to converse for only a short time. Little is known about the character except
for the information he provides in the dialogue and the subsequent narration.
Make a list of the facts that are presented either in the dialogue itself or can be inferred. Then, expand on
these facts and write a back-story of the character, explaining who he is and how he became stranded on
a lifeboat.

Chapter 92
Scientific Report
Objective: Collecting and integrating facts presented in the novel
Activity
In Chapter 92, not only has Pi found land, but he finds “an exceptional botanical discovery.”
Imagine that you are an ecologist, and you find Pi’s description of the island. You want to present Pi’s
observations to the rest of the scientific community and decide whether such an ecosystem is possible and
if you should start an expedition to find the island.
Study the chapter and list specific observations Pi makes. Then, integrate the facts and pictures in order to
create a presentation. Do not merely list different aspects of the island, but attempt to draw how all of its
parts interrelate. For example, what is the relationship between the lemurs and the trees? What is the link
between the trees and the strange vegetation?
Note to Teacher: This activity can be done by students individually or in small groups. The students should not
need to do outside research. While it is recommended that students present their findings on a poster board, they
may also create a PowerPoint presentation or a video if those resources are available.
The following are things the students may include:
•T
here is no soil; the trees grow directly out of the vegetation. In addition, the trees and the algae are
connected. They are either the same being, or they have a close symbiotic relationship.
•T
he trees grow very closely together, and their trunks are clean and smooth. On one small part of the tree,
“fruit” grows. The “fruit” consists of layers of twigs and leaves wrapped around human teeth.
•T
he diameter of the seaweed is approximately two fingers in width. It has two layers—an outer wall that
is wet, green, unsalty, and sweet and an inner wall that is salty and white.
• The ponds and trees were arranged in a uniform way, almost as if the island were designed.
•T
he island supports a large population of meerkats. They tend to gather around a pond and retrieve freshly
dead fish from the water. At night, all of them climb up the trees and sleep in them.
• Aside from the meerkats, there are no other living animals on the island.
• The height of the vegetation changes according to the weather. It is higher on hot days than on cool days.
•T
he island is prone to bad, hurricane-like weather, and when there is a storm, the ground vibrates. Also,
the waves seem to move away from the island rather than toward it.
• S upposedly, the island has subterranean tunnels filled with salt water. Freshwater fish, attracted by the
algae, swim into the waterways on the island. However, the island water quickly changes salinity, trapping
the fish, which the island (or the meerkats) eat.
• At night, the algae becomes acidic, and it kills and eats any living thing touching the ground of the island.

Name: ________________________________ Date:_________________
Chapter 92
Scientific Report
Objective: Collecting and integrating facts presented in the novel
Activity
In Chapter 92, not only has Pi found land, but he finds “an exceptional botanical discovery.”
Imagine that you are an ecologist, and you find Pi’s description of the island. You want to present Pi’s
observations to the rest of the scientific community and decide whether such an ecosystem is possible and
if you should start an expedition to find the island.
Study the chapter and list specific observations Pi makes. Then, integrate the facts and pictures in order to
create a presentation. Do not merely list different aspects of the island, but attempt to draw how all of its
parts interrelate. For example, what is the relationship between the lemurs and the trees? What is the link
between the trees and the strange vegetation?

Chapters 93-94
Saying Goodbye
Objective: Re-writing a part of the novel
Activity
When Pi and Richard Parker reach the shores of Mexico, Richard Parker leaves the boat, moves past Pi,
and runs into the forest without looking back. Pi feels hurt and wishes that the tiger would have done
something ceremonious to say goodbye. Pi says the following:
“I was certain he would turn my way. He would look at me. He would flatten his ears. He would growl. In
some such way, he would conclude our relationship. He did nothing of the sort. He only looked fixedly into
the jungle. Then Richard Parker, companion of my torment, awful, fierce thing that kept me alive, moved
forward and disappeared forever from my life.”
Without saying goodbye to Richard Parker, Pi does not feel any sense of closure.
Re-write this portion of the text, having Richard Parker and Pi saying goodbye in a more sentimental way.
Note to Teacher: The following is an example:
I slowly let myself down the side of the lifeboat, afraid that once my feet hit the hard earth, my knees would
buckle and send me falling toward the ground. I couldn’t shake the thought that Richard Parker, despite having
spent seven months with me alone in a boat and now being surrounded by fauna and vegetation, would take
advantage of my moment of weakness and tear me limb from limb.
As I started walking cautiously toward the land, I caught sight of an orange and black ribbon flying through the
air and landing to my right. Richard Parker had jumped about twenty feet, traveling from the lifeboat to where
I was standing in a matter of seconds. As he stood directly in front of me, the 450 lb. beast who, even emaciated,
weighed 300 lbs. more than I did.
I fumbled for my whistle, and not finding it around my neck, began to say silent prayers to every god I knew in
the pantheons of three religions.
Richard Parker inched toward me, but then, seemed to change his mind. He slowly walked away from me, then,
turned around to face me again. I stared directly into his yellow eyes, hoping to remind him that I was still the
alpha, even if we were safe on land. He flattened his ears back against his head and let out a sharp puff.
Prusten.
He looked fixedly to the jungle and took off as quickly as he could. “Goodbye, Richard Parker,” I called out to
him. “Goodbye, and take care!” I knew I would never see him again, but as I stayed at the hospital in Tomatlán,
I dreamt I could sense him moving about in the streets. If you took the city, turned it upside down, and shook it,
more animals would fall out than you would find in a jungle. Richard Parker was there somewhere.

