EDC425 LESSON PLAN: Maniac Magee
Name: Julia Sullivan
Book Title: Maniac Magee
Author: Jerry Spinelli
TEXT OVERVIEW
Summary: The novel, Maniac Magee, by Jerry Spinelli is about a boy who comes to be
known as maniac. He is an orphan that is trying to find a place to call his home. He
spends most of his time in a town called Two Mills. It has a distinct separation between
the white community and the black community. Maniac meets a variety of different
people during his travels, and becomes friends with most of them. The conflict in this
story is about overcoming differences and finding a place where you belong. Maniac
leaves Two Mills, when the differences between him and the other residents become too
great. He eventually returns to Two Mills in the end and makes friends with Mars Bar,
someone he had a conflict with in the beginning, and with this he finds a new home. We
read the story from the author’s point of view.
Genre: Realistic Fiction
Quality Literature: One factor in this books quality is the fact that it won the John
Newbery Medal. We also know that this is a quality piece of realistic fiction because of
some of its elements. It engages readers in Maniac’s life. By the end of the story we want
to see Maniac happy, so it keeps the reader reading. Character development is also a large
part of this story. We see Maniac face the challenge of going from home to home until
the end when he finds a place where he feels he can finally call home. The last element
that makes this story quality realistic fiction is that it leaves us optimistic that this can
happen to everyone. It conveys to students that persistence will eventually lead to
happiness.
Readability: 142.5 syllables per 100 words/ 8.2 sentences per 100 words. This novel is
appropriate for 5th grade.
Rationale: Along with the Fry Readability, this book also has rich topics and themes that
will fully engage 5th grade readers. Some of the themes may be difficult for students at
first, which is why this text would also be appropriate for older students.
Context: I would teach this lesson towards the middle of the year in a fifth grade
classroom. Students will already have experience with quality literature and will be
prepared for the heavy topics this book covers. I would say that this lesson is appropriate
for all students who have some knowledge of reading. Even if a student is not a strong
reader accommodations can be made so that they can benefit from the lesson. This lesson
will cover the middle of the book from chapters 22-32. This lesson will take place mostly
on one day, but some of the students may need time on a second day to finish their
responses.
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OBJECTIVES / OUTCOMES
1. Comprehension: The students will use their reading of chapters 22-32, to make
connections comparing Maniac’s sense of family from the first part of the book
with these chapters they are reading.
a. R–5–4.3 Generating questions before, during, and after reading to enhance
recall, expand understanding and/or gain new information.
b. R–5–5.3 Making inferences about problem, conflict, solution, or the
relationship among elements (plot, character, setting) within text (e.g.,
how the setting affects a character or plot development)
c. W–5–3.2 Making inferences about the content, events, characters, setting,
or common themes.
d. RIBTS 2 - Teachers create learning experiences that reflect an
understanding of the central concepts, structures, and tools of inquiry of
the disciplines they teach.
e. RIBTS 5 - Teachers create instructional opportunities to encourage
students' development of critical thinking, problem solving, and
performance skills.
2. Response: The students will respond in an essay and a timeline that shows they
understand the plot changes and the connections that can be made between
Maniac’s sense of family from Part 1 of the book to Part 2 of the book, and also
connect this with their own sense of family.
a. R–5–16 Generates a personal response to what is read through a variety of
means R–5–16.1 Comparing stories or other texts to related personal
experience, prior knowledge, or to other books.
b. W–5–2 In response to literary or informational text, students show
understanding of plot/ideas/concepts by W–5–2.3 Connecting what has
been read (plot/ideas/concepts) to prior knowledge or other texts, by
referring to relevant ideas.
c. RIBTS 2 - Teachers create learning experiences that reflect an
understanding of the central concepts, structures, and tools of inquiry of
the disciplines they teach.
d. RIBTS 5 - Teachers create instructional opportunities to encourage
students' development of critical thinking, problem solving, and
performance skills.
MATERIALS
Teacher: Copy of the text with notes
Copies of worksheets for each student
Student: Each student should have a copy of the text.
Pencil
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GROUPING
For pre-reading and for the comprehension strategy I will teach the class as a
whole group to ensure that all students are getting the same information from the
beginning. These parts would also be very time consuming to teach more then once to
small groups. During reading students will be in groups in the beginning so that they can
discuss and build on each others knowledge. For independent reading I want students to
work alone unless they need the help of a buddy reader. I think that this will ensure that
they think about how they feel about what they are reading.
PRE-READING
Activating Prior Knowledge:
[Literal = L; Inferential = I; Background knowledge and experiences = BK]
1. (BK) – Have you ever felt like you don’t belong in your family? Are you the only
girl/boy? Are you the youngest/oldest?
(Yes)
2. (BK) – So far we’ve learned a lot about Maniac, how do you think he felt while he was
living with the Beale’s?
(He felt like he had a family he was a part of.)
3. (BK) – When we finished reading the first part of the book Maniac left the Beale’s
house. Why do you think he left?
(He didn’t want to cause anymore problems for the family that he cared so much about.)
4. (Inf) – Do you think that in the next part of the story Maniac is going to find a new
family to stay with? And why?
