RE 5730-375
Dr. Kucan
Integrated Novel Unit Assignment
Penny Icard
Part I
Joey Pigza Loses Control, by Jack Gantos, was chosen for my Integrated Novel Unit. I
teach reading in a small rural community. Most of the students that I work with have either
Attention Deficit Disorder or Attention Deficit Hyperactive Disorder as does Joey, the main
character in the novel. Joey’s parents are divorced. In this book, Joey is spending the summer
with his dad.
The majority of my fifth graders are from divorced homes. Many of them do not know
from one day to the next which parent, or neighbor, they will be with for the night. Those that
visit one parent or the other for weekends or vacations, tend to dislike going. Just like Joey, they
have to discover how to survive with each parent. Most often the rules are different and this adds
confusion to their discomfort. It is difficult for ADD or ADHD people to deal with either, much
less both.
Joey’s dad is not only ADHD, but he is an alcoholic as well. Several of my students have
parents with either drinking problems or with known drug abuse issues. DARE is presented to
the fifth grades in Burke County Public Schools. Both the alcohol abuse and Joey’s grandmother
suffering from emphysema are topics addressed in the DARE program.
As can be seen from above, my students will identify with Joey. This book will allow
them to see they are not alone in any of the problems they may share with Joey. Perhaps they
will realize that, as Joey did, they too have talents they can find and cultivate. Above all else I
want them to see they have value and they do matter.
How these children view themselves is for me the most important issue that I can address
with them. They need to know they are important and that they can achieve. Many of my
children have had their self-esteem beaten down by adults and other children. Above all the
curriculum skills that will be covered in this unit, my main desire is that my students will see
their worth or they will see the worth of their classmates that have ADD/ADHD. Self-confidence
and peer acceptance will help these students for a life time.
The chart that follows will address activities that will cultivate self-confidence, peer
acceptance, and curriculum skills.
Concepts/ Themes
1. Research: writing skills: communication
skills: DARE: health: research skill using
books or magazines only.
2.Main idea: important: character
development
3. Prediction: self-expression: student
reaction
Activities
Students will choose either tobacco use,
alcoholism, or Attention Deficit Disorder.
Findings will be discussed as a class
Story Mural; small groups will illustrate main
events as chapters are read.
Students will view a spot in the video Sand Lot.
In a class discussion, students will express how
they would feel being the ‘new kid’. They would
then discuss if/how they would feel if they had a
handicap, or was ’different’ from the other
students.
4. Writing Nursery Rhymes: Character
After reading first three chapters, using a
building: making right choices: developing
computer, each student will write and
writing skills: communication
illustrate an original nursery rhyme that teaches
a lesson.
5. Drama: Self development: finding ‘own
Students will pair up and decide on times when
self’: making good choices: importance of
they act one way with some people and another
making good choices:
way with other people. The pairs will act out or
demonstrate these two events.
6. Research and report writing: research
Students will choose either a baseball team or
skills: making choices, communication skills: a breed of dog to research and give an oral report
public speaking: internet use
with illustration
7. Writing friendly letter: letter writing skills: As Joey, each child will write a letter to his mom
character development: grammar:
telling her how his summer with his dad is going.
punctuation: capitalization: making right
It is up to the student if Joey tells mom the truth
choices.
or what dad wants him to say.
Concepts/Themes
8. Communication skills: discussion:
character traits: drama
9. Character traits: main ideas: reading skill:
forms of poetry
10. Main idea of story: understanding of main
character:
11. Main ideas: supporting evidence for main
idea: character traits: character development:
self expression: making inferences, drawing
conclusions
12. Author’s purpose: Student Reaction: Selfreflection
Activities
In groups of 3 to 4, students will choose to be a
character or the interviewer. Using the setting
of a TV talk show, the characters will discuss
their part or idea or different events in the
story.
I Poem: student will select one character,
place, object, or situation to write about.
Each student will draw two ‘brains’. One will
show their idea of how Joey’s thoughts looked
while Joey was on medicine. The second brain
will show how Joey’s thoughts looked after
Joey’s dad took him off his medicine.
Each student will choose a favorite character
and one event in the story, tell why they liked
that character the most; how the character
inter-acted with the other characters; how the
student thinks the character felt about the
situation.
Large group discussion, likes, dislikes, how
would student change story, characters, events,
etc. (Prepare before class.)
Joey Pigza
LOS
E
Control
S
Facing the Problems
Joey Pigza Loses Control deals with three issues, alcohol, tobacco, and Attention Deficit
Disorder. Choose one of these issues. Using books and/or magazines only (NO INTERNET),