Name: ________________________________ Date:_________________
Chapters 93-94
Saying Goodbye
Objective: Re-writing a part of the novel
Activity
When Pi and Richard Parker reach the shores of Mexico, Richard Parker leaves the boat, moves past Pi,
and runs into the forest without looking back. Pi feels hurt and wishes that the tiger would have done
something ceremonious to say goodbye. Pi says the following:
“I was certain he would turn my way. He would look at me. He would flatten his ears. He would growl. In
some such way, he would conclude our relationship. He did nothing of the sort. He only looked fixedly into
the jungle. Then Richard Parker, companion of my torment, awful, fierce thing that kept me alive, moved
forward and disappeared forever from my life.”
Without saying goodbye to Richard Parker, Pi does not feel any sense of closure.
Re-write this portion of the text, having Richard Parker and Pi saying goodbye in a more sentimental way.

Chapter 99
Compare and Contrast
Objective: Comparing and contrasting plot and authorial motivation in narrative
Activity
When Pi comes to the end of his second version of the tale of what happened on the lifeboat, he asks Mr.
Chiba and Mr. Okamoto, “Is that better? Are there any parts you find hard to believe? Anything you’d like
me to change?”
It is apparent that Pi is skeptical about the motives of these two men who have come to investigate the
accident on the Tsimsum. It is also possible that he is offended by the fact that the men refuse to believe
the first version that he told them.
Make a list of the differences between the first and second versions of Pi’s story. When you have finished,
write an essay of at least one page in which you describe these differences and explain what you think Pi’s
motivation was for making those changes in his second version.

Name: ________________________________ Date:_________________
Chapter 99
Compare and Contrast
Objective: Comparing and contrasting plot and authorial motivation in narrative
Activity
When Pi comes to the end of his second version of the tale of what happened on the lifeboat, he asks Mr.
Chiba and Mr. Okamoto, “Is that better? Are there any parts you find hard to believe? Anything you’d like
me to change?”
It is apparent that Pi is skeptical about the motives of these two men who have come to investigate the
accident on the Tsimsum. It is also possible that he is offended by the fact that the men refuse to believe
the first version that he told them.
Make a list of the differences between the first and second versions of Pi’s story. When you have finished,
write an essay of at least one page in which you describe these differences and explain what you think Pi’s
motivation was for making those changes in his second version.

Chapters 95-100
Point of View
Objectives: Transforming dialogue into narrative

Re-writing a passage from another point of view
Activity
After fifty-eight chapters told, interrupted, from Pi’s point of view, the narrator changes to the fictional
Yann Martel once again. Martel consults a report written by Mr. Tomohiro Okamoto and a tape of the
interview Okamoto and Mr. Atsuro Chiba had with Mr. Patel while he was in Tomatlán. The chapters
consist almost entirely of dialogue, and at points in the conversation when Okamoto and Chiba consult in
Japanese, Martel translates for the reader.
Take the dialogue in these chapters and put it into the format of a narrative. In addition, switch the point
of view from Yann Martel, a third-person objective narrator, to Pi, a first-person narrator. As you do this,
keep in mind that Pi does not understand Japanese, so he does not know some of what Okamato and
Chiba are saying. Furthermore, if the narrator is Pi, his feelings and opinions about the interview may be
conveyed.

Name: ________________________________ Date:_________________
Chapters 95-100
Point of View
Objectives: Transforming dialogue into narrative

Re-writing a passage from another point of view
Activity
After fifty-eight chapters told, interrupted, from Pi’s point of view, the narrator changes to the fictional
Yann Martel once again. Martel consults a report written by Mr. Tomohiro Okamoto and a tape of the
interview Okamoto and Mr. Atsuro Chiba had with Mr. Patel while he was in Tomatlán. The chapters
consist almost entirely of dialogue, and at points in the conversation when Okamoto and Chiba consult in
Japanese, Martel translates for the reader.
Take the dialogue in these chapters and put it into the format of a narrative. In addition, switch the point
of view from Yann Martel, a third-person objective narrator, to Pi, a first-person narrator. As you do this,
keep in mind that Pi does not understand Japanese, so he does not know some of what Okamoto and
Chiba are saying. Furthermore, if the narrator is Pi, his feelings and opinions about the interview may be
conveyed.

