Niels W
Ruud P
1
table of content
introduction
3
Teacher’s material
lesson activity 1
5
lesson activity 2
7
lesson activity 3
9
lesson activity 4
11
lesson activity 5
13
lesson activity 6
15
lesson activity 7
16
Student’s material
worksheet 1
18
worksheet 2
24
worksheet 3
27
worksheet 4
30
worksheet 5
34
worksheet 6
38
worksheet 7 (trailer project)
40
2
Will Grayson, Will Grayson - teaching package
This teaching package contains classroom exercises for young adults that read the novel Will
Grayson, Will Grayson. This fabulous novel deserves a number of equally fabulous exercises
to do before, while and after reading the book. The aim of these exercises is to increase the
understanding of the novel, to motivate the students to read (on) and to explore some of the
major themes of the novel.
We have designed several activities to help guide students through the novel. students read
the actual book at home ( 5 chapters a week ) and do the exercises in class. Some
background to the exercises and additional teacher information can be found in part 1,
named ‘teacher.’ The exercises are grouped in worksheets that are found under ‘student.’
This part is printed and handed out to the students one worksheet a week. There are seven
worksheets that are completed in seven weeks. One hour a week is enough for a worksheet.
The week between ‘book-classes’ gives the student sufficient time to do the reading at home.
Both the book and the teaching package are suitable for students from havo/vwo-4 and up.
The extensive use of profanity, the difficulty of the vocabulary and the number of pages
makes this book unfit for younger students or students from a lower level.
This teaching package includes before-reading, while-reading and after-reading activities in
worksheets. Since it’s not possible to provide you with an answer key to the open questions,
there is none in this pack. The way to check answers and understanding is by discussing the
answers in class.
The students will be graded. We advise the following grade build-up:
Class participation
Worksheets
Poster
Movie trailer
20%
20%
20%
40%
We have tried to link the different weeks together by referring to worksheets and exercises
that were done in previous weeks. This way we create a feeling of unity throughout the
weeks instead of having a separate and unrelated set of exercises each week. The weeks do
have an individual theme. We have chosen main topics (themes) from the book and zoom in
on this topic one week at a time. The order in which the themes are presented is based on
the order in which they come up in the book.
3
Teacher’s material
Before-reading - Week 1
Introduction
It is important to make the students aware of the fact that this book was written by two
authors and that the endeavour was far from normal. Green and Levithan started writing with
only a few characteristics of the main character agreed upon. They agreed on the name, the
gender and (approximate) age of the(ir) protégé, but not much else. If students start reading
the book without knowing this they might become confused and lose interest in the book
before having properly started reading. We advise teachers to start off by showing this clip:
https://www.youtube.com/watch?v=nYpyyZwE9Yc
Note: the first minute is essential; you might want to cut it off after that. In this minute Green
tells the viewer that the two Will’s are (in fact) two different people and that they were created
by two different writers. He also mentions that the target audience is ‘older students.’
We think it would be wise to elaborate on this last statement by explaining that the themes in
the book include homosexuality and depression (amongst others) and that it is written in the
U.S. slang of the day.. meaning it is full of profanities. This prepares the student for what is in
front of them and, we think, might just work to increase their interest.
At this point refer the students that are interested to this link with the audio version of the
book:
https://www.youtube.com/watch?v=_3Tj0tiSIF0
4
Lesson activity 1
After the introduction you spent the rest of the class on worksheet one. This worksheet will
guide you through a process of generated meaning.
The first lesson is all about introducing the book and letting the students think about the
possible content and characters. It is designed to create interest in the book and poses
questions that can only be answered when they actually start reading. This curiosity will
motivate those students that might otherwise have a (more) difficult time motivating
themselves. The reason we chose this approach is that we believe that ‘Will Grayson, Will
Grayson’ is a book that our target audience will gladly finish once they have started reading
the first few chapters.
Exercise 1
this question requires the use of a computer with internet access. If you do not have these
facilities you can always skip the looking-up part. Asking the meaning of a student’s name
will prove highly motivational. In our experience this will generate the focus you need and
want).
Exercise 2
again, a question to start the students off by having to look into a matter that is their own.
This serves to motivate
After this start we go to the actual book by reading the Q&A by the two authors of the book.
Students can read it for themselves (silent) or you might read it out or have two students
read it out. Choose whatever you feel is most effective. This excerpt of the Q&A is funny (to
most) and Is in the style of the book the two men have written.
5
Exercise 3-4
We continue the ‘personal’ approach but now we touch upon the very basis of the book: 2
people with the same name. Like Q1 this question requires the use of a computer)
In this last part of worksheet one we pose the actual question: What is in a name. The ageold saying ‘nomen est omen’ (your name is a sign of what is to come) is supported by recent
research. The results of this scientific research were used in an article in a popular lifestyle
magazine. This article and the link to the actual research is handed-out after the students
have filled out the table of 7 things a name might reveal.
