Speak by Laurie Halse
Anderson
A unit on sexual harassment,
adolescent identity and the importance of
speaking up
Lauren Tureff
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Lauren Tureff
ENG4790
April 10, 2011
Speak by Laurie Halse Anderson
A unit on sexual harassment,
adolescent identity and the importance of speaking up
Grade Level: 9-12
Time Frame: 3 weeks/15 days--60 minute periods
Unit Overview:
Speak by Laurie Halse Anderson (1999) is a novel told through the voice of a
teenage girl, Melinda Sordino as she experiences her freshmen year of high school.
Melinda is your average teenage girl- humorous yet serious, dark yet vivid and
insecure yet inquisitive. The summer before freshmen year, Melinda attended a
party in which something occurred and she called the cops. At the beginning of the
story, it is unclear as to why Melinda chooses not to speak and her behavior is
extremely introverted. Instead of blending in, making lots of friends and enjoying
high school, Melinda withdraws and secludes herself from the other students. She
hides from the world, remains silent and avoids interaction. Many teenagers,
especially those just entering high school can relate to Melinda-the way she feels,
behaves, reacts and thinks about certain groups, stereotypes, teachers and school in
general. This book also touches on serious subjects such as date rape and teenage
depression. It addresses these issues in an appropriate and sensitive way that allows
students to gain an awareness regarding these issues in a manner that will not make
them uncomfortable or uneasy. Melinda Sordino is a believable character living in a
believable story. This story also addresses the importance of individuals speaking
up, stating their opinions and using their voices. Being the fact that many can relate
to this character and can easily read and understand the language and form it is
written in, this story will reach a vast amount of students easily and deeper lessons
can be learned.
Theory to Practice:
This unit incorporates three different major assignments that students will
accomplish in order to demonstrate their understanding of the novel, the essential
topics presented in the novel as well as improve and strengthen their writing skills.
Students will exhibit their understandings and improvement through the practice of
the writing process (brainstorming, drafting, editing, peer editing, revising, and the
final draft). Students are all unique and learn differently and having a variety of
assignments that allows for creativity and individual expression will better reach and
suit different student learners. The first project that students will work on throughout
the course of the unit invites students to speak and express themselves through the
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medium of their choice without actually “talking”. The other two major assignments
invite students to strengthen their writing skills. There is a longer essay due at the
completion of the unit where the students are given a multitude of choices to
respond to regarding the overall novel in order to demonstrate their understanding
and comprehension of the novel. The unit activity provides a variety of different
options as well in which students will dissect a portion of the novel and further
analyze it. By providing different choices and options that students can choose from,
students are able to use creativity, are free to express themselves and strengthen
their writing skills through the practice of different genres. This unit incorporates
ideas from the book Micro Lessons in Writing by Jim Vopat.
Student Objectives:
Throughout the course of this unit, the following student objectives will be met:
 Students will understand that there are many other ways to speak
besides actually talking such as nonverbal behaviors, body
language, etc and demonstrate this fact through the presentation
of their chosen art medium.
 Students will be able to practice appropriate classroom discussion
and interaction with peers by contributing their thoughts and
understanding of the reading.
 After reading and discussing the assigned reading, students will
have a better grasp of the different characters and will be able to
demonstrate their understanding of which characters demonstrate
behaviors accepted by society and which portray behaviors that are
not seen as the norm of society through involvement in a class
discussion.
 Students will learn an assortment of pre-reading and previewing
strategies they can use and will demonstrate their understanding of
these strategies by implementing them in their daily reading.
 Given a poem relating to the novel, students will be able to analyze,
compare and contrast the two pieces of literature with the use of
organizational columns.
 Students will implement the assortment of pre-reading and
previewing strategies they have learned and will demonstrate their
understanding of these strategies by comprehending the poem and
analyzing the piece.
 Working in small groups students will research a specific topic
individually and with peers and demonstrate their findings by
presenting orally and in written form
 The students will gain a better understanding and awareness of
sexual assault through learning and discussing sexual assault
statistics
 Given facts and statistics, students will be able to absorb the
information and conclude and present their own thoughts, opinions
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and feelings as well as attempt to convince others of their
argument regarding the specified topic in a group discussion.
 Working with fellow peers, students will practice and improve their
peer editing skills by reading and editing two other essays written
by their peers.
 Students will further progress and develop editing skills and
implement their previewing, reading and listening strategies by
editing a peer’s essay and responding appropriately both verbally
and in written form.
 Students will discover the ways that prior knowledge and personal
growth and experience affect their interpretation of their art
projects by presenting their projects to the class.
Resources: copies of the book Speak by Laurie Halse Anderson, access to library—
books, computer, internet, writing utensils, notebook/paper, presentation supplies--glue, scissors, poster/large paper, markers, crayons.
Teacher Preparation: journal entry prompts need to be written on board before
students enter the classroom. Library or computer access needs to be planned for
the third (final) week of the unit. Copies of the following materials need to be done
based on the class size: Anticipatory guide, 1st, 2nd, 3rd and 4th marking period study
guides, poetry column/comparison worksheet, song lyrics, test, rubrics, assignment
sheets and “Know the Facts” quiz.
