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Unit Plan Project on Speak

Introduction:

Literary Content:
Laurie Halse Anderson published the novel
Speak in 1999. Initially, the book received
backlash from parents, teachers, and other concerned adults for the content presented in the

novel. Speak follows the journey and the inner monologue of an incoming freshman, Melinda.
Throughout the novel, Melinda is confronted with multiple sensitive situations. One of the main
areas of argumentation of the use of this book in public schools comes when the reader realizes
Melinda has been a victim of sexual assault. As a teacher and future parent, I would feel
comfortable with my students exploring these issues in an open environment.

Speak addresses
many other societal issues, such as cliques, bullying, self-mutilation, underage drinking, lack of
confidence, and other defeating characteristics in the minds of teenagers.

The novel Speak is relatively short, so I am comfortable with expecting my students to

complete the whole work in about two weeks. Over the course of the unit, multiple assignments
will be devoted to character development, specifically comparisons between dynamic and static
characters.

Rationale and Target Group:

After much consideration, this unit plan is designed for a public eighth grade class with
varying students and academic needs. The subjects in the novel are sensitive, however, Laurie
Anderson Halse approaches complicated teen issues with respect and grace. The topics of sexual

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assault, self-mutilation, and other subjects presented in the novel can be hard for students and
parents to approach. Yet, following Melindas story will allow students to discuss issues that
may be uncomfortable.
This is the last unit designed for my eighth grade students. At this point, they are
approaching high school and many will share some similar feelings of anxiety on the upcoming
year. The National Institute of Mental Health reported that twenty-five percent of students will
be diagnosed with lifetime depression and anxiety disorders during their teenage years (2016).
This number is increasing rapidly as more students are undergoing immense amounts of pressure
from varying situations. The relationship between myself and my students will be strong enough
to openly discuss the story.
Though Melinda is a female, her situation is not confined strictly to the female gender.
Emotional issues affect all students in this age range. The controversial text will be thrilling and
interesting for students to read.

Outcomes for the Whole Lesson:

The outcomes for this unit are wide spread. Students will:
-be able to identify dynamic and static characters.
-be able to critically analyze symbols.
-develop empathy for peers and unique situations.
-utilize textual evidence to support claims and arguments.
-transfer literary developments to other art mediums.

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Speak is a controversial that will intrigue my students. Students will ultimately be able to draw
comparisons between the struggles presented in the novel and current issues in their lives or
current events.

Principles and Frameworks:

Prior to this novel, we will just have finished a research essay and project presentation.
Michigan Writing Standards signify students must be able to W.GN.08.03 formulate research
questions that demonstrate critical evaluation of multiple resources, perspectives, and
arguments/counter-arguments that culminate in a presented final project using the writing
process. This unit will lead easily into the Speak unit. Though the unit devotes a significant
amount of time for critical analysis and literary discussion, Laurie Halse Anderson prepared a
piece that can be incorporated with nonfiction issues and genres that are part of eighth grade
standards, such as academic journal or newspaper analysis.
My classroom is significantly diverse with varying learners and strengths. With this in
mind, I wanted to choose a text that was an appropriate reading level for most eighth grade
students. My assignments throughout the unit are extremely different to fit the different learning
styles. I have incorporated many different assignments: participation based, reading responses,
group discussions, content quizzes, and a large creative assignment. It is vital that students are
given assignments that they feel they are capable of completing. However, my purpose with
varying the style of assignments and assessments is to challenge and motivate as many students
as possible.

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Unit Plan Narrative:

Time Frames and Calendar:

The novel Speak is a short read for most students. It is a simple narrative with less than
two hundred pages. As part of the unit, we will be focusing on both in class and at home reading.
In the beginning of the novel, most of the reading will be read aloud, as a whole, with volunteer
readers or reading aloud in small groups. It is important that students have some input on the
reading of the novel to fit their safety and comfort needs.
Prior to reading the novel, the first day will consist of a discussion of some of the topics
that will be addressed in Speak. It is my job to ensure all of my students are aware of the issues
that Melinda is going to face. Each student will also be given a rationale and parents will be
emailed a rationale, to the contact information they provided at the beginning of the year, to
explain the reasons we are examining this particular novel. Also, as a bridge from the students
research projects, the first day will be a modified assignment from Kelly Gallaghers Deeper
Reading: Understanding Challenging Texts. Students will be reviewing academic journals,
newspapers, magazines, and books on electronic databases; if the internet is unavailable, they
will have numerous resources by the Why We Should We Read the News bulletin board and
table. Students will be responsible for finding articles related to teenage mental health.
Unfortunately, this can be a taboo subject and I want students comfortable regarding these issues
right away. For more information on this please refer to Appendix B.
The unit is based on a three week plan. The first two weeks will be dedicated to reading
the text and tracing character development and symbolize throughout the novel. The final week

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students will be working to critically analyze and express a character, symbol, or theme of the
novel through another art medium. Each student will be respond for preparing a two page critical
analysis comparing their creative assignment and their chosen subject to analyze. For the
remainder of the calendar, please refer to Appendix A.

