9/30
-
In this lesson, students read Chapter 21 of Freak the Mighty by Rodman Philbrick and analyze Grim’s dialogue with Max and what it reveals about Max’s perception of himself. Students also analyze the ways in which Max has and hasn’t changed as a result of his experiences..
TLW answer a question before we begin reading this section: Consider Max’s experience and actions in the previous chapter. How do you anticipate Max will perceive himself at this point in the text? Why?
TLW share their responses with their partners.
TLW read chapter 21.
TLW discuss what Grim means by calling Kenny “an accident of nature”?
TLW discuss what Max’s thoughts reveal about his perception of himself? To what extent is his perception accurate? Cite evidence from the text to support your response.
TLW fill out a T chart labled (Max has changed/Max has not changed) taking into consideration his perceptions/others perceptions/ his relationships with others. TLW should have at least 2 for each side of their chart. (TLW use this chart for their writing)
TLW write down 1 text specific question and its answer and place it in the basket to be used for GimKit.
10/1
-
In this lesson, students read Chapter 22 and analyze the author’s use of foreshadowing and dramatic irony as Kevin’s health continues to decline. Students also explain the significance of Kevin’s dialogue with Max about memory and how this connects to a theme of storytelling in the text.
TTW Chapter 22
TLW focus on what happens to Kevin at the end of the chapter and how does Max react.
TLW summarize the birthday party and what happened.
TLW share whether they were surprised by what happened to Kevin and provide a reason from the text to support their answer.
TLW complete a T chart. (Foreshadow examples/ Max’s view) to discuss how the author is foreshadowing the decline of Kevin’s health. How does Max view these events.
-Kevin gets a computer to attend school from home, Max doesn’t understand this
-Kevin hardly touches his supper, Max assumes the Kevin is saving his appetite b/c that’s what kevin said.
-Kevin asks Max to blow out his candles
-Kevin doesn’t even eat his cake, Max figures its b/c he’s so excited about his computer.
TLW discuss What does Kevin mean when he says “you don’t need a time machine if you know how to remember”? Why would he say this? How does Kevin’s dialogue continue to develop a theme about storytelling in the text?
TLW write 2 paragraphs to answer: What is a theme the author develops in Ch. 22 about storytelling? How does the author’s use dialogue and foreshadowing(freak mentioning remembering/memories serve as foreshadowing) to develop this theme?
10/2
-
In this lesson, students read Chapters 23-25 of Freak the Mighty by Rodman Philbrick and analyze how the author develops theme(s) related to storytelling through the novel’s conclusion. Students also analyze the novel’s conclusion, how it connects to the text’s beginning, and what it reveals about Max.
TLW focus on what Kevin gives Max and what the significance of this gift is as they read Ch. 23
TLW focus on the significance of this chapter. This chapter is the EMOTIONAL climax of the text and includes Kevin’s death and Max’s reaction.
TLW focus on words/phrases that the author uses and how it affects the mood on pages 153-154.
Describe the setting
-spooky mist on the water
-frogs making a racket
-mosquitoes sound like bullets
Describe Max
-long faint shadow that stretches out ahead, you can’t ever catch up with it
-like the rest of me is still asleep
Mood-foreboding/like something bad will happen
-bullets, long faint shadows that stretch (connect to ideas related to death and darkness that Max will not be able to escape)
-TLW discus how/ why Dr. Spivak responds when Max asks if Kevin was lying about getting the robot body.
-TLW write about: What is a theme about the role of storytelling the author develops through Max and Dr. Spivak’s dialogue on pages 156-157.
TLW discuss what the incident with Loretta inspired Max to do.
TLW discuss what similarities you notice between the beginning and ending of the novel?
TLW discuss what the author communicates about Max through the novels conclusion.
TLW discuss how the ending continues to develop a theme related to storytelling.
10/3
-
In this lesson, students read "Raymond's Run" by Toni Cade Bambara and analyze the way in which Squeaky, the narrator, is characterized through her thoughts, words, and actions. Students also analyze the way in which Squeaky’s perception of her brother, Gretchen, and herself changes as a result of the incident during the race.
TLW focus on how the narrator, Squeaky views herself and how she views her brother, Raymond, and the other girls in her class.
TLW discuss how the narrator describes her brother and what that reveals about him/
TLW discuss how Squeaky feels about Raymond and her role in looking after him.
TTW look at what the meaning is of the Allusion to the “fleet-footed messenger”
“Mercury, Latin Mercurius, in Roman religion, god of shopkeepers and merchants, travelers and transporters of goods, and thieves and tricksters. He is commonly identified with the Greek Hermes, the fleet-footed messenger of the gods”
-What does the allusion to Mercury reveal about how others’ perceive Squeaky?
-What does Squeaky’s narration reveal about her character and her perception of herself?
TLW review paragraphs 6-13 and answer the questions
-What does Squeakys’ narration reveal about her perception of Gretchen and the other girls her age?
-What does Squeaky’s dialogue reveal about her perception of Raymond?
-How does Squeaky respond to the conflict, and what does this reveal about her character?
TLW finish the text and answer the questions
-What happens during Squeaky’s race?
-How does this change her perspective of herself and others?
-What details from the text show how Squeaky’s perception of Raymond has changed?
-How has Squeaky’s motivation changed as a result of the race incident?
-What details from the text show how Squeaky’s perception of Gretchen has changed?
-What characteristics and qualities does Squeaky demonstrate that she did not previously?
TLW create a T chart (Squeaky Beginning/ Squeaky End)
Squeaky - beginning:
-
Views herself as the fastest, cares about winning
-
Is defensive/doesn’t view others as friends or potential friends
-
Sees Raymond as someone she must protect/care for, but does not see his potential strengths
-
Views Gretchen as an adversary/opponent not worthy of being her competitor
Squeaky - end
-
Doesn’t care if she wins the race, wonders if she could help Raymond learn to race
-
Views Gretchen more positively, considers that she may be worth knowing
-
Sees that Raymond could be a strong and fast runner, wants to encourage and support his talent
-
Sees Gretchen as a talented runner, someone who could potentially become a friend and partner, help her with Raymond
TLW write a 3 Point thesis statement to address the claim: How do Squeaky’s perceptions change as a result of the incident during the race? 3 key points
-address the question
-state your claim
-preview the organization of your work with 3 points of emphasis to form your body paragraphs
TLW create an outline for their writing
-
introduction with thesis
-
body paragraphs with examples of evidence the supports
-
explanation that answers question, “WHY” does the evidence support my thesis