ENG1D Novel Study Unit • Name: ___________________________
Novel Study
Unit:
Speak
Speak by Laurie Halse Anderson • Biography
Laurie Halse Anderson (born October 23, 1961) is an American writer best known for children's and
young-adult novels. She received the Margaret Edwards Award from the American Library Association in
2009 for her contribution to young adult literature.
First recognized for her novel Speak, published in 1999, Anderson gained recognition for her artistic
dealings with tough topics embedded with honesty. Anderson’s ability to creatively address often avoided
issues allows her to be a safe outlet for young readers. The tough themes of her novels including rape,
family dysfunctions, body issues and disorders, and high academic pressures often create controversial
discussions surrounding her novels. Anderson takes her writing very seriously, though often wishing she
could write about lighter topics. She believes in speaking directly to teenagers addressing “their real
concerns, fears, and frustrations". Anderson reads every letter, every e-mail message, every post sent to her
by teens from around the world and responds by writing about what these young people express as most important to them
— even if they want to take her to places dark and painful.”
Early Life
Laurie Beth Halse was born to Rev. Frank A. Halse Jr. and Joyce Holcomb Halse in Northern New York State in
Potsdam. She and younger sister Lisa grew up there, near the Canadian border. As a student she showed early interest in
writing, specifically during the second grade. Anderson loved reading, especially science fiction and fantasy as a teenager, yet
she never envisioned herself becoming a writer. Despite struggling with math, she thought she would eventually pursue the
occupation of a doctor.
During Anderson’s senior year, she at the age of sixteen, she moved out of her parent’s house and lived as an
exchange student for thirteen months on a pig farm in Denmark. After her experience in Denmark, Anderson moved back
home to begin working at a clothing store, making minimum wage. This pushed Laurie to decide to attend college.
While attending Onondaga Community College, Laurie worked on dairy farm, milking cows. After graduating, two
years later, with her associates, she transferred to Georgetown University in 1981 and graduated in 1984 with her Bachelor’s
degree in Languages and Linguistics
Career
Anderson’s commitment to writing powerful, controversial and intensely serious content within her novels have led
her on a journey, acting as a voice for many young readers. “I get amazing letters from readers who tell me that one of my
books helped them get through a tough time, and I know this is what I am meant to do.”
Anderson uses her own experience which often intertwines itself into the life of her characters. Because of this
blurred line, Anderson often feels the empathy, emotion, and feelings of what her characters experience. With the intensity of
encompassing herself in often dark places, Anderson states, “I survive the process of emotional immersion by remembering
the kids who write to me, reminding myself how much more difficult it is for the teen readers who are struggling with these
issues in real life. At least I have the option of walking away from a story. They do not.”
Writing Inspirations
In a culture where Anderson believes teenagers and young adults are poorly depicted she states that, “I have a lot of
material to work with.” Anderson’s lack of fear in tackling tough issues specifically surrounding young adults is what provides
the credibility in many young adults confiding their story in her. When choosing to write a historical novel, Anderson states
that she must be “overwhelmingly curious about a time period or situation, or she will not touch it. I need to be on fire about
something,” states Anderson, “in order to commit to research and the challenge of writing.”
Anderson finds inspiration in short conversations overheard while running errands, ideas through what she is reading,
and the events she witnesses surrounding her life. With a plethora of ideas, Anderson must limit herself to the ideas which she
feels can be nurtured and are worth investing time into. She looks more to the community and the outside world for
inspiration in bringing her character, themes, and motifs to life. After looking externally, Anderson then internally crafts the
rest of the pieces to her novel. Laurie uses her own lens of life experience and feelings to depict the emotions her characters
experience. “As a person, as a Mother, as a girlfriend, she gathers her life experiences that transfer to her storytelling in
nonliteral, more emotional ways. As she explains, “I know what it feels like to fall in love, fall out of love, be starry- eyed,
have a jealous fit. Whatever the emotional tenor of the scene requires, I have been there. So even if I make up every single
detail of the scene, the emotions probably echo something I have lived through.”
From www.wikipedia.org
2
Speak Character Map
From CliffNotes Speak Summary and Study Guide
3
Speak Pre-Reading Survey
1. On the first day of high school, you walk into school and hear upper classmen making rude
comments such as the following:
“stupid little freshman”; “i bet mommy still dresses you”; “i can’t wait to mess with that kid”;
“pathetic little mutant”; “fresh meat”.