Lesson:
Lessons that can be continually visited throughout a unit seem to be most beneficial for
students. They hold them accountable for the reading. Through much of the novel, students are
going to be listening to Melindas inner monologue. With this in mind, after the completion of
each marking period in the text, roughly every two days, students will be responsible for
composing a tweet regarding the actions or thoughts of Melinda. This board will help the
students visually trace the character development and growth in Melinda, thus enhancing the
study of dynamic characters. Students are encouraged to pick a Twitter name that describes
Melindas self image because they are to be placed in her mindset. These should change and
advance throughout the novel.
Initially, the idea for this lesson was taken from a peer, Mallory McLaren. Searching for
her source online, I was lead to the Scholastic Teaching Blog with many ideas for incorporating
social media boards, like Twitter, into the classroom.
Though I want students to use creative terminology, hashtags, and critical thinking for
these tweets, I do not want them feeling uncomfortable to share. Each tweet will be assigned as a
ticket out the door. Students do not have to put their names on the tweet being showcased,

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however, I still want to monitor and grade the participation of students. So, each tweet will have
to be personally given to me as they leave to be given the credit for the assignment.
This activity will be a creative and easy assignment for students, but will still allow me to
trace their progress. We will also be able to refer back to certain tweets when analyzing
Melindas characterization. These tweets, though small, will also incorrupt multiple Michigan
Common Core Eighth Grade Standards. Please refer to Appendix B for more details on this
lesson.

A rough example of the bulletin board is available below:

First Marking Period

Second Marking Period

@theoutcast No one to sit with #awkward

@theoutcast Art sounded fun...not #newtreelover

@theoutcast Good thing Cs get degrees #report care

Third Marking Period

Fourth Marking Period

Assessment:
As a teacher, I will utilize standard tests on occasion in my classroom. For this novel,
however, I do not want to rely heavily on an average quiz or test to assess students work because

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not all students are successful test takers. The formative assessments in this until will be two
quizzes, but mainly lessons and activities. The Twitter board will be a formative assessment that
allows me to monitor students reading every two days. Short reading responses will also allow
quick analysis of the topics the students are understanding and any issues that need to be
revisited. The term assessment, quiz or test can worry students. Formative assessments allow me
to see where I need to improve my instruction. All of these activities will align with various
Michigan Common Core State Standards. Depending on my analysis of students and these
activities, if I feel that they need extra motivation to complete their readings, I may provide
random reading quizzes checking for understand.
All summative assessments, at this point in the semester, will rarely be a basic test
format. For this summative assessment, students will be responsible for the creative assignment I
described earlier in the unit in the time-frames and calendar section and described further in
Appendix B. Students will also be preparing a two page critical analysis comparing the other art
medium creation they completed and the subject in the novel they were following. This
summative assessment allows students to have freedom and work within mediums they possess
strengths. Yet, the reinforcement of the needed textual evidence for the evaluation of the project
aligns with Common Core and meets the needs of this age group.
For further information on assessments, please refer to Appendix C.

Resources:
This unit will not force students to use many outside resources. For the newspaper
activity, regarding teenage mental health, students will be referred to the school database to

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search for articles that would help readers understand the number of students who suffer from
issues much like Melindas. If students are struggling to find a source, they will be urged visit
websites, such as the American Psychological Association (APA), Teen Mental Health, or the
New York Times.
The only other resource they will likely need is a copy of the novel Speak which the
school will provide. Some students, however, many have different needs for reading
assignments. The Listening Library features an audio book of the Speak novel that will be
purchased if needed to assist students throughout the reading. Personally, I would gladly devote
extra time to reading with some students outside of class time. This unit is focused significantly
on character growth and social needs that are best understood through the eyes of Melinda.
A variety of teacher resources were used in the preparation of this unit. As previously
noted, I modified a lesson from Kelly Gallaghers text Deeper Reading : Comprehending
Challenging Texts, 4-12. Scholastic Teaching Blog helped me to envision the possibility of
maintaining a Twitter board room in the class. One of my most useful sources was The Buck
Institute for Educations PBL Starter Kit: To-the-Point Advice, Tools and Tips for Your First
Project in Middle or High School. The mentor interviews with experienced teachers were also
vital to my success with this unit plan. Both Luke Francis and Alexis Mercer provided me with
useful, yet extremely different, information on the possibilities of my lessons. Luke focused on
social interaction and discussion, while Alexis proved to be extremely resourceful in the
adaptation of lesson plans, rubrics, and assessments to monitor student understanding. It was
amazing to discuss different teaching approaches with two successful veteran teachers.
For links and other information regarding my sources, please refer to Appendix D.

