Pettet/Field/MangusoUnit 2 – Speak LP1
FQ: How can we connect our beliefs to the themes in the book Speak?
Objectives:
SWBAT
-identify their beliefs about themes in Speak
-discuss with each other with minimal guidance from the teacher
Warm Up: Have you heard the statement/seen a commercial that says “Whatever happens in Vegas stays in Vegas?” What does this mean and why is it used to advertise Las Vegas? (5 minutes)
Before turn and talk, remind students that the book we are about to read involves some mature topics, it makes the book very interesting, but if we and not able to be respectful and mature in discussions, we will not read the book.
Turn and Talk
Share out (5 minutes)
Hand out anticipation guide for Speak. Tell students they have 15 minutes to read the statements, agree or disagree and then begin to write Part 2.
Introduce Socratic Seminar Protocol
There will be two circles, an inner circle and an outer circle. The inner circle will have 15 minutes to discuss whichever statement(s) they choose. The outer circle will take notes in the graphic organizer provided. At the end of 15 minutes, the circles will switch. The inner circle must grade themselves according to the rubric provided. (Go over rubric)
Go over rules for Socratic Seminar.
Ask for questions before beginning.
Cool Down- on the back of your handout write a reflection of how you think today’s activity went. Would you like to do it more often? Anything you would like to change?
Socratic Seminar Guidelines
- Speak so everyone can hear you.
- Listen closely.
- Speak without raising hands.
- Refer to the text.
- Talk to each other.
- Ask for clarification. Don’t stay confused.
- Invite and allow others to speak.
- Know that you are responsible for the quality of the seminar.
Pettet/Field/MangusoUnit 2 – Speak LP2
FQ: Are cliques dangerous?
Objectives:
SWBAT
-Analyze different group identities
Warm Up: What was your first day of high school like?
Turn and talk
Class share out
Ask: What is a clique? What are some examples of cliques?
Show clip of Mean Girls
Students will answer:
What are some cliques mentioned in the clip?
How are they described?
Do you identify with any of these groups? Why or Why not?
Why do you think the director choose to show the students during lunch?
Hand out books.
Read “Welcome to Merry Weather High” – “Sanctuary”
HW - Read pages 13-20. Complete Handout
Pettet/Field/MangusoUnit 2 – Speak LP3
FQ: Who were Melinda’s ex-friends?
WU: Quiz on reading:
1) Describe Melinda’s family.
2) Describe Nicole.
After quiz, write: Think of a character on your favorite TV/Movie. Describe them in detail. Draw them if you can. What is important about that character? Would the show/movie be different if they were a different character? Explain.
Turn and Talk. Share out.
Introduce character traits.
Read aloud pages 20-30 (Friends – 30)
Complete Character Traits Handout
HW: Read Poem, “Pep Rally.” Write 1 paragraph about how that connects to Melinda.
Pettet/Field/MangusoUnit 2 – Speak LP4
FQ: Why is the symbolism in Speak meaningful?
Objectives:
SWBAT
-explain symbolism
-identify and analyze symbols
Warm up: What do you think of when you see the color red? What about an X? What about a cross? Why?
Turn and Talk
Share out (10 minutes)
These are all examples of symbols and their different meanings. For example, the color green can mean “go, life, money, earth, spring, etc.” depending on how its used.
Every day we see symbols and interpret their meanings. The warm up was a few examples, can anyone think of any others?
Today we will learn how we can identify symbols and how they help us understand the meaning of a text.
Can we create a definition of symbolism together?
Symbolism is = a word or object that represents another word, object, idea or emotion. For example a dove represents Peace.
It is important to remember that symbols represent different things to different cultures and individuals. For example, in the movie “Mars Attacks,” when a character releases a dove to show their intentions of peace to the aliens, the aliens interpret it as a sign of war. (10 minutes)
Read aloud pages 30-39. Introduce Project. Students can work on project. Due in 1 week.
HW- Read pages 39-46. Complete handout.
Pettet/Field/MangusoUnit 2 – Speak LP5
FQ: Why is the symbolism in Speak meaningful?
Objectives:
SWBAT
-explain symbolism
-identify and analyze symbols
Warm up: What is Melinda’s sanctuary? Why does she need a sanctuary? Do you have a sanctuary? If so, what is it?
Turn and Talk
Share out
Work on Tree Symbol Project
HW- Read pages 39-46. Complete handout.
Pettet/Field/MangusoUnit 2 – Speak LP6
FQ: How does bullying change people?
Objectives:
SWBAT
-analyze the effect of bullying
-make connections between real world issues and Speak
Warm up: Quiz:
1) Describe how other people treat Melinda at school. Use details from the reading.
2) What clan does Heather join?
Summarize what you’ve read so far. Go over quiz.
Turn and Talk
Share out
Watch clips on bullying.
Complete Handout.
HW- Complete tree project
Pettet/Field/MangusoUnit 2 – Speak LP7
FQ: How does the Melinda’s school environment affect her relationships with people?