You:
A. Decide to make a rude remark right back to this person(s)
B. Laugh it off and walk away, pretending it doesn’t bother you
C. Get really upset and try not to cry or let anyone know how you feel
D. Do nothing and just keep going
E. Are very confident and things like that never bother you
2. Your teacher is really disrespectful and makes a rude comment to you that was not meant to
be funny. This comment causes your classmates to laugh at you in a derogatory manner. You
A. Laugh with your classmates and never say anything about what happened
B. Choose to be disrespectful to the teacher and accept the consequences of getting in
trouble
C. You get up and storm out of the room and go straight to a counselor or administrator
D. You do nothing and wait until you get home to get your parents involved
E. You choose to stay quiet and become withdrawn in the classroom for the rest of the
school year
3. Your friends stop talking to you because you called the cops at a summer party where students
were “busted” for drinking and doing other illegal activities.
You:
A.
B.
C.
D.
Try to speak up talk to them and explain yourself
You just let it go and decide they’re not real friends
You get your parents involved
You go to a counselor or another adult to seek some kind of advice
4. Students constantly make fun of you in class and your teacher(s) never does/do anything
about it. Sometimes, you even feel like your teacher agrees with the students and may
sometimes be the instigator. You
A. Choose to keep quiet because you don’t want students to make fun of you even more
B. You choose to speak up in class and face the consequences of your word versus the
teacher’s word
C. You choose to speak up and get your parents and administration involved
D. You choose not to speak up because you feel the consequences would be worse than
dealing with the “bullying” in the classroom
4
Speak Pre-Reading Survey
5. You are being bullied by one or more of your classmates, you
A. Choose not to speak up because you are afraid you might get physically hurt or further
embarrassed
B. Choose not to speak up because people might not believe you
C. Choose to speak up and get your parents and other adults involved
D. Choose to fight back and accept the consequences
6. You know someone who has been sexually assaulted either in a family situation or in a daterape situation or other, you:
A. Choose to keep quiet because your friend begged you to and you don’t want to hurt
them
B. Choose to speak up because in the long run, it would be best for your friend
C. Choose to keep quiet because it is none of your business and your friend needs to
handle it
D. Choose to talk to a parent or other adult you feel comfortable with and have them take
care of the situation
7. You go on a date or end up in a situation where you are forced to do things you don’t want to,
you:
A. Shut down and choose to stay quiet because people might not believe you, it might
make everything worse, etc.
B. Choose to speak up and tell someone in order to make sure you are heard and this
doesn’t happen to someone else
C. Stay quiet and decide that it was your fault because you might have given the wrong
signals
D. Choose to speak up no matter what others think of you or if the situation does not turn
out in your favor
5
Speak Anticipation Guide
Before reading the novel, respond to each statement:
• Put a plus sign (+) if you agree with it,
• Put a minus sign (-) if you disagree with it,
• Put a question mark (?) if you are unsure of your belief.
___1.
The pressures of fitting in at high school are greater than
any other point in one’s life.
___2.
Student who are depressed are simply afraid to deal with
their real or perceived problems.
___3.
There is a difference between being quiet and being with-drawn.
___4.
Students should not tell teachers about their personal problems, no matter how serious.
___5.
A girl who dresses provocatively deserves any negative attention she gets.
___6.
Girls are more likely than guys to say they have been sexually harassed.
___7.
Whatever happens at a party should stay at the party.
___8.
If someone is drunk or high, she or he is not responsible for her or his actions.
___9.
Parents simply don’t understand the problems teenagers go through.
___10.
People who are quiet have something to hide.
6
Speak Theme Statements
A theme is a statement that suggests a universal observation on life that authors convey through their
stories. Theme statements are not preachy and they are not specific to the text; instead they offer insight
that is promoted through the text.
TOPICS explored in the novel, Speak, include:
Coming of Age
Overcoming Obstacles
Finding one’s identity
Growth and Renewal
The importance of speaking Appearance vs. Reality
up or finding one’s voice
Self-Reflection
Stereotypes
Perseverance
The Importance of Friends
The Importance of Family
The search for Individuality
Sample Statement of theme:
When overcoming an oppressor or traumatic experience, a true survivor will find her voice, and speak
up.