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Interviews:
Personally, being well acquainted with both of these teachers, the questions they were
asked varied. Most importantly, I wanted them to share with me any useful information
regarding the teaching of multiple literature pieces in topics. Prior to the interviews, this list of
possible questions was created to use as a springboard in the discussions:
1. Have you previously taught the novel Speak in your classroom or a similar controversial
novel?
2. As I try to prepare myself to present the lesson, how should I expect my students to
handle issues of rape? Would you recommend I spend time examining the implications
and realities of this story? For example, should I talk about where to find help? How to
avoid these situations? Etc.
3. I want to produce this unit as a three week plan. I am expecting my students to read the
entire two hundred page novel, including time reading in class together, in slightly over
two weeks. Is that realistic?
4. Personally, do you assign reading outside of the classroom? How do you think your
students respond to these requirements?
5. I have some samples of extensive bookmarks or annotations I have prepared for other
novels. Do you require any style of note taking or annotating to monitor the involvement
of students throughout the reading?
6. In your experience, have you ever been forced to defend a book or topic selection to
administrators or parents? If so, how did you approach this situation?

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7. If you do not use bookmarks or annotations, how do you monitor that your students are
completing assigned readings?

Interview #1:
My first interview with Luke Francis began back in January 28, 2016 when I introduced
the assignment and my initial ideas to him. We have kept in contact throughout the semester on
numerous occasions. Luke is a veteran teacher at Newaygo Public Schools. He began his journey
at Newaygo as a full-time English teacher. Though he loves literature and the power of words, he
is now a full-time Multimedia teacher at Newaygo High School. As a teacher, he has
transformed the mediums in which he expressions and teaches about the English language,
however, his devotion is still apparent.
Unsurprisingly, Luke and my conversations were very powerful and little addition from
the prepared list of questions was necessary. As a teacher, Luke continually stressed the
importance of having an open dialogue with students and making them feel brilliant and worthy.
WIth a positive classroom environment, those kids can do amazing things.
The novel Speak is controversial for the varying situations the main character Melinda
faces. Arguably, she does everything that adults would encourage students not to do if they were
confronted with sexual assault, bullying, or other issues. I was concerned that parents and
administration would resist the use of this book for that reason. However, Luke encouraged that
hat quality of Melinda could be used as a lesson. She could not find healing until she faced the
problem with adults, specifically Mr. Freeman.

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This unit, as previously stated, will occur at the end of the year. Luke agreed that this
would be a wonderful time to allow students creative freedom. As a teacher, he consistently
relies on Project Based Learning in his classroom. Though English studies can not have the same
flexibility as his new content area, he firmly believes PBL needs to be incorporated in all subject
and content areas.
Luke and Alexis are both different teachers in their approaches.The widest variety of
discrepancies between their beliefs showed in questions regarding assigned homework and
assessments.
Personally, do you assign reading outside of the classroom? How do you think your
students respond to these requirements?
Luke did surprise me when he noted that he did assign reading outside of the classroom. From
my previous knowledge of his teaching style, it seemed that he would not think that homework is
of key importance for students. However, he did caution assigning reading. At this point in the
year, I will be well-aware of my students personal lives and struggles. With this in mind, Luke
continued that large amounts of homework may not be plausible for some students to complete.
Some are too busy working, taking care of siblings, or trying to find dinner and a place to sleep
at night. Though this is heart wrenching to consider, it is an unfortunate reality in the lives of
many children. To combat these issues, Luke urged me to have time before school or after school
that allows my students to come into the classroom and complete their homework or reading
using my resources. Students will work hard if they feel supported.
How do you monitor your students completed assigned reading?

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Luke firmly believes that students do not need to take quizzes or tests to measure their
knowledge. Discussions and critical thinking questions are the most effective way to monitor
students reading. Though I think this tool is extremely powerful for his style of teaching, I think
that short quizzes can be an efficient way to quickly check for students understanding. His
perspective, however, I took with great consideration.