Warm Up: What is your first amendment right? Does school ever violate it? Collect project.
Read aloud pages 49-57 (Go __ - First Amendment)
Do written conservation with the following questions as prompts:
Why does the school’s mascot keep changing?
Why is It getting harder for Melinda to speak?
Why did Melinda choose those words to conjugate?
Why did David leave class? Do you think what he did was right?
What is the difference between Melinda’s and David’s silence?
HW: Read p57-67. Complete Handout
Pettet/Field/MangusoUnit 2 – Speak LP8
FQ:
Warm Up:
Quiz:
1) What is Thanksgiving like for Melinda’s family?
2) How does Melinda express herself through her art project? What symbols does she use?
Read aloud pages 67-74
Written Conversation:
Why is David Melinda’s hero? Do you think he is heroic?
What do you think about the school changing the Mascot again?
How does Melinda feel about her family?
Why does she cry?
How does Melinda spend her vacation?
HW: Read pages 74-80. Complete handout.
Pettet/Field/MangusoUnit 2 – Speak LP9
FQ: How does Anderson use foreshadowing to tell us what happened to Melinda?
Warm Up:
Quiz:
1) What does Melinda discover she’s good at?
2) Melinda says “Maybe I’ll be an artist if I grow up.” What does she mean by that? Why does she said it?
Have you ever seen a movie and thought something bad was going to happen to the characters? What made you think that?
Turn and Talk
Share out
Define Foreshadowing - is the use of hints or clues to suggest what will happen later in a story.
Have students complete beginning of activity guide.
Show clip from Final Destination. (1 minute long) Tell students that when watching it, predict what will happen to the 3 characters sitting at the table. When watching it again, make notes about what clues or hints helped us predict that.
Read aloud pages 80-88
Complete handout.
HW – Read 88-97. Complete Handout
Pettet/Field/MangusoUnit 2 – Speak LP10
FQ:
Warm Up:
Quiz:
1) Describe what you read.
Have you ever skipped school or wanted to skip school? What stops you from cutting?
Turn and Talk
Share out
Read aloud 97-107.
Written Conversation:
HW – Read 107-116. Complete Handout
Pettet/Field/MangusoUnit 2 – Speak LP11
FQ:
Warm Up:
Quiz:
Read aloud 116-126
HW – Read 127-132
Pettet/Field/MangusoUnit 2 – Speak LP12
FQ:
Warm Up:
Quiz:
Read aloud pages 133-137
HW: Read pages 141-150
Pettet/Field/MangusoUnit 2 – Speak LP13
FQ: How do different characters view Melinda?
Warm Up: Is there always more than one side to a story? Why/How? For example, you and I both witness a fight in the cafeteria, they ask us both for statements, will it be the same or different?
Quiz:
Turn and Talk
Share out
Introduce POV – 1st person vs 3rd person
Ask students to draw a t-chart in their notebooks for the two stories. Have them take notes.
Read aloud the original 3 little pigs. Then read aloud the Wolf’s story.
Turn and talk and then discuss as a class how the stories were different.
What POV is Speak told in?
We are going to write a diary entry of a different character from Speak.
Break into groups, assign characters, give out worksheet.
HW- Complete Handout.
Pettet/Field/MangusoUnit 2 – Speak LP14
FQ: How do different characters view Melinda?
Objectives:
SWBAT:
-identify and describe point of view
-explain a character’s point of view using evidence
-create a piece of writing from a character’s point of view
Warm up: Using the character you were assigned on Wednesday, write how they feel about the following:
Rachel/Ivy – Kyle Rodger’s party
Melinda’s Parents – Christmas
David Petrakis - Having Melinda as a lab partner
Heather – Joining the Marthas
Mr. Freeman – Art class
Turn and talk – Ask your partners questions about why their characters feel that way.
Share out with class. Make sure multiple students share for each character.
Break into groups, using the prewriting worksheet from Wednesday discuss with your group ideas for your writing (a 1 page diary/journal entry or letter from your character’s POV). Then begin writing. Have students use their worksheets, warm up and group members for ideas.
HW – Finish POV Writing
Pettet/Field/MangusoUnit 2 – Speak LP15
FQ:
Warm Up: What would you do if your ex-best friend was dating someone who was dangerous?
Read aloud 150-158
HW- Read 158-165. Complete Handout
Pettet/Field/MangusoUnit 2 – Speak LP16
FQ:
Warm Up:
Read aloud 165-172
HW: Read 173-180
Pettet/Field/MangusoUnit 2 – Speak LP17
FQ:
Warm Up: Poem from Blue Lipstick?
Read aloud 180-186
HW: Read 186-191
Pettet/Field/MangusoUnit 2 – Speak LP18
FQ:
Warm Up:
Read aloud pages 191-198
Pettet/Field/MangusoUnit 2 – Speak LP19-23
PSA Project
LP1- Intro to PSA and Research
LP2-Research
LP3/4 – Work on Projects
LP5 - Presentations
Extra Projects-
Tree Symbolism Project
Music Project