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Independent Reader

Support Menu:
Feed,
M.T. Anderson
Teacher Guide
• Created for use in 11th grade language arts class (ages 16-17).
• Designed for students who are reading independently from the rest of class.
• Addresses the following SOLs: ENG 11.1, 11.2, and 11.4. SOLS are listed in
following pages.
• Task sheets are assembled in the style of a menu: ‘Appetizers’ include pre-
reading activities, ‘Entrees’ include activities for during reading, ‘Desserts’
include post-reading activities.
• Task sheets are to be arranged at specific stations so students can work
independently based on where they are in the reading of the book. If more
than one student is working in the same section on the same day, the
teacher should encourage small-group discussions related to the
activities/notebook prompts from that day.
• All students have been issued Google Chromebooks that are connected to
the school WIFI, so Internet searches and digital projects may be completed
during class time.
Teacher Guide
• SOLs addressed: ENG 11.1, 11.2, and 11.4.

• 11.1 The student will make informative and persuasive


presentations.
• Gather and organize evidence to support a position.
• Present evidence clearly and convincingly.
• Address counterclaims.
• Support and defend ideas in public forums.
• e) Use grammatically correct language, including vocabulary
appropriate to the topic, audience, and purpose.
• f) Monitor listening and use a variety of active listening strategies to
make evaluations.
• g) Use presentation technology.
• h) Collaborate and report on small-group learning activities.
Teacher Guide
• SOLs addressed: ENG 11.1, 11.2, and 11.4.

11.2 The student will examine how values and points of view are
included or excluded and how media influences beliefs and
behaviors.
a) Use technology and other information tools to organize and
display knowledge in ways others can view, use, and assess.
b) Use media, visual literacy, and technology skills to create
products.
c) Evaluate sources including advertisements, editorials, blogs, Web
sites, and other media for relationships between intent, factual
content, and opinion.
d) Determine the author’s purpose and intended effect on the
audience for media messages.
Teacher Guide
• SOLs addressed: ENG 11.1, 11.2, and 11.4.

11.4 The student will read, comprehend, and analyze relationships among American literature,
history, and culture.
a) Describe contributions of different cultures to the development of American literature.
b) Compare and contrast the development of American literature in its historical context.
c) Discuss American literature as it reflects traditional and contemporary themes, motifs, universal
characters, and genres.
d) Analyze the social or cultural function of American literature.
e) Analyze how context and language structures convey an author’s intent and viewpoint.
f) Explain how the sound of a poem (rhyme, rhythm, onomatopoeia, repetition, alliteration,
assonance, and parallelism) supports the subject, mood, and theme.
g) Explain how imagery and figures of speech appeal to the reader’s senses and experience.
h) Explain how an author’s specific word choices, syntax, tone, and voice support the author’s
purpose.
i) Read and analyze a variety of American dramatic selections.
j) Analyze the use of literary elements and dramatic conventions including verbal, situational and
dramatic irony used in American literature.
k) Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking
questions before, during, and after reading texts.
Appetizers
Pre-reading activities to be completed before you begin reading the book
TO BE COMPLETED IN TO BE COMPLETED IN 2 TO BE COMPLETED IN 3
CLASS DAYS DAYS
CHOOSE 1 OPTION CHOOSE 1 OPTION CHOOSE 1 OPTION

     
     
Create a glossary of current slang terms. You Make a visual representation of what you Find evidence of products marketed
must include at least 10 entries in your think life will look like 100 years in the specifically for teens. This may take the
glossary. Each entry must include the slang future. Consider clothing, hairstyles, travel, form of product packaging, commercials,
term, a definition explaining the term’s housing, etc. You may create your Internet popup ads, magazines, billboards,
meaning, and a sentence using the term in representation digitally or in hard copy etc. Submit at least 5 pieces of evidence (if
context. (sketches, collage, etc.) you can’t bring the item in, take a picture or
  a screenshot). Also, write a paragraph for
[Example] each piece of evidence explaining why the
On fleek: term used to describe something marketing of this product appeals to
that has been perfected, particularly facial or teenagers.  
body features; may refer to a fashionable  
styling of a body part. Example sentence:  
“Girl, your eyebrows are on fleek today!”  
     