Interview 2:
My first interview with Alexis Mercer began on February 4th, 2016 and the conversation
has not ended. Alexis is a veteran teacher at Newaygo High School who graduated from Hope
College with her degree in English education. She is a woman who believes that she can always
improve her style of teaching, so she actively participates in professional development. Aside
from teaching English in various grades, she also is the Yearbook advisor. Alexis is an extremely
structured and organized teacher. Her inputs on incorporating controversial novels in the
classroom were different than Lukes. However, it was amazing to note the passion they both
had for their profession.
Have you previously taught the novel Speak in your classroom or a similar controversial
novel?
Alexis has never taught Speak in her classroom. Though she did not discourage the use of text,
she also noted that no other teachers at Newaygo had introduced this novel as a classroom unit.
Yet, she thought it was a powerful idea and could sense my passion in the preparation of the
unit, so that will make the lesson wonderful. We discussed her favorite novel to teach. She said
each year she can not resist teaching To Kill A Mockingbird. This book is quite common across

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multiple districts as a high school unit. To Kill A Mockingbird, too, deals with issues of race,
sexual assault, injustice, and gender. Controversial novels excite students in this age group.
But, the topics need to be dealt with sensitively. She encouraged me to discuss the issues that
will come up prior to reading the story. When teaching a controversial text, her pearl was
insistent that I must stay actively aware of my students feelings of safety and comfortability
with the context.
If you do not use bookmarks or annotations, how do you monitor that your students are
completing assigned readings?
Alexis tries to incorporate annotations into one assignment in each unit. It is an easy way to
quickly check that students are reading. However, she encouraged the use of reading quizzes to
monitor who read. In her experience, students need to be held responsible for some of their
education. That is why I assign homework. Though she does not always use quizzes, she noted
that some students need that as motivation or they will simply choose not to read. She believes
pop-quizzes are not a good assessment with this age group because it adds unnecessary anxiety
for most students.
Alexis unashamedly admitted that she is not as strong as Luke in Project Based Learning.
However, she thought the creative assignment I proposed sounded exciting. Together, we
worked on establishing some of the key components of rubric to grade assignments which Luke
does not use. As a veteran teacher, she still thinks rubrics are so hard to prepare. In some
creative projects, she noted that she occasionally provides categories for creativity, personality,
and preparation to reward students who are truly dedicated to their assignments.

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Teaching is hard and tiring. There will be days you want to give up or find an easier
career. When they inevitably come, remember these moments. The moments when your passion
and love for teaching beams from you and your students will recognize your dedication. We truly
have the best job in the world.
Both Luke and Alexis showed me their love for the English language in an outstanding
way. Their students are lucky to have such compassionate teachers and I thoroughly respect both
of their unique styles and approaches in the classroom.

Reflections:
This unit plan took me a significant amount of time. But it was an amazing experience. I
have continually revisited and practiced my assignments to ensure they will beneficial for the
goals of my unit. Multiple lessons are included on my unit calendar that which not be present in
the appendix, as I am still perfecting them. The interviews were an amazing opportunity to freely
discuss ideas and lessons with true experts in the field. They both had amazing advice on ways to
improve the unit and were extremely encouraging.
I have extreme passion for this work by Laurie Halse Anderson. My unit is far from
complete. It would be beneficial to speak with teacher who has used the novel in their classroom
and give me tips and suggestions on their approaches. Some lessons still need to be tested and
some may fail when implemented in the classroom. But trial and error will be a part of the
profession. Not all lessons go exactly as a teacher planned, I know that both as a student and a
pre-service teacher. That is why teachers must have backup plans and flexibility. I am excited to

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incorporate this novel into a classroom setting with students and learn from my students, the
greatest reviewers, on ways in which I can enhance the unit.

Appendix A:

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Monday
Speak
Anticipation
Project
Lesson:
Newspaper
Analysis
Speak Rationale

Work day
Continue
working on
character chart

Tuesday
Distribute
novels
Begin reading
Speak as group
Character chart

Students must
have completed
Marking Period
#1 (pgs. 1-46)

Character chart
updates?