Exercise 5
The idea behind this question is to have the students read an article that will give them the
necessary background for exercise 6.
Exercise 6
These questions combine the information from the earlier questions. It is meant to spark
creativity and subsequently give the teacher an insight in the understanding of the article by
the individual students. Subsequently the students might contribute some pre-disposed
notions about Will themselves. These questions are important for motivational purposes.
Students will be curious to see if their prediction was right and have established an image of
the main characters.
Mind: the following question is not answered today, students are asked to answer it on
worksheet 2.
Exercise 7
We have aimed to have some correlation between the assignments on the different
worksheets. After reading the first chapters students are asked to check their earlier
predictions! This question is answered in week two. A question on worksheet 2 refers the
student back to this question..
6
Lesson activity 2
While reading
(Will Grayson, Will Grayson, Chapter 1-4)
1. The teacher will ask the students to individually to read through the first four
chapters of the text, noting interesting language, sentence structure, and other
writing that is out of the ordinary, appealing, or unappealing to them.
2. Students will then discuss with one or two partners what they found and why they
took note.
3. Inevitably, profanity will be a topic. Teacher will ask students to individually write
down some thoughts about their reactions towards the profanity and quickly script out
how they would argue for or against the language choice. Teacher will then lead a
class discussion about reasons profanity is used and students’ reactions while
students responsibly and respectfully contribute by sharing their arguments.
Having done that, it’s time go move on to the exercises on the working sheets.
Exercise 1
To make sure the students understand the structure of the story, the first exercise is
to write down both Will’s relationships (friends and relatives) that appear in the first
four chapters. By doing this, the students will not mix up the lives of both Will’s during
the rest of the lessons.
The characteristics of both Will’s differ on various levels but also the other characters
are described and have their own curiousities.Therefor the students are asked to
write down some key words about the personalities of those characters as well.
7
Exercise 2-4
Exercise 2 and 3 are more detailed questions about the lives of each Will and is
therefore a continuation of the previous question. The odd and even chapters each
have their own style of writing. As mentioned earlier this is a result of two writers
writing their story and putting them together afterwards. However, the writers have
chosen these styles for a reason. In exerciese 4, first of all the students have to
discover and mention the differences in the chapters and try to explain what the
writers want to express by using their style of writing.
Exercise 5
Students all use chat application on both their computers and mobile phones. This
exercise connects to the everyday lives of the students and is also a creative way of
using English in every day life. By linking the abbreviations with the full meaning, in a
fun way their understanding of English is improved.
8
Lesson activity 3
(Will Grayson, Will Grayson, Chapter 5-8)
After reading chapter 5-8 of the book the students know more about the lives of Will
and Will. Elaborating on the previous activity, in this part, one of the themes of the
book being ‘discovering your identity’ will be discussed, besides the point of being
fake or real towards yourself and others. In chapter 7 both Will’s meet at the
Frenchy’s, the Porn shop and their lives will be interwoven from now on. So to our
opinion this is one of the key chapters of the book.
Exercise 1
The first exercise of the lesson is about famous quotes from historical or
contemporary figures, who had thoughts about the idea of (looking for) identity. The
student’s task is to link each of the quotes with the more accessable meanings that
are given below. By doing this, they learn both about the idea of identity and to
translate difficult, philosophical English into contemporary, everyday English.
Exercise 2
Exercise 2 contains a couple of open-ended questions to check the student’s
understanding of the chapters 5-8. After they filled in the answers (either back home
or in class), they can be discussed in class.
Exercise 3
This exercise is about what the title of the lesson already refers to: an identity being
fake or not. In the book Will orders a fake ID from one of the Jane’s friends but get’s
9
stuck with an ID that says his age is 20 instead of 21 so he’s not allowed to answer
the club. Triggering the creativity of the students, this exercise asks them to design
their own fake ID, not just a name and looks, but also the personality and sexuality.
What students come up with, can of course be discussed in class and gives an
unique insight into the minds of the students and whether they feel happy with their
identity or they rather be someone else.
10
Lesson activity 4
(Will Grayson, Will Grayson, Chapter 9-12)
Homosexuality is an important theme in this book.
This worksheet is designed to raise the issue of gay acceptance and aims to guide the
students through the issue in two of the most important, and gay, characters; Tiny and Will 2.
The acceptance of homosexuality is certainly not a given fact in Dutch society. Schools are
no exception. We choose to bring the subject from the U.S. high school in the novel
(questions one and two) to the students own world and their own school.
