Preliminary Unit:
“Speak”
by Laurie Halse Anderson
Unit Prepared By,
Valerie Cullip
Kelly Herbeck
Saad Chaudhry
Unit Rationale
High school is a difficult time. It is filled with identity issues, popularity competitions, and even
deep seeded issues adolescents have trouble vocalizing. A typical teenager feels that no one can
understand them and no one else is going through the same thing: they feel isolated and
constantly different. By presenting a novel, such as Speak, students will become engaged in a
story about a young teenager going through many of the same anxieties most high school
students experience. Speak is a novel easily relatable for adolescents. This story is narrated by an
adolescent and written in the language that young adults can understand and relate to. The reader
gets the feeling of being in the character’s shoes simply by the language used.
The narrator provides a point of view and inner-dialogue that can be appreciated by adolescents
and adults. Sometimes adults can forget what it is like to think and feel as a teenager and it
creates a perspective to foster understanding and empathy. While there are some dark issues
being handled, it represents a true, honest depiction of how a teenager may try and handle such
situations. It is not glossed over to represent the idealized way of handling a difficult situation;
rather it is presented with a more realistic teenage response.
Speak also offers many opportunities to explore writing style whether it be metaphors, streams of
consciousness, unusual language/terms, in addition to many other literary contexts. What is most
beneficial to the text is the positive outcome of working through the emotions and learning to
“speak” up for oneself. By presenting that ultimate goal meshed in with a real story, adolescents
can parallel it more to their own lives. By creating a character in whose shoes they can walk in, it
helps teach the students how to problem solve within the safe constraints of this story. This
technique can then be transferred into issues they may be dealing with in their own lives.
Teaching this novel not only presents new literary content to be analyzed, it also presents
students with a text that is relatively easy to read and comprehend to spark their interest in
reading material that can be relatable to them.
By breaking the text down into individual marking periods (as broken down in the text) student
will explore important concepts and relate these concepts to their own lives. For example,
students will examine their own social circles and how they compare to those Anderson
describes. By engaging students in this relationship early on in their reading, they will be able to
understand where Melinda is coming from as the novel continues.
At the end of each section in the book, students will also identify themes, characters, symbolism,
and the tone presented in each marking period by adding these together in the form of sticky
notes (leaves) on a tree. By the end of the novel, these trees will provide a thorough overview of
the development of the main theme throughout the novel: society and solitude.
Throughout this unit, students will draw on their own experiences, alternative texts, and their
own creative imaginations to create an understanding for the characters of the novel and the role
this situation plays in reality. Speak is a great book to use in the classroom. It introduces topics
that are serious to the lives of students and are necessary to discuss with young adults but is not
in lecture form. It is in a format that is humorous yet allows the student to understand the
thoughts that are going on in the character. By the way it is written, Speak will inspire the
students to read more.
Narrative Lesson Format for “SPEAK”
Day 0:
The pre-assessment. Students will be asked to make predictions on
the book based on its cover and title. The goal for this pre-assessment
is for students to start making connections to the novel before they start reading it.
It will not be graded. Also, students will begin their journal writing assignments.
The first journal prompt will be for students to describe their group of friends, and
how their group shapes their own personalities.
Day 1:
FIRST MARKING PERIOD. Our unit is divided up similar to
how the novel is, through four marking periods. We begin with the
first marking period. Students are to read pages 1-22 (to
“Heathering”). As a class we will discuss the section of this reading titled, “The
First Ten Lies They Tell You in High School”. Then, in small groups students
will create their own “ten lies” list.
Day 2:
Discussion topic: the symbolism behind how the teachers are
described. Students will create their own character sketches by doing a close
reading of the text. Students will draw how Melinda describes the following
teachers: Mr. Neck, Hairwoman, Mr. Freeman, and Principal Principal. Finally,
we will compare and contrast how each student drew their character, and what it
tells us about the narrator, Melinda.
Homework-Journal Prompt: How has a teacher influenced you to learn about
something new?
Day 3:
Read pages 22-34 (to “Dinner Theater”). Continue by having an in
class discussion about the tone of the book. When is Melinda serious? When is
Melinda sarcastic? When is Melinda depressed? How does that change the overall
theme of the book?