Wrap-Up
Travel Map
Objective: Mapping Pi’s travels throughout the story
Activity
With a partner or in a small group, make a list of the places that Pi travels throughout the entire story,
beginning with his life in Pondicherry and ending with his establishing a home in Scarborough, Canada.
Using Internet resources and the world map that follows, map all of the places on the map provided on
the following page that Pi visits.
• Mark all of the places Pi visits that have a definite location with a dot.
•M
ark all of the places Pi visits that do not have definite locations (meaning you have to guess where
they are) with a star.
• Draw a line connecting all of the points, showing the various routes Pi travelled.
Note to Teacher: In order to complete this activity, students must speculate where certain locations are and the
route Pi took to get to them. For instance, the carnivorous island is not an actual place, and it cannot be plotted
on the map. However, since Pi lands in Tomatlán a few days after leaving the island, it can be supposed that the
island is somewhere near Mexico.

Name: ________________________________ Date:_________________
Wrap-Up
Travel Map
Objective: Mapping Pi’s travels throughout the story
Activity
With a partner or in a small group, make a list of the places that Pi travels throughout the entire story,
beginning with his life in Pondicherry and ending with his establishing a home in Scarborough, Canada.
Using Internet resources and the world map that follows, map all of the places on the map provided on
the following page that Pi visits.
• Mark all of the places Pi visits that have a definite location with a dot.
• Mark all of the places Pi visits that do not have definite locations (meaning you have to guess where
they are) with a star.
• Draw a line connecting all of the points, showing the various routes Pi travelled.

TRAVEL MAP

Name: ________________________________ Date:_________________
TRAVEL MAP

Wrap-Up
Writing a Review
Objectives: Using details to form an opinion

Summarizing parts of the novel
Activity
For this activity, you will write a review of Life of Pi for potential readers following the format outlined below.
There are several key components to writing a review. The review must include the reviewer’s opinion,
specific references to the work, and a positive or negative recommendation. Before you begin writing your
review, decide whether you liked or disliked the novel and why. Then, find specific examples from the
novel that illustrate your opinion. Most importantly, DO NOT reveal the ending!
Your review should contain five main parts:
• The first paragraph is the introduction, in which you mention the title and author and give a general
sense of your opinion. The opening line should also grab the reader’s attention.
• The second paragraph is a short summary of the novel, excluding the ending. Include plot, setting,
character, and theme or motif.
• Paragraph three should retell, in detail, a particularly compelling part or your favorite part of the
novel.
• The fourth paragraph provides your specific opinion of the novel and reasons why you did or did not
like it. Avoid making general comments. Be specific.
• The conclusion paragraph contains your recommendation. Should other people read this book? You
could give the book a rating if you would like (8 out of 10, for example).
Finally, try to end your review in an interesting way. And remember…do not give away the ending!

Name: ________________________________ Date:_________________
Wrap-Up
Writing a Review
Objectives: Using details to form an opinion

Summarizing parts of the novel
Activity
For this activity, you will write a review of Life of Pi for potential readers following the format outlined below.
There are several key components to writing a review. The review must include the reviewer’s opinion,
specific references to the work, and a positive or negative recommendation. Before you begin writing your
review, decide whether you liked or disliked the novel and why. Then, find specific examples from the
novel that illustrate your opinion. Most importantly, DO NOT reveal the ending!
Your review should contain five main parts:
• The first paragraph is the introduction, in which you mention the title and author and give a general
sense of your opinion. The opening line should also grab the reader’s attention.
• The second paragraph is a short summary of the novel, excluding the ending. Include plot, setting,
character, and theme or motif.
• Paragraph three should retell, in detail, a particularly compelling part or your favorite part of the
novel.
• The fourth paragraph provides your specific opinion of the novel and reasons why you did or did not
like it. Avoid making general comments. Be specific.
• The conclusion paragraph contains your recommendation. Should other people read this book? You
could give the book a rating if you would like (8 out of 10, for example).
Finally, try to end your review in an interesting way. And remember…do not give away the ending!