write a brief report on your findings using the space below. Use at least three different sources.
Your findings will be shared in a class discussion.
1
As you read Joey Pigza Loses Control write down one event
from each chapter that you think is the most important. We
will use these ideas to create a Story Mural, large pictures
that are attached to the wall. When we look at the Story
Mural, we will “see” the story unfold.
Chapters 1-3:
Chapters 4 & 5:
Chapters 6-8:
Chapters 9 – 10:
Chapters 11 – 12:
Chapters 13 – 14:
2
The New Kid
In our book, Joey becomes the ‘new kid’ on a baseball team.
As we watch the video notice how the ‘new kid’ felt being the
‘new kid.’ Think about how you would feel. Write these ideas
below.
Next, suppose that you had a handicap or Attention Deficit
Disorder, how might that added to being the ‘new kid’ make
you feel. Write these new ideas below.
Be prepared to share your ideas in class.
3
The Moral of the Story Is ___________________
Chapters 1, 2, and 3
Joey had barely arrived at his dad’s when his dad took him to Storybook Land. His dad
tells Joey that he did his best thinking there. The characters speak to Joey’s dad and help
him figure out things.
Working in groups of four use the space below (and on the following page if needed) to
write an original nursery rhyme or a fairy tale that teaches a moral or a lesson.
4
5
Chapter 4 and 5
Will the Real YOU Please Step Forward?
On page 52 Joey tells the reader that he feels like two people. He is one person with his dad and
another one with his mom. Think about your life. Write down times that you know that you
behave one way with one person and another way with someone else. You will be paired with
another student. You will decide on one example. Together you and your partner will ‘act out’
these times. As a class you will decide if the behavior is helpful, kind, correct, or the opposite.
6
Who’s that doggie in the window?
OR
Take me out to the ball game!
Joey loved his dog, Pablo. Joey enjoyed playing baseball. Which one do you like best? Using the
internet (ONLY) look up either a breed of dog or a Major League baseball team. You should use
at least three sources in your report. Write a one page report, telling why you chose a dog or a
team. Include in your report why you chose which dog or which team. Then give interesting facts
concerning your choice. Illustrations or pictures should be included with your report. You will
present your reports to the class.
7
Chapters 6-7
Our Next Guest Please
You are on a TV talk show. You are there to discuss if Joey should or should not be using the
patch.
In groups of three to four, decide who is which character. You will need one person to be the
interviewer. The interviewer asks questions to keep the discussion going. It is also the
interviewer’s job to keep the other guests in order.
The guests can be character in the book: mom, dad, grandma, Joey, or Leezy.
You have to decide if each character thinks Joey should take his medicine or not.
In the group plan the interview. Use the space below to plan the questions and possible reactions
to the questions. Share your ideas with your group.
Each group will present the TV show to the class.
8
Dear Mom,
Love,
Joey
In chapter two and six Joey telephoned his mom. In chapter two, grandma tells Joey to write his
mom. That is what you are going to do. Pretend that you are Joey. You write your mom a letter
telling her how your summer with dad is going. What do you tell her? Will you tell her the truth
about Dad, your medication, grandma, and Leezy? Or do you keep the truth from mom so you
can spend more time with Dad? Using the space below, write your letter to Mom.
Dear Mom,
__________________________________________
9
Love,
Joey and Pablo
Me
Pablo
10
I Poem
We have now read chapters 1 to 10. The characters and settings are becoming a part of us. Please
select one character or place to write about. You are to write this poem as if the character or
setting is writing them. All or most of the lines begin with the word I as you can see below. This
form of poetry does not have to rhyme. Use the form below for your poem. If you really feel
creative, you can write your own “I” poem using a form that you developed. Smile, relax, and
have fun.
I am ______________________________
I wonder___________________________
I hear _____________________________
I see ______________________________
I cry ______________________________
I pretend __________________________
I feel ______________________________
I touch ____________________________
I worry ____________________________
I am _______________________________
I understand _______________________
I say ______________________________
I dream ____________________________
I want _____________________________
I am _______________________________
11
Compare/Contrast
Right/Wrong
Good/Bad
In the first seven chapters, we ‘got to know’ Joey while he was on his meds. In chapters 8,
9, and 10 we ‘get to know’ a little about what Joey is like without his meds.
Choose an idea Joey had or a situation that Joey faced. Go inside Joey’s brain.
Draw two pictures. One picture will show what Joey’s brain looked like as he thought of this
idea/situation while he was on medicine. The second picture will be what Joey’s brain looked
like as he thought of this same idea or situation without his medicine. Please use two separate
sheets. One sheet will be his brain while he is on medicine. The other sheet will be his brain
off medicine. 