Homework-Journal Prompt: How has depression influenced the tone of the book?
Day 4:
We will do a character analysis of a new character, Heather. Then continue class
by creating a vein diagram that compare/contrasts Heather and Melinda.
Day 5:
Read pages 35-46 (to the End of the first marking period). The discussion will
primarily be about “The Martha’s”. We will discuss forms of peer pressure and
bullying. End class by doing a worksheet about who the Martha’s are? If we, as
readers, like them? And, how do they connect to the idea of peer pressure?
Homework Journal Prompt: Look closely at the Nightmare chapter. Who do you
think “IT” is? What do you think “IT” has done to Melinda? Why doesn’t
Melinda give “IT” a name?
Day 6:
Class Activity: Bare Tree set up on the classroom wall. Students will be
broken up into four groups and each given green post-its. Each group will be
responsible for writing down the themes, characters, symbolism and tone of the
first marking period. Then as a class we will stick the post-its on the wall to
represent Melinda’s first marking period.
Day 7:
Begin the Second Marking Period. Read pages 49-68 (to Wombats
Rule!”). Class discussion prompt: Melinda’s school cannot agree on a mascot. A
mascot shapes the identity of a school. How is Melinda supposed to create her
identity at school, when her school cannot even agree on a mascot?
Homework Journal Prompt: How does our school mascot represent the values we
deem important?
Day 8:
Focus on Melinda’s family’s relationship. Students will work on a
cause and effect worksheet in small groups. Question prompt: How do Melinda’s
parents negligence ultimately affect her withdrawal from life?
Day 9:
Read pages 69-92. During this reading, Melinda’s depression worsens.
Students will take a break from the text to gain more insight on what
depression is, and what the signs are. The goal is for students to better
understand depression, and then find evidence within the text.
Day 10:
Class discussion: In the novel, what signs are the readers given that
foreshadow Melinda’s depression? Students will than fill out a foreshadowing
worksheet. There will be a list of the signs of depression on the left side, and then
students are to find and cite examples from the text onto the right side.
Day 11:
End of Second Marking Period. Class Activity. Bare Tree set up on the classroom
wall. Students will be broken up into four groups and each given red post-its.
Each group will be responsible for writing down the themes, characters,
symbolism and tone of the second marking period. Then as a class we will stick
the post-its on the wall to represent Melinda’s second marking period.
Day 12:
In class reading: “I See Me” by, Jay. This is a short poem that connects to the
novel. In small groups, students will discuss how it relates to Melinda’s life and
what we know about her so far.
Day 13:
Begin the Third Marking Period. Read pages 95-113 (to “Class of the Titans”).
Class discussion will be about Melinda’s view on speaking up. What are the
consequences?
Homework Journal Prompt: Is there a time you wish you spoke up on behalf of
someone else? If so, describe if. If not, describe a situation you wish you had.
Day 14:
Character Breakdown. Show the class the two identities Melinda has.
On a large poster board there will be a picture of Melinda with a line splitting her
body in half, symbolizing a split personality. In small groups, students will
brainstorm characteristics of a “Depressed Melinda” on the right, and
characteristics of a “Martha Melinda” on the left. Students will prepare to present
their posters for the next day.
Day 15:
Students will present their character breakdowns to the class. Other
students will provide positive feedback.
Day 16:
Read pages 113-137. In-class writing prompt: Write a one-page reflection from
the perspective of Melinda, her Mom, or her Dad. Write as if you were one of the
characters. How do you feel? Who do you blame? What could you have done
differently?
Day 17:
Jigsaw groups. Share your writing in small groups. In groups three, students will
share their character perspectives. Groups should be equally divided so there is a
perspective read from each character.
Homework Journal Prompt: after finishing the chapter, “A Night to Remember”,
what do you think about the position Melinda is in?
Day 18:
Non-Fiction Reading: Students will read, “Jamey Rodemeyer, bullied
teen who made ‘It Gets Better’ video, commits suicide” by, Sarah Hughes. In
small groups, students will reflect on what they read and share their thoughts. We
will also watch the final video Jamey Rodemeyer posted.