Michigan Content Standards and Expectations:
Throughout this unit, I have incorporated the usage of 24 different Michigan
Benchmarks. Several of these benchmarks are used numerous times throughout
this unit for they pertain to the daily lesson or assignments. The list is as follows:
 CE 1.1.1: Demonstrate flexibility in using independent and collaborative
strategies for planning, drafting, revising and editing complex texts.
 CE 1.1.5: Revise drafts to more fully and or precisely convey meaning-drawing on
response from others, self-reflection and reading one’s own work with the eye of
a reader; then refine the text-deleting and or reorganizing ideas and addressing
potential readers’ questions.
 CE 1.1.7: Edit for style, tone and word choice and for conventions of grammar,
usage and mechanics that are appropriate for audience.
 CE 1.1.8: Proofread to check spelling, layout and font; and prepare selected
pieces for a public audience.
 CE 1.2.2: Write, speak and visually represent to develop self-awareness and
insight.
 CE 1.2.3: Write, speak and create artistic representations to express personal
experience and perspective.
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 CE1.3.1: Compose written, spoken and or multimedia compositions in a range of
genres: pieces that serve a variety of purposes and that use a variety of
organizational patterns.
 CE 1.3.4: Develop and extend a thesis, argument or exploration of a topic by
analyzing differing perspectives and employing a structure that effectively
conveys the ideas in writing.
 CE 1.3.6: Use speaking, writing and visual presentations to appeal to audiences
in different social, economic and cultural backgrounds and experiences.
 CE 1.3.7: Participate collaboratively and productively in groups fulfilling roles and
responsibilities, posing relevant questions, giving and following instructions,
acknowledging and building on ideas and contributions of others to answer
questions or to solve problems and offering dissent courteously.
 CE 1.3.8: Evaluate own and others’ effectiveness in group discussions and formal
presentations.
 CE 2.1.1: Use a variety of pre-reading and previewing strategies to make
conscious choices about how to approach the reading based on purpose, genre,
level of difficulty, text demands and features.
 CE 2.1.7: Demonstrate understanding of written, spoken or visual information by
restating, paraphrasing, summarizing, critiquing or composing a personal
response; distinguish between a summary and a critique.
 CE 2.1.8: Recognize the conventions of visual and multimedia presentations and
how they carry or influence messages.
 CE 2.1.9: Examine the intersections and distinctions between visual and verbal
communication.
 CE 2.1.11: Demonstrate appropriate social skills of audience, group discussion,
or work team behavior by listening attentively and with civility to the ideas of
others, gaining the floor in respectful ways, posing appropriate questions and
tolerating ambiguity and lack of consensus.
 CE 2.1.12: Use a variety of strategies to enhance listening comprehension.
 CE 2.2.2: Examine the ways in which prior knowledge and personal experience
affect the understanding of written, spoken or multimedia text.
 CE 2.3.4: Critically interpret primary and secondary research-related documents.
 CE 3.1.1: Interpret literary language while reading literary and expository works.
 CE 3.1.5: Comparatively analyze two or more literary or expository texts
comparing how and why similar themes are treated differently, by different
authors, in different types of text, in different historical periods, or from different
cultural perspectives.
 CE 3.1.6: Examine differing and diverse interpretations of literary works and
explain how and why interpretation may vary from reader to reader.
 CE 3.1.7: Analyze and evaluate the portrayal of various groups, societies and
cultures in literature and other texts.
 CE 3.1.8: Demonstrate an understanding of historical, political, cultural and
philosophical themes and questions raised by literary and expository works.
 CE 3.1.9: Analyze how the tensions among characters, communities, themes and
issues in literature and other texts reflect human experience.
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Explanation of pre-reading, during-reading and after-reading writings (can be found
within the lesson plan procedures)

Pre-reading- After being given song lyrics that pertain to the book and viewing
the cover of the novel, students will write down their ideas, key words,
thoughts and predictions about the book. Students will also write in a journal
at the beginning of every class period.

During-reading- Students will continue to write in their journals. Students will
also write song lyrics, poetry, rewriting scenes, short reflections and
summaries.

After-reading- Students will write a multitude of pieces and reflections that
demonstrate their comprehension and understanding of the novel. Students
will write an essay regarding the novel as a whole, analyze a specific idea or
section of the text through the genre of their choice and write a paper
summarizing, comparing and contrasting the book to the movie.
Daily Lesson Plans:
Lesson Plan Procedure Day 1:
Estimated
time
15 minutes
10 minutes
10 minutes
15 minutes:
Activity/procedure
1. Pass out to each student in the class poems and song lyrics
that relate to the book.
2. Have the students volunteer to read them aloud while other
students follow along.
3. (Pre-reading) Ask the students what they believe the book will
be about based on the words/emotions/language/descriptions
etc. exemplified in the examples they just read.
4.(Pre-reading Writing) Have the students write down their
ideas/key words/predictions individually and then on the board
as a class.
1. Pass out the book Speak and have students continue to voice
their predictions based on the cover art of the book and by
skimming through the book.
2. Give the students a brief synopsis of the book and the author.
3. Explain to the students how this book may relate to many
adolescents.
1. Put on overhead projector the list of “The first 10 Lies They
Tell You In High School” and read them aloud to the class.
2. Lead class discussion asking: Are they all lies? If so, why do
they tell them to high school freshman? Can you relate to this?
Which one stands out to you the most?