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12
What do you think!!
It is now your turn to speak out about Joey Pigza Loses
Control. Be prepared to express your likes, dislikes, favorite
parts, least favorite parts, the funniest part, the sadist part,
how the book made you feel, and/or how you feel about
Joey. It is also your chance to finish the book. Tell what you
think will happen next in the story. Write these ideas in the
space below.
13
RUBRIC
Activity/Criteria
Your Points/
Total
Possible points
Alcohol, Tobacco, or Attention Deficit Order: Book or Magazine
Research

Uses three different sources.

Uses correct grammar, mechanics, usage, correct spelling

Writing is neat

Oral participation shows understanding of research
/
10 points
Story Mural

Ideas for events are written for each reading section assigned

Understanding of main idea of the selection is shown in choice of
event chosen

Willingness to work with group
New Kid

Shows understanding of the feeling of being new and ’different’
/
5 points
/
3 points
Nursery Rhyme

Contributes ideas to the group

Is written neatly

Teaches a moral or a lesson

Willingness to work with group
/
5 points
The Real You

Student has an original example written in packet to share with
partner

Example is written neatly, correct use of grammar, mechanics, and
correct spelling

Idea of situation is clear

Willingness to work with partner

Demonstration is clearing presented
/
10 points
RUBRIC
Dog or Baseball: Internet Research

Three sources are used in report

Report is typed clearly

Illustration is included

Use of the Internet is demonstrated

Uses correct grammar, mechanics, usage, correct spelling
/
10 points
Dear Mom: Letter

Letter shows thoughtful input

Shows understanding of the story

Written in the person of Joey

Uses correct letter form

Uses correct grammar, mechanics, usage, correct spelling
/
10 points
I Poem

Written in the person of the character or situation

Spelling is correct

Shows understanding of person or situation
/
10 points
Compare/Contrast:: Drawing of Joey’s Brain

Shows understanding of the main idea of the story

Shows understanding of the main character’s disorder
/
10 points
What do you think?