Wrap-Up
Jeopardy
Objective: Writing Jeopardy questions for review
Activity
In small groups, create Jeopardy questions to help you review Life of Pi. Create a question for each of the
board spaces in the chart that follows, and be sure to assign points to questions according to their difficulty
levels, making your easiest challenges worth 100 points and your most difficult worth 500. An example
is provided for you.
Example:
Characters 100
Question: What was the name of Pi’s biology teacher?
Answer: Mr. Satish Kumar
Note to Teacher: To extend this activity, you could have groups exchange their questions and answers to quiz
each other. In addition, you could turn this assignment into a class activity by collecting questions from all of the
groups and selecting the best ones for a class Jeopardy game.
JEOPARDY
Literary Devices Characters Zookeeping Survival at Sea Plot
100 100 100 100 100
200 200 200 200 200
300 300 300 300 300
400 400 400 400 400
500 500 500 500 500

Name: ________________________________ Date:_________________
Wrap-Up
Jeopardy
Objective: Writing Jeopardy questions for review
Activity
In small groups, create Jeopardy questions to help you review Life of Pi. Create a question for each of the
board spaces in the chart that follows, and be sure to assign points to questions according to their difficulty
levels, making your easiest challenges worth 100 points and your most difficult worth 500. An example
is provided for you.
Example:
Characters 100
Question: What was the name of Pi’s biology teacher?
Answer: Mr. Satish Kumar
JEOPARDY
Literary Devices Characters Zookeeping Survival at Sea Plot
100 100 100 100 100
200 200 200 200 200
300 300 300 300 300
400 400 400 400 400
500 500 500 500 500

Wrap-Up
Prime-Time Special
Objective: Interviewing the main character
Activity
You are the host of a Prime-Time News show for a major television network, and, next week, you’re
hosting a special: A Boy, A Tiger, and a Lifeboat—The Life of Piscine Patel. Your producers have asked you
to conduct a live interview with Pi to find out more about his adventure at sea.
In preparation for the interview, write ten questions that you would ask Pi; then, write down how you
believe Pi would answer those questions.
Note to Teacher: As an alternative assignment, you can divide the students into pairs. Each person in the pair
could write five questions and five responses. Then, on the completion of the first part of the activity, you could
ask the pairs to volunteer reading their interviews in front of the class, one person as the interviewer, and the
other as Pi.
In addition, you could have the students interview someone other than Pi Patel. For instance, a pair could choose
to interview Mamaji or Yann Martel.

Name: ________________________________ Date:_________________
Wrap-Up
Prime-Time Special
Objective: Interviewing the main character
Activity
You are the host of a Prime-Time News show for a major television network, and, next week, you’re
hosting a special: A Boy, A Tiger, and a Lifeboat—The Life of Piscine Patel. Your producers have asked you
to conduct a live interview with Pi to find out more about his adventure at sea.
In preparation for the interview, write ten questions that you would ask Pi; then, write down how you
believe Pi would answer those questions.

Appendices
Terms and Definitions
Allusion – a reference to a person, place, poem, book, event, etc., which is not part of the story, that the author
expects the reader will recognize. Example: In The Glass Menagerie, Tom speaks of “Chamberlain’s
umbrella,” a reference to British Prime Minister Neville Chamberlain.
Anthropomorphism – attributing human qualities, emotions, and behavior to animals. Examples: In the
Uncle Remus stories, the bear is usually portrayed as slow and dumb. Aesop’s Fables also give animals
emotions of jealousy, anger, revenge, etc., to illustrate a moral.
Asyndeton – a word or phrase in which the conjunctions are missing. Example: In Heart of Darkness, Marlow
writes, “An empty stream, a great silence, an impenetrable forest. The air was thick, warm, heavy,
sluggish.”
Characterization – the methods, incidents, speech, etc., an author uses to reveal the people in the book.
Characterization is depicted by what the person says, what others say, and by his or her actions.
Hyperbole – exaggeration for emphasis; overstatement. Example: I’ve told you a million times to…
Imagery – the use of words to evoke impressions and meanings that are more than just the basic, accepted
definitions of the words themselves. Example: The quotation, “Get thee to a nunnery,” from Hamlet
implies that Ophelia must regain her purity and chastity and does not simply mean that she needs
to go to a convent.
Irony – a perception of inconsistency, sometimes humorous, in which the significance and understanding
of a statement or event is changed by its context. Example: The firehouse burned down.
• Dramatic Irony – the audience or reader knows more about a character’s situation than the character
does and knows that the character’s understanding is incorrect. Example: In Medea, Creon asks,
“What atrocities could she commit in one day?” The reader, however, knows Medea will destroy her
family and Creon’s by day’s end.
• S tructural Irony – the use of a naïve hero, whose incorrect perceptions differ from the reader’s correct
ones. Example: Huck Finn.
erbal Irony – a discrepancy between what is said and what is really meant; sarcasm. Example: A
•V
large man whose nickname is “Tiny.”
Juxtaposition – the placement of two dissimilar items, people, thoughts, places, etc., next to one
Metaphor – a comparison of two things that are basically dissimilar in which one is described in terms of
the other. Example: The moon, a haunting lantern, shone through the clouds.