1. Briefly list off the projects, assignments, activities and what is
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5 minutes:
expected of them throughout this unit.
2. Have the students divide into groups of 3 or 4.
3. Give each group a large piece of paper and a basket of
markers.
4. Have the students begin to create their own list of 10 lies that
either they were told or believe are lies regarding high school.
5. When they are finished, have them hang their 10 lies on the
wall for all the other students to read.
6. End class with a mini discussion comparing and contrasting
their peers 10 lies.
(this activity Is to allow the students to relate/compare to the
characters in the book)
Assign homework: Read pages 1-18.
Day 1 Materials:
THE FIRST 10 LIES THEY TELL YOU IN HIGH SCHOOL
1. We are here to help you
2. You will have enough time to get to your class
before the bell rings.
3. The dress code will be enforced.
4. No smoking is allowed on school grounds.
5. Our football team will win the championship this
year.
6. We expect more of you here.
7. Guidance counselors are always available to listen.
8. Your schedule was created with your needs in
mind.
9. Your locker combination is private.
10. These will be the years you look back on fondly.
Song Lyrics:
SCARED OF LONELY” by Beyonce
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(not entire song)
I'm in this fight and I'm swinging and my arms are getting tired
I'm trying to beat this emptiness but I'm running out of time
I'm sinking in the sand and I can't barely stand
I'm lost in this dream, I need you to hold me
I'm scared of lonely
I try to be patient but I'm hurting deep inside
And I can't keep waiting, I need comfort late at night
And I can't find my way, won't you lead me home?
'Cause I'm lost in this dream, I need you to hold me
I'm scared of lonely
And I'm scared of being the only shadow I see along a wall
And I'm scared of the only heart beat I hear beating is my own
And I'm scared of being alone, I can't seem to breathe
When I am lost in this dream, I need you to hold me
'Cause I'm tired of this emptiness
POEM
Childhood Gone - By Sherry Survivor
In one day all was gone,
No longer a child,
No longer to play,
The toys put away,
The bicycle to rust away,
A child gone,
No way to return,
A child taken,
Not from home,
But from life,
The only one she knew,
To be lied to,
To be confused,
A child to0 young to know,
Too scared to talk,
Hidden in a world where nothing made sense,
A child Abused and alone,
Empty and afraid,
With no where to go,
"Afraid" by Nelly Furtado
(not entire song)
What they say what they say what they say
You speak out all you feel is defiance
All you need is some self-reliance
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Cause this world is gonna always try us
And all you wanted was to run for cover
Well here's looking to yourself and no other
We're all searching for that special something
And we keep on running
We all have the choice to take the lead or follow
You're so afraid of what people might say
But that's okay cause you're only human
You're so afraid of what people might say
But that's okay you'll soon get strong enough
You're so afraid of what people might say
But that's okay cause you're only human
You're so afraid of what people might say
You're going to break
You wanna spread your wings but you're not sure
Don't wanna leave your comforts
Wanna find a cure
We're afraid of who we see in the mirror
We wanna let go but it feels too pure
Who wants to be alone in this world
You look around and all you see is hurt
But the light it always finds us
If we move with a little trust
“INNOCENT” by Taylor Swift
(not entire song)
Wasn't it easier in your lunchbox days?
Always a bigger bed to crawl into
Wasn't it beautiful when you believed in everything?
And everybody believed in you?
It's all right, just wait and see
Oh, who you are is not where you've been
You're still an innocent
There's some things you can't speak of
But tonight you'll live it all again
You wouldn't be shattered on the floor now
If only you would sing what you know now then
Every one of us has messed up too
Lives change like the weather
I hope you remember
Today is never to late to
Be brand new
Lesson Plan Procedure Day 2:
Estimated Time
Activity/procedure
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5 minutes
20 minutes
15 minutes
15 minutes
5 minutes
1. Have students write their first journal
entry discussing their predictions, ideas
and thoughts regarding this new book.
Explain that each journal entry must be a
minimum of a ½ page.
1) Hand out Anticipatory Guide. Have
students complete the first part.
2) Discuss what the student’s views and
thoughts are regarding the book thus far.
What are their reactions/feelings towards
the main character? The style/voice the
book is written in? Do the students view
the main character in a positive and
trustworthy or negative and apprehensive
light?
1. Have each student pick a piece of
paper out of a bowl just as Melinda’s art
class did in the novel. Each piece of
paper has one word on it-an object.
2. Explain that the students are to create
an art project like they do in the book in
which they will speak through their art
work without literally “talking” by using
clay, drawing, painting, sculpting, pastels,
music etc. Students will also write a one
page self reflection explaining the project
in words.
3. Explain that the students should
continue to work on their project outside
of class and it will be due at the end of
the unit where they will present their
project to the class.
1. give students time to plan, and sketch
ideas for their project. Have students
think about what they want to “say”
through the use of their art and write
idea down to assess student’s thinking.
Assign homework: read pages 18-32
Lesson Plan Procedure: Day 3
Begin class by having students write their second journal entry. Then, discuss as a
whole class the assigned reading from the previous night. Assign homework: read
pages 32-46. Complete 1st marking period study guide.
Lesson Plan Procedure: Day 4
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Estimated Time
5 minutes
20 minutes
5 minutes
Activity/Procedure
1)1st marking period study guide due.
