Speak+Unit+Lesson+Plan+Outline

Excellent topics and variety in activities. Wherever you have "discussion," think about a structure for it. For example: write/ speak in pairs/ share with whole group. OR Brainstorm ideas in whole group/ chose one idea to write about or find a quote/ talk with a partner about your writing. These sequences assure that every student will participate and think about your questions.

Pre-Assessment: First Marking Period: ú Who do you think “IT” is? ú What do you think “IT” has done to Melinda? ú Why doesn’t Melinda give “IT” a name? Second Marking Period: Third Marking Period: Fourth Marking Period:
 * Predictions
 * The book based on the cover
 * The book based on the name
 * Begin Journal Writing
 * Describe your group of friends
 * Day 1: Read pages 1-22 (To “Heathering”)
 * Discuss the First Ten Lies They Tell you in High School
 * In groups, come up with your own Ten Lies List
 * <span style="font-family: 'Cambria','serif';">Day 2: Symbolism of Teachers
 * <span style="font-family: 'Cambria','serif';">In class students draw their own sketches of how Melinda describes her teachers.
 * <span style="font-family: 'Cambria','serif';">Mr. Neck, Hairwoman, Mr. Freeman, or Principal Principal.
 * <span style="font-family: 'Cambria','serif';">Compare/Contrast how each student drew the character and what it shows about the text.
 * <span style="font-family: 'Cambria','serif';">Homework: Journaling
 * <span style="font-family: 'Cambria','serif';">Prompt- How has a teacher influenced you to learn about something new?
 * <span style="font-family: 'Cambria','serif';">Day 3: Read pages 22-35 (To “Dinner Theater”)
 * <span style="font-family: 'Cambria','serif';">Discuss the tone of the book
 * <span style="font-family: 'Cambria','serif';">In class discussion
 * <span style="font-family: 'Cambria','serif';">When is Melinda serious vs. sarcastic vs. depressed
 * <span style="font-family: 'Cambria','serif';">Homework:
 * <span style="font-family: 'Cambria','serif';">Writing Prompt- How does depression influence the tone of the book?
 * <span style="font-family: 'Cambria','serif';">Day 4: Character Analysis of Heather
 * <span style="font-family: 'Cambria','serif';">In class discussion/project
 * <span style="font-family: 'Cambria','serif';">Compare/Contrast Heather and Melinda
 * <span style="font-family: 'Cambria','serif';">Day 5: Read pages 35-46 (End of First Marking Period)
 * <span style="font-family: 'Cambria','serif';">Discussion The Martha’s
 * <span style="font-family: 'Cambria','serif';">Forms of Peer-Pressure
 * <span style="font-family: 'Cambria','serif';">In class worksheet about The Martha’s (Who are they? Do we like them? How do they connect to Peer Pressure?)
 * <span style="font-family: 'Cambria','serif';">Homework:
 * <span style="font-family: 'Cambria','serif';">Journaling about the Nightmare chapter
 * <span style="font-family: 'Cambria','serif';">Day 6: Class Activity
 * <span style="font-family: 'Cambria','serif';">Bare Tree set up on the classroom wall. Students will be broken up into four groups and each given green post-its. Each group will be responsible for writing down the themes, characters, symbolism and tone of the first marking period. Then as a class we will stick the post-its on the wall to represent Melinda’s first marking period.
 * <span style="font-family: 'Cambria','serif';">Day 7: read pages 49-68 (To “Wombats Rule!”)
 * <span style="font-family: 'Cambria','serif';">Discussion Prompt- Melinda’s school cannot agree on a mascot. A mascot shapes the identity of a school. How is Melinda supposed to create her identity in a school that can’t even agree on a mascot?
 * <span style="font-family: 'Cambria','serif';">Journaling- How does our school mascot represent the values we deem important?
 * <span style="font-family: 'Cambria','serif';">Day 8: Family Relationship
 * <span style="font-family: 'Cambria','serif';">Cause/Effect Group Worksheet
 * <span style="font-family: 'Cambria','serif';">How do Melinda’s parents negligence ultimately effect Melinda’s withdrawal from life.
 * <span style="font-family: 'Cambria','serif';">Day 9: Read pages 69-92
 * <span style="font-family: 'Cambria','serif';">Depression
 * <span style="font-family: 'Cambria','serif';">Class Discussion:
 * <span style="font-family: 'Cambria','serif';">What is Depression? What are the signs?
 * <span style="font-family: 'Cambria','serif';">Day 10:
 * <span style="font-family: 'Cambria','serif';">In these pages, what signs are the reader given that foreshadow Melinda’s depression?