Day 19:
End of Third Marking Period. Class Activity: Bare Tree set up on the
classroom wall. Students will be broken up into four groups and each given
yellow post-its. Each group will be responsible for writing down the themes,
characters, symbolism and tone of the third marking period. Then as a class we
will stick the post-its on the wall to represent Melinda’s third marking period.
Day 20:
Begin the Fourth Marking Period. Read pages 141-159. Melinda finally
indentifies “IT” as Andy Evans. Students will work on an in class worksheet:
Melinda describes Andy in three different ways. First as “IT”, then as a “Greek
God”, and finally as “Andy Beast”. Describe the different ways Melinda
indentifies Andy throughout the book, and describe how it may affect Melinda’s
life crisis.
Homework Journal Prompt: How does the Women’s Suffrage Movement connect
with Melinda’s own life?
Day 21:
Students will work on an in class assignment. Using a Venn diagram,
compare and contrast the Women’s Suffrage Movement with
Melinda’s life. Then, as a class we will discuss our findings.
Day 22:
In small groups, students will read the short story, “The Hunted Fox”. Then, in
groups, students will create an overall theme to share with the class. Upon
sharing, students must also discuss how it relates to the novel.
Day 23:
Read pages 160-184 (to “Chatroom”). Class discussion will surround the idea of
Melinda’s silence. What do we think about her silence? Do her parents talk to her,
or at her?
Day 24:
Class Activity. The teacher will draw a liner line along a wall in the
classroom. Then, ask students to show how characters either progressed or
regressed by sticking post-its on the wall with specific examples from the novel.
Example: Hairwoman cutting her hair, Rachelle changing her name, Heather’s
fight for the Martha’s, and finally Melinda’s own life.
Homework Journal Prompt: What do you think about how Melinda finally
confesses to Rachel about Andy Evans? Could she have handled it differently?
Why didn’t Rachel believe Melinda?
Day 25:
Read pages 185-198. Class Discussion: When a tree is weak, you must
cut its branches down to make it possible to grow again. How does
that become a metaphor for Melinda’s life? Discuss this in small groups.
Day 26:
Topic: finally speaking up! We will have our final class discussion on
this topic. What made her finally speak up? What do you think about
how Melinda finally speaks up for herself? Why do you think she
couldn’t do it before?
Day 27:
End of Fourth Marking Period. Class activity: Bare Tree set up on the classroom
wall. Students will be broken up into four groups and each given green post-its.
Each group will be responsible for writing down the themes, characters,
symbolism and tone of the fourth marking period. Then as a class we will stick
the post-its on the wall to represent Melinda’s fourth marking period.
Students will be able to reflect on Melinda’s entire first year of high school by
looking at this Bare Tree class project up on the wall. Finally, students will easily
be able to track how the major themes, characters, symbols, and tones changed
throughout the novel.
SUMMATIVE ASSESSMENTS
Name: _________________
Date: _____________
Speak Timeline
Throughout the course of the novel Speak we have witnessed Melinda encounter
many obstacles thought her freshman years of high school that has brought her
down and, at the same time, have also lifted her up in her journey of finding her
voice. With the timeline given below, choose one character from the novel and
explain how they have encouraged and/or discouraged Melinda in her healing
process. After you have completed the timeline, please write a two-page paper
about how the character of your choosing has influenced Melina’s healing process.
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Rubric for Speak Timeline Project
10 points
20 points
30 points
40 points
50 points
At least one
character used
At least one
character used
At least one
character used
At least one
character used
At least one
character used
Less than 5
examples
At least 5
examples
At least 7
examples
At least 8
examples
At least 10
examples
No sources
1 or 2 sources
More than 2
sources
More than 3
sources
More than 3
sources used,
cited with page
numbers
Very organized
and in
chronological
order. Very
neat and easy
to follow
Very
disorganized
and hard to
follow
Disorganized
(not in
chronological
order)
Disorganized
(not in
chronological
order)
Organized and
some parts in
chronological
order
Many
grammatical
errors (more
than 10)
Many
grammatical
errors (more
than 10)
Few
grammatical
errors (less
than 10)
Few
grammatical
errors (less
than 5)
Score
Free of
grammatical
errors
TOTAL: __________
Name: _________________
Date: _____________
Speak Paper
Directions: Using your timeline, connect the characters and the novel to the theme
of Society and Solitude. Your paper must be a minimum of two pages,
12 pt font, double spaced and error free. Make sure to refer to your
timeline when writing your paper.