2)Have students write their third journal
entry: what are your thoughts and
feelings towards “The Marthas?” How
are you similar/different to them? What
are their characteristics and attributes?
1. Class Discussion: “The Marthas”
2. Restate the description of the
Marthas: In the novel, the group “The
Marthas” depict the types of girls that
society-including teachers, parents,
elders etc expect ladies to be, act like,
behave etc.
Description of Marthas:
 Outfits must be coordinated, crisp,
seasonally appropriate
 Big on helping
 Do philanthropy, perform good
deeds.
 Run the canned-food drives, tutor
kids in the city, host walkathons to
raise money
 Do nice things for teachers
 Good grades
 Friendly, neat, organized, active in
society
 No drugs, no drinking
3. Discussion question/prompt: In what
ways do you conform to what is expected
of you? In what ways do you rebel
against what is expected of you?
1. Explain assignment activity:
2. Provide magazines, glue, large paper
and scissors for students to cut out
words and pictures that provide
examples to answer the question
previously asked. In other words, have
students create a collage that represents
and depicts what society expects from
individuals as well as examples that
would not be accepted or approved by
society.
3. (during-reading) Ask students to write
a short reflection or summary explaining
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25 minutes
5 minutes
their collage- 1)why did they choose the
words and images they did. 2) write own
personal answer regarding how do you
conform to what is expected of you, and
in what ways do you rebel against what is
expected of you.
1. give students class time to create their
collages.
Homework: Finnish collage and reflection
Lesson Plan Procedure Day 5:
Have students write their fourth journal entry. Ask students to share and explain
their collages to the class. Welcome students to ask questions, agree or disagree in
a polite and respectful fashion. After presenting, give students options as to how
they would like to read the next section of the book in class today. Options: small
groups, on tape or as a class by round robin. Read pages 49-64 in class. Assign
homework: read pages 65-92 and complete the 2nd marking period study guide.
Lesson Plan Procedure Day 6:
(grammar mini lesson) Give students a pile of magazines, scissors and glue. Have
them look through the ads and short titles in magazines looking for fragments. For
example, on a Neutrogena advertisement for shampoo, the words were, “Lots of
shine,” “No fuss,” and “One thousand beautiful strands.” When they are able to find
fragments in ads of popular magazines, they will be more apt to find them in their
writing and the writing of their peers. Once they find the fragments, have them cut
them out, glue them to paper and underneath the ad, rewrite the fragment in correct
sentence formation. This will help them in editing their peers papers next week
during peer review.
Lesson Plan Procedure: Day 7:
Estimated Time
5 minutes
20 minutes
5 minutes
Activity/Procedure
Have students write their sixth journal
entry: what progression have you seen
Melinda make from the first to second
marking period?
2. Pass out quiz to students. Make sure
all books and notes are put away.
1. After all students have completed the
quiz, explain the poetry assignment.
2. (during-reading) Directions: Students
are to read the poem a few times to
themselves, then underline and highlight
specific significant parts. Then they are to
make notes in the second column for
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25 minutes
5 minutes
how the speaker of the poem may relate
to Melinda.
3. Students are then to create their own
poem, or song lyrics in which they write
from the perspective of Melinda.
Students may want to include how she
feels, what she is thinking, what scares
or intimidates her, what she enjoys or
makes her feel safe etc. Poem/song
lyrics must be a minimum of 15 lines.
Students are to work on the poetry
assignment in class.
Assign Homework: Poetry Column
Comparison/own personal poem/song
lyrics. Read pages 95-125
Day 7 Assignment
Name _______________________
Directions: (during-reading writing) Read the poem over a few times. Highlight and
underline specific significant words. In the Brainstorming column, make notes to
how you believe the speaker of the poem relates to Melinda in the novel Speak.
When you have completed the column notes, write your own poem or song lyrics in
which you write from the perspective of Melinda. You may want to include how she
feels, what she is thinking, what scares or intimidates her, what she enjoys or makes
her feel safe etc. Poem/song lyrics must be a minimum of 15 lines. Be creative!
POEM
I fight like a girl who refuses to be a
victim.
I fight like a girl who is tired of being
IGNORED + HUMORED + BEATEN +
RAPED.
I fight like a girl who’s sick
of not being taken seriously.
I fight like a girl who’s been pushed too
far.
I fight like a girl who OFFERS +
DEMANDS RESPECT.
I fight like a girl who has a lifetime of
ANGER + STRENGTH + PRIDE pent up
in her girly body.
I fight like a girl who doesn’t believe in
FEAR + SUBMISSION.
Brainstorming Notes/Comparisons
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I fight like a girl who knows that
THIS BODY + THIS MIND are mine.
I fight like a girl who knows that
YOU ONLY HAVE AS MUCH POWER
AS I GRANT YOU.
I fight like a girl who will never
allow you to take more than I offer.
I fight like a girl who FIGHTS BACK.
So next time you think you can distract
yourself
from your insecurities by victimizing a girl,
THINK AGAIN. She may be ME and
I FIGHT LIKE A GIRL.
After Silence Blog at WordPress.com. Theme: ChaoticSoul by Bryan Veloso.
http://myvoiceaftersilence.wordpress.com/2009/08/27/i-fight-like-a-girl/
Lesson Plan Procedure Day 8:
Have students write their seventh journal entry. Have students share their
poems/song lyrics with the rest of the class. Assign homework: 3rd marking period
study guide. Read pages 125-137.