 * <span style="font-family: 'Cambria','serif';">Worksheet- Foreshadowing worksheet
 * <span style="font-family: 'Cambria','serif';">How do specific examples in the text foreshadowing different signs of depression? (list of signs of depression the left, students asked to foreshadow events/cite examples on the right)
 * <span style="font-family: 'Cambria','serif';">Day 11: Class Activity
 * <span style="font-family: 'Cambria','serif';">Bare Tree set up on the classroom wall. Students will be broken up into four groups and each given green post-its. Each group will be responsible for writing down the themes, characters, symbolism and tone of the second marking period. Then as a class we will stick the post-its on the wall to represent Melinda’s second marking period.
 * <span style="font-family: 'Cambria','serif';">Day 12: Read pages 95-113 (up to “Clash of the Titans”)
 * <span style="font-family: 'Cambria','serif';">Class discussion about Melinda’s view on speaking up.
 * <span style="font-family: 'Cambria','serif';">What are the consequences?
 * <span style="font-family: 'Cambria','serif';">Journaling: What is a time you wished you spoke up on behalf of someone else?
 * <span style="font-family: 'Cambria','serif';">Day 13: Character Break-down
 * <span style="font-family: 'Cambria','serif';">Show the two identities of Melinda. Picture of Melinda with a split personality. On the right, write down characteristics of “Depressed Melinda”, and on the left write down characteristics of “Martha Melinda”
 * <span style="font-family: 'Cambria','serif';">Day 14: Present Character Break-Down
 * <span style="font-family: 'Cambria','serif';">Day 15: Read pages 113-137
 * <span style="font-family: 'Cambria','serif';">In-class writing prompt
 * <span style="font-family: 'Cambria','serif';">Write a one-page reflection from the perspective of Melinda, her Mom, or her Dad. Write as if you were one of the characters. How do you feel? Who do you blame? What could you have done differently?
 * <span style="font-family: 'Cambria','serif';">Day 16: Share your writing. In groups three, read your piece of writing. Each group should consist of each character.
 * <span style="font-family: 'Cambria','serif';">Journaling Prompt: After finishing “A Night to Remember”, what do you think about the position Melinda is in?
 * <span style="font-family: 'Cambria','serif';">Day 17: Class Activity
 * <span style="font-family: 'Cambria','serif';">Bare Tree set up on the classroom wall. Students will be broken up into four groups and each given green post-its. Each group will be responsible for writing down the themes, characters, symbolism and tone of the third marking period. Then as a class we will stick the post-its on the wall to represent Melinda’s third marking period.
 * <span style="font-family: 'Cambria','serif';">Day 18: Read pages 141-159
 * <span style="font-family: 'Cambria','serif';">Identification of Andy Evans
 * <span style="font-family: 'Cambria','serif';">Worksheet: Melinda describes Andy in three different ways. First as “IT”, then as a “Greek God”, and finally as “Andy Beast”. Describe the different ways Melinda indentifies Andy throughout the book, and describe how it may effect Melinda’s life crisis.
 * <span style="font-family: 'Cambria','serif';">Journal Writing:
 * <span style="font-family: 'Cambria','serif';">How does the Women’s Suffrage Movement connect with Melinda’s own life?
 * <span style="font-family: 'Cambria','serif';">Day 19: Compare/Contrast using a Venn Diagram the Women’s Suffrage Movement with Melinda’s life.
 * <span style="font-family: 'Cambria','serif';">Day 20: Read pages 160-184 (to “Chatroom”)
 * <span style="font-family: 'Cambria','serif';">Class Discussion: Melinda’s Silence. What do you think about Melinda’s silence? Do her parents talk to her, or at her?
 * <span style="font-family: 'Cambria','serif';">Day 21: Class Activity
 * <span style="font-family: 'Cambria','serif';">Draw a liner line along a wall in the classroom. Ask students to show how characters either progressed or regressed throughout the book so far. Example: Hairwoman cutting her hair, Rachelle changing her name, Heather’s fight for the Martha’s, and finally Melinda’s own life.
 * <span style="font-family: 'Cambria','serif';">Day 22: Journal
 * <span style="font-family: 'Cambria','serif';">What do you think about how Melinda finally confesses to Rachel about Andy Evans? Could she have handled it differently? Why didn’t Rachel believe Melinda?
 * <span style="font-family: 'Cambria','serif';">Day 23: Read pages 185-198
 * <span style="font-family: 'Cambria','serif';">Class Discussion: When a tree is weak, you must cut down its branches and make it possible for it to grow again. How does that become a metaphor for Melinda’s life?
 * <span style="font-family: 'Cambria','serif';">Day 24: Speaking Up
 * <span style="font-family: 'Cambria','serif';">Class Discussion: What do you think about how Melinda finally speaks up for herself? Why do you think she couldn’t do it before?
 * <span style="font-family: 'Cambria','serif';">Day 25: Class Activity
 * <span style="font-family: 'Cambria','serif';">Bare Tree set up on the classroom wall. Students will be broken up into four groups and each given green post-its. Each group will be responsible for writing down the themes, characters, symbolism and tone of the fourth marking period. Then as a class we will stick the post-its on the wall to represent Melinda’s fourth marking period.