Ideas are written in packet

Ideas are expressed in the class discussion
 Ideas show understanding of Joey Pigza Loses Control
Total Points
/
17 points
/
100 points
RE 5730-375
Dr. Kucan
Integrated Novel Unit Assignment
Penny Icard
Part III
Ten books related to Joey Pigza Loses Control:
I. Title: On Divorce
Author: Sara Bonnett Stein
Photographs by: Erika Stone
Copyright Date: 1979
Publisher: Walker and Company New York
Description: This book is for parents and children to read together. It gives the adults a view
of how and why children may fear divorce. It also gives suggestions to the parents to help
explain divorce to children. This book can be used when the child’s parents are getting a
divorce or when a child fears his parents may divorce. Joey’s parents were divorced as are
most of my students’ parents. This book can serve as a good resource for the students and
their parents.
II. Title: Sparky’s Excellent Misadventures: My A.D.D. Journal by Me (Sparky)
Author: Phyllis Carpenter
Illustrator: Peter Horjus
Copyright Date: October 1999
Publisher: American Psychological Association
Description: Sparky’s excellent misadventures are written in a diary format. It tells of a
week-in-the-life of a funny, likeable boy with ADD. It offers comfort, humor and advice for
parents and children. It helps children better understand the medication for ADD. This book
is written more on the level of the students that are reading Joey. It will help to give them
insight into ADHD.
III. Title: Focus On Nicotine and Caffeine
Author: Robert Perry
Illustrator: David Neuhaus
Copyright Date: 1990
Publisher: Twenty-First Century Books
Description: The book is just what the title suggests. It explores the everyday drugs,
nicotine and caffeine. As Joey’s grandma suffers from emphysema the readers wonder why
she continues to smoke. This book not only tells of the diseases caused by nicotine, but it
explains addiction the nicotine can cause. The information in this book will go hand in hand
with our novel unit and the DARE program the students take park in while in fifth grade.
IV. Title: Drugs And Our World
Author: Gretchen Super
Illustrator: Blanche Sims
Copyright Date: 1990
Publisher: Twenty-First Century Books
Description: In an easy to read format this book covers the drug problem in general terms. It
does not go into detail about any particular drug. It does tell why drugs are harmful to
everyone concerned, the user as well as the people around them. This will help the students
to understand their world and realize that just like Joey, they are not alone in having to deal
with this problem.
V. Title: My Brother Steven is Retarded
Author: Harriet Langsam Sobol
Photographer: Patricia Agre
Copyright Date: 1997
Publisher: Macmillan Publishing Com., Inc
Description: The book is written from the sister’s point of view. It is honest in the way sister
feels. While she loves her brother, she is sometimes embarrassed by him because is acts and
looks different. The students can relate this book to Joey acting different and not having any
friends. A lot of them too have this experience because of their ADHD
VI. Title: Shelley, the Hyperactive Turtle
Author: Deborah M. Moss
Illustrator: Carol Schwarz
Copyright Date: 1990
Publisher: Woodbine House
Description: Shelly, the turtle goes to the doctor with his mom. Because of the visit to
the doctor’s office Shelly learns why he is so wiggly and squirmy. Shelly also learns that
his problem can be helped. This book is written for children ages 3-7. Even though it is
an easy read, the students will see how this problem effects others and that they can be
helped.
VII. Title: Zipper, the Kid with ADHD
Author: Carolina Janover
Illustrator: Ricky Powell
Copyright Date: 1997
Publisher: Woodbine House
Description: Zachary is a 5th grader that has ADHD. He, like Joey, is very likable, wants to
please, but seems to always get into trouble. His parents visit a neurologist and not only
decide to try medication, but also uses behavioral helps. Zachary befriends an elderly man
in a nursing home. It is from him that Zachary learns to believe in himself. The book
teaches that every person has value, from the child with ADHD to an elderly retired
musician. The main hope is that the students will realize that everyone has value, even the
wiggly child with ADHD.
VIII. Title: I’m Somebody Too
Author: Jeanne Gehret
Illustrator: none
Copyright Date: September 1992
Publisher: Verbal Images Press
Description: Emily is 12 years old. She has a brother, Ben that is always in trouble, but
her parents deny anything is wrong with him. Emily feels that her parents expect her to be
perfect. Things change when Ben finally diagnosed with ADHD. As the family’s attention