Connection to topics:
Overcoming Obstacles
Growth and renewal
The importance of speaking up or finding one’s voice
Try devising a statement of theme:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Connection to topics: ______________________________________________________________________
__________________________________________________________________________________________
7
Speak Symbols and Symbolism
A symbol is an object, sign, or image that is used to stand for something else, as a flag may be used to
symbolize a nation. Walt Whitman uses the hermit-thrush as a symbol of American poetry; Henry Adams
uses the dynamo as a symbol of vast, inhuman power.
Symbolism is the systematic use of recurrent symbols or images in a work to create an added level of
meaning.
Consider some symbols that appear in Speak and determine what they symbolize:
Symbol
Representation
8
Speak Allusions
An allusion is a reference in a literary work to a person, place, or thing in history, popular culture, or
another work of literature. Allusions are often indirect or brief references to well-known characters or
events.
Purpose or Significance of an Allusion
• to summarize broad, complex ideas or emotions in one quick, powerful image
• to allow the reader to understand a difficult concept by relating to an already familiar character, event, story, etc.
Examine and complete the following chart on Allusions in Speak:
Allusion
In Speak
What is the reference Significance
about?
Maya Angelou “The first thing to go is the mirror. It is Maya Angelou is a famous Lives parallel each other – screwed to the wall, so I cover it with a American poet and author Both raped/silenced – poster of Maya Angelou that the who in her book I know Melinda wants to speak librarian gave” (Anderson 50).
why the caged bird sings out but cannot.
(1969) describes how she was raped as a young girl. Mirror is replaced by Maya Angelou – looking at herself.
The “Then the Suffrage8es marched in, full SuffrageNes of loud in-­‐your-­‐face ideas. They got arrested and thrown in jail, but nothing shut them up. They fought and fought unQl they earned the right they should have had all along” (Anderson 155). Allusion
In Speak
What is the reference Significance
about?
Martha “But now they follow the Other Martha, Stewart
Saint Martha of the Glue Gun, the lady who writes books about cheery decoraQons” (Anderson 43)
The ScarleN “We are reading The Scarle, Le,er one LeNer
sentence at a Qme, tearing it up and chewing on its bones” (Anderson 100).
Picasso
“Picasso. Who saw the truth. Who painted the truth, molded it, ripped from the earth with two angry hands” (Anderson 118).
Alice in “It is the last day of Spring Break. My Wonderland house is shrinking and I feel like Alice in Wonderland. Afraid that my head might burst through the roof, I head for the mall” (Anderson 144).
9
Speak How to Answer Quotation Questions
When responding to a quotation question, students must provide the speaker, the context in which the statement
is made (when does this statement occur in the story), and finally, the significance of the comment. Students must
provide at least two (2) types of significance and explain the relevance of each.
Significance can be in terms of:
1) revelation of character
Questions to ask:
•
•
Which character do you learn more about in this quotation?
Does the quotation reveal the character’s motivation, traits, emotions, etc.? If yes, then
identify them.
2) development of plot or structure
Questions to ask:
• Does the quotation reveal the trigger incident, a complication, conflict(s), the climax or a
resolution to the story? If yes to any of the above, then explain how.
• Does the quotation provide plot devices such as flashbacks or foreshadowing? If yes, then
explain purpose.
3) establishment of setting and/or creation of mood
Questions to ask:
• Does the quotation reveal when or where the story takes place? If yes to any of the above, then
explain.
• Does the quotation reveal cultural, historical, political, socioeconomic conditions of the setting? If
yes, then explain how.
• Does the quotation create a mood? If yes, then identify the mood and explain how it is developed.
4) development of theme
Questions to ask:
• Does the quotation reveal a theme (a universal message about human nature or life in general)? If
yes to the above question, then reveal the theme in a theme statement and explain how the
quotation helps to develop this theme in the story.
5) use of other literary devices.
Other literary devices include:
• Similes
• Metaphors
• Personification
• Hyperbole
• Suspense and more…
•
•
•
•
Oxymoron
Paradox
Allusions
Symbols
When identifying literary devices such as the ones in the list above, be sure to explain their purpose in the
quotation.