Use the space below to brainstorm some ideas. See the next page for
the rubric.
Rubric for Speak Paper
10 points
20 points
30 points
40 points
50 points
1 page, typed,
double spaced,
12 pt. font
1-1½ pages,
typed, double
spaced, 12 pt
font
1-1½ pages,
typed, double
spaced, 12 pt
font
1½-2 pages,
typed, double
spaced, 12 pt
font
2 pages or
more, typed,
double spaced,
12 pt font
Theme clearly
defined
Theme clearly
defined. Also
shows how
characters are
influenced by
the theme
Theme not
clearly defined
No sources
used
Theme not
clearly defined
Theme
defined, but
needs more
explanation
Score
More than half
the sources
used with
appropriate
page numbers
1-2 sources
used
½ the sources
used
½ the sources
used
Timeline not
referred to in
the paper
Unclear how
timeline
connects to
paper
Some of the
timeline
referred to in
the paper, but
needs more
support
Some of the
timeline
referred to in
the paper, but
needs more
support with
page numbers
Timeline
referred to
throughout the
paper with
support from
the text (page
numbers)
Many
grammatical
errors (more
than 15)
Many
grammatical
errors (more
than 10)
Many
grammatical
errors (more
than 5)
Few
grammatical
errors (3-5)
Grammatically
correct (1 or 2
errors)
TOTAL: __________
EXTRA RESOURCES
Short Story
Non-Fiction Reading
Poem
Short Story Reading: The Hunted Fox
Patricia was a studious young lady on the brink of making choices as to what she was going
to study in the last two years of secondary school. She was a loner but had one or two
quality friendships.
An A grade student, her teachers could predict University. This was a rarity at this type of
school; it was more an institution to keep kids off the streets than for academia. However,
Patricia was always keen to learn and got a great sense of satisfaction for achieving good
grades.
She never liked to see injustice and her close friends bullied. When ‘bundles’ occurred with
them, she would stand up for the rights of others if she felt it justified. These bundles were
events where most of the pupils from the school, would easily watch on the sidelines and
chant “Bun-dle! Bun-dle! Bun-dle!”
There was a feeling of ritualistic darkness around this. Blessed are the peacemakers, the
saying goes, however, in this situation, if the peacemaker attempted to break up the fight,
she would be severely reprimanded as well.
One day there was a rumour that some ‘hard’ girl was gunning for Patricia. She wanted to
beat her up for something she had said. It was about another bully who had persistently
thumped and kicked her whenever their paths had crossed. He, whilst messing about at the
tennis courts – being where he shouldn’t have been, tripped by the netting.
Whilst falling, he got his tooth caught and this was yanked out. Patricia couldn’t help but
laugh – it was karma, she thought, for always hurting and intimidating her. What comes
around goes around.
Unfortunately, this didn’t go down too well. It seemed that it was acceptable for someone to
make another human beings life a misery, but not to have any recourse, despite it being
divine intervention!
The short of the matter, that whether Patricia had laughed or not, this girl would have been
brewing for a fight with her – even if it was to gain kudos points for being hard with the
other kids. She was always taunting Patricia.
So the bundle commenced. There were a few others that had a bit of fun giving Patricia the
odd kick whilst she was down. It must have seemed like fun to them as they beamed with
pleasure. Fortunately, a teacher broke the crowd up. Both Patricia and the other girl were
interviewed separately.
She said nothing – grassing up was the biggest sin of all in the world of the Street. It could
lead to more bundles. She was then put on a red report, where she had to have all the
teachers sign for her good behavior. This was true for the other girl. They knew that
Patricia was being bullied, but needed to be seen as doing something.
Patricia lived with bullying everyday. The usual things went on – intimidation, verbal
teasing, the odd thump from nowhere. This was normal.
A new form of abuse was becoming fashionable. This was ‘grab the school bag, empty the
contents and throw this around the room’ game. Oh the boys loved this one, especially if
there were sanitory towels.