Motif – a situation, incident, idea, or image that is repeated significantly in a literary work. Examples:
In Hamlet, revenge is a frequently repeated idea. In The Catcher in the Rye, Holden continually
comments on the phoniness of people he meets.
Onomatopoeia – a word whose sound (the way it is pronounced) imitates its meaning. Examples: “roar,”
“murmur,” “tintinnabulation.”
Personification – a figure of speech in which an object, abstract idea, or animal is given human characteristics.
Examples: The wall did its best to keep out the invaders.
“Because I could not stop for Death,

He kindly stopped for me.”
– Emily Dickinson
Point of View – the position or vantage point, determined by the author, from which the story seems
to come to the reader. The two most common points of view are First-person and Third-person.
Examples: First-person point of view occurs in The Adventures of Huckleberry Finn; the reader receives
all information through Huck’s eyes. An example of third-person point of view is Dickens’ Hard Times,
in which the narrator is not a character in the book.
Polysyndeton – the repetition of conjunctions for stylistic effect. Example: In the Bible, the word “and,” as
part of the phrase, “And God saw that it was good,” adds to the flow and poetry of the verses.
Simile – a comparison between two different things using either like or as. Examples: I am as hungry as
a horse. The huge trees broke like twigs during the hurricane.
Symbol – an object, person, or place that has a meaning in itself and that also stands for something
larger than itself, usually an idea or concept; some concrete thing which represents an abstraction.
Example: The sea could be symbolic for “the unknown.” Since the sea is something that is physical
and can be seen by the reader, and also has elements that cannot be understood, it can be used
symbolically to stand for the abstraction of “mystery,” “obscurity,” or “the unknown.”
Theme – the central or dominant idea behind the story; the most important aspect that emerges from
how the book treats its subject. Sometimes theme is easy to see, but, at other times, it may be more
difficult. Theme is usually expressed indirectly, as an element the reader must figure out. It is a
universal statement about humanity, rather than a simple statement dealing with plot or characters
in the story. Themes are generally hinted at through different methods: a phrase or quotation that
introduces the novel, a recurring element in the book, or an observation made that is reinforced
through plot, dialogue, or characters. It must be emphasized that not all works of literature have
themes in them. Example: In a story about a man who is diagnosed with cancer and, through
medicine and will-power, returns to his former occupation, the theme might be: “Real courage is
demonstrated through internal bravery and perseverance.” In a poem about a flower that grows,
blooms, and dies, the theme might be: “Youth fades, and death comes to all.”

Dramatization of Scenes in the Novel
Drama:
Drama according to Aristotle is “imitated human action” presented through dialogue meant to instruct
or entertain.
Dramatic Monologue:
A person speaks to a silent audience, revealing an aspect of his or her character, expressing a
Comments:
Often, sections of literary works seem to portray intense or captivating interaction, drama, between
characters. While reading, visualize how the characters move in terms of their gestures and in relation
to each other. See them touching each other or backing away. Hear the tones in their voices and the
inflections, volume, and emphasis they use when they speak to each other. Imaginatively experience the
feelings and meanings they are communicating to each other.
We do not expect that students will be above-average performers, and we do not feel they should be
judged on “acting” as a major criterion in any dramatization. Students should be expected to capture the
characters they portray and exhibit the truth of whatever the activity calls for. These types of activities
are not intended to be polished Hollywood performances, nor the quality one would even see on a High
School stage. That takes a class in drama or a group of talented performers who have a great deal of time
to prepare. Our acting activities are designed only to reveal character or plot to the audience.

Directions for Interviews
Planning in Small Groups
First, discuss what you, as interviewer, want to know and the reasons you want to know it. Decide what
you want to use as your specific questions.
Second, anticipate what the person being interviewed will answer. Use as many quotations from the text
as possible. The answers should be consistent with things the character or narrative text says.
Finally, plan the interviewer’s summary remark. Try to explain how the information in the questions/
answers relates to the plot in general and thematic ideas of the novel.