Exercise 1
We start of by asking the students about the way that Tiny and Will 2 deal with their sexuality
and make them distinguish between the two. Will 2 is not ‘out’ in the first part of the book and
he hides his true identity from the world. The only place where he can be himself is in his
room, behind his computer. Tiny, on the other hand, seems completely at ease with his
sexuality and embraces it as an important part of his being. No shame, no inhibitions.
Exercise 2a-b
The transition of the subject from book to the students own world started by introducing the
popular song ‘stay with me’ by Sam Smith. The students all know this hit song and probably
understand that it is a love song (of sorts). The lyrics seem to come straight from Will 2 and
students are asked to match Will to the lyrics by referring to the quote at the beginning of the
worksheet.
Continue by watching the clip containing the whole song and lyrics.
Exercise 2 c-d
By making the students draw a quick picture of the two “lovers” from the song the students
will most likely depict a typical man-woman relationship. They sing this song and hear the
lyrics all the time but probably haven’t realized that is about a man and a man. The students
11
will realize this after watching the clip from Ellen. Smith tells about his coming out and about
what it means to him. The drawing from box one might need a (sex) change..
Sam Smiths hit song ‘Stay with me’:
https://www.youtube.com/watch?v=rUam2NeGZ_0
clip of Sam Smith on ‘Ellen’:
https://www.youtube.com/watch?v=LWUZNCErKnc
Exercise 3a-b
Establishes the link between the artist and the protagonists.
Exercise 3c-e
Go into the existence of a common phenomenon in American schools: the gay straight
alliance. In light of their previous answers students might have to admit that such a group is
needed in their school as well.
Exercise 2a-b
Students are asked to create a poster advertising a gay straight alliance in their own school.
Make sure that students have access to coloured paper and pens! They will need a computer
for inspirational purposes and to look for a slogan to use. Finishing the poster is done as a
homework assignment.
Note: There are many possible uses for the poster. We leave it to the teacher to decide how
to use the final products. They might be spread throughout the school OR (even better) an
actual GSA meeting can take place. Another use might be to just hang them in the classroom
when the movie trailers are shown in the last week.
12
Lesson activity 5
(Will Grayson, Will Grayson, Chapter 13-16)
This worksheet is essential for testing and explaining the fundamental issue that the book
deals with: finding, accepting and being yourself! Music is used in the novel as a tool for
expressing identity. This notion reflects reality; in that adolescents try to find their identity and
typically music is used as an important means to do this. Music and lyrics are way more
important than just entertainment: They help to define a place in society and an outlook on
life!
You might say that Will Grayson, Will Grayson has its own soundtrack and music serves to
both entertain and carry (hidden) meaning. Tiny telling his life story in musical-form leaves
little to the imagination, but some other musical references need a closer look to fully
understand why they are there.
Listen to this song by Neutral Milk Hotel:
https://www.youtube.com/watch?v=0AkCAjleSlU
Exercise 1
Students might be surprised to find that the band NMH actually exists. By using their song
‘two-headed’ boy we link the novel’s use of music directly to the subject of (the search for)
identity. Music (as explained above) is important to the teenagers in your class and listening
to a song (from the book) will increase motivation. It also illustrates the somewhat ‘gloomy’,
cynical and intellectual qualities of Will 1 and Jane.
Exercise 2-3
The title of the song works to introduce the main theme of the worksheet and is directly
relatable to the build-up of the book and the individual characters. The two faces (or heads)
of Will and Will.
Exercise 4-5
Guide the students to what we feel is the central idea of the book. The two sides of every
person: our real identity versus the person we allow the world to see. Being vulnerable and
13
truthful is scary but (at least to the people you love) essential to making life an enjoyable
experience.
14
Lesson activity 6
(Will Grayson, Will Grayson, Chapter 17-20)
After the students read the full book, they all have their opinions about the book itself
and the topics that are important in it. First of all this can be discussed in class to give
them the opportunity to share this opinion with the rest of the class. Before entering
the ‘post-reading’ phase (with a great and creative ‘trailer project’), the exercises in
this lesson are aimed at recollecting the memories of earlier chapters to make sure
the students have a good and full understanding of the story and topics in the book.
Exercise 1
Exercise 1 contains of 14 multiple choise question about the entire book. All chapters
are involved and correct answers are only possible after they read the book entirely.
The individual answering of the questions is therefor recommended.
Exercise 2
After making clear they understood the book, in exercise 2 the students can write an
essay about the way they look at the book. So this is a written version of the earlier
discussion in class which aims at improving their writing skills on to a higher level and
also writing down their opinions about important lifelike topics.
15
Lesson activity 7
(After reading)
The final activity – and big apotheose – is het making of a filmtrailer for the not yet
released film ‘Will Grayson, Will Grayson’. All previous lessons come together in this
fun, bigger than life experience. Students both need to have understood the story
and the main themes of the book but can of course giver their own twist to the story
by making their own creative product about the book. The class can be devided into
groups of 4-5 students so they can work together, but still can all give their input to
the product that comes out.