(I think that he is going to find another family because he won’t be able to live by
himself.)
Engaging students in theme: It is important for all of you to understand that not everyone
has a happy family that lives in a comfortable home. Some people live on the streets and
don’t have anyone to call their family. Think about what you have compared to what
others have while you read about Maniac.
Setting Purposes: We are going to read the next part of the story and I want you all to use
what we’ve learned about Maniac in previous chapters to understand this next part of the
book that we are going to read. You are going to need to think about how his home and
his family change throughout the story.
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DURING READING
COMPREHENSION STRATEGY
Description: I will have students concentrate on making connections between Maniac’s
sense of family in part one and part two of the story.
Defining/Explaining : Making Connections is what we do to make meaning of what we
are reading by connecting it to something we know or something we have already read.
We can use these connections to help us to understand what is happening in the story and
what may happen next. Making connections to the story and to our own lives helps keep
us interested in what we’re reading and pay attention. When you are making connections
try to connect what you’re reading to the events of the story, the characters of the story,
what you think may happen next in the story, or how this makes you feel about what
you’re reading. I’m going to read to you for a little bit to show you some ways you can
make connections.
Modeling – Notice/Apply : T1: Ok, so I just started reading and I see that Maniac spent
the night in the zoo with the buffalo. I’m going to stop here because I remember that
Maniac has spent slept in the zoo before, in the beginning of our story. I realize that
maybe this is a place that Maniac will keep going back to when he has nowhere to go. So,
what did I just do to make a connection?
S1: You connected this part of the story to a part from the beginning to help you
remember that Maniac has a certain connection with the zoo.
T2: Good…Ok so we just read about Maniac meeting a man that works at the zoo.
Maniac strikes up a conversation with this man and he seems to be nice to Maniac. I’m
thinking back to when Maniac met Amanda. Maybe this will be a person that Maniac is
going to become close with, like Amanda. It makes me happy that Maniac has met
another new friend that is nice to him. Ok, so now what did I do to make connections?
S2: You made connections to the last time that Maniac met someone new.
T3: Good, what else did I make a connection to?
S3: You made a connection to how it made you feel that Maniac was maybe going to
form a relationship with a new person.
T4: Great! I’m going to read a little bit more…Ok, so we just read that Grayson took
Maniac home to where he lives. I know that Maniac is looking for a home and a family
that he can feel close with. Maybe Grayson is going to be a person that Maniac makes a
home with. So, now what did I do to make a connection?
S4: You used a connection to predict what you think might happen with Maniac and
Grayson.
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Clarify: So we just went over how we’re going to make connections throughout the story.
Remember that this will help you to understand the new parts of the story by comparing
them to what you already know. Try to use this technique when you are confused about
something that may have happened once already in the story. It can help you with the
reading we’re going to do today, but it can also help you with anything else you have
read or are reading.
GUIDED PRACTICE
Ok, now I want you to get into your reading groups (previously assigned) and take ten
minutes to read chapter 24 and 25. They are short. Help each other to decide where you
think you would stop and make a connection to help you understand what you’re reading.
I want you to fold a piece of paper in half the long ways to make a chart. On the left side
I want you to write “Beginning” and on the right side I want you to write “Now”. While
you are reading you should start to think about what connections you are going to make
from the beginning of the book to where we are now and start to talk about this with your
group. I also want you to think about some of the big ideas that we have just started
reading about today. I am going to stop you a few times to ask a few questions. Although
you are reading the chapter, you should be discussing connections and big ideas with
your groups.
1. page 86 – Why do you think Maniac doesn’t want to go to school? What do we know
about Maniac’s past that would help us to understand why he tells Grayson he won’t go
to school?
(I think that Maniac doesn’t want to go to school because he had bad experiences in
school when he used to live with his aunt and uncle.)
2. page 87 – How do you think Maniac feels when Grayson asks him about black people?
What does this make us realize about Grayson?
(I think that Maniac is less confused now then he was in the beginning of the story about
the differences between colors of skin. I still think he was surprised to hear Grayson ask
that question though.)
(This makes us realize that Grayson might not know a lot about other cultures or maybe
he doesn’t want to know about other people that are different from him.)
3. page 91 – How does Maniac react when Grayson tells him he played baseball in the
minors? What does this tell us about Maniac when he wants to hear a story about
Grayson?
(He must like baseball. But I also think that he really wants Grayson to be his friend so he
isn’t lonely.)
INDEPENDENT PRACTICE
During the rest of reading period today you are going to be finishing this part of the book
that we are reading. It goes from chapter 22-32, but we have already read up to chapter
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26. You may need to re-read some parts though to fill in your chart. Don’t worry if you
don’t get a chance to finish reading today, you will be able to take it home for homework.
While you are reading I want you to write down at least five connections from the
beginning of the book to what we are reading now. Try to focus on big ideas that we have
started to talk about in class. I am going to come around to each group of desks and ask
you a few questions while you are completing your work.
4. page 99 – How do you think Maniac feels about teaching Grayson to read? What do
we already know about Maniac and reading?