Lesson Plan Procedure: Day 9:
Estimated Time
5 minutes
15 minutes
10 minutes
Activity/Procedure
1) 3rd marking period study guide is due
2) Have students write eighth journal
entry: have you ever felt like there were
two sides to you?
1. Read aloud from Speak pg. 131-132.
2.
Discuss
the
attributes
and
characteristics of Melinda One and
Melinda Two.
3. As a class, create a list of
characteristics of Melinda One and
Melinda Two on the board.
1. Divide students into groups of four
2. Pass out one slip of paper with a short
excerpt from the story on it to each
group.
3. Explain activity: Two people from each
group will be in the mindset of Melinda
One. The other two people will be in the
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10 minutes
10 minutes
10 minutes
mindset of Melinda Two. Their task is to
1-read as a whole group (of 4) their
excerpt aloud. 2-Melinda One pairs and
Melinda Two pairs discuss and write
down what they believe Melinda would
think out loud/feel/say depending on the
scenario and which Melinda mindset they
are. 3-Once groups are finished, each
group (of 4) will read aloud their excerpt
to the class and both mindsets of
Melinda will act out/share their proposed
responses to the rest of the class.
1. (During-reading) Groups work on
writing what they believe Melinda would
think out loud/say/feel regarding the
situation and what they think she actually
chooses to do.
1. Groups share: 1-Students read aloud
their excerpt to the rest of the class. 2Students share/act out their proposed
responses.
1. Wrap up and conclude lesson by
stating the purpose of the activity was to
exemplify how torn Melinda is between
emotions, feelings, thoughts and choices.
2. Assign homework: Read pages 141162
Day 9 Activity:
Melinda One and Melinda Two Activity
Cut this paper into slips so that there is one excerpt from the story on each slip.
“If you ever need to talk, you know where to find me,” Mr. Freedman says. (her art
teacher)
I unbuckle the seat belt and open the door.
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“Melinda,” Mr. Freeman says. Snow filters into the car and melts on the dashboard.
“You’re a good kid. I think you have a lot to say. I’d like to hear it.” (123).
I almost tell them right then and there. Tears flood my eyes. They noticed I’ve been
trying to draw. They noticed. I try to swallow the snowball in my throat. This isn’t
going to be easy. I’m sure they suspect I was at the party. Maybe they even heard
about me calling the cops. But I want to tell them everything as we sit there by our
plastic Christmas tree while Rudolph, the Red-Nosed reindeer video plays. I wipe my
eyes. They wait with unsure smiles. (72).
The girl behind me taps me on the shoulder with her long black nails. She had heard
Heather introduce me. “Sordino?” she asks. “You’re Melinda Sordino?”
I turn around. She blows a black bubble and sucks it back into her mouth. I nod.
Heather waves to a sophomore she knows across the gym. The girl pokes me harder.
“Aren’t you the one who called the cops at Kyle Rodgers’s party at the end of the
summer?” (27).
As we ride home on Heather’s bus, she tries to bully me into joining a club. She has
a Plan. She wants us to join five clubs, one for every day of the week. The tricky part
is choosing the clubs that have the Right People. Latin club is out of the question, as
is Bowling. Heather actually likes bowling-it was a big thing in her old school-but she
has seen our bowling lanes and she could tell that no Right Person would set food in
there. Heather asks, “What should we do? What do you want to join? What do you
want to do?” (22-23).
Mr. Neck makes an announcement: anyone who is flunking can write an extra-credit
report on a Cultural Influence at the Turn of the century. I write the best report ever…
I even hand it in on time. Mr. Neck scowls. He looks down on me and says, “To get
credit for the report, you have to deliver it orally. Tomorrow. At the beginning of
class.”
Characteristics of Melinda One
 Wants to move on
 Wants to get over it
 Rebellious
 Aggressive
 More extraverted
Characteristics of Melinda Two
 Worrier
 Pessimistic
 Assume the worst
 Negative
 Meek, shy, quiet
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 Wants to have fun
 Scared
 introverted
Lesson Plan Procedure: Day 10
Have students write their ninth journal entry. Class will take place in the library
today. Students will then be divided into 3 groups to begin a group project. The 3
groups will be researching information about The Suffragettes, Maya Angelou and
Sexual Assault/Harassment. Once they have completed their research, students will
regroup in their small groups and discuss how they would like to present their
findings to the other 2 groups. They must create a handout and have some type of
visual aide. Let them know tomorrow will be a work day with their groups and they
will be presenting before the end of the hour. Assign homework: Finish book—read
pages 163-198. complete 4th marking period study guide.
Lesson Plan Procedure: Day 11
Have students write their tenth journal entry. Today is the second work day with their
groups to complete the group research project. Have students assemble in their
groups to create a handout for the other students and create their visual aide they
will use during their presentation. Near the end of the class period, have each group
present their information by providing a handout and explaining their visual aide to
the other groups. Remind students to be working on their art projects and essays.
Lesson Plan Procedure: Day 12
Estimated Time
5 minutes
10 minutes
Activity/Procedure
1. Have students write their eleventh
journal entry: what are 2 facts they
learned regarding Maya Angelou, The
Suffragettes and Sexual Assault?