Newspaper
News Article – T
his is an accurate and objective reporting of an event. News articles should include the
“Five W’s”: What, When, Where, Who, and Why. A good newspaper writer usually can
include all the necessary information in the first paragraph of the article. This is done so
that readers can understand what the article is about simply by reading one paragraph
and then deciding if they want to read further to get more detailed information.
The next paragraphs in the news article expand on the Five W’s of the first paragraph.
Example:
Last night at 10 PM, a train from Philadelphia, PA to Pittsburgh slid off the tracks near Johnstown.
No injuries were reported, but the train had been carrying flammable materials. A spokesperson for
the Pennsylvania Railroad, Mr. Robert Graves, said that while there was no evidence of sabotage, “that
possibility is being looked into by police.” This is the second derailing on this route in two years.
The rest of the article would expand upon and give background and further information on the accident.
Editorial – This is a piece in which the writer gives opinions about an issue. A possible solution may be
suggested. The requirements of the Five W’s and absolute, unbiased accuracy are not adhered
to as strictly as they are in a news article.
Example:
How many train wrecks will we have before the government steps in? Will it take a fatality before trains
in our state are made safer? Should explosives, poisonous materials, and hazardous wastes continue to
be shipped with only minor considerations to safety? This newspaper’s opinion is a firm and resounding
“No!” If the Federal Transportation Commission does not recognize its own failings and correct the
problems, it will be our local politicians’ job to re-route trains carrying potentially dangerous cargoes
away from our communities.
Human-Interest Story – This type differs from the previous two because it has a different overall intent.
As in a news article, the intent is to inform the reader of facts, but in the human-
interest story, writers add the element of appealing to the readers’ sympathies.
Answering the Five W’s is usually adhered to, but not as strictly as in the news
article. Frequent topics of human-interest stories are animals, heroic deeds,
strange occurrences of fate, money, etc.
Example:
Huddled among the broken railroad cars and destroyed contents of yesterday’s train derailment near us,
sat someone’s lost puppy. Police found it early this morning after hearing whimpering from inside one of
the cars. The poor dog’s leg had been severed in the accident, and it was trapped by rubble. Had another
hour elapsed, it probably would have died, says a local veterinarian, who treated the mixed-breed, black-
and-white dog. According to the vet, Stumpy, as the dog is now called, has received more than twenty
requests for adoption since his lucky rescue was accomplished.

Headline – This is a short heading over an article, which is set in large type, and which gives an indication
of the subject of the article. Headlines are short and are designed to catch the readers’ interest.
All important words in the headline should be capitalized. Each article in a newspaper contains
a headline. The wording of headlines is very important. If they say too much, readers may
skip reading the article; if they are too vague, the subject may not interest the reader. Simple
words such as a, and, the are frequently left out of headlines.
Examples:
• Train Jumps Tracks; Second in Two Years
• Two Train Wrecks Are Too Many
• Injured Puppy Found in Train Debris

Writing Poems
1. Definition Poem
• Start with an abstract word. Then give images of that word.

• Definition poems can begin as follows:
Happiness is
or
A delinquent’s life is
• The lines that follow define the abstraction by giving specific, detailed examples or images.
2. Cinquain – a poem 5 lines long that does not rhyme.
• Line 1 has two syllables

• Line 2 has four
• Line 3 has six
• Line 4 has eight
• Line 5 has two again
My dog
The best, I think
Of course, you may have one.
Mine has to be cuter than yours
She’s mine
Diamantes – A diamante is a diamond-shaped poem based on contrasts. Although there are variations,
3.
the most common pattern produces a seven-line poem with the following form:
• Line 1 – one word, usually a noun

• Line 2 – two adjectives that describe the noun
• Line 3 – three participles also describing the noun
• Line 4 – provides a transition from the word in line 1 to the word in line 7
• Line 5 – three participles that describe the noun in line 7
• Line 6 – two adjectives that describe the noun in line 7
• Line 7 – a noun that contrasts with line 1
Fire
orange and yellow
licking, leaping, lighting
caught between desire and indifference
staring, glaring, glistening
silver and blue
Ice

4. Many other types of poems are written in a free, non-rhyming form, without a standard meter, but
arranged in stanzas. These will probably be the easiest for you to write, although you are encouraged
to attempt all types of poetry.
The thousand knights in armor

And on horses
Flew down the hill,
Yelling their ferocious battle cries
To make us tremble and retreat.
We stayed,
Ready to meet our death
Proudly.
5. One of the most well-known poetic forms is Haiku, and it is quite simple to write. It consists of three
lines only that may not rhyme. The first line has 5 syllables, the second has seven, and the third has
five again.
Many winters pass;

The oak grows taller each year.
When will acorns form?

Small Group Learning
Small Group Learning is defined as two to five students working together for a common goal. For it to be
successful, three basic elements must be present.
1. SOCIAL SKILLS IN GROUP WORK: Most students, unless they are taught the appropriate skills,
do not participate as effectively as they might in small group work. Like any other skill, those
needed for group work must be identified, practiced, and reinforced. To this end, we have included
a Social Skills Behavior Checklist which we will ask you to use to rate your group. At this time,
please read the related objectives listed below.
Social-Behavioral Objectives
1. Everyone is addressed by his or her first name.