Thursday
Students must
complete
Marking Period
#2 (pgs. 47-92)
Small groups,
individual, or
full class
reading

Lesson:
Melindas
Twitter Update
Tracing
Melindas
character
changes

Marking Period
#3 Readings
must be
complete (pgs.
94-137)

In-class reading? Complete

Marking Period
Overflow day?
#4
(pgs. 141-198)
Make-up day?
by Monday
Update character
chart
Introduce
Creative
Assignment and
Final
Comparison
Analysis

Reading
Response for
Marking Period
#3 Due
Thursday
In-class work
day on project

Friday

Dynamic or
Static

In-class reading? Lesson:

Melindas
Overflow day?
Twitter Update

Quiz on
Marking Period
#1 & #2

Complete
Anticipation
Project

Lesson:
Melindas
Twitter Board

Reading
Response #1

Discussion on
symbolism in
the novel

Discuss
character charts,
which characters
are dynamic?

Wednesday

Examples of
Final
Comparison
Analysis (2
pages)
Work day

Quiz on
Marking Period
#2 & #3
Appendix B:

Final work day

Share final
unique art
medium
(informal) or
share
comparison
analysis

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Day 1: Speak Introduction

1. Goal/Essential Question: Students will examine multiple perceptions of teenage mental

health. Students will begin to assess their personal beliefs on mental health and the
relevance it has in todays society.
Are all problems in high school universal?
2. Relevant CCSS listed: R.NT.08.01; R.CM.08.03; R.NT.08.05; R.CM.08.02; L.CN.08.01
All standards gathered
from:http://www.michigan.gov/documents/mde/6-8_ELA_357703_7.pdf
3. Materials/Printouts: 100 copies of the Speak Anticipation Project; 100 copies of
newspaper outline worksheet; Clip: 10 Common Warning Signs of Mental Health
Conditions in Teens and Young Adults; Online database or newspapers; pencils
4. Activating Activity/Framing Activity: As a class, students will watch a short video clip:
10 Common Warning Signs of Mental Health Conditions in Teens and Young Adults.
After watching the video, students will complete the Speak Anticipation Project and
simply choose if they agree or disagree with the statements regarding teenage life.
5. Learning Activities/Guided-Unguided Practice: As a class, students will be allotted time
to begin examine various databases and websites regarding teenage mental health,
specifically focusing on depression and anxiety. I will provide a list of websites for
students that are struggling to find other resources in our support station in the back of the
room. Students can note symptoms, statistics, reasons students are suffering, or any other
information they find interesting or important. They must complete the newspaper outline

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worksheet.
6. Assessment: After students have completed their outlines, they will share some of the
information with the class. Together, we then have an open discussion about mental
health and provide students with the rationale and issues that are going to arise in Speak
as we follow Melindas journey.

Name: __________________
Speak: Anticipation Project

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Before reading the novel, Speak, read each statement below. In the BEFORE column, indicate
with a x if you agree with the statement in the color green. Put the sheet in your folder until
the novel is complete.
After you have completed the novel, return to the AFTER column and indicate with a x if
you agree with the statement in the color green.

Before:
1. _____

Statement:
1. The pressure of attending high school is the greatest

After:
1. _____

pressure in ones life.

2. _____

2.Students who are depressed simply are too afraid to deal

2. _____

with their problems.

3. _____

3. There is a difference between being quiet and being

3. _____

4. _____

withdrawn.

4. _____

5. _____

4. Students should not tell teachers about their personal

5. _____

problems.
6. _____

5. A girl who dresses provocatively deserves any negative

6. _____

attention she gets.

7._____

6. Girls are more likely than guys to admit they have been

7._____

8. _____

sexually harassed.

8. _____

7. Whatever happens at a party, should stay at a party.

9. _____

8. If someone is drunk or high, he or she is not entirely

9. _____

10. _____

responsible for their actions.

10. _____

9. Parents do not understand the pressures of being a

teenager.
10. If you heard a friend was sexually assaulted, it is not your
responsibility to find them help.
Did any of your answers change after reading the novel? Why? (Continue on back, if needed.)
______________________________________________________________________________
______________________________________________________________________________
Name: __________________________

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Article: _____________________________________________________________________
Author: _____________________________________________________________________
Location found:
_______________________________________________________________
New found knowledge:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Name: __________________________
Article: _____________________________________________________________________
Author: _____________________________________________________________________
Location found:
_______________________________________________________________
New found knowledge:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Name: __________________________
Article: _____________________________________________________________________
Author: _____________________________________________________________________
Location found:
_______________________________________________________________
New found knowledge:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

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Day 2: Speak and Character Analysis