turns to helping Ben, Emily begins to feel jealous. She struggles with feelings of
protectiveness and jealously. The book helps students to deal with their feelings toward
parents, friends, or teachers that have to spend extra time with certain children. The
student realizes that these feelings are normal, but they need to be dealt with.
IX.
Title: Trout and Me
Author: Susan Shreve
Illustrator: none
Copyright Date: 2004
Publisher: Random House Children’s Books
Description: Since first grade, Ben has been in trouble. He doesn’t mean to do bad things,
he just can’t seem to stay out of the principal’s office. Now he is in fifth-grade and a new
boy, Trout attached himself to Ben. Trout seems to get in trouble more than Ben, and
Trout’s behavior seems to be planned misbehavior. Ben is diagnosed with ADD. Once he
begins taking Ritalin and he begins to get a bad reputation, Ben begins to wonder about
Trout. These issues are issues that my students face. They have to learn good choices as
opposed to what their friends do. Joey had to decide if he wanted to do and be like his dad
or to be the Joey his mom wants him to be. Joey makes a right choice in chapter 7 when
his dad tries to get Joey to take money out of the fountain in the mall. Joey tells him that is
stealing and refuses to do it.
X.
Title: Heart of a Chief
Author: Joseph Bruchac
Illustrator: none
Copyright Date: 2001
Publisher: Puffin
Description: Chris is an 11 year old Penacook Indian that lives on a reservation. Chris has
a lot of problems that he has to face. His father is an alcoholic, on the reservation his
people are divided concerning a casino being built on their land, and at school he faces the
insensitivity toward Native Americans. The book deals with the poverty found on a
reservation and struggles of remaining true to the Native American heritage. This book
deals with several issues faced by my students. Having to conform to the white man’s
world while trying to keep their own heritage alive is a problem facing the Hispanics and
the Hmong in my class. The problem of an alcoholic parent is a reality that children of
every race face, especially with the economic problems of the times. Joey had to face an
alcoholic father, a single parent home with little money coming in, and Joey was different
from the other children. Unfortunately, my students can relate to these issues.
XI. Title: Dear Kids of Alcoholics
Author: Lindsey Hall and Leigh Cohn
Illustrator: Rosemary E. Lingenfelter
Copyright Date: 1988
Publisher: Gurze Books
Description: Jason, the main character in the book shows what life is like with an
alcoholic parent. As Jason tells stories about his dad, he tells the reader about the alcohol
abuse, his father’s destructive ways, and his dad’s recovery. The book uses language that
children can understand. It includes simple definitions, a glossary, and illustrations. This
book, although it is below the reading level of my students, can serve as a way to help my
students understand that they are not alone and perhaps they will feel free to talk about their
own lives.
XI. Title: What if you couldn’t…? a book about special needs
Author: Janet Kamien
Illustrator: Signe Hanson
Copyright Date: 1979
Publisher: Charles Scribner’s Sons, New York
Description: The book covers a variety of handicaps. From visual handicapped, slow at
learning, missing a limb, to having trouble controlling feelings, children are asked what
would they do, how would they feel, or do they understand why life is difficult for those
with these handicaps. The handicaps are present in an informational format. This book
describes in detail the hardships that Joey and children like him go through everyday. This
book will help my children to understand that they are not the only one struggling.
Hopefully, it will encourage them to keep trying. Their attitude is the only thing
that holds them back.
XII. Title: Pay Attention, Slosh!
Author: Mark Smith
Illustrator: Gail Piazza
Copyright Date: 1997
Publisher: Albert Whitman
Description: Josh is an eight year old boy that finds it very hard to concentrate. There are
times that no matter what he does or how hard he tries, he cannot stop acting out. Some of
the children in his classroom make fun of him. His parents take him to a special doctor that
tells him that he has ADHD. The doctor shares with Josh that when she was his age, she
too had ADHD. With behavior modification methods, Josh improves some. When he is
put on medicine his life becomes must easier for him to control. This sounds just like Joey
in the novel. The students will understand that try as hard as they can, they cannot help
their behavior. Maybe they will also realize that their medicine helps them.
Multimedia Resources
Music: Herb Alpert and the Tijuana Brass
Especially the songs: “Lollipops and Roses”