10
Speak Information for Quotation Analysis
Mood = emotional effect that the text creates for the audience
Positive Mood Words
amused
awed
bouncy
calm
cheerful
chipper
confident
contemplative
content
determined
dignified
dreamy
ecstatic
empowered
energetic
enlightened
enthralled
excited
exhilarated
flirty
giddy
grateful
harmonious
hopeful
hyper
idyllic
joyous
jubilant
liberating
light-hearted
loving
mellow
nostalgic
optimistic
passionate
peaceful
playful
pleased
refreshed
rejuvenated
relaxed
relieved
satiated
satisfied
sentimental
silly
surprised
sympathetic
thankful
thoughtful
touched
trustful
vivacious
warm
welcoming
Negative Mood Words embarrassed
aggravated
enraged
annoyed
envious
anxious
exhausted
apathetic
fatalistic
apprehensive
foreboding
barren
frustrated
brooding
futile
cold
gloomy
confining
grumpy
confused
haunting
cranky
heartbroken
crushed
hopeless
cynical
hostile
depressed
indifferent
desolate
infuriated
disappointed
insidious
discontented
intimidated
distressed
irate
drained
irritated
dreary
jealous
lethargic
lonely
melancholic
merciless
moody
morose
nauseated
nervous
nightmarish
numb
overwhelmed
painful
pensive
pessimistic
predatory
rejected
restless
scared
serious
sick
somber
stressed
suspenseful
tense
terrifying
threatening
uncomfortable
vengeful
violent
worried
Theme = the central idea(s) explored by a literary text; the main idea of the text,
expressed directly or indirectly
Coming of Age
Common Theme Topics Addressed in Speak
Overcoming Obstacles
Finding one’s identity
The search for Individuality
Growth and Renewal
The importance of speaking Appearance vs. Reality
up or finding one’s voice
Self-Reflection
Stereotypes
Perseverance
The Importance of Friends
Simile
Metaphor
Alliteration
Irony
Personification
Hyperbole
Imagery
The Importance of Family
Key Literary Devices
Oxymoron
Paradox
Flashback
Allusions
Symbols
Foreshadowing
11
Speak Term
Abstinence
First Marking Period • Vocabulary
Definition
Blathers
Dryad
Errant
Gelatinous
Inconspicuous
Indoctrination
Integral
Reconstituted
Wan
Suburbia
12
Speak First Marking Period • Map It Out
List three character traits for Melinda.
__________________________________________________________________________________________
Other Characters important to this marking period:
Conflicts that appear in the First Marking Period:
List the important events in marking period 1:
1.
Topics/themes addressed in Marking Period 1:
2.
3.
4.
5.
6.
7.
Setting
8.
9.
10.
Provide an important quotation to marking period 1 that really stood out for you.
13
Speak First Marking Period • Quotation Analysis Practice
Complete the chart below on each of the quotations provided from Speak:
Quotations
Speaker
Context
Type of Significance
(complete two types)
“I don’t want to be Melinda Melinda is in the
1) Revelation of
cool. I want to
bathroom with
Mood – sad,
grab her by the
Rachel/Rachelle.
pity
neck and shake her
Rachel is
and scream at her
ignoring her and
to stop treating me
Melinda is hurt
like dirt. She didn’t
by her former
2) Revelation of
even bother to find
friend’s
Melinda’s
out the truth – what
behaviour.
character –
kind of friend is
Melinda is
that? My contact
unhappy
folds in half under
my eyelid. Tears
3) Revelation of
well in my right
Theme –
eye” (Anderson 21).
Friendship is
very
important in
establishing
social
positions.
Proof
(one for each type)
1) “Tears well in my
right
eye” (Anderson 21).
Explain
(an explanation for each type)
1) Although the folded
contact makes Melinda’s
eye tear, she is truly
evoking a sense of pity
from the reader as she has
been clearly abandoned
by her former best friend.
“Merryweather
High—Home of the
Trojans” didn’t send
a strong abstinence
message, so they
transformed us into
the Blue Devils.
Better the Devil you
know than the
Trojan you don’t, I
guess” (Anderson
4).
1)
1)
1)
2)
2)
2)
2) “I want to grab
her by the neck and
shake at her to stop
treating me like
dirt” (Anderson 21).
2) Melinda is greatly
wounded by Rachel’s
unjust treatment of her.
She is disappointed by
Rachel’s lack of
understanding and
support.
3) “She didn’t even
bother to find out
the truth – what
kind of friend is
that?” (Anderson
21).
3) A true friend would care
and Rachel shows no
concern for Melinda.
This apparent disregard
for Melinda’s feelings
angers Melinda and
leaves her as an outcast.
