Read "Gideon"
https://www.theguardian.com/books/2007/oct/06/featuresreviews.guardianreview32
Read "Brownies":
https://fictionwritersreview.com/essay/a-writer-awakens-on-zz-packers-brownies/
https://en.wikiversity.org/wiki/ZZ_Packer_%22Brownies%22
Interview:
http://www.identitytheory.com/zz-packer/
RESPOND on Google Classroom:
1. How are the girls in Snot’s Brownie troop similar toand different from the girls in Troop 909? What is the significance of these similarities and differences in the story?
2. To develop well-rounded characters in literary fiction, no character can be entirely “good” or entirely “bad,” even if a character leans more one way than the other. How does Packer show Snot to be less than entirely virtuous? Conversely, how does Packer show a character like Arnetta to have at least some positive aspects to her personality?
3. What role does religion play in the story?
4. How does Packer move the theme of discrimination to the foreground at the end of the story, making plot secondary after the narrative’s climatic moment?
Interview:
http://www.identitytheory.com/zz-packer/
RESPOND on Google Classroom:
1. How are the girls in Snot’s Brownie troop similar toand different from the girls in Troop 909? What is the significance of these similarities and differences in the story?
2. To develop well-rounded characters in literary fiction, no character can be entirely “good” or entirely “bad,” even if a character leans more one way than the other. How does Packer show Snot to be less than entirely virtuous? Conversely, how does Packer show a character like Arnetta to have at least some positive aspects to her personality?
3. What role does religion play in the story?
4. How does Packer move the theme of discrimination to the foreground at the end of the story, making plot secondary after the narrative’s climatic moment?
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