“Peanuts”
“El Garbanzo”
“Taste of Honey
(Not by Herb Alpert and the Tijuana Brass) “Love Potion no. 9”
“Take Me Out to the Ballgame”
These songs are mentioned in the book. Joey kept a tape by Herb Alpert and the Tijuana Brass in his
portable tape player. In the first chapter, Joey tells the reader that he had to stay home alone so that his
mom could work. She had no where else to leave Joey. His mom bought Joey a trumpet and a tape of Herb
Alpert and the Tijuana Brass. She told Joey to practice and learn how to play the songs on the tape.
Although Joey did not learn to play the trumpet, he kept the tape. Joey said it helped to keep him calm.
This music will be played throughout the study of the novel. It will be playing as the students enter the
classroom and when activities allow.
When Joey gets to his dad’s, he finds out that his dad is coaching a Little League baseball team. His dad has
plans for Joey to play on his team. Joey ends up the star pitcher. “Take Me Out to the Ballgame” will
be played several times throughout the unit as the topic of baseball is discussed. It will be played the day the
students are to give their reports on a baseball team or a breed of dog.
“Love Potion # 9” is a song that Joey was singing in chapter 10. Joey became lost as he was returning to
his dad’s after going to the store for his grandmother. “Love Potion # 9” will be played to illustrate
Joey’s actions as he “was kissing everything in sight.” Volunteers will be asked to demonstrate Joey’s
actions.
Videos: What’s Eating Gilbert Grape
Mrs. Doubtfire
Rookie of the Year
Field of Dreams
Invasion of the Body Snatchers
Daddy Daycare
In What’s Eating Gilbert Grape, Gilbert has a younger brother that is ADHD/mentally handicapped. His
mother is also different in that she is obese to the extreme. Gilbert has to deal with both of these issues, and
he has to be the ‘man of the house.’ A section of this movie will be shown before the students begin Joey
Pigza Loses Control. Watching the clip where Gilbert’s brother eats his birthday cake before the birthday
party will help the students realize the love between the two brothers and the difficulty Gilbert has in
dealing with his brother. The students will be guided to compare this to the relationship of Joey and his
mom.
Multimedia Resources Videos (Continued)
The video Mrs. Doubtfire will be played after the reading of chapter 3. At the beginning of the chapter
Joey says he sees himself in his dad. He now knows why his mom says that his dad is a larger version of
Joey. Daniel, the father who becomes Mrs. Doubtfire, is a type of ADHD adult. A section will be played
showing him as he acts like the kids, on a table dancing.
Joey becomes the pitcher of his father’s Little League team. He has never played ball before. However, he
has had a lot of practice throwing things at targets. Henry, in Rookie of the Year, does play Little League
baseball, but he is not very good at playing outfield. He does practice “pitching” as he throws things at
targets while doing his chore. He throws clothes and such in the washer and dryer. Because of a freak
accident, Henry’s pitching arm begins pitching baseballs as hard and fast as a Major Leaguer’s. He is hired
by the Chicago Cubs as their pitcher. He is not only the new player on the team, but Henry is also different.
He is only 12.
A clip of Field of Dreams will be played. This clip has Terrance Mann, a writer telling of the fascination
Americans have always had with baseball. The meaning of “If you build it they will come” is explained.
In the movie Daddy Daycare most of the children are calm and playing well together. The two grown men
that are running this daycare feed the children sugar filled junk food. The children go wild from the sugar
high. Just as suddenly as their energy increased, it decreased, and the children fall in an exhausted slumber.
In chapter 12, Joey describes his body feeling the exact same way. The clip will be shown to illustrate this.
In chapter 11, Joey has been off his meds for several days. He is sleepy, but can’t sleep. He is lying on the
bed thinking of the movie, Invasion of the Body Snatchers. Joey closes the chapter saying, “Because
instead of waking up like a zombie as they did in the movie, I’d wake up weird.” This video will be showed
to illustrate how confused and upset Joey had to have been to think of himself in terms of this movie.
Fine Art
From internet: ArtinaClick.com
The Art of Baseball: The Pitcher by Glen Green
100 Years of Baseball by Norman Rockwell
Baseball by Gower
The Fastball by Jim Daly
These paintings express the love that America has for baseball. Pride, skill, and the windup of the pitcher
are seen in The Art of Baseball: The Pitcher by Glen Green. The pictures will be shown to illustrate the