There were never any bins for these, so girls had to take them home. What fun the boys had
throwing these around saying “Yuck, this ones for you Robbie!” And there you would see
Patricia, frantically gathering the contents as quickly as possible, hands and knees on floor,
chasing around until the teacher arrived for lesson.
The boys in Patricia’s class would find every opportunity to get their hands on her bag.
Patricia never let the bag out of her sight. It became a behaviour that stayed with her for
years. She always tucked her bag between her lap and the desk. She would then have
control over any snatching.
It was a misty autumn morning on the fields. Patricia was looking outside the window from
the classroom – this was a demountable portacabin. Oh blissful view of boys playing in the
field, only looking closer, she noticed they were kicking something. Were these typical boys,
playing football? Unfortunately not. They were kicking a fox, half alive.
She noticed at short intervals, how the fox tried to stand, but just stumbled and collapsed
until another boot sent it flying in the direction of a receiving boy. Time seemed to stand
still on this realisation – she couldn’t estimate how long this episode took until the bell
rang, but finally the bell did ring and the boys disbanded to their classes.
Three of the gang returned to the portacabin in a hyped up state, “Horrrrrrrrrrrrny!
Creeeeeeeeam horn!” they projected with a South West accent, masticating some paper.
Turning this into a salivary pulp, they blew the new substance out so it spattered on the
black board to greet the form tutor. When the tutor came into the classroom, he ignored the
negative behaviour and the splattered evidence on his board and attempted to settle the
boys down.
Patricia sat with head stooped, clutching her bag. She couldn’t say anything, just looked at
her friend both girls with knowing eyes. This was a nightmare situation and Patricia
realised that these boys were dangerous.
Patricia remembered the story of ‘Lord of the Flies’. She didn’t want to be ‘Piggy’ – the
victim of the group. It certainly felt like the school environment was similar to attempt the
survival on a deserted island. Piggy was hunted, just like the fox on the field, so Patricia
knew she had to be careful.
Patricia continued to get good grades. The teachers were pleased with her work and she
enjoyed the challenge that academia presented her. She felt a real sense of reward and this
was the one thing that she could cling to for her self-esteem. The boys in the third and
fourth year were not impressed. They hated Patricia.
One day, shortly after, she heard a rumour that some boys were going to ‘get’ her at
lunchtime. She just thought that she would keep a low profile, as she always did, but the
teachers did not want any children in the class.
Patricia tried to stay in the toilets but one of the boy’s girlfriends informed the boys of her
whereabouts, so she was hooked out. She couldn’t believe what she saw. A whole crowd of
year three and four boys, holding sticks, batons and planks of wood – one even had a
crowbar.
The fear rose. Patricia’s heart started to pound. The adrenalin started to kick in and she felt
weak and cold. There she was, with tears in her eyes. She had left the grounds at the second
gates. These were situated away from the crowd, heading toward a main road. Patricia
started to walk fast.
They had spotted her and started to run at her. She ran. She ran faster than she had ever
run before. She felt sick. She couldn’t look, just run. The boys were waving their wares and
gaining on her. Shouts of abuse “Fucking fat bitch! Get her! Don’t let her get away! Kill her!
Kill her!” There was nowhere to turn.
She was the fox and they were the hunters. She was going to end up like the fox. The image
burned in her mind. The kicking. There was evil in their eyes. The fox had been tortured
and now it was her turn. She had never felt so frightened in her life. What next? If they
caught her, she would stumble and fall. She would try to get up, but will drop. She will
heave the last breath, just as the fox did.
Panting with a throbbing pounding heart, she saw a bungalow around the corner with a
hedge. She ducked behind. If they had come for her, she could knock on the door, she
thought. She controlled her heavy breath. Don’t hear me; please don’t hear, she prayed.
After ten minutes, the boys hadn’t turned up. It looked like perhaps the bell had gone.
Maybe someone intervened. Patricia never found out and she wasn’t about to return. She
gingerly made her way to town. Tears were drowning her face whilst her body shook.
Sickness had set in and all she wanted to do was to go home.
With this in mind, she went to her mothers work. This was a government building that was
secure, so she went to the back of the building and knocked on the window. One of her
mother’s colleagues allowed Patricia entrance into the building. Patricia was inconsolable
when her mother came to her. She could hard speak but just said “Not going back, never
going back to school again!”
