Aesthetic Response
Multiple Intelligence- Visual/Spatial
Submitted by- Sandra Wilson and Connie Frazier
Focus: The Pigman by Paul Zindel’s a novel that elicits personal associations from the
reader’s life. As students read they should highlight the characters and events that
they identify with and that evoke powerful feelings for them. This assignment
combines two activities from the Glasgow’s website,
www.dragonbbs.com/members/1836.
.
The student uses a form of the image freewrite to illustrate those passages, which
recollect associations from the book.
Procedure:
 Focus on some link with your life. How can you relate to the anxieties, ambitions,
and preoccupations of Lorraine and John?

When you complete the story, go back to highlighted passages that evoked powerful
meanings.

Share with a small group (three or four students) the passages that were particularly
powerful to you.

Decide on one image that holds particular significance for you.

Draw or create a picture of the image/scene or character that you visualize. You can
use crayons, markers, chalk, pictures, clay, paint, pictures or other media to create
your picture.

Share with the class why your group that image or scene. Discuss the following:
The image/character/event reminds me of. . .
The words here make me think of . . .
This part touches a general memory chord, but it reminds me of . . .
The way they interact is just like . . .
After reading the novel Pigman, find a significant image in the text.
On page 98 of Pigman, paragraph six the passage starts with "... John
started skating. First he skated just in that hall leading from the dining room to the
doorway with the curtains where all the pigs were. But then after a few minutes,
he started right through the living room while Mr. Pignati and I watched
television. Finally he opened the door to the porch so that now he had about fifty
feet of nice wooden floor to race on."
Draw or create a picture of the image as you visualize it.
Taken from:
"Glasgow's Reader Response Activities
http://www.dragonobbs.com/members/1836 Here you will find numerous reader
response activities using Gardner's Multiple Intelligences."
Milner, Joseph and Milner, Lucy (1993). Bridging English.
New York: Maxwell Macmillan International. ISBN 0-675-21412-2
Olson, Carol Booth and Schiesl, Sharon (Spring 1996). A Multiple Intelligence
Approach to Teaching Multicultural Literature. Language Arts Journal of
Michigan, 12:1, p. 21-28.
Critical Analysis Response –Evaluating Character
Multiple Intelligence-Interpersonal
Submitted by- Sandra Wilson and Connie Frazier
Focus: The Pigman by Paul Zindel is a novel with rich well-developed characters. As
students read they should choose one character that interests them and highlight
events that develop that character and drive him or her into action. This lesson
plan is adapted from an activity on the Glasgow’s website,
www.dragonbbs.com/members/1836.
OHIO STANDARDS: Reading Applications: Literary Text Standard
GRADE LEVEL INDICATORS
7th grade
Explain interactions and conflicts (e.g., character vs. self, nature or society) between
main and minor characters in literary text and how the interactions affect the plot.
8th grade
Identify and explain various types of characters (e.g., flat, round, dynamic, static) and
how their interactions and conflicts affect the plot.
9th grade
Identify and explain an author's use of direct and indirect characterization, and ways in
which characters reveal traits about themselves, including dialect, dramatic monologues
and soliloquies.
Procedure:

As you read decide which character chiefly engages your interest. Highlight passages
that describe the character. What seems to drive this person to action? What incidents
tell us most about this person?

When you complete the story, go back to highlighted passages about the character
that interests you. Which scene or passage best defines the character.

Based on the character that chiefly engages your interest divide into groups of three
or four students. Share the passages that you have highlighted and as a group, choose
one incident or passage to act out for the rest of the class. Write a script and have the
members of your group act out the scene. Do a brief dramatic performance of this
passage.

Share with the class why you chose that scene. Discuss the following:
Why did you choose this scene to depict this character?
What acts affect your feelings about this person?
What are some basic character traits?
What is the basic weakness of this character?
How does this person relate to other people?
How does this person change or mature?
What personal insights enlighten this person?
What questions would you like to pose to this character?
Would you be friends with this person?
Does he or she share any values with you?
Would you enjoy spending an evening together?
Where would you go?
Evaluation: Completion of dramatic performances and discussion.
Taken from:
Milner, Joseph and Milner, Lucy (1993). Bridging English.
New York: Maxwell Macmillan International. ISBN 0-675-21412-2
Ohio Academic Content standards for Reading-ohiorc.org
Intervention Response
Multiple Intelligence –Bodily/ Kinesthetic and Visual/Spatial
Submitted by –Sandra Wilson and Connie Frazier
Focus: As students read Paul Zindel’s The Pigman, they should highlight unfamiliar
vocabulary. This activity links prior knowledge to words students encounter in
reading, fosters thinking about word meanings, and helps students use the
thesaurus and dictionary. It will also help students see vocabulary in a variety of
ways and use that vocabulary in a variety of situations.
OHIO STANDARDS Acquisition of Vocabulary Standards
GRADE LEVEL INDICATORS
7th Grade
1. Define the meaning of unknown words through context clues and the author's use of
comparison, contrast, definition, restatement and example.
2. Apply knowledge of connotation and denotation to determine the meaning of words.
8th Grade
1. Define unknown words through context clues and the author's use of comparison,
contrast and cause and effect.
2. Apply knowledge of connotation and denotation to determine the meaning of words.
Procedure:

To remediate vocabulary, choose a highlighted word from the text. Ex. beverages
(The Pigman p. 12)

Use a dictionary or a thesaurus to find a synonym for the word. Ex. drinks,
refreshments.

Use a large index card to create a flashcard with the word beverages on side one and
the synonyms on side two. On side two of the flashcard also draw a picture
representing the word. On side one use glitter or sand to outline the word.

Students can act out the words.

Discuss different sentences and situations in which the word could be used. Record
two sentences containing forms of the word.
Evaluation: Student will complete the flashcards and practice with them in small works.
Taken from:
Assisting Struggling Readers in Building Vocabulary and Background Knowledge ORC
#1036
http://ohiorc.org/ohiorc_resource_display/1,3820,1036,00.shtm.
Building the Foundations of Literacy The Importance of Vocabulary and Spelling
ORC#347
http://ohiorc.org/ohiorc_resource_dispaly/1,3820,347,00.shtm
Ohio Academic Content Standards for Reading - ohiorc.org
Reading Clinic: Vocabulary: The Key to Improving Comprehension ORC #148
http://teacher.scholastic.com/lessonrepro/lessonplans/instructor/readclin4.ht
Please let us know if we are on the right track.
Sandra Wilson and Connie Frazier