1. Explain seriously to the students that
today we will be having a class
discussion and the topic is extremely
serious and may make some
uncomfortable. Explain that if any
student feels too uncomfortable, they are
free to be discharged from the discussion
and will be given an alternative
assignment. Also, explain that even
though the topic is difficult, the
information is essential and beneficial to
all. Ask for any questions or comments.
2. Pass out to each student the quiz
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2-5 minute (transition)
5 minutes
20 minutes
5 minutes
titled “How Much Do You Know?”
3. Once each student has completed the
quiz, pass out the answer and facts
sheet. Explain that depression and PTSD
facts are listed because Melinda
experiences both of these.
4. Begin discussion by asking the
students 1) to respond on their feelings,
reactions, thoughts-what surprises them
etc regarding this information. 2) Do they
feel that sexual assault and date rape is
too sensitive a topic for a YA novel?
1. Continuing from the thoughts and
opinions of the previous question, read
the quote by Laurie Halse Anderson
regarding censoring books and ask
opinions (found on page titled
‘discussions/quotes’).
1. Pass out to each student one slip that
has a quote from the novel as well as
thoughts and ideas that are there to help
invoke ideas, feelings, opinions,
discussion ideas etc.
2. Explain that each student has a
different slip and they will be used to
further the discussion and generate new
topics and ideas.
3. Explain that each student may use
their slip or trade with the person next to
them. They can begin a discussion with
any thoughts that the quote provokes
and other students can comment and
respond to other’s slips.
1. Open Class Discussion: ask if there are
any volunteers who would like to open
the floor. Bring up discussion questions
(found on page titled
‘discussions/quotes’).
1. Wrap up and conclude lesson by
congratulating students on handling such
a difficult topic nicely and remind them
that the purpose was to make them
aware of sexual harassment.
2. Remind them that their rough draft of
essay is due tomorrow
Day 12 Materials:
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HOW MUCH DO YOU KNOW?
1.
of
a.
b.
c.
d.
what percent of sexual assault victims are under the age
18?
44%
29%
16%
32%
2.
a.
b.
c.
d.
What percent of sexual assault cases go unreported?
39%
12%
44%
60%
3.
an
a.
b.
c.
d.
___ out of every 6 american women will be the victim of
attempted/or completed rape/sexual assault.
1
2
3
4
4. what percent of sexual assaults were perpetrated by
someone the victim knew?
a. 73%
b. 27%
c. 12%
d. 48%
5. Every ___ minutes, someone in the United States is
sexually assaulted
a. 13
b. 8
c. 2
d. 16
6. 50% of all sexual assaults reported by victims occurred
_____
a. within 1 mile of their home/at their home
b. in a parking garage
c. on college campus/dorms/building
d. at the work place
7. What ratio of sexual assaults involved alcohol?
a. 1 in 3
b. 2 in 3
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c. 4 in 6
8. Sexual offenders are individuals who typically act on
impulse; they do not plan their assault
a. True
b. false
9. victims of sexual assault are chosen typically because
they are pretty, young or sexy.
a. true
b. false
10. victims of sexual assaults are 13 times more likely to
______ and 26 times more likely to _________.
a. suffer from depression, contemplate suicide
b. suffer from post traumatic stress, suffer from
depression
c. abuse alcohol, abuse drugs
d. suffer from depression, abuse alcohol
Get the facts
ANSWERS TO QUIZ + STATS
1. A. 44%
2. D. 60% Sexual assault is the most underreported crime.
3. A. 1
4. A. 73%
5. C. 2
6. A. within 1 mile/or at home
7. A. 1 in 3 75% of males and 55% of females involved in date rape had consumed alcohol.
8. B. False. 70% of rapes are premeditated and planned
9. B. False. 89% of the rapists described the victims as not being provocative, and were
chosen because they were available.
10. c. Abuse alcohol, abuse drugs
Day 12 Materials for discussion:
Discussion Questions, Quotes


Were you surprised by the results/statistics regarding sexual harassment?
Do you think date rape is too sensitive of a topic for a YA novel?
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



What do you think of this quote? “Censoring books that deal with difficult,
adolescent issues does not protect anybody. Quite the opposite. It leaves kids in
the darkness and makes them vulnerable. Censorship is the child of fear and the
father of ignorance. Our children cannot afford to have the truth of the world
withheld from them” - Laurie Halse Anderson
Has there been a time in your life when you stood up for what was right? Was it
difficult to do?
True or false: The pressures of fitting in at high school are greater than any other
point in one’s life.
What are some solutions to preventing school bullying/sexual harassment?
Quotes from Speak to push discussion (GIVE OUT THESE QUESTIONS)
Directions: Cut into slips so that there is one quote per slip and hand one to each student.
“When people don’t express themselves, they die one piece at a time.” (122)
Thoughts: Do you agree? Disagree? What are some ways to express oneself?
“You have to know what you stand for, not just what you stand against.”
Thoughts: What are some things that you stand for? Believe in?
“It’s easier not to say anything. Shut your trap, button your lip, can it. All that crap you
hear on TV about communication and expressing feelings is a lie. Nobody really wants
to hear what you have to say”(9)
Thoughts: Do you agree? Disagree? Who do you think cares to listen? Are you a good
listener? What are good listening qualities?