14
Speak Term
Abysmal
Second Marking Period • Vocabulary
Definition
Conjugate
Forestry
Harried
Hypothalamus
Pistils
Stamens
Tubercular
Vermilion
Xenophobic
15
Speak Second Marking Period • Map It Out
Has Melinda changed in this marking period? Explain.
__________________________________________________________________________________________
__________________________________________________________________________________________
Other Characters important to this marking period:
Conflicts that appear in the Second Marking Period:
List the important events in marking period 2:
1.
Topics/themes addressed in Marking Period 2:
2.
3.
4.
5.
6.
7.
Setting
8.
9.
10.
Provide an important quotation to marking period 2 that really stood out for you.
16
Speak Second Marking Period • Quotation Analysis Practice
Complete the chart below on each of the quotations provided from Speak:
Quotations
“Why is it so hard to
make friends here…
like you don’t care that
people talk about you
behind your
back” (Anderson 34).
Speaker
Context
Type of Significance
Proof
Explain
(complete two types) (one for each type) (an explanation for each type)
1)
1)
1)
2)
2)
2)
“David stares at Mr.
Neck, looks at the
flag… I have never
heard a more eloquent
silence” (Anderson
57).
1)
1)
1)
2)
2)
2)
“I laugh in spite of
myself.….I place of
piece of tape over
Barbie’s
mouth” (Anderson 64).
1)
1)
1)
2)
2)
2)
17
Speak Term
Asphyxiated
Third Marking Period • Vocabulary
Definition
Conundrum
Exile
Jicama
Penetrate
Tenure
Vespiary
Marsupials
Infestation
Misdemeanor
18
Speak Third Marking Period • Map It Out
Has Melinda changed in this marking period? Explain.
__________________________________________________________________________________________
__________________________________________________________________________________________
Other Characters important to this marking period:
Conflicts that appear in the Third Marking Period:
List the important events in marking period 3:
1.
Topics/themes addressed in Marking Period 3:
2.
3.
4.
5.
6.
7.
Setting
8.
9.
10.
Provide an important quotation to marking period 3 that really stood out for you.
19
Speak Third Marking Period • Quotation Analysis Practice
Complete the chart below on each of the quotations provided from Speak:
Quotations
“You don’t like
anything. You are the
most depressed
person…professional
help” (Anderson
105).
Speaker
Context
Type of Significance
Proof
Explain
(complete two types) (one for each type) (an explanation for each type)
1)
1)
1)
2)
2)
2)
“’Melinda,’ Mr.
Freeman says. Snow
filters into the car…
‘I’d like to hear
it’” (Anderson 123).
1)
1)
1)
2)
2)
2)
“Hawthorne wanted
snow to symbolize
cold, that’s what I
think… it hushes as
still as my
heart” (Anderson
130).
1)
1)
1)
2)
2)
2)
20
Speak Term
Arborists
Fourth Marking Period • Vocabulary
Definition
Bichon Frise
Indentured
Indoctrination
Leper
Mononucleosis
Natter
Suffragettes
Tenacious
21
Speak Fourth Marking Period • Map It Out
Has Melinda changed in this marking period? Explain.
__________________________________________________________________________________________
__________________________________________________________________________________________
Other Characters important to this marking period:
Conflicts that appear in the Fourth Marking Period:
List the important events in marking period 4:
1.
Topics/themes addressed in Marking Period 4:
2.
3.
4.
5.
6.
7.
Setting
8.
9.
10.
Provide an important quotation to marking period 4 that really stood out for you.
22
Speak Fourth Marking Period • Quotation Analysis Practice
Complete the chart below on each of the quotations provided from Speak:
Quotations
“A blister pops and
stains the rake handle
like a tear. Dad nods
and walks to the Jeep,
keys jangling in his
fingers. A mockingbird
lands on a low oak
branch and scolds me.
I rake the leaves out of
my throat” (Anderson
168).
Speaker
Context
Type of Significance
Proof
Explain
(complete two types) (one for each type) (an explanation for each type)
1)
1)
1)
2)
2)
2)
“I ride like I have
wings. I am not tired.
I don’t think I’ll ever
have to sleep
again” (Anderson
190).
1)
1)
1)
2)
2)
2)
“Me: I said
no” (Anderson 195).
1)
1)
1)
2)
2)
2)
23