Bonnie Johns
Teaching Intermediate and Advanced Readers and Writers
Dr. Carla Meyer
Friday July 2nd, 2010
Integrated Unit Assignment:
Speak by Laurie Halse Anderson
I chose this book originally because it intrigued me in the “speed dating” with adolescent
literature activity we did in class. When I began working with it for my vocabulary lesson, it drew me in a
little more with each page I read. I wanted to know more about Melinda. There is something she is not
telling, well there are many things that she is not, telling, but we as the readers of her stories are waiting
to hear the cause of her silence and her isolation.
I feel strongly that this book would reach high school students. Rape along with the other issues
Melinda faces like isolation, feeling left out, clicks and other things discussed are all struggles that
teenagers face. Reading this book in the sanctuary of a classroom could provide some support for the
students struggling with these issues as well as raise awareness for other students. Not only does this
book address the issues, but it is also written in way that is accessible to students. I think that the
content in this book partnered with the language will motivate students and interest them into reading
it.
Although this book differs a great deal from the classics, I could see this book as in introduction
to The Color Purple in an 11th grade class room that focuses on American Literature. The subject matter
discussed in the books, while proving different points could bring the reality of the events of The Color
Purple to a setting in which students could relate to what the characters are going through, therefore
making the classic more accessible to students.
Activities:
Section 1: pgs 1-46
Before: Web Quest:
 http://www.palace.net/llama/psych/trauma.html
o Questions for Students:
 What are three things that could be considered a one-time trauma?
 Name two things you could do to help a traumatized person.
 What is PTSD? Name three symptoms of this condition.
During: Wordle Poem:
Using www.wordle.net, create a wordle poem of words you think describe Melinda during this
section. Are there any words that jump out at you during this section? Use them too!
After: Animoto Video:
Using http://animoto.com/. Create Animoto video using one quote of your choice from the
reading. Make sure to include photos you think support your quote choice or relate to the quote you
have chosen. Present these in small groups along with your wordle poem.
Section 2: 47-92
Before: Journal Entry:
Think about Melinda’s closet at the school. If you were to have a secret hiding place to escape
to, what would you keep there? Write a paragraph or two describing what your closet would look like.
What would you hang on the walls? Melinda brought books from home, what would you bring? What
would you do in your closet? What do you think Melinda will use her closet for?
During: I Am Poem:
Pick one character from the story so far: Melinda, Rachel, Heather, Mr. Freeman, IT, Mr. Neck,
Melinda’s mother or father. Write an I Am Poem from that character using this format:
I Am
I am (two special characteristics)
I wonder (something you are actually curious about)
I hear (an imaginary sound)
I see (an imaginary sight)
I want (an actual desire)
I am (the first line of the poem restated)
I pretend (something you actually pretend to do)
I feel (a feeling about something imaginary)
I touch (an imaginary touch)
I worry (something that really bothers you)
I cry (something that makes you very sad)
I am (the first line of the poem repeated)
I understand (something you know is true)
I say (something you believe in)
I dream (something you actually dream about)
I try (something you really make an effort about)
I hope (something you actually hope for)
I am (the first line of the poem repeated)
After: Sketch to Stretch
Choose a scene or from the second section of the book. Draw, create, or find an electronic
picture that represents what you think it means. You should not illustrate the scene, but find a
representation of a feeling, emotion, or meaning related to the scene you chose. Write a brief
description of why you chose this representation.
Section 3: 95-137
Before: Letter
Choose a character from the story. It could be Dave, Mr. Freeman, Heather, Rachel, Ivey, Nicole,
IT, Mr. Neck, Hairwoman, or another character. Write a letter from their perspective to Melinda. What
has she been like this year so far? Are you concerned for her? Would you be making fun of her? Is there
anything positive you could say in your letter?
During: Toondoo
Create a toondoo cartoon from a scene of your choice of this section using
http://www.toondoo.com/. Be prepared to share your toons in class.
After: Story Quilt
Find a quote from this section that you think best embodies what is happening. Tell why you
chose this particular quote in a short paragraph. Then, find a picture to accompany your quote. We will
combine everyone’s piece of the quilt in class to complete our story quilt!
Section 4: 141-197
Before: WebQuest: Suffragettes
Using http://www.historylearningsite.co.uk/suffragettes.htm answer the following questions.
 Who were the suffragettes?
 What did they stand for?
 How would Melinda’s situation relate to the suffragettes?
Now, discuss your answers with your neighbor. Discuss as a class.
During: Poem for Two Voices
Write a two voice poem using the format given. You can chose your characters, but they must
be on opposite side of an issue, for instance, Mr. Neck and Dave Patrackus, Mr. Freeman and the
Hairwoman.
Poem for Two Voices
I am (two special characteristics)
And we are (how the two are the same)
I live (where you live-this may include your habitat, or city, state, country, etc.)
I wonder (something you are actually curious about)
I hear (an imaginary sound)
I see (an imaginary sight)
I want (an actual desire)
I am (the first line of the poem restated)
Similarly we (how the two are the same; can be restated or new information)
I always (what you are known for)
I pretend (something you actually pretend to do)
I feel (a feeling about something imaginary)
I touch (an imaginary touch)
I worry (something that really bothers you)
I cry (something that makes you very sad)
I excel (something you are good at doing)
I am (the first line of the poem repeated)
And we both (how the two are the same; can be restated or new information)
I understand (something you know is true)
I say (something you believe in)
I’m as _____as (a simile)
I dream (something you actually dream about)
I try (something you really make an effort about)
I hope (something you actually hope for)
I was once (describes how you have changed)
I am (the first line of the poem repeated)
And most importantly we (the most important way that represents how the two are the same)
After: Soundtrack for the novel
Create a soundtrack for this novel. Your soundtrack should include at least five songs that would
fit different scenes of the novel or the novel as a whole. Find the lyrics to one of the songs you think
relates the most. Bring those lyrics to class. We will share these in our small groups.
Unit Texts:
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2004 Speak Film by Showtime.
o http://www.watchthisfree.com/movies/2004/speak/watch/
Laurie Halse Anderson Website
o http://www.writerlady.com/
After Silence: rape and my journey back
o By Nancy Venable Raine
o This article deals with the author’s traumatic experience that is very similar to
that of the main character Melinda in Speak.
“Listen” Poem by Laurie Halse Anderson.
o This is a poem pieced together by letters she received after publishing Speak
o This resource is found in the beginning of the novel. Before the preface.
You Tube Video
o http://www.youtube.com/watch?v=_gtqV7TOrkk
o One teacher’s opinion of Speak and his experiences in teaching it.
You Tube Interview with Laurie Halse Anderson
o http://www.youtube.com/watch?v=lokiy_CmTcg&feature=related
The Color Purple by Alice Walker
Artwork relating to Speak
o http://www.math.psu.edu/dmh/Joanna/speak-jan06-small.jpg
o It seems to be that this was done with the intension of relating it to the novel, but it fits
in very well, even if it was not intended.
Speak Wordle
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Website: Teen Reads.com
o http://www.teenreads.com/authors/au-anderson-laurie.asp
o Author bio and teen discussions on her works
Song “Decode” by Paramore
o Song dealing with finding one’s elf in a time of crisis
Activities Rubric
Name of Activity:
Points
Web Quest
/10
Wordle Poem
/10
Animoto Video
/10
Journal Entry
/10
I am poem
/10
Sketch to Stretch
/10
Letter to Melinda
/10
Toondoo Cartoon
/10
Story Quilt Entry
/10
Suffragettes WebQuest
/10
Poem for two voices
/10
Novel Soundtrack
/25
Total
/145