A Unit Plan on the Novel, Speak

A unit plan on the novel, Speak,

by Laurie Halse Anderson

Shana Bagelman

Alyson Clarke

Alison Foote

Nicole Kesselman

Rachel Trosino

Table of Contents

Speak Unit Plan

Day 1...... page 2-3

Day 1 PowerPoint...... page 4

Calendar...... page 5

Reading Schedule...... page 6

Discussion Questions...... page 7-8

Point Sheet...... page 9

Day 2...... page 10

Day 3...... page 11

Day 4...... page 12

Short Essay Rubric...... page 13

Short Essay Assignment...... page 14

Day 5...... page 15

Day 6...... page 16

Day 7...... page 17

Day 8...... page 18

Unit Test Study Guide...... page 19

Day 9...... page 20-21

Day 10...... page 22

Unit Test...... page 23-27

Unit Test Answer Key...... page 28-33

Speak

Lesson Plan

Day 1

I. Lesson Focus

Introduction of the book and the environment of high school

II. Goal of Lesson

To encourage students to be comfortable in a high school environment
To understand differences between students
To give students the opportunity to speak about high school issues – focusing on stereotypes

III. Rationale

To introduce the novel and the issues/themes addressed in the novel

IV. Materials

Books
Discussion Questions Packet
Reading Journals
Unit Calendar
Reading Schedule
PowerPoint Presentation
Index Cards

V. Activity

Ask students what word or phrase comes to mind when they hear the words “high school”

Have them write this on an index card
Ask students to share word/phrase then map index cards out

Introduction to the book/author/themes etc. while incorporating their words and phrases

Use PowerPoint presentation

“Popcorn” read-aloud

Read the first 6 pages of the book

VI. Closure

Assign homework

Students will read pages 3-41, and answer the discussion questions pertaining to that section of the book
They will also create their own “Ten Lies”

Summary of lesson

Recall all of the themes that are covered

VII. Criteria for Assessment

In-class activity/Homework

Students will earn five points for participating in the activity/discussion and thoroughly completing their homework

Reading Schedule

Day 1: Pages 3-18

Day 2: Pages 18-41

Day 3: Pages 41-61

Day 4: Pages 61-83

Day 5: Pages 83-104

Day 6: Pages 104-123

Day 7: Pages 123-144

Day 8: Pages 144-164

Day 9: Pages 164-end

Speakby Laurie Halse Anderson

Cumulative Discussion Questions

Day 1 (p. 3-18)

What themes do we see being addressed in the beginning pages of the book? Identify and describe.
Do you agree with Melinda’s perception of high school?
What is the significance of the mascot change in Merryweather High?

Day 2 (p. 18-41)

1.How does identity relate to Melinda’s life?

2.How do other people affect Melinda’s identity?

Day 3 (p.41-61)

What are some themes that you can pick out from the movie that are also in thebook, but relate to your lives as well?
What are some similarities and differences in the movie and the book? How do these similarities/differences affect the story?

Day 4 (p. 61-83)

1.Find two quotes from the reading referencing Melinda’s silence. Discuss.

2.How is the character of David Petrakis a juxtaposition to Melinda? Think communication versus silence.

3.Why does Melinda keep going back to childhood in her mind?

4.How is art and sculpture helping Melinda to deal with her trauma?

5.What do biology and the recurring tree symbolize? What is the author saying about how these things relate to Melinda? Think growth and change.

Day 5 (p. 83-104)

How do you feel about Melinda’s relationship with her parents? Do they care about her? Are they making things worse?
Find passages that indicate silence on Melinda’s part again – intentional or inflicted. Discuss.
What does the scene in the mall symbolize? The singing birds? Think freedom/voice.
What does Rachel’s argument about symbolism do for Melinda? The book? Think communication without words (art?).
Why does Melinda connect so well to Mr. Freeman? To art? What about his speech at the end of this reading does she connect to? Why?

Day 6 (p. 104-123)

Why does Melinda only begin to start caring about losing Heather as a friend when Heather “breaks-up” with her? How would you describe her emotions at the end of the lunch room “break-up” scene?
Describe Melinda and David’s relationship, especially taking into consideration the Valentine’s Day scene.
Describe your reaction to the following passage … “I put the gown back. There is nothing wrong with me. These are really sick people, sick that you can see” (p. 113).
Do you think the meeting with the principal, guidance counselor, and her parents proved to be beneficial for Melinda? If not, what would you suggest doing as her parents? What would you suggest doing as the administration of her high school?
What is the significance of Mr. Freeman saying, “You’re a good kid. I think you have a lot to say. I’d like to hear it?” What is Melinda’s justification for responding to Mr. Freeman in the manner that she does?

Day 7 (p.123-144)

Reflect on Melinda’s declaration, “I will make myself normal. Forget the rest of it” (p. 125).
What do you think the purpose of Anderson’s wit is? Really reflect on her writing style, especially referring to the chapter “BOLOGNA EXILE.”
On page 32, what is the significance of the two Melindas?
After reading the rape scene, why do you think Melinda reacted in the manner that she did? How do you think you would have reacted?
Why does Melinda the narrator often address Andy Evans to her audience by the usage of various alternate names?