The storyboard
First of all, like for the production of a motion picture, a storybook has to be made.
Students select crucial scenes from the book they want to be shown in their trailer. A
blank storyboard is included where these scene can be drawn, and also the audio
and –optional – the text of the voiceover can be included. The result should be a
filmclip of about 2 minutes in length.
The audio
In the book, music plays a huge part. Not only do visit the main characters
performances of real life bands, also for the fabulous performance of Tiny´s musical
there´s a soundtrack selected. For the filmtrailer, the students can select their
favourite music and music that in their opinion fits the story best. Also other sound
effects and an optional voiceover can be added.
Editing
16
For creating the two minute trailer, necessary for promoting the film in a efficiently
way, the material that is shot, needs to be edited. For this, we advise to use Windows
Movie maker 2012, but also Youtube Remixer or Movie Masher can be downloaded
for free and are excellent tools to create a inspiring filmtrailer.
The results of all the groups will be presented by the students in class of course.
Have fun!
17
Worksheet 1 , Pre-reading
What’s in a name!?
As John Green said in his intro the book is about two boys that have the same name
yet are two different and distinct people. First tell me, what’s in YOUR name?
1. Do you know what your name means? If not, look up the meaning online. Useful
websites are: www.behindthename.com or www.sheknows.com.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. Does the official meaning of your name reflect who you are? In other words: did
your parents pick the right name?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Now read the Q&A by the two authors of the book you are about to read:
Q&A WITH AUTHORS JOHN GREEN AND DAVID LEVITHAN
DL: As you know, one of my best friends is named David Leventhal, and the
confusion this causes was one of the impetuses (impeti?) for WG, WG.
Have you had any particularly fierce run-ins with any other John Greens?
JG: Well, there’s a John Green who is one of the most famous Bigfoot
researchers in the world. (He is, in fact, often referred to as “one of the
four horsemen of Sasquatchery.”) Years ago I wrote a little piece for
a magazine in which I casually mentioned that Bigfoot is, you know,
fictitious. Well, John Green did not like that at all. He felt that I was
besmirching the good name of Bigfoot-believin’ John Greens everywhere.
18
3.
The writers tell us a little about their namesakes. Do you know anyone with the exact
same name as yours (first and last name)? If so, who is it?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
4.
Google your own name to see if you can find a match. What did you find?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Nomen est omen
5. The act of picking a name might seem fairly random….but is it!? Here are 7 things your
name might reveal. Complete the chart by asking yourself ‘Does a name say something
about…..” Yes or no? and why?
1. Age
Y/N
Why:
2. Popularity in School
Y/N
Why:
3. Education
Y/N
Why:
19
4. Career
Y/N
Why:
5. Mental Health
Y/N
Why:
6. Well-Being
Y/N
Why:
7. Social Class
Y/N
Why:
Now Read the article (hand –out) and revise your answers (if necessary).
6. In the book you are about to read the two writers both created a character named ‘Will
Grayson.’ They agreed that the character is American, male and teenager. Describe what
you think Will Grayson is like using the 7 points from the article or draw him in the square
below.
1.__________________________________________________________________
2.__________________________________________________________________
3.__________________________________________________________________
4.__________________________________________________________________
20
5.__________________________________________________________________
6.__________________________________________________________________
7.__________________________________________________________________
Create a picture of what you think Will Grayson looks like by just knowing his name, age and
nationality.
7.Check the answers you gave here after reading the first chapters. Did you describe or draw
one of the Will’s? List the similarities:
Will 1:
___________________________________________________________________
___________________________________________________________________
21
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Will 2:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
22
Worksheet 1- hand-out (questions 6 & 7)
Seven Things Your Name Reveals About You
By: Shanno n S.
The name your parents gave you when you were born is not as random as you
may think it is. In fact, it reveals a lot about your personality, success in life and
overall happiness.
The following is a list of seven things your name reveals about you:
1. Your Age
Trendy names are time-bound: if your parents gave you a name that was popular
around the time you were born, there's a good chance others can guess your age.
For instance, if your name is Jennifer, you were probably born around 1970. Is it Christopher? You were probably born between
1970 and 1980. You're a girl named Ashley? No alcohol for you yet!
2. Your Popularity in School
Sure, maybe you thank your popularity to your good looks or great social skills. But there's also a good chance that you just
have a common first name. Research has shown that when kids are asked to rate each other, they prefer children with a
'normal' name like David or Michelle. However, if a kid is named something like Archibald or Makenna, they were judged more
negatively.