Eventually Patricia told her mother what had happened. Mother was aware of the bullying
and had tried to get the issue resolved, unfortunately to no avail. There were many times
that both her and her mother had stones thrown at them as they were walking home, but
nothing could be resolved. It was a big problem to the family.
Home was refuge. However, even before this incident, Patricia was showing signs of
anxiety. She would hyper ventilate, but now this situation had occurred, she
hyperventilated to an extent she blanked out totally. Within a few days, after Patricia
blanked out in the local Chemists in town, she was rushed to hospital.
She was then sent to a mental hospital for assessment. Patricia didn’t have many hyper
ventilating episodes here, so she was released and referred to a psychologist. This situation
was unpleasant for Patricia and her family. In order to induce the anxiety, the therapist
spitefully and hurtfully said that she was fat and disgusting. For this reason, her parents left
the sessions and did not return with Patricia.
It was six months before Patricia returned to school. In the meantime a special assembly
was called. The ringleaders were lined up on the stage and the whole school were told as to
why they were there. Patricia was invited to attend but this felt a bit dreamy to her. They
were all caned after the stage humiliation, but this retribution did not take away the pain
and memory that Patricia had to live with over the years.
Patricia was 38 years old and married with two children when she noticed a link on
myspace. ‘Look up old friends from school’ was the link. She did this and noticed a boy in
her year. Curiosity took hold and she sent a message. She asked if he could remember any
old friends from school. He listed names. Names of those awful boys.
He turned out to be one of them. The fear rushed through her veins. Instantly, she was
transported back in her mind. It didn’t occur to her that he was a perpetrator. The message
wrote he was going through a difficult time during those days, his father had left home and
NO, he didn’t remember Patricia.
Patricia thought about this. He didn’t remember her, her fear or have any idea of the years
of her hurt and suffering. She wondered if he remembered the hunted fox but the pain was
too deep. She didn’t reply.
Non-Fiction Reading:
Jamey Rodemeyer, bullied teen who made ‘It Gets Better’ video,
commits suicide
By Sarah Anne Hughes
Jamey Rodemeyer, a 14-year-old high school freshman in Buffalo, N.Y., was bullied. A lot. After years
of being called gay slurs at school and being told by anonymous people online that he should die, he
killed himself Monday.
Jamey’s mother, Tracy, told the Buffalo News that her son had questioned his sexuality and that his
classmates began to tease and bully him. His parents were supportive of their son, and Jamey was seeing a
social worker and a therapist. But that didn’t stop the bullying, and it didn’t ease Jamey’s pain, which
spilled onto his Tumblr account.
“No one in my school cares about preventing suicide, while you’re the ones calling me [gay slur] and
tearing me down,” he wrote on Sept. 8. He said the next day: “I always say how bullied I am, but no one
listens. ... What do I have to do so people will listen to me?”
Despite their son’s numerous cries for help online, Jamey’s parents thought he was doing well. His father
Tim told WGRZ that Jamey said that he was happy.
Last May, Jamey told his friends that he was bisexual and created his own “It Gets Better” video. He
thanked Lady Gaga for supporting the gay community and told the viewers, “Love yourself and you’re
set.”
Indeed, he received an outpouring of support online from Gaga’s fans, who call themselves “little
monsters,” as well as from his friends.
But others online did not embrace him. “JAMIE IS STUPID, GAY, FAT ANND UGLY. HE MUST
DIE!” an anonymous commenter said on Formspring. “I wouldn't care if you died. No one would. So just
do it :) It would make everyone WAY more happier!” said another.
Columnist Dan Savage, who created the “It Gets Better” project, said on his blog that the people who
bullied Jamey should be held accountable “for their actions, for their hate, for the harm they've caused.”
“They should be asked if they’re “WAY more happier” now, if they’re pleased with themselves, and if
they have anything to say to the mother of the child they succeeded in bullying to death,” he wrote.
Teen suicide is not a new or uncommon problem. Of the more than 35,000 suicides reported in the United
States in 2008, 4,513 of the cases were youths between the ages of 10 and 24, according to the Centers for
Disease Control.
