Name:
Date:
Period: 1 2 3 4 5 6
Speak: First Marking Period
Objective: Students will write a double entry journal where they choose a passage that follows Melinda’s psychological development from the chapter and then respond to the quote (context, relate to character, relate to life). Students will also create a symbolic picture and a short explanation that focuses on a central theme, metaphor, symbolic element, etc., from the chapter.
Symbolic Picture-Theme, Metaphor, Event / Passage
-MLA Format / Response/Reaction
-Context, Relate to Character, Relate to Life
Welcome to Merryweather High
Melinda refers to herself as a “wounded zebra” or someone that is hurt and cannot do anything about her situation except for being the prey or victim (5). / “I am Outcast” (Anderson 4). / Melinda has entered her first day of high school and she is noticing all the “clans” from Jocks to Goths; however, Melinda doesn’t feel like she belongs and is an “Outcast” in high school (4). Melinda seems depressed and missing the friends she used to have in middle school (who hate her for some reason). This happens a lot in high school because people change and grow distant from the people that they used to be close with for different reasons. Unfortunately, some are left behind and without friends, which seems to be the case with Melinda and the root of her depression.
Spotlight
Sanctuary
Home. Work.
Burrow
Devil’s Destroy
The Marthas
Nightmare
Speak: Second Marking Period
Objective: Students will write a double entry journal where they choose a passage that follows Melinda’s psychological development from the chapter and then respond to the quote (context, relate to character, relate to life). Students will also create a symbolic picture and a short explanation that focuses on a central theme, metaphor, symbolic element, etc., from the chapter.
Symbolic Picture-Theme, Metaphor, Event / Passage
-MLA Format / Response/Reaction
-Context, Relate to Character, Relate to Life
Closet Space
All Together Now
Giving Thanks
Wishbone
Peeled and Cored
Dead Frogs
Speak: Third Marking Period
Objective: Students will write a double entry journal where they choose a passage that follows Melinda’s psychological development from the chapter and then respond to the quote (context, relate to character, relate to life). Students will also create a symbolic picture and a short explanation that focuses on a central theme, metaphor, symbolic element, etc., from the chapter.
Symbolic Picture-Theme, Metaphor, Event / Passage
-MLA Format / Response/Reaction
-Context, Relate to Character, Relate to Life
Cold Weather and Buses
Lunch Doom
Our Lady of the Waiting Room
Picasso
Hall of Mirrors
A Night to Remember
Speak: Fourth Marking Period
Objective: Students will write a double entry journal where they choose a passage that follows Melinda’s psychological development from the chapter and then respond to the quote (context, relate to character, relate to life). Students will also create a symbolic picture and a short explanation that focuses on a central theme, metaphor, symbolic element, etc., from the chapter.
Symbolic Picture-Theme, Metaphor, Event / Passage
-MLA Format / Response/Reaction
-Context, Relate to Character, Relate to Life
My Life As A Spy
Thin Atmosphere
Advice From A Smart Mouth
Real Spring
Little Writing on the Wall
Communication 101
Chat Room
Pruning / Prowling
Postprom
Prey
Final Cut