“I need a new friend. I need a friend, period. Not a true friend, nothing close or share
clothes or sleepover giggle giggle yak yak. Just a pseudo-friend, disposable friend. Friend
as accessory. Just so I don’t feel or look so stupid”
Thoughts: Have you ever felt this way? How many people in any grade level of school
feel/think this way? What age do you feel people mostly feel this way? What are some
possible solutions to how this can be eliminated?
“Are words or numbers more important than images? Who decides this? Does algebra
move you to tears? Can plural possessives express the feelings in your heart?”
Thoughts: what do you make of this? What images/feelings/thoughts cross your mind
when you think of depression?
“I have entered high school with the wrong hair, the wrong clothes, the wrong attitude.
And I don’t have anyone to sit with.”
Thoughts: Have you ever felt this way? How many people in any grade level of school
do you think feel/think this about themselves?
“You must walk alone to find your soul.” -Laurie Halse Anderson.
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Thoughts: What does this mean? Do you agree? What is another way of saying this?
“He says a million things without saying a word. I make a note to study David Petrakis.
I have never heard a more eloquent silence.” (57)
Thoughts: Do you believe actions speak louder than words? Do you believe silence can
speak? If so, how can silence speak? What can people take away from another’s silence?
“Are they talking about me? They’re certainly laughing enough. I think I see her looking
at me, but I’m probably wrong” (128)
Thoughts: Have you ever felt/thought this? Insecurities? What are some ways that we
can eliminate insecurities?
“I don’t say anything and I feel awful. I tell somebody and I feel worse. Im having
trouble finding a middle ground” (185)
Thoughts: Have you ever been torn between something? Has this ever happened to
you?
“But don’t expect to make a difference unless you speak up for yourself.” (159)
Thoughts: do you agree with this statement? Are their other ways to make a difference
without speaking? If so, what are they? How can one make a difference?
“So why does everyone make such a big hairy deal about me not talking? Maybe I don’t
want to incriminate myself. Maybe I don’t like the sound of my voice. Maybe I don’t
have anything to say.” (157)
Thoughts: What do you think are possible reasons that people do not speak?
“That’s what you get for speaking up” (102)
Thoughts: Do you take this as a positive or negative statement? Why? Do you believe
speaking up more often leads to a negative consequence or a positive outcome?
“Don’t be so hard on yourself. Art is about making mistakes and learning from them”
(122)
Thoughts: Do you believe the best way to learn is through making mistakes? Through
your own personal experiences? Can you truly learn from the mistakes of others or do
you feel people will not believe/learn a lesson unless it happens to them?
Lesson Plan Procedure: Day 13:
Estimated Time
5 minutes
5 minutes
Activity/Procedure
Have students write their twelfth journal
entry: do you think Speak is an
appropriate YA novel? Do you think it is
appropriate to read in classrooms?
Explain Peer edit workshop:
1) students are to pair up with a partner
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to peer edit each other’s essays.
2) Each student is responsible for editing
to the best of their ability and checking
that the main components listed on the
rubric are met.
3) Each student is to sign their peers’
rubric and give verbal as well as written
feedback.
Peer Edit Workshop with partner #1
Peer Edit Workshop with partner #2
(repeat exact same process)
Remind students of the following:
1) Their final essay drafts are due
tomorrow along with their art project.
Unit projects are due the following day.
20 minutes
20 minutes
10 minutes
Peer review sheet for day 13:
Speak Essay
Peer Review
Reviewer__________________________
Author of paper___________________
Find two people to exchange papers with. Use the questions provided to assist you in editing your peer’s paper. Feel
free to make comments and suggestions on their paper as well as this sheet. Then, use this sheet to give oral
feedback to the author. When responding, try to be sensitive to other people’s feelings. You can help them improve
if you give them substantial feedback in an appropriate manner.
QUESTIONS:
1. Does the author fully answer one of the prompts?
2. Is there a thesis (a sentence stating the argument clearly and concisely)? If so, what is it? How might the thesis be
improved?
3. Are examples and quotes from the book provided to back up and support their ideas and view? Make a note of any
paragraphs that seem to be lacking in textual support.
4. Examine the structure of the essay. Does it hang together well? Can readers follow easily? Are there any jarring
transitions? If so, where? Are there any particularly smooth transitions?
5. Overall, are words, phrases, and sentences clear? Give an example of a particularly clear sentence. Make a note of
sentences that could be more clear.
6. Overall, what are some of the strengths of the paper?
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7.What areas do you think the person should work on when revising?
8. is the paper cited in correct MLA formatting?
9. Does the conclusion provide closure and offer an interesting final insight that helps you to understand the
significance of the experience? How could the writer make it more effective?
Lesson Plan Procedure Day 14:
Have students write their thirteenth journal entry and turn in their final essays.
Students will present their art projects to the class and explain what their art is
saying, why they chose their selected medium and the process of creating their art.
Begin watching the movie Speak with the time remaining.
Lesson Plan Procedure Day 15:
Have students write their fourteenth journal entry comparing and contrasting the
movie to the novel thus far. Have students complete part 2 of the Anticipatory Guide
Worksheet. Watch and finish the remainder of the movie, Speak. Assign homework:
(After-reading writing) write a one page reflection discussing the similarities and
differences of the movie and the book. Which version did you appreciate better?