1. Goal/Essential Question: Students will begin to note and recognize personal qualities
about the characters in the novel. They will begin to critically analyze Melindas personal
qualities and actions.
2. Relevant CCSS listed: R.NT.08.04; R.NT.08.03; R.CM.08.01
3. Materials/Printouts: 100 copies of Speak; 100 copies of the character charts; pencils;
projector; paper/writing journals
4. Activating Activity/Framing Activity: At the beginning of the hour, each student will be
given a novel that they are to keep until the unit is complete. While students are receiving
their books, we will briefly discuss and revisit characterization and I will disperse the
character charts and explain the directions.
5. Learning Activities/Guided-Unguided Practice: As a class, we will begin reading the
novel Speak. According to the preference of each class, I will read or we can develop a
popcorn style of reading. Students will be required to have their character charts on
their desks beginning to take notes on specific characters and their actions. We will
continue reading until the class has ten minutes left.
6. Assessment: With the remaining ten minutes, students will be presented with a projection
of the reading response they need to complete. They will have the choice between three
questions. Using quotes and page numbers, the responses only have to be one thoughtful
paragraph. They can utilize their Writers Notebook or a separate piece of paper. These
responses will have to be handed in as students ticket out the door.

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a. Melinda has many fears about attending the first day of high school. Do you share any
similar fears regarding your first day?
b. Do you feel that your grade is separated by cliques or bullying, much like Melinda
described in the gymnasium?
c. How is Melindas attitude in art class different from her attitude towards other classes?
Does she care for Mr. Freeman?

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Name: _______________________
Character Analysis
Identify three characters that you wish to trace throughout the novel. Pay specific attention to
their quotes or actions that portray their personality in each Marking Period. Page numbers are
required to receive credit for the quotes.
Character:

Actions:

Quotes:

1.

1.

2.

2.

3.

3.

4.

4.

1.

1.

2.

2.

3.

3.

Illustration:

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4.

4.

1.

1.

2.

2.

3.

3.

4.

4.

This chart will be a tool for your final project, be as thorough as possible.

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Day 3: Melindas Twitter Board (Available space for unfinished work/Other weekly duties)
1. Goal/Essential Question: Students will begin documenting Melindas inner monologue
on the Twitter board. They will have to creatively analyze all the information they
learned regarding Melinda in Marking Period #1. Today will allow students to discuss
some of the topics so far in the novel and
2. Relevant CCSS listed: RN..08.01; R.WS.08.07
3. Materials/Printouts: 100 Twitter posts; pencils; bulletin board; novels
4. Activating Activity/Framing Activity: As a class, we will begin discussing some of the
issues Melinda is facing. What do you think of her actions? Why do all of her friends
dislike her? Do you know anyone who has experienced similar circumstances? Do her
friends have a right to be mad? Is this a problem that should be addressed by adults? Do
they all just need to get over it?
Begin to address the social media site Twitter, what do students know about the site?
What kinds of information do people post? Is Twitter a healthy social outlet?
5. Learning Activities/Guided-Unguided Practice: This will be the first day students and I
really begin to talk about the inner workings of Melindas mind. It is going to be vital that
students remember and recall the importance of treating these subjects with empathy and
sensitivity. Each student will pick up a twitter post paper. Their job is to tweet a thought
that may be occurring within Melindas mind. They are placing themselves into her
shoes. Students will be encouraged to form a unique Twitter name for Melinda. Though I
want students to take the assignment seriously, as we will be revisiting the Twitter board
every couple days, I want them to creative with the content. (Emojis, hashtags, etc., are

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encouraged)
6. Assessment: For the students ticket out the door, they will have to show me their tweet
that they wish to post. I do not want students using their real names. This system will
then allow me to give them credit. If approved, they will place their tweet on the board.

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@__________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________

@__________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________

@__________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________

@__________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________

@__________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________

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Day 8: Speak and Marking Period #3

1. Goal/Essential Question: Students will engage with one another in thoughtful discussion
regarding Melindas sexual assault. They will critically analyze the situation and
reconsider their thoughts on Melinda actions earlier in the novel.
2. Relevant CCSS listed: R.NT.08.04; R.NT.08.03; R.CM.08.01
3. Materials/Printouts: 100 copies of Speak; pencils; projector; paper/Writers Notebooks
4. Activating Activity/Framing Activity: Marking Period #3 reveals the sexual assault that
occurred in the summer. With this in mind, I want to read the section together. I do not
want my students to feel that I have left them alone to process this information. For some,
they may have read ahead and already completed the section but it is still vital that we
revisit the issue together.
5. Learning Activities/Guided-Unguided Practice: The students will be prompted with
discussion questions to approach in small groups.
a. Is Melinda responsible for the situation?
b. Can anyone be blamed for this occurrence?
c. Was Melinda too immature at the party?
d. What was her greatest mistake?
e. Is there another way she should have approached the situation?
f. Why did her friends not comfort her and address the issue?
I do not want to rush through this activity, so I am comfortable with allowing the lesson
to overflow into Day 9.
6. Assessment: Students are going to complete another reading response in their Writers