3. Your Education
Girls with a 'boyish' name like Sam, Alex or Hayden are more inclined to do a technical study. The reason? Girls with boy names
are expected to be tougher than girls with girl names, and are therefore treated differently by their parents, teachers and other
people.
4. Your Career
Just like in high school, grown-ups have a preference for people with common names. If you apply for a job, there's a better
chance you'll be hired if you have a common name. Traditional names like James or Michael have the advantage of being
associated with positive things. You'll have the most difficulty finding a job if you have a 'black-sounding' name like Moneesha,
Takeesha or Duane.
5. Your Mental Health
If you have an uncommon first name, you're more likely to suffer from depression and anxiety. In prison you'll find more people
with strange names than people with common names. However, people who've been teased a lot at school because of their
name, can also be more determined to become successful when they grow up.
6. Your Well-Being
If you are happy with your name, you are also happy with yourself. This goes even so far that people who have positive
associations about themselves, prefer things that are connected to the letters in their name. Someone named Dennis is more
likely to become a dentist. And if you're looking for a partner, there's a good chance you'll choose someone whose name starts
with the same letter as your own name. It's no coincidence that there live more Florences in Florida than in any other part of the
US.
7. Your Social Class
People from lower social classes are more inclined to pick symbolic (Brandy, Crystal, Destiny) names for their children, while
people who belong to a higher social class will most often stick to traditional names. The more French (Quentin, Hermione,
Henrietta) a name sounds, the higher the social class.
(Sources: http://www.stat.columbia.edu/~gelman/stuff_for_blog/susie.pdf, CBS News)
23
Worksheet 2, While Reading
‘You can pick your friends, you can pick your nose, but you can't pick your friend’s nose.’
1.
In the first four chapters you meet both Will Graysons already. Like all of us, they’re
both related to several people; friends, relatives and others. In the figure below are
central both Will’s. First write down a few key words about each of their characters.
Then write down the related persons in the surrounding cells and give some key
words about them as well.
_________
_________
_________
_________
_________
__________
_________
__________
_________
__________
_________
__________
__________
_________
__________
_________
__________
_________
__________
_________
_________
_________
_________
_________
2.
Will states on page 3, “You cannot possibly pick your friends, or else I never would
have ended up with Tiny Cooper.” What is it about his relationship with Tiny that he
24
finds so difficult? Do you think he’s right to feel this way? Consider your own
friendships—have you ever had a friend that you felt required an extra effort on your
part to remain friends?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
3.
Describe the other Will’s home life; using examples, share how his relationship with
his mom shaped him as a person. Why does he see his mother as fragile? How does
Will’s relationship with his mother change and what does Will discover about her?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
4.
Possibly you already noticed the differences in style of writing and layout between the
odd and even chapters. Mention some differences and illustrate reasons why the
writers chose to have these differences.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
5.
Both Will’s use during their chat conversations with their friends several abbreviations.
For example on p. 29 the abbreviation ‘LOL’ is used, meaning – of course - ‘laughing
out loud’. Possibly you use some of them as well. Below on the left are some
generally used chat abbreviations, connect each of them with the correct meaning on
the right side.
25
Laughing my fat arse off
C U L8R M8
2G4E
Thank you
Fuck off and die
AITR
Three words for you (I love you)
NIFOC
Together forever
2 BZ 4 U QT
FOAD
One for all, and all for one
LMFAO
2G2BT
Naked in front of computer
AAA
10Q
See you later
mate
34U
Adult in the room
14AAA41
Too good to be true
Too busy for you cutie
Awesome Awesome Awesome
26
Worksheet 3; While reading
‘Faking IT(D)’
The theme of the book can be described as ‘discovering your identity’; also meaning, who
am I and who do I relate to best? This is a question that a lot - or maybe all - teens (but also
adults) are struggling with.
1.
Below are quotes of famous people about identity. They influenced the world with their
thoughts about this topic. Read them first and write down their names besides the meaning
below that describes the quote the best in your opinion.
“The best way to find yourself is to lose yourself in the service of
others.”
― Mahatma Gandhi
“Most people are other people. Their thoughts are someone else's
opinions, their lives a mimicry, their passions a quotation.”
― Oscar Wilde
“We know what we are, but not what we may be.”
― William Shakespeare
“Don’t let the noise of others’ opinions drown out your own inner
voice."
― Steve Jobs
“Some people seem to fade away but then when they are truly gone,
it's like they didn't fade away at all.”
― Bob Dylan, Chronicles, Vol. 1
“Through others we become ourselves.”
― Lev S. Vygotsky
“When I discover who I am, I’ll be free.”
― Ralph Ellison, Invisible Man
“The music we listen to may not define who we are. But it’s a damn
good start.”
― Jodi Picoult, Sing You Home
27
Do not strain too much to others.