     
     
Using the Internet for assistance, create in Create a playlist of at least 10 songs about Refrain from using any electronic device for
your notebook a timeline of the either technology or consumerism. Submit at least one hour per day. Each day,
advancement of Internet technologies. After with your playlist a brief explanation of why document the following:
you have tracked progress to the current you chose each song. Time of day you chose
day, create 3 entries that illustrate what What you did during the time
future Internet technology might look like. How you felt during the time
  How you felt when you went back to using
  your devices
 
Entrees
To be completed at specific intervals while you read the book
After completion of “Part 1: Moon”
TO BE COMPLETED IN TO BE COMPLETED BY
CLASS TOMORROW
CHOOSE 1 OPTION
   
   
In your notebook, respond to the following Create a glossary of the futuristic slang
questions: terms Titus and his friends use. Each entry
must include the slang term, a definition
1. What do you spend your money on? explaining the term’s meaning, similar words
How does modern technology affect how that we currently use, and a sentence using
your spend your money?  the term in context.
2. Briefly, compare and contrast Titus and
Violet, based on what you know so far.
3. Pick a quote from this section of the
story that you think would entice
someone to read the book. Why did you  
select that quote?  
4. Find an example of imagery used in this  
section. Why do you think this is/isn’t an What hints are given in this first section that
effective example of imagery? everything is not as ideal as it initially
5. If you could spend time with the author appears? Quote at least 3 passages that
after reading this section, what questions support your answer and give an explanation
would you ask him? of how they support your answer.

 
 
 
 
 
 
Entrees
To be completed at specific intervals while you read the book
After completion of “Part 2: Eden”
TO BE COMPLETED IN CLASS TO BE COMPLETED BY
TOMORROW
CHOOSE 1 OPTION
   
   
In your notebook, respond to the following questions:
Research a large corporation that also controls a
1. Why do you think this section of the book was media outlet (examples: Disney, Fox, etc.).
entitled “Eden?”  Describe how that corporation’s ownership
2. Why did Titus have the reaction he did to the influences media. List pros and cons for
sailboat picture in his hospital room? corporate ownership of media.
3. What does this section of the book reveal about
corporations?
4. Up to this point, what would you consider the
 
theme of the novel? Explain how repeated ideas,
 
important events, conflicts, etc. made you
 
choose that theme.
Plan an entire day with your friends that involves the
5. If you could spend time with the author after
use of no technology whatsoever. How would you
reading this section, what questions would you
travel? What activities would you do? How could
ask him?
you use items available to you in a new way to have
6. What would happen if the point of view changed
fun? How do you think it would be better than a day
during this section? Whose point of view do you
with technology? How do you think it would be
think would be interesting during this section?
worse?
Why?
 
 
 
 
 
 
Entrees
To be completed at specific intervals while you read the book
After completion of half of “Part 3: Utopia” (stop reading after “A Question of Moral” chapter)
TO BE COMPLETED IN CLASS TO BE COMPLETED BY
TOMORROW
CHOOSE 1 OPTION
   
   
In your notebook, respond to the following questions:
Create a visual that describes what your “type”
1. What does “utopia” mean? Why do you think of feed would look like, based on your buying
this section of the book was entitled “Utopia?”  habits. You may make a physical representation
2. Based on what you have read so far, compare (like a collage) or an electronic representation.
and contrast the characters of Titus and Violet.
Did your answers change from the first
comparison you made?
 
3. In what ways does school teach you about
 
functioning in modern society? How is that
 
similar to or different from Titus’ School™?
How has the feed affected the intelligence of the
4. What is a conflict that occurs during this section?
American people? Quote at least 3 passages from
How does this conflict contribute to the overall
this section to support your point, and give an
theme or plot of the story?
explanation of how each passage relates to your
5. Write down two sentences that you feel illustrate
answer to the question.
the author’s writing style. Make up a sentence
using the same writing style.
6. If you were a journalist, what questions would
you ask the characters in the book during this
section?  
 