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Notebooks or on a separate sheet of paper. After much discussion, the students will be
well-aware of the feelings of their peers. Yet, I need them to critically analyze the
situation on their own. Students individually must prepare a response that confronts all of
the questions. To receive credit, they need to incorporate quotes and actions from
Melinda in the book, thus far. They will be encouraged to use their character charts and
the bulletin board to explore the response.
a. Melinda suffered a horrific experience. After reading of the rape, do you think her actions
and personality to this point in the novel were justified? Why would Melinda have not
told her parents? If someone experiences trauma, is it socially acceptable for them to be
withdrawn? Does Melinda have any one to which she could share her story?

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Day 10: Creative Assignment Introduction

1. Goal/Essential Question: Students will demonstrate their deep comprehension of the
novel by transferring the characters and symbols into another art medium.
2. Relevant CCSS listed: R.WS.08.07; L.RP.08.03; HSCE 3.1.6; S.DS.08.02; L.RP.08.07
3. Materials/Printouts: 100 Speak Final Project Planning Sheets; 100 copies of novel;
pencils
4. Activating Activity/Framing Activity: At this point, students should have much of their
character chart completed. As a class, we will examine some student samples of the
charts.
5. Learning Activities/Guided-Unguided Practice: As a group, we will briefly discuss the
varying characters and symbols in the text. Students will be introduced to the creative
assignment. They must choose a character or symbol in the novel and depict their
purpose through another medium. I will provide them with the rubric for the assignment
and some previous projects that I have completed. For example, a student could create a
collage showing the growth in Melinda by selecting certain quotes that depict her
self-image. A student could create a painting portraying David Petrikis as Superman
because he helped save Melinda. A student could find a song, such as Rascal Flatts Stand,
and connect the lyrics to Melinda. Students have ultimate freedom with this project,
however, they must support their creative interpretation with textual evidence they can
explain in both writing and presentation.
6. Assessment: Students will be allowed time to discuss the project together as a class or in
small groups further. By the end of the hour, each student's ticket out the door will be the

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planning sheet. This will allow me to become familiar with the students projects prior to
commencing our work next week. It will also allow me time to prepare supplies students
may need.

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Speak Final Project Planning

Dont let them beat your creativity out of you! Mr. Freeman, page 11

For two weeks, we have been working on the novel Speak. While observing Melinda, we have
noted a significant transformation in her character. This final assignment will require you to
prepare a creative interpretation and analysis of one of the characters (Mr. Freeman, Melinda,
Mr. Neck, etc.) or symbols (tree, closet, etc.) you found most interesting in the work.

Literature is a form of art that can be transformed into multiple mediums. You are encouraged to
incorporate painting, drawing, music, Stop Motions, film editing, or an any other form of art
communication you can imagine.

Please indicate the character or symbol you are choosing to use:

______________________________________________________________________________

What medium are you considering using?

______________________________________________________________________________

Please list any materials that you think you would use next week, if possible, to complete this
assignment:
______________________________________________________________________________

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Appendix C:
Name: ___________________________
1. On the first day of school, why does Melinda sit in the front of the bus?
a. She is too young to sit in the back of the bus.
b. She wants protection from the bus driver.
c. She hopes her friends will notice her when they get on the bus.
d. She is scared of the students in the back of the bus.
2. What does Rachel say to Melinda when she first sees her?
a. She mouths I hate you!
b. She refuses to look at her.
c. Are you new here, too?
d. She just smiles and waves.
3. What object is Melinda assigned in Art class?
a. She is assigned a bush.
b. Melinda is assigned the soul.
c. She is assigned a tree.
d. She chose a clown.
4. How does Melinda communicate with her parents when she wants something?
a. She texts her parents.
b. They write post-its to each other.
c. She tells them quickly at dinner.
d. She yells what she needs from her room.