Some people will only be remembered after they died
People can be whatever or whoever they want to be
Be humble, don't be selfish
A lot of people's behaviour is copied from others
Only in interaction with other people you can discover who you
really are
Our interests are a important part of our identity
When you've discovered who you are, you can truly be yourself
2.
What happens between Will and the Group of Friends that makes them stop talking to each
other?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Why does Will make a point not to have Tiny be his one and only friend?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Why does Will not want Tiny to make outlandish displays about being in love around him?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________________________________________________________________
28
In chapter five Will fails to enter the Storage Room where the concert of the Maybe Dead
Cats will take place, while Tiny Cooper and Jane enjoy the concert inside. The reason for this
is obvious.
3. Design your own fake ID card like the one below, including a picture, profession, age and
all other personal information, you think is important. If your really happy about who you are
make it about yourself, but It also can be someone you admire, your idol or another famous
person. On the lines below write down some key words of your fake personality’s character
and – if you think it’s important - sexual oriëntation. Be creative!
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
29
Worksheet 4: while reading
Come out and play!
Homosexuality is an important theme in this book. On page 145 Will 2 and Tiny share a
bench and are about to share their first kiss. First, however, they share some feelings:
tiny: so tell tiny your problems
me: can tiny talk normal?
tiny (in his best Anderson cooper voice): yes he can. but it is not nearly as much fun
when he does it.
me: you just sound so gay.
tiny: um…there’s a reason for that?
me: yeah, but. i dunno. i don’t like gay people.
tiny: but surely you must like yourself?
holy shit, i want to be from this boy’s planet. is he serious? i look at him and see that,
yes, he is.
1a.Describe the way Tiny Cooper deals with his sexuality. Use terms like: ‘coming out’,
emotion, self control, truth, self image, etc..
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1b.Describe the way Will Grayson 2 deals with his sexuality. Use terms like: ‘coming out’,
emotion, self control, truth, self image, etc..
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now read this verse from a popular song:
“Why am I so emotional?
No it's not a good look, gain some self control
Deep down I know this never works
But you could lay with me,
So it doesn't hurt
Oh, won't you stay with me
'Cause you're all I need
This ain't love, it's clear to see
But darling, stay with me”
2a.
Who could have said the words from the song, Tiny or Will 2? Use the answers from
question 1 and the quotes from the book to explain why:
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2b.
Discuss the answers in groups of 4.
The verse is from Sam Smiths hit song ‘Stay with me’, listen to the whole song and read the
on-screen lyrics: https://www.youtube.com/watch?v=rUam2NeGZ_0
2c.
Sam Smith sings to his ‘darling’, draw them together in one minute in box 1:
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box 1
box2
Now watch this clip of Sam Smith on ‘Ellen’:
https://www.youtube.com/watch?v=LWUZNCErKnc
2d.
Does your drawing need a (sex) change? If so, draw a new picture in box 2.
3a.
Why do you think that Sam Smith, Will Grayson and Tiny waited (so long) before they
‘came out’?
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3b.
Acceptance of homosexuality is far from complete in Will and Tiny’s school. What did
Will do to defend his unlikely friend Tiny, that ended his friendship with ‘the group’?
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3b.
In Will Grayson’s and Tiny’s school there is a gay/straight alliance (GSA), what is it?
And who are in the alliance?
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3c.
Is there such a group in your school?
Y/N
3d.
Do you think there should be a GSA in your school? Why (not)?
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4.
Work in groups of 4 and design a poster to attract members for a GSA in your school!
Design the poster in a way that Tiny would: Extravagant, colourful… and fabulous!
Make sure that the poster contains mention of the target audience (who is it for?), a
slogan and an attractive lay-out. Use your creativity for the rest!
Somesome inspiration..
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Worksheet 5; While reading
‘two heads, one mind’
It’s time to test your fake ID from worksheet 2 to see Neutral Milk Hotel (NMH) yourself, like
Tiny, Will 1 and Jane in the first part of the book. Later on today we will also see ‘the maybe
dead cats’.
Music is more than tunes in Will Grayson, Will Grayson. You might say that the book has its
own soundtrack and music serves to both entertain and carry (hidden) meaning. Tiny telling
his life story in musical-form leaves little to the imagination, but some other musical
references need a closer look to fully understand why they are there.
Listen to this song by Neutral Milk Hotel:
https://www.youtube.com/watch?v=0AkCAjleSlU
1.What do you think NMH means by a ‘two headed boy’? (literally two heads on one boy,
or…?)