Savage said the high number of teenagers who are gay, bisexual or transsexual who have taken their own
lives prompted him to found “It Gets Better,” a platform where adults could tell bullied kids that someday
their lives will be brighter. But, as he wrote on his blog, the negativity is sometimes louder than the love:
“The point of the ‘It Gets Better’ project is to give kids like Jamey Rodemeyer hope for their futures. But
sometimes hope isn't enough. Sometimes the damage done by hate and by haters is simply too great.
Sometimes the future seems too remote. And those are the times our hearts break.”
POEM:
I See Me
By, Jay
When I look into these eyes
I find things no one else ever catches a glimpse at
I see this fear of judgment
that makes her cower at confrontation
I see this hopelessness for the future
that make her choices her burden alone
I see this desperate need for companionship to make her strong
in the savage world of humans
I see this courage
caged in her thoughts of inferiority
I see these thoughts of abandonment
that make her cling to anything
I see this devotion to her beliefs
that makes her fear death
And I hate that the person I always see is me.
http://100-poems.com/poems/teen/
COMMON CORE STATE STANDARDS
&
CONTENT EXPECTATIONS
Common Core Standards & Content Expectations
9-10 Common Core Standards
Michigan HSCE
Key Ideas and Details
1. Cite strong and thorough textual evidence to
support analysis of what the text says explicitly
as well as inferences drawn from the text.
2. Determine a theme or central idea of a text
and analyze in detail its development over the
course of the text, including how it emerges and
is shaped and refined by specific details; provide
an objective summary of the text.
3. Analyze how complex characters (e.g., those
with multiple or conflicting motivations) develop
over the course of a text, interact with other
characters, and advance the plot or develop the
theme.
Craft and Structure
4. Determine the meaning of words and phrases
as they are used in the text, including figurative
and connotative meanings; analyze the
cumulative impact of specific word choices on
meaning and tone (e.g., how the language
evokes a sense of time and place; how it sets a
formal or informal tone).
5. Analyze how an author’s choices concerning
how to structure a text, order events within it
(e.g., parallel plots), and manipulate time (e.g.,
pacing, flashbacks) create such effects as
mystery, tension, or surprise.
Write informative/explanatory texts to
examine and convey complex ideas, concepts,
and information clearly and accurately through
the effective selection, organization, and analysis
of content.
a. Introduce a topic; organize complex ideas,
concepts, and information to make important
connections and distinctions; include formatting
(e.g., headings), graphics (e.g., figures, tables),
and multimedia when useful to aiding
comprehension.
b. Develop the topic with well-chosen, relevant,
and sufficient facts, extended definitions,
concrete details, quotations, or other information
and examples appropriate to the audience’s
knowledge of the topic.
c. Use appropriate and varied transitions to link
the major sections of the text, create cohesion,
and clarify the relationships among complex
ideas and concepts.
d. Use precise language and domain-specific
vocabulary to manage the complexity of the
topic.
e. Establish and maintain a formal style and
objective tone while attending to the norms and
conventions of the discipline in which they are
writing.
f. Provide a concluding statement or section that
follows from and supports the information or
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 2.1.2 Make supported inferences and draw
conclusions based on
informational print and multimedia features… and
explain how authors
and speakers use them to infer the organization of
text and enhance
understanding, convey meaning, and inspire or
mislead audiences.
CE 2.1.4 Identify and evaluate the primary focus,
logical argument,
structure, and style of a text or speech and the ways
in which these
elements support or confound meaning or purpose.
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 3.1.2 Demonstrate an understanding of literary
characterization,
character development, the function of major and
minor characters,
motives and causes for action, and moral dilemmas
that characters
encounter by describing their function in specific
works.
CE 3.1.3 Recognize a variety of plot structures and
elements… and
describe their impact on the reader in specific literary
works.
CE 2.1.3 Determine the meaning of unfamiliar words,
specialized
vocabulary, figurative language, idiomatic
expressions, and technical
meanings of terms through context clues, word roots
and affixes, and the
use of appropriate resource materials such as print
and electronic
dictionaries.
CE 3.1.1 Interpret literary language (e.g., imagery,
allusions, symbolism,
metaphor) while reading literary and expository
works.