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5. Why does Melinda take down her mirror?

a. She hates looking at her chapped lips.
b. She broke the glass.
c. She thinks she is gaining weight.
d. It is covered in pictures of her former friends.
6. Melinda does not like her:
a. Bathroom.
b. Bedroom.
c. Kitchen.
d. Closet.
7. Why does Melinda not like her algebra class?
a. She is not good at math.
b. David Petrakis beats her to all of the answers.
c. The teacher is rude.
d. Andy Evans is in her class.
8. Who is Melinda running away from when she finds her closet?
a. Hairwomen
b. Mr. Neck
c. Andy Evans
d. Mr. Freeman

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Name: _________________________
1. Who does Melinda see at the mall?
a. Ivy
b. Rachel
c. Mary
d. Mr. Freeman
2. How does Melinda deliver her report to the class?
a. She makes a video presentation.
b. She takes a zero on the assignment.
c. She writes all of the information on the board before class and David speaks for
her.
d. She creates a large poster and hides behind it while nervously presenting the
report.
3. What did Melinda do when she realized it was Spring?
a. She raked the leaves.
b. Melinda asked her dad to buy some seeds for a garden.
c. She cleans all of the lawn furniture with bleach.
d. All of the above.
4. How might Melinda prepare for her tennis match with Nicole?
a. Melinda wants to practice with her dad.
b. She is going to go to tennis club.
c. Melinda may ask a friend to practice with her.

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d. She goes to play at Heathers house, even though they have been fighting.

5. What does Melinda write on the bathroom wall?

a. Guys to stay away from-Andy Evans.
b. Mr. Neck is the worst teacher.
c. She writes her name in beautiful cursive.
d. I hate Merryweather High.
6. How does Heather want Melinda to help her with prom?
a. Heather wants Melinda to go dress shopping with her.
b. Heather wants Melinda to make the desserts for prom.
c. She asks Melinda to go pick up the flowers for the dance.
d. She wants Melinda to come and help her set up.
7. Who does Melinda tell about Andy in the library?
a. Rachel
b. Mr. Freeman
c. Ivy
d. Heather
8. Who traps Melinda in her closet?
a. Mr. Neck
b. David
c. Andy
d. The lacrosse team

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Appendix D: Annotated Bibliography

Student Resources:
Halse Anderson, Laurie. Speak. New York; Scholastic, 2003. Print.
Ideally, my students and I would all have the same addition of the text. This way when students
are making references to quotes or actions they can be easily located with the same page number.

Halse Anderson, Laurie. Speak. Read by Mandy Siegfried. Listening Library, 2004. Web. 25
April 2016.
This audiobook would be a wonderful addition to my classroom for students who need assistance
with reading. It is expensive. There are no free versions of the audio. However, if multiple
students could benefit from the audiobook, it would be a necessary purchase.
Teacher Resources:
Buck Institute for Education. PBL Starter Kit: To-The-Point Advice, Tools and Tips for Your
First
Project in Middle or High School. San Rafael: Unicorn Printing Specialists, 2009. Print.
This source was extremely useful in designing my first project. PBL encourages teachers to
resist the urge to talk for five straight days. There are times when a short lecture may be the best
way to give students information they need (57). The Buck Institute for Education also included
numerous exmaple rubrics on how to grade and review large projects.

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Gallagher, Kelly. Deeper Reading: Comprehending Challenging Texts, 4-12. Portland:

Stenhouse, 2004. Print.
Kelly Gallagher approached teaching in a realistic way. For this unit, I modified his Newspaper
Reading Minute (181) assignment. Gallagher reinforces the idea that newspaper and nonfiction
reading help promote critical thinking skills (168).

Halse Anderson, Laurie. Speak. New York: Scholastic, 2003. Print.

For convenience in grading and discussion, I would like all of my students and myself to have
the same addition of the novel.

Klein, Erin. "Twitter, Instagram, and Pinterest in the Classroom." Web log post. Scholastic, 29
April 2014. Web. 25 April 2016.
Erin Klein shared some information on numerous ways to implement social media into the
classroom. One of her friends, Mrs. Tweed, incorporated a Twitter board which provided a great
example of the success of the assignment. Students didnt see [the Twitter board] as an
assignment but rather a challenge. Her students reviews noted that they enjoyed sharing
information on their novels in a new and creative way.

National Alliance on Mental Illness. 10 Common Warning Signs of a Mental Health Condition in
Teens and Young Adults. 2 February 2015. Web. 25 April 2016.
This video begins to introduce students into the field of mental health. Teenagers undergo

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immense amounts of pressure. The National Alliance on Mental Illness recognizes the severity of
this problem and its need to be addressed.

The National Institute of Mental Health. "Any Anxiety Disorder Among Children."NIMH: The
National Institute of Mental Health. U.S. Department of Health and Human Services.
Web. 25 April 2016.
Some of the statistics of mental health issues in students lives were gathered from this website.
It is going to be a recommended site for students to examine for more information.