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"Two-Headed Boy"
Two headed boy
All floating in glass
The sun it has passed
Now it's blacker than black
I can hear as you tap on your jar
I am listening to hear where you are
I am listening to hear where you are
Two headed boy
Put on Sunday shoes
And dance round the room to accordion keys
With the needle that sings in your heart
Catching signals that sound in the dark
Catching signals that sound in the dark
We will take off our clothes
And they'll be placing fingers through the notches
in your spine
And when all is breaking
Everything that you could keep inside
Now your eyes ain't moving
Now they just lay there in their clouds
Two headed boy
With pulleys and weights
Creating a radio played just for two
In the parlor with a moon across her face
And through the music he sweetly displays
Silver speakers that sparkle all day
Made for his lover who's floating and choking with
her hands across her face
And in the dark we will take off our clothes
And they'll be placing fingers through the notches
in your spine
And when all is breaking
Everything that you could keep inside
Now your eyes ain't moving
Now they just lay there in their clouds
Two headed boy
There is no reason to grieve
The world that you need is wrapped in gold
silver sleeves
Left beneath Christmas trees in the snow
And I will take you and leave you alone
Watching spirals of white softly flow
Over your eyelids and all you did
Will wait until the point when you let go 34
2a.
Read the lyrics above and use the parts in bold to describe Will 2. Think about
depression, medication, his break-down and his feelings for Tiny.
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2b.
What are the two sides of Will’s (2) character?
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3a.
Now look at Will 1; his feelings are also often different from what he shows the world.
How does he act?
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How does he really feel?
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3b.
Look at your description of Will 1 on worksheet 2 and compare it to the answer you
just gave. What changed?
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4. Discuss the answers to question 2 and 3 in groups of 4.
Look at the picture above. In the book Schrödingers cat is used as a metaphor by Jane and
Will 1. ‘The maybe dead cats’ are a band that they go to see.
5a.
What was the thought-experiment? ( page 195 and 196 )
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On page 254 Will 1 realizes that he really really likes Jane (and he tells her that) and he goes
on by saying:
“But but but you’re totally right about saying the honest thing. I
think if you keep the box closed long enough you do kill the cat,
actually. And – God, I hope you won’t take this personally – but I
love my best friend more than anyone in the world.”
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5b. What is the metaphor of the box?
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‘Letting your guard down and ‘opening the box’ is what this book is all about.
Friendship, love and accepting who you really are. Both Will’s have a breakthrough
regarding their “boxes” at the end of the book.’
Explain this statement. Use your answers on the previous worksheets for help if you need it!
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Worksheet 6; while reading
1. What friends of Will and will have the
same names (but are different people)?
(a) Tiny and Jane.
(b) Maura and Tiny.
(c) None; this is a trick question.
(d) Jane and Maura.
2. Why is Will unable to get in to see the
concert in Chapter 5 with Tiny and Jane?
(a) Because he causes problems with the
bouncer.
(b) Because he has been caught stealing from
the club before.
(c) Because he doesn't meet the minimum
height requirement.
(d) Because he's not 21.
3. Who tries to kiss Will in Chapter 3?
(a) Tiny.
(b) Phil.
(c) Jane.
(d) Gary.
4. Who is the other will grayson looking to
meet at the same place that Will is supposed
to meet Isaac?
(a) Another person named Isaac.
(b) His friends from high school.
(c) His friends from college.
(d) His uncle.
How old is the other will grayson who Will
meets?
(a) Around 2 years old.
(b) Much younger.
(c) They are the same age.
(d) Much older.
6. When does Will work at CVS?
(a) After school but only Mondays,
Wednesdays, and Fridays.
(b) In the mornings before school.
(c) On the weekends.
(d) He has the night shift.
7. With whose help does Will manage to get
in at the Hideout in Chapter 1?
(a) Tiny's.
(b) Gary's.
(c) No one's; he just gets lucky.
(d) Jane's.
8. How does Will feel about his father's
request to speak with him?
(a) He's glad his dad made time for him.
(b) He's angry his dad is so bossy.
(c) He is filled with dread.
(d) He's relieved since he can now tell Tiny
he can't go out.
9. How does Will feel about his parents'
plan for his future?
(a) He doesn't want to do it simply
because they suggested it.
(b) He is angry they are so bossy.
(c) He feels fine about it.
(d) It is really not at all what he wants to
do.
10. What does Maura confess to Will she
sits at home waiting for?
(a) Her letter from Hogwarts.
(b) Someone to wisk her away to outer
space, since she loves Star Wars so much.
(c) Darcy to come rescue her.
(d) Hobbits.
12. What comparison do Will and will
make about their lives when they learn
about the other person?
(a) That it's like being in a Bizarro World.
(b) That someone must be playing a joke.
(c) That it's the coolest thing that's ever
happened to either of them.
(d) That it's not really worth any attention.
13. Why isn't Will able to participate in
the mathletes competition in Chapter 6?
(a) He has to meet Isaac.
(b) He has just decided that it is too dorky.
(c) His dad will punish him if he finds out.