CE 3.1.3 Recognize a variety of plot structures and
elements (e.g., story
within a story, rising action, foreshadowing,
flashbacks, cause-and-effect
relationships, conflicts, resolutions) and describe their
explanation presented (e.g., articulating
implications or the significance of the topic).
impact on the reader in specific literary works.
CE 2.1.5 Analyze and evaluate the components of
multiple organizational
patterns (e.g., compare/contrast, cause/effect,
Comprehension and Collaboration
problem/solution,
1. Initiate and participate effectively in a range
fact/opinion, theory/evidence).
of collaborative discussions (one-on-one, in
CE 3.2.1 Recognize a variety of literary genres and
groups, and teacher-led) with diverse partners
forms… and
on grades 9–10 topics, texts, and issues,
demonstrate an understanding of the way in which
building on others’ ideas and expressing their
genre and form
own clearly and persuasively.
influence meaning.
a. Come to discussions prepared, having read
CE 3.2.2 Identify different types of poetry (e.g., epic,
and researched material under study; explicitly
lyric, sonnet, free
draw on that preparation by referring to
verse) and explain how specific features (e.g.,
evidence from texts and other research on the
topic or issue to stimulate a thoughtful, wellreasoned figurative language,
imagery, rhythm, alliteration, etc.) influence meaning.
exchange of ideas.
CE 1.5.1 Use writing, speaking, and visual expression
b. Work with peers to set rules for collegial
to develop
discussions and decision-making (e.g., informal
powerful, creative and critical messages.
consensus, taking votes on key issues,
CE 1.5.3 Select format and tone based on the desired
presentation of alternate views), clear goals and
effect and
deadlines, and individual roles as needed.
audience, using effective written and spoken
c. Propel conversations by posing and
language, sound, and/or
responding to questions that relate the current
visual representations (e.g., focus, transitions, facts,
discussion to broader themes or larger ideas;
detail and evidence
actively incorporate others into the discussion;
to support judgments, skillful use of rhetorical
and clarify, verify, or challenge ideas and
devices, and a coherent
conclusions.
conclusion).
d. Respond thoughtfully to diverse perspectives,
CE 1.5.5 Respond to and use feedback to strengthen
summarize points of agreement and
written and
disagreement, and, when warranted, qualify or
multimedia presentations (e.g., clarify and defend
justify their own views and understanding and
ideas, expand on a
make new connections in light of the evidence
topic, use logical arguments, modify organization,
and reasoning presented.
evaluate effectiveness
of images, set goals for future presentations).
3. Evaluate a speaker’s point of view, reasoning,
CE 1.3.1 Compose written, spoken, and/or
and use of evidence and rhetoric, identifying any
multimedia compositions in a
fallacious reasoning or exaggerated or distorted
range of genres (e.g., personal narrative, biography,
evidence.
poem, fiction,
drama, creative nonfiction, summary, literary analysis
essay, research
report, or work-related text): pieces that serve a
variety of purposes
(e.g., expressive, informative, creative, and
persuasive) and that use a
variety of organizational patterns (e.g.,
autobiography, free verse,
dialogue, comparison/contrast, definition, or cause
and effect).
CE 1.4.3 Develop and refine a position, claim, thesis,
or hypothesis that
will be explored and supported by analyzing different
perspectives,
resolving inconsistencies, and writing about those
differences in a
structure appropriate for the audience (e.g.,
argumentative essay that
avoids inconsistencies in logic and develops a single
thesis; exploratory
essay that explains differences and similarities and
raises additional
questions).
CE 1.3.7 Participate collaboratively and productively
in groups (e.g.,
response groups, work teams, discussion groups, and
committees) —
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 (e.g., considering accuracy,
relevance, clarity, and
delivery; types of arguments used; and relationships
among purpose,
audience, and content).
CE 2.1.9 Examine the intersections and distinctions
between visual
(media images, painting, film, and graphic arts) 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
(e.g., monitor message for clarity and understanding,
ask relevant
questions, provide verbal and nonverbal feedback,
notice cues such as
change of pace or emphasis that indicate a new point
is about to be
made; and take notes to organize essential
information).
CE 3.2.4 Respond by participating actively and
appropriately in small and
large group discussions about literature (e.g., posing
questions, listening
to others, contributing ideas, reflecting on and
revising initial responses).