Day 8 (p. 144-164)

Refer to page 147 and 148. Melinda reminisces about her childhood wish to be a princess. She used to pretend that she was adopted by her parents when her “kingdom was overrun by bad guys.” A couple paragraphs later on page 148, she says again that she wishes she were adopted. Do you really think that Melinda wishes for such a thing? Or is this a comment she did not truly mean? Do you think her parents warrant this wish? Why or why not?
On page 159, David Petrakis says to Melinda, “[y]ou can’t speak up for your right to be silent. That’s letting the bad guys win.” How does David’s comment connect with the rest of the novel?
On page 164, Melinda asks the question, “[w]as I raped?” Explain why or why not you think she was raped.

Day 9 (p. 164-end)

What is the importance of Melinda asking her father to buy her flower seeds?
Why do you think Melinda eventually talks with Rachel?
Why does Melinda choose to finally speak with Mr. Freeman?

Day 10 (EXAM)

Point Sheet
Speak Unit
Date / Assignment / Points Earned / Points / Total Points Earned / Total Points possible

Speak

Lesson Plan

Day 2

I. Lesson Focus

Identity

II. Goal of Lesson

To examine the idea of identity
To encourage students to think about identity in a different way
To give students the opportunity to openly discuss identity
To examine the way that Facebook influences teens

III. Rationale

To introduce a main theme of the book and relate it to life in general so that the students feel more connected to the novel in general

IV. Materials

Books
Reading Journals
Discussion Questions Packet
Facebook page

V. Activity

Review reading questions from Day 1(pages 3-18)
Look at an overhead of an unknown ninth grader’s Facebook account

Discuss initial reactions
Answer: What does this page say about her?

Do you think it accurately describes her?

Would you be okay with your parents seeing this?

Would your parents be okay with you having this account?

How does your identity come through on this page?

VI. Closure

Assign Homework
Students will read pages 41-61, and answer the discussion questions pertaining to that section of the book
Summary of lesson

Recall the theme of identity and how it’s relevant to students personally and Melinda

VII. Criteria for Assessment

In class activity/Homework

Students will earn five points for participating in the discussion and thoroughly completing their homework

Speak

Lesson Plan

Day 3

I. Lesson Focus

Speak the book versus Speak the movie

II. Goal of Lesson

To watch part one of the movie Speak
To have a class discussion on what was seen and what students’ initial thoughts are

III. Rationale

To look at the book from a different point of view and to match faces with names while reading the book; to create a setting to match with the book so students have a frame of mind while they are reading

IV. Materials

Books
Reading Journals
Discussion Questions Packet
Speakthe DVD
DVD player / Computer and projector with DVD capabilities

V. Activity

Watch part 1 of the movie Speak

To discuss …

What has happened and the way that the characters are portrayed in the movie
Similarities and differences between the movie and the book
Which media form paints a better picture of high school students

VI. Closure

Assign Homework

Students will read pages 61-83, and answer the discussion questions pertaining to that section of the book
Have students write two paragraphs on their favorite childhood memory involving their parents and why they chose this particular memory

Summary of lesson

Recap the movie: summarize
Recap the themes of the movie

VI. Criteria for Assessment

In class activity/Homework

Students will earn five points for participating in the discussion and thoroughly completing their homework

Speak

Lesson Plan

Day 4

I. Lesson Focus

Childhood and Communication

II. Goal of Lesson

To highlight the importance of childhood for Melinda & students
To illustrate the importance of the day’s themes from the book
To help students to connect personally to the book through personal experiences

III. Rationale

To introduce theme of childhood as well as continue the theme of communication

IV. Materials

Books
Discussion questions packet
Reading Journals
Favorite Childhood Memory Homework Assignment

V. Activity

Have students share childhood memory they’ve written two paragraphs about the night before
Describe your favorite childhood memory specifically involving your parents? Why did you choose this memory?
Have students share their answers to the discussion questions and address the part of the book that is their favorite/most interesting in these chapters to foster an open forum

VI. Closure

Assign homework
Students will read pages 83-104, and answer the discussion questions pertaining to that section of the book
Have students write two paragraphs on what you would do if you skipped school for a day and why
Introduce and assign Speak essay assignment
Summary of lesson
Recall the major plot events and themes in these chapters of the book

VII. Criteria for Assessment

In-class activity/Homework
Students will receive five points for either showing or sharing an answer or idea relevant to the discussion questions created for pages 61-83
Students must write at least 2 paragraphs in their reading journals that will be checked or share their favorite memory with the class

Name______Short Essay Rubric

5/5 Points

Essay meets the page requirements of one to two pages
Essay is doubled spaced, size 12 font
Varied word choice and sentence structure
Content is creative and preparation is evident
Limited to no grammatical errors

4/5 Points

Essay meets the page requirements of one to two pages
Essay is doubled spaced, size 12 font