 
 
 
 
Entrees
To be completed at specific intervals while you read the book
After completion of the rest of “Part 3: Utopia”
TO BE COMPLETED IN CLASS TO BE COMPLETED BY
TOMORROW
CHOOSE 1 OPTION
   
   
In your notebook, respond to the following questions:
Titus and his friends are very interested in
1. Describe a time that you or someone you knew following current trends. Create a visual that
followed a fashion trend only after seeing illustrates trends that have become popular in
someone else follow the same trend. the last year. You may make a physical
2. Look back at the theme you chose for the novel representation (like a collage) or an electronic
earlier. Would you still consider that the theme representation.
of the novel? Why or why not?
3. Refer back to the first section of the book. Pick a
line or passage that somehow foreshadows the
conflict occurring in this section. Explain your
 
choice.
 
4. Focus on a character besides Titus and Violet.
 
How do they contribute to the conflict of the
Reflect on the spell to preserve dying cultures that
story? To the theme? To the growth of the main
Violet reads to Titus during their chat session.
characters?
Explain how that ancient Mayan spell was relevant,
 
given the events of the book. Create your own spell
 
that would be appropriate, give our current culture.
 
 
Entrees
To be completed at specific intervals while you read the book
After completion of “Part 4: Slumberland”
TO BE COMPLETED IN CLASS TO BE COMPLETED BY
TOMORROW
CHOOSE 1 OPTION
   
   
In your notebook, respond to the following questions:
Select at least 3 songs that would serve as an
1. Who is ultimately responsible for Violet’s death? appropriate soundtrack for certain scenes of this
Explain your answer. section of the novel. Explain your choices.
2. M.T. Anderson dedicated his novel “To all who
resist the feed.” What do you think he meant by
that?
 
3. Refer to a specific section from Part 4 that
 
contains a large amount of dialogue between two
 
characters. Explain how this specific dialogue
Rewrite Section 4, providing an alternate ending that
teaches you something about the characters.
you think is more suited, given the
4. Explain how the snippets of news feeds given
theme/conflict/character growth/etc.
during this section give clues to the broader
picture of what is happening in the world of the
novel. 
 
 
 
 
 
Desser
To be completed after completion of the entire book
CHOOSE 1 TO BE SUBMITTED IN 3 DAYS
   
   
 
Write a 2-3 page essay in which you compare Feed to Pretend that you are Titus and you have been assigned
another dystopian book or movie (examples: 1984, The to report on a historical event. Create a 5 minute
Hunger Games, The Giver, Divergent, etc.). Be sure to presentation, keeping in mind how Titus would likely
include specific examples from each. Compare and speak and think with the feed. Then, pretend that you
contrast characters, character growth, theme, conflicts, are one of your current teachers and give Titus a grade,
tone, author style, etc. with feedback.
 
 
 
 
Violet became interested in “fighting the feed,” and  Create
a multiple-choice survey about technology use
numerous activists were mentioned protesting world and consumer habits. Administer the survey to at least
events throughout the story. Pick a cause that you feel 25 people in your school. Create a presentation
strongly about. Research the cause and create a plan detailing the survey and a summary of the responses
of action for helping your cause in some way; do one you received.
tangible thing on your plan. You may either submit an  
essay or a presentation detailing this project.
References
• Dalrymple, B. (2003). “Feed and Teenage Consumerism.”
Retrieved from http://www.tc.umn.edu/~
rbeach/teachingmedia/student_units/module6/feed_consume
rism_dalrymple.pdf
• Room 213 (username). “Independent Reading Learning
Stations.” Retrieved from https://
www.teacherspayteachers.com/Product/Independent-Reading-
Learning-Stations-2127616
• Virginia Department of Education—English Standards of
Learning and Testing