2. Everyone speaks quietly in order not to disturb other groups.
3. No one ever uses put-downs or name calling.
4. Everyone is always physically and mentally part of the group. The following are prohibited and
may result in the group’s grade being lowered:
A. Putting one’s head down on the desk.

B. Reading or working on unrelated items.
C. Moving about the room or talking to members of other groups.
5. Everyone is encouraged to participate and does participate.

6. Everyone offers praise and encouragement.
7. Everyone recognizes that on some points of opinion two equally valid points of view can be
supported.
8. Everyone also recognizes, however, that the worth of an idea (opinion) depends on the strength
of the facts that support it.
Social-Intellectual Objectives
9. Ideas are discussed aloud.

10. Ideas are summarized.
11. Clarification is asked for and received.
12. Explanations are given until everyone understands.
13. Ideas, not people, are criticized.
14. Difficult ideas are paraphrased.
15. Multiple points of view are examined.
16. Work is organized within available time and available resources.
17. Questions are asked and answered satisfactorily.
18. Ideas are examined, elaborated on, and pulled together.
19. Reasons and rationale are asked for and provided.
20. Conclusions are challenged with new information.
21. Ideas are created in brainstorming.

2. POSITIVE INTERDEPENDENCE: Critical to successful group work is the realization on the part
of the students “that we are all in this together; we either sink or swim as a group.” In terms of this
unit, it may mean that everyone in the group will share the group grade on the project, whether it
is an “A” or an “F.”
3. INDIVIDUAL ACCOUNTABILITY: The bottom line of any teaching method is, of course, how well
the students have mastered the objectives being taught. Therefore, you must understand that the
small group process, while it is more fun than other methods, is serious business. At the conclusion
of this unit, a test may be used to evaluate how well each individual has mastered the objectives. As
a consequence, the student who slacks off in the group or in his homework not only lets the group
down, but also hurts him or herself.

Procedures for Small Group Work
As well as mastery of content and concepts, grades will be based on the demonstration of the following
skills.
1. Linguistic-Intellectual Skills – These skills are fostered when students examine ideas from multiple
points of view and critically probe for strengths and weaknesses.
2. Group Social Skills – Before anything else can be mastered, the small group must function effectively
as a learning unit, which makes the mastery of these skills the first priority.
Linguistic-Intellectual
Examples of these skills in action
Skills to be Demonstrated
Explaining It seems to me…

One way of looking at it…
How does everyone feel about…
The idea that…
Encouraging What’s your idea?

I didn’t think of that.
Good idea!
That helps.
Good; go on with that thought.
Clarifying Let’s put it this way...

Perhaps if we draw a chart...
It may mean that....
How does this sound...
Where does this lead us?
Elaborating That’s right and it also may include...

Another instance of that is when...
A point we might also include...
Qualifying I agree with your premise, but...

I see it leading somewhere else...
That is one reason, but it may also...
I agree with the examples, but I come to a different conclusion.
Does that conclusion hold up in every instance?
Questioning Why do you say that?

What is the proof for that conclusion?
Is that a valid generalization?
How did you reach that point?
Disagreeing It seems to me there could be a different reason.

But looking at it from his point of view...
We may be jumping to a conclusion without looking at all the facts.
Here’s another way of looking at it...

Small Group Evaluation Sheet
Social-Behavioral Skills in our group Poor Good
1. Everyone is addressed by his or her first name. 1 2 3 4 5

2. Everyone speaks quietly. (If one group gets loud, other groups 1 2 3 4 5
get louder to hear each other.)
3. No one ever uses put-downs or name calling. 1 2 3 4 5
4. Everyone is always physically and mentally part of the group. 1 2 3 4 5
5. Everyone is encouraged to and does participate. 1 2 3 4 5
6. Everyone offers praise and encouragement. 1 2 3 4 5
7. Everyone recognizes that on some opinions, two 1 2 3 4 5
equally valid points of view can be supported.
8. Everyone also recognizes, however, that the worth of an idea 1 2 3 4 5
(opinion) depends on the strength of the facts that support it.
Social-Intellectual Skills in our group
9. Ideas are examined and discussed aloud. 1 2 3 4 5

10. Ideas are summarized. 1 2 3 4 5
11. Clarification is asked for and received. 1 2 3 4 5
12. Explanations are given until everyone understands. 1 2 3 4 5
13. Ideas, not people, are criticized. 1 2 3 4 5
14. Difficult ideas are paraphrased. 1 2 3 4 5
15. Multiple points of view are examined. 1 2 3 4 5
16. Work is organized within available time and available resources. 1 2 3 4 5
17. Questions are asked and answered satisfactorily. 1 2 3 4 5
18. Ideas are examined, elaborated on, and pulled together. 1 2 3 4 5
19. Reasons and rationales are asked for and provided. 1 2 3 4 5
20. Conclusions are challenged with new information. 1 2 3 4 5
21. Ideas are created in brainstorming. 1 2 3 4 5
Total Score ______________