(d) He is too nervous.
14. Whose choice was it for Will to leave
the Group of Friends?
(a) It was a mutual decision.
(b) Will's.
(c) Tiny's.
(d) The Group's.
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Write an essay and discuss at least five reasons why the story of "Will
Grayson, WIll Grayson" could OR could not work in real life. Make sure to
use examples from the text to support your position.
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Work sheet 7; Post- Reading
The filmtrailer project
The final chapters of Will Grayson, Will Grayson are all about the fabulous
performance of Tiny’s musical. Throughout the book he’s been busy writing the
script, having auditions to select the right actors and changing the subject now and
then. In this last lesson about Will Grayson, Will Grayson you will be making a film
trailer for the upcoming film based on this fabulous book.
In the film industry, your biggest goal -- after getting a film made, of course -- is to get
people to come see the movie. The easiest way to convince someone to watch your
movie is to show them a well-made trailer. Trailers are used to express the general
idea and tone of your film. Writing a good trailer script is not complicated, but it can
mean the difference between a very popular movie and a film nobody ever hears of.
Making a film trailer, whether the movie has been made yet or not, requires
establishing the story, introducing the characters and including catchy, funny, scary
or action-filled scenes to grab the viewer's interest. Create a film trailer to attract
viewers and funds. A good length is from 90 seconds to 2 minutes, any extra is
unnecessary. Hollywood movie trailers generally run at 2’30”, but often they are too
much, and they certainly can labour the point.
Remember to keep building the trailer, make the story move forward, running on the
spot is a waste of time. The 3 act structure, like the majority of story telling, works
great. Set up you place and characters at the beginning, have some fun in the middle
then push the turning point into the final act where you either have your final promise
of what’s going to happen or throw in some jeopardy. Escalate, escalate, escalate
then stop!
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Instructions
The storyboard
1.
Establish a timeline and identify the key scenes of the story. This will help you
identify the sound bites and dialogue that define the thematic elements of your
film and the important narrative dialogue that identifies overarching plot
elements and motives of the key characters in the film. Write a description of
what each cell will show.
2.
Choose a scene or sound bite to place at the beginning of the trailer to catch
the audience's attention immediately. It should be one that best reveals what
the movie is about.
3.
Choose a quick segment of dialogue or an important scene to put at the end of
the trailer to serve as the hook that will pique the interest of the audience. This
is the point towards which everything else in your trailer should build up.
4.
Fill in the middle of your trailer with a mix of copy and clips. Start with the copy,
a line or statement which reveals the central theme or philosophy of the movie,
and follow with clips and sound bites that draw a straight line of thought which
reveals the plot, the important characters and the conflict of the movie. The
line of thought should build up towards and end with the point you chose in
Step 2 and should express the lesson or philosophy that you wish to convey
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with it. Locate the line of dialogue that best serves as the central thesis of the
movie. Make sure it is in your middle section.
The Audio
1.
In the book, to set the right mood for the musical, Will and Jane construct a
preshow playlist with both pop punk songs and tunes from musicals. When
you’re creating a trailer, music is a key ingredient as well. Choose music to set
the pace of the trailer. When you're writing your trailer, consider music that you
feel really establishes the mood of your eventual movie. Allow your
imagination to wander and find the song or songs that you feel best highlight
your story.
2.
A voiceover is a production technique where a voice—that is not part of the
narrative —is used in a radio, television production, filmmaking,theatre, or
other presentations. It’s pre-recorded and placed over the top of a film or video
and commonly used to explain information. Write voiceover copy that doesn't
give away your story, but clearly expresses your themes. Allow the voiceover
to guide your audience and make clear to them any story elements that you
wish to convey.
3.
Use fragments of character dialogue to illustrate and set up your movie's
world. This will also give your potential audience the opportunity to actually
hear your character's voices. Two characters talking is an efficient way to set
up your movie's important relationships.
4.
Interweave the audio with your images in a way that keeps the content of your
trailer moving at a quick pace.
Editing your trailer
Film editing is part of the creative post-production process of filmmaking. The term
film editing is derived from the traditional process of working with film, but now it
increasingly involves the use of digital technology.The film editor works with the raw
footage, selecting shots and combining them into sequences to create a finished
motion picture, or in our case a filmtrailer.
For editing your filmtrailer use Windows Movie Maker. It’s supremely easy to use.
Just drag and drop a few clips onto the program (most formats are supported) and
immediately they're assembled into order; transitions and special effects are just a
click away.
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It's just as simple to add a soundtrack, captions and credits, and you can save the
results as a video file, or upload them directly to YouTube, Facebook and many other
sites.
Perform your trailer in class
All your effort will be worthwhile of course. Every trailer will be performed in class and
there will be room for class discussion. Have fun!
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