Some variation in word choice and sentence structure
Content is creative
Limited grammatical errors

3/5 Points

Essay meets the page requirements of one to two pages
Essay is doubled spaced, size 12 font

Little variation in word choice and sentence structure
Content is somewhat creative
Limited grammatical errors

2/5 Points

Essay does not meet the page requirements
Essay format does not meet requirements
Slight variation in word choice and sentence structure
Content contains little creativity
Several grammatical errors

1/5 Points

Essay does not meet the page requirements
Essay format does not meet requirements
No variation in word choice and sentence structure
Content contains no creativity
Frequent grammatical errors

0/5 Points

Student did not turn in assignment

Speak Essay Assignment

Due Tuesday, September 9, 2008

Choose one of the following topics and construct a well-crafted, 1-2 page essay responding to the topic you choose. Be creative!

Topic 1: Write an article for a high school newspaper outlining problems with one of the following: teenage parties, sexual assault, or depression.

Topic 2: Pretend you are a teacher at a local high school. One of your usually enthusiastic students has been rather lethargic and you suspect she is dealing with depression. How do you approach this? What steps would you take?

Topic 3: If you could ask Melinda one question, what would it be? Why would you ask her this question? How would she respond?

Speak

Lesson Plan

Day 5

I. Lesson Focus

Art, Communication, and relating to Melinda on a personal level

II. Goal of Lesson

To further explore the themes of art and communication
To connect students’ personal experiences with parents to Melinda’s
To help students piece together what has happened to Melinda

III. Rationale

To further connect students to the reading and to Melinda

IV. Materials

Books
Discussion questions packet
Reading Journals
Skipping School Homework Assignment

V. Activity

Have students share their ideas about what to do if they skipped school
How and why would you want to skip school? Why is what you chose more appealing?
Have students share their answers to the discussion questions and address the part of the book that is their favorite/most interesting in these chapters to foster an open forum

VI. Closure

Assign homework
Students will read pages 104-123, and answer the discussion questions pertaining to that section of the book
Summary of lesson
Recall the major plot events and themes in these chapters of the book

VII. Criteria for Assessment

In-class activity/Homework
Students will receive five points for either showing or sharing an answer or idea relevant to the discussion questions created for pages 83-104
Students must write at least 2 paragraphs in their reading journals that will be checked or share their thoughts about skipping school

Speak

Lesson Plan

Day 6

I. Lesson Focus

Interactive learning pertaining to plot and themes

II. Goal of Lesson

To highlight the significance of each chapter in the day’s reading through role play
To compare and contrast the book to the students’ skits, and briefly discuss the general relationship between the two forms of media: literary works versus cinema
To further explore and identify the themes previously discussed pertaining to the novel

III. Rationale

To connect students to the reading through an interactive methodology

IV. Materials

Books
Discussion Questions Packet
Reading Journals

V. Activity

Role-play exercise  (# of students approximately needed in group)
Break students into 7 groups correlating with what chapters they want to focus on … “LUNCH DOOM” (2), “CUTTING OUT HEARTS” (2-4), “OUR LADY OF THE WAITING ROOM” (4+), “CLASH OF THE TITANS” (5), “MISS” (3+), “PICASSO” (2), “RIDING SHOTGUN” (2)
Give students 15-20 minutes to work on their individual chapter skit.
Share skits with the class and talk about discussion questions and themes after each specific chapter is performed.

VI. Closure

Assign homework
Students will read pages 123-144, and answer the discussion questions pertaining to that section of the book
They will also reflect on the similarities between their own skits and the book in their reading journals, in addition to writing down their views on different media forms, especially focusing on literary works versus cinema
Summary of lesson
Recall the major plot events and themes in these chapters of the book

VII. Criteria for Assessment

In-class activity/Homework
Students will earn five points for participating in the discussion and thoroughly completing their homework

Speak

Lesson Plan

Day 7

I. Lesson Focus

General differences between literary media and visual media

II. Goal of Lesson

To compare and contrast the book to the movie version of Speak
To understand the general differences between various types of media, especially literary works versus cinema
To further comprehend the plot and themes of the book

III. Rationale

To connect students to the reading through media

IV. Materials

Books
Discussion Questions Packet
Reading Journals
Speakthe DVD
DVD player / Computer and projector with DVD capabilities

V. Activity

Begin with a discussion of students’ last entry into their reading journals focused on different forms of media, and their skits from the last class
Briefly go over the discussion questions for pages 144-164
Watch part 2 of the movie Speak

VI. Closure

Assign homework

Students will read pages 144-164, and answer the discussion questions pertaining to that section of the book

Summary of lesson
Closing comments about the movie

VII. Criteria for Assessment

In-class activity/Homework

Students will earn five points for participating in the discussion and thoroughly completing their homework
Turn in Speak essay assignment

Speak

Lesson Plan

Day 8

I. Lesson Focus

Handling difficult situations

II. Goal of Lesson

To create a more thorough understanding of Melinda’s situation among students
To provide students an opportunity to discuss complicated situations

III. Rationale