(I think that Maniac is excited about teaching Grayson to read. We know from the
beginning of the story that Maniac likes to read, and that he is most likely a good reader.)
5. How does it make you feel that Grayson is an old man but doesn’t know how to read?
(I think it’s sad that no one ever taught him how to read.) Responses will differ.
6. page 105 – How do you think it makes Maniac feel to know that he taught Grayson
how to read? How do you think this is helping their friendship?
(I think that Maniac must feel very good about himself that he taught someone how to
read.)
(I think that by spending this time learning to read together, they are building a closer
friendship.)
7. page 109 – Why do you think Maniac painted a 101 on the side of the building he lives
in? How can you connect what Maniac is feeling right now to another part of the story?
(Maniac has always wanted someplace to call home, so now he had an actual address to
call his own.)
(This might be how Maniac felt when he lived with the Beale’s and felt like he belonged
there.)
So now whether you are done reading or not we are going to start doing some response
activities. I want all of you to think about what you’ve read and the connections you have
made. How is Maniac changing and what else do you think is going to happen in the
story?
AFTER READING RESPONDING
Description/Response Activities :
a. Students will write an essay connecting Maniac’s sense of family from the text to their
own family. What are the similarities? What are the differences? How would they feel if
they lived in a family like Maniacs?
Writing Prompt: Please write an essay connecting Maniac’s sense of family to your own
family. What are the similarities and what are the differences? Please give at least three
examples from the story to connect to your own family. Finally, finish your essay with
how you would feel if you lived in a family like Maniac’s.
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b. Students will get into their reading groups and make a timeline for part 1 and part 2 of
the story, outlining who Maniac is staying with, if he has a sense of family, and if he truly
has a home.
Timeline Instructions: Create a timeline using any of the materials in the art area of our
classroom. You may use writing or drawings as long as you show clearly the events of
the story. Please include where Maniac started, his stay at the zoo, his stay with the
Beale’s, and his stay with Grayson. Make sure to include if Maniac considers this a
family and/or a home.
1. (BK) The other day when we were reading the first part of the story, we talked some
about homelessness. We know that Maniac wants to find a “home”, but what does having
a home really mean?
(Having someplace to sleep at night)
2. (Inf) Does a description of having a home have to refer to an actual place that you
sleep? How else can you describe a sense of home?
(Having a place where people love you and you feel like you belong.)
3. Lets discuss how Maniac has changed throughout the story while he has moved from
home to home. What have the differences been? What has been the same? How do you
think his family situation is going to end up at the end of the story?
APPLYING THE COMPREHENSION STRATEGY – Making Connections
Description: Students will have a discussion in their groups connecting the theme of
racism to their social studies class where they are talking about racism after the civil war.
Discussion Prompt: In Maniac Magee Grayson seemed to be a racist person, but a lot of
the problem seemed to be that he didn’t understand. What have you learned in social
studies that you can connect with this to discuss how people act/acted when they don’t
understand something new to them?
ENGAGING ALL STUDENTS
During instruction: While reading silently, if a student is struggling to the point where
they aren’t getting anything out of their reading I will pair them with someone to buddy
read so that they are able to complete the reading without feeling like they cant do it.
During response activities: During the response essay, I will allow students who are
struggling to start by just compiling a comprehensive list of events and themes that they
connect. This will help students to visualize what they want to write in their essay.
Prompt for struggling readers: If you are having trouble starting your essay try making a
list of events and connections that you want to put in your essay. Make a list of the places
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that Maniac stayed and how he felt in each of those places. Make another list of your
family situation and you would feel if you were Maniac.
EVALUATION
Objective #1: Students will be graded on how well they are able to make connections
about Maniac’s family between the first part and the second part of the story. I will use
the chart that they are recording on to evaluate whether or not they have understood these
connections. I will be fairly lenient with this because it is the first time we are dealing
with making connections. I will consider the responses sufficient if they have listed two
events in the story to connect. I will look for at least three connections to be listed
because I asked for at least five.
Objective #2: Students will be graded on their essay, and how they connect Maniac’s
sense of family to their own experiences and sense of family.
Rubric Example: This will be used to grade the Response Essay
Criteria:
1 points
Needs more help
3 points
Needs some help,
but understands
most conepts.
5 points
Independent
understands concepts
without help.
-
Understands the
topic.
Student does not
show that they
really understand.
Student shows that
they fully understand
the topics in the story.
-
Includes an
interpretation of
the theme.
Student does not
show that they
understand the
theme of family.
-
Connects the
text to other part
of the text.
Student makes 1
or no connections
to the text
-
Connects the
text to self.
Student makes 1
or no connections
to themselves.
Student displays
some understanding
of topics but needs
to be more specific.
Student understands
the theme of family,
but needs to
develop their
thoughts.
Student makes 2
solid connections
between 2 parts of
the text.
Student makes 2
solid connections
between 2 parts of
the text and
themselves.
Student shows an
impressive
understanding of
what a sense of
family is.
Student makes 3 solid
connections between
the text and explains
thoroughly.
Student makes 3 solid
connections between
the text and
themselves and
explains thoroughly.
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