love Americans have had down through the years for the sport. As stated above, it also shows the pride and
skill that is needed to be a great player in the sport. Some of the pictures on the site show little children
playing the sport. This is even more evidence that the game holds a special place in the hearts of Americans.
This site and the pictures will be shown to the students the day they are assigned to research a baseball team
or a breed of dog.
Multimedia Resources (Fine Art Continued)
From internet: ArtinaClick.com
A Head of St. Bernard by P. Magee
A Shaggy Dog’s Tale by Graham Isom
Basset Hound by L. Barnard
These paintings are examples of a few breed of dogs. This may give the students ideas for their research on a
breed of dog or a baseball team.
From internet: dogartdog.com/Chihuahua.htm
This internet site is filled with paintings, drawing, and photographs of Chihuahuas. This is Joey’s dog breed.
It will help the children visualize Pablo and inspire them in their research.
Internet Sites
Adders.org This web site is designed for children with ADHD as well as for their parents. It gives a list of
support groups for the parents, games for the children, different web sites that may prove beneficial to
anyone interested in ADHD. I will give the address of this site to the children as we get into the book. It
will be used as a place that they can go to get more information on ADHD, or to play the games that are
available for them. There are short essays by children and adults with ADHD. This site will be used for the
students to explore during their free time. Articles from this web site will be referred to as they relate to
the book. (As an example, I will read to the class the article by Richard. Richard is grown up now.
However, he invites the readers to read a letter he wrote when he was 12. He was put in a special class. His
experience and Joey’s are alike in many ways. We will discuss these in hopes of getting a better insight into
Joey.)
ArtinaClick.com This site and its use are described above in the section entitled Fine Art.
dogartdog.com/Chihuahua.htm This site and its use are described above in the section entitled Fine Art.
Activities not included in student packet:
Eating Pop Tarts: Grandma always fixed Joey Pop Tarts. His dad, a neat freak, was always complaining
of the Pot Tart mess in the stove. The class will eat Pop Tarts the day we begin the unit.
Watching a Jack-in-the-Box: In chapter 3, Grandma told Joey to stop acting like a Jack-in-the-Box. This
will help them to visualize Joey’s actions. Many of my students have never seen a Jack-inthe Box.
To introduce Joey on the first day, I will read to the class a letter written by Richard, a 12 year old boy
with ADHD. Richard is grown up now. However, he invites people to read a letter he wrote when he was
12. He was put in a special class. His experience and Joey’s are alike in many ways. We will discuss these in
hopes of getting a better insight into Joey. This will be used on the first day to introduce Joey.
Activities involving this music are listed above in the multimedia resource section under music.
Music: Herb Alpert and the Tijuana Brass
Especially the songs: “Lollipops and Roses”
“Peanuts”
“El Garbanzo”
(Not by Herb Alpert and the Tijuana Brass) “Love Potion no. 9”
“Take Me Out to the Ballgame”
Activities involving these videos are listed above in the multimedia resource section under videos.
Videos: What’s Eating Gilbert Grape
Invasion of the Body Snatchers
Mrs. Doubtfire
Daddy Daycare
Rookie of the Year
On the day the students read their reports on the baseball teams or the breed of dog, the students will be
invited to wear a baseball cap from a team of their choosing or to bring a picture or some article that has to
do with dogs.
Peanuts and Cracker Jacks will be served as the students watch the different baseball movie clips.
Pictures, paintings, and photographs will be used to motivate the students in their research project.
The four books and the language chart will be used as an activity to conclude the unit. Students will be
assigned a book from the chart somewhere in the middle of our study. They can begin reading the book as
we finish the unit. Each student will be assigned a group, but will not be told which group until it is time to
discuss the Language Chart. The activity will continue as described on the cover of the Language Chart.
The day we discuss nursery rhymes a CD with Doctor Jean singing nursery rhymes will be played. Many of
my students have never heard them.
During this novel unit, the Burke County Vocational Rehabilitation Association will come. They present a
program that allows 4th and 5th graders to experience what it is like to be handicapped.