Was anything left out? Did anything bother you? What were your overall opinions?
Which was a better medium?
Unit Calendar Assignment Due Dates
Length 15 days
Monday
Tuesday
Wednesday
Thursday
Friday
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Day 1
Day 6
2nd marking period
study guide is due
Day 11
Day 2
Day 3
Day 4
Day 5
Anticipatory Guide
Part 1 due (in class)
1st marking period
study guide is due
Societal
Expectations
Collage
and
reflection due
Day 7
Day 8
Day 9
Day 10
1st/2nd
marking
period quiz
Poetry
column/comparison
song lyrics/poem is
due
3rd marking period
study guide is due
Day 12
Day 13
Day 14
Day 15
Essay and Art
Projects due with
self reflection
Art
Project
Presentations
3rd/4th
marking
period/
unit
project due
4th marking period
study guide is due
Rough Draft
Essay Due
of
Group presentations
Handout/visual aid
due
Peer Edit Workshop
Part 2 anticipatory
guide is due (in
class)
Speak
Unit Activity Options
(after-reading writing)
In place of a quiz, in order to demonstrate your comprehension and understanding of
the novel, along with your long essay and art project, you will be choosing a scene
and analyzing it in depth by the portrayal of one of the options below. This is worth 30
points. Have fun and be creative!
1. Rewrite and reenact a scene in the book on how you wish a character would have
acted or how the situation should have played out in a script/play format. Scenes
must include a minimum of two characters, continuous dialogue and stage directions
for characters. Script must be three pages in length.
2. Rewrite a specific scene in the novel in story/narrative format. Pretend you are
the author.
You are to describe a situation in the story and rewrite how the
characters act or behave. Include dialogue as well as what the character is thinking
or feeling.
3. Design a comic strip that depicts your interpretation of a specific scene or overall
key idea of the story. You must have 15 comic strip pictures that are colored and
have small captions or dialogue.
4. Create a story board for how you would direct a scene in movie form. You must
have 10 picture boxes with one to two sentences written under each box explaining
the scene.
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5. Write a poem or lyrics to a song that explain how a character feels during a specific
scene. Your poem or song lyrics must be a minimum of 20 lines and you must design
a CD cover for your track single.
6. Create a newspaper that headlines a major topic in the story and write a small
editorial about it. Newspaper must include a picture with captions underneath and
all other items that would be included in a paper including high school game scores,
weather, advertisements, etc.
7. Complete the “I Am” poem by selecting any character from the book and writing
from the perspective of that chosen character. Poems must be typed and creatively
decorated.
8. Pretending to be a character in the book, write a letter to another character
expressing your issues and concerns or thoughts.
Rubric:
10
Great,
above and
beyond
8
Good
5
Okay, not
your best
effort
2
Below
expectations
0
You did
not do
this
Presentation/creativity
meets assigned
standards and
expectations
Conventions:Grammar,
punctuation, errors
Speak Essay Guide
Directions: Choose one of the following topic choices to write an essay on. The essay will be due at
the end of the unit and will assess your comprehension and deep understanding of the novel, Speak.
Your essay must be four to five pages, typed and double spaced, and cited in MLA format. Your essay
must answer the question with a personal response and relate back to the novel as well with
examples and quotes. If you have an essay topic in your mind that you would like to write about,
please just discuss it with me first. This essay is worth 50 points.
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1. Has there ever been a time in your life when you felt that you could not speak?
How is your story similar to Melinda’s?
2. In what ways do you and the characters in the novel rebel against what is
expected of you? In what ways do you conform to societal norms and expectations?
3. What are some characteristics or attributes that we should value in other people?
What qualities are important in an individual?
4. Melinda's father explains to her that the arborists are cutting off disease and
damage to make it possible for the tree to grow again. How can the pruning of the
tree be compared to Melinda's life?
5. Write about the importance of adolescents telling their own story and speaking
up. In what ways does Melinda eventually tell her story in the novel?
6. Write about the importance of communication-verbal and nonverbal
communication and the importance of speaking up and using your voice. How did
Melinda show nonverbal communication?
7. Describe Melinda’s behaviors-both nonverbal and verbal behaviors and analyze
why you think she acted and behaved to certain situations the way she did. Do you
agree or disagree with the way she handled situations? Write about how you would
have behaved or reacted to at least three different situations.
Rubric:
10
Great,
above and
beyond
8
Good
5
Okay, not
your best
effort
2
Below
expectations
0
You did
not do
this
Responded to the
essay question in
depth
Included personal
narrative and/or
examples
Included quotes and
examples from the
novel
Conventions:Grammar,
punctuation, errors
Development: clear
ideas, essay flows
smoothly
Self-Reflection
After completing the peer review process and finalizing your essay, attach a ½-1 page
self-reflection to the final draft in which you address the following:
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1) Explain your writing process. How did you begin? What pre-writing strategy
worked best for you? (brainstorming, web, chart, etc.)
2) What was difficult or challenging for you during this process?
3) What are you the most proud or confident about?
4) For future essays, what would you like to improve on? What skills will you
implement in the future that you learned through this writing process?
5) Any other comments, suggestions or notes you would like to make regarding
this writing process.
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