Student Roles in Group Discussions
Reader: The reader’s job is to read the questions aloud and to be sure everyone knows the meaning
1.
of unfamiliar words and understands the questions.
2. Recorder: The recorder takes notes and is responsible for writing down the group’s final answers.
Timer and Voice Monitor: The timer and voice monitor is responsible for reminding individuals
3.
when they get too loud and for keeping track of the time. Because of a concern for finishing the
project on time, the monitor will be the one to get the students back on task when they stray or
get bogged down on one point.
Checker and Encourager: This person’s chief responsibility is to encourage all members to contrib-
4.
ute, to compliment when appropriate, and to remind everyone of the necessity of avoiding name
calling and/or put-downs.

303040

Загружено:

Сведения о документе

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

303040

Загружено:

Авторское право:

Доступные форматы

Activity Pack

Literature Made Fun!

3 © Copyright 2009, Prestwick House, Inc.

© Copyright 2009, Prestwick House, Inc. 4

5 © Copyright 2009, Prestwick House, Inc.

© Copyright 2009, Prestwick House, Inc. 6

Objectives: Determining how a narrator may unintentionally alter events in a story

© Copyright 2009, Prestwick House, Inc. T-8

Name: ________________________________ Date:_________________

Objectives: Determining how a narrator may unintentionally alter events in a story

S-9 Reproducible Student Worksheet

IDENTIFYING THE NARRATOR

© Copyright 2009, Prestwick House, Inc. T - 10

Name: ________________________________ Date:_________________

IDENTIFYING THE NARRATOR

S - 11 Reproducible Student Worksheet

IDENTIFYING THE NARRATOR (CONT.)

Was he some sort of Muslim evangelist?

“No, no. It starts right here in

“And it will make me believe in God?”

© Copyright 2009, Prestwick House, Inc. T - 12

Name: ________________________________ Date:_________________

IDENTIFYING THE NARRATOR (CONT.)

S - 13 Reproducible Student Worksheet

Objective: Analyzing the significance of slang

© Copyright 2009, Prestwick House, Inc. T - 14

Name: ________________________________ Date:_________________

Objective: Analyzing the significance of slang

S - 15 Reproducible Student Worksheet

WORD USAGE CHART

© Copyright 2009, Prestwick House, Inc. T - 16

Name: ________________________________ Date:_________________

WORD USAGE CHART

S - 17 Reproducible Student Worksheet

Objectives: Analyzing a book’s cover

© Copyright 2009, Prestwick House, Inc. T - 18

Name: ________________________________ Date:_________________

Objectives: Analyzing a book’s cover

S - 19 Reproducible Student Worksheet

Objectives: Performing a close reading of the text

• The three-toed sloth sleeps about twenty hours a day.

• Sloths seem uninterested in their surrounding environment.

• The sloth is a vegetarian.

• If individuals meditate continuously, they—like the sloth—will be tranquil and happy.

© Copyright 2009, Prestwick House, Inc. T - 20

Name: ________________________________ Date:_________________

Objectives: Performing a close reading of the text

S - 21 Reproducible Student Worksheet

Objective: Writing from a character’s point of view

Note to Teacher: The following is a sample journal entry:

March 24, 1967

© Copyright 2009, Prestwick House, Inc. T - 22

Name: ________________________________ Date:_________________

Objective: Writing from a character’s point of view

S - 23 Reproducible Student Worksheet

Objectives: Forming a persuasive argument

• Animals in the wild must work and compete for food.

• Zoo animals do not have to fear predators.

© Copyright 2009, Prestwick House, Inc. T - 24

Name: ________________________________ Date:_________________

Objectives: Forming a persuasive argument

S - 25 Reproducible Student Worksheet

Objectives: Relating to the novel’s protagonist

© Copyright 2009, Prestwick House, Inc. T - 26

Name: ________________ Date:_

Name: ________________ Date:_

Name: ________________ Date:_

Name: ________________ Date:_

Name: ________________ Date:_

Name: ________________ Date:_

Name: ________________ Date:_

Name: ________________ Date:_

Name: ________________ Date:_

Name: ________________ Date:_

Name: ________________ Date:_

Name: ________________ Date:_

Name: ________________ Date:_

Name: ________________ Date:_

Name: ________________ Date:_

Name: ________________ Date:_

Name: ________________ Date:_

Name: ________________ Date:_

Name: ________________ Date:_