Honors/Pre-AP English 9

by Laurie Halse Anderson Honors/Pre-AP English 9 Novel Study Vocabulary Assignment

ALL SUBMITTED WORK SHOULD BE TYPED.

Objectives

 Read and discuss the novel o Warning: PG-13  Define and learn unfamiliar vocabulary  Identify basic elements of literature  Introduce literary analysis and expository essay

Vocabulary

Define each word. Words appear in the text on the given page number.

1. inconspicuous, 7 6. simultaneous(ly), 30 11. ironic, 42 2. voila, 11 7. mayhem, 30 12. batter(ed), 43 3. wan, 20 8. blathers, 33 13. harried, 57 4. pseudo, 22 9. interim, 35 14. obligation, 58 5. vague(ly), 27 10. degrade(ing), 41 15. imperial, 69

16. vermilion, 78 21. vespiary, 84 26. momentum, 150 17. oriented, 80 22. asylum, 117 27. delinquency, 163 18. demented, 84 23. vulnerable, 127 28. indoctrination, 172 19. conundrum, 98 24. obsess, 133 29. symmetrical, 196 ALCS 1, 2, 3, 4, 5, 6 AHSGE Objectives I, II, III, IV 20. imbecile(s), 103 25. gargoyle, 136 30. homely, 198

RSBMAR2009

Defined Terms… All you need to do here is read over the definitions so that when you come to these words in the book, you’ll be familiar with them.

1. overbearing Eurocentric patriarchs, 49: a patriarch is the male head of a family; Eurocentric is to believe that only ideas/values/people from Europe (even those who settled in America, basically white people) are important; overbearing means to be too pushy, too possessive, or always right

2. xenophobic, 56: to be afraid of strangers or anything foreign

3. wombat, 50: burrowing Australian marsupial

4. suffragettes, 154: women who fought for the right to vote

5. self-incrimination, 157: giving evidence or testimony that shows one's own guilt

6. bichon frise, 149: a breed of dog (pronounced beesh-on freeze-ay)

7. indentured servitude, 177: servants would bind themselves to an "owner" to work for a period of time until they were freed, generally as a way to finance their voyage to America

ALCS 1, 2, 3, 4, 5, 6 AHSGE Objectives I, II, III, IV Honors/Pre-AP English 9 Novel Study Assignment 1

by Laurie Halse Anderson

First Marking Period Read pp. 3-46. Then do the following activities.

Discussion Questions

Directions: While you should be able to answer each question, choose three of the following to answer in writing. When appropriate, cite examples and page numbers from the book. Each answer should be at least a full paragraph. Justify/Defend your responses.

1. Clans (p. 4)… Can you relate to Melinda’s description of school clans or cliques? Explain (and don’t forget the Marthas). What similar groups do we have at TCHS? (clique: an exclusive group of people who share interests, views, purposes, patterns of behavior, or ethnicity; social network)

2. Melinda mentions several “friends,” Nicole, Ivy, Jessica, Rachel/Rachelle, and Heather. What is her relationship with these girls as the novel begins? How have things changed? Have things changed for you and your friends since you came to TCHS? Why? Have you made new friends?

3. Teachers… Mr. Neck (social studies), Hairwoman (English), Mr. Freeman (art), Spanish teacher, Principal Principal, Ms. Keen (biology), Mr. Stetman (algebra). Melinda describes these people in several ways, humorous, sarcastic, frightening. Choose two of your teachers, past or present, and try to describe them similarly. Review pp. 6-7, 13, 17, 36-39 for ideas. (Don’t be too mean!)

4. Review THE FIRST TEN LIES THEY TELL YOU IN HIGH SCHOOL (p. 5). To which can you relate? Would you add anything?

5. Melinda and her parents don’t exactly have the best communication skills. What does she think of her parents? Is there any respect in this household? How do their actions contribute to Melinda’s problems? Describe their system and compare/contrast with your own family.

ALCS 1, 2, 3, 4, 5, 6 AHSGE Objectives I, II, III, IV 6. What are the pieces of Melinda’s problem that you’ve picked up on so far?

Remember the tips we discussed in class for close reading and writing complete answers with details. Your answers to these questions should be just as good. You will not turn in this sheet.

RSBMAR23009 Name Date Period Speak Assignment 1

Fill in the blank… This page doesn’t have to be typed.

1. As the novel begins, it is the day of school.

2. The school is changing its mascot from the to the .

3. Melinda belongs to no clan. She is .

4. “I stand in the center aisle of the auditorium, a in a National Geographic special…” (p. 5). This kind of figurative language is called a .

5. Melinda’s sanctuary class is .

6. is the city that is the setting of this story.

7. Melinda pulls the object from the art teacher’s globe.

8. Melinda has developed the nervous habit of biting her .

9. “Gym should be . It’s .” (p. 18)

10. Melinda finds a “perfect place” in an old .

11. “Our are much better at scoring than the football team is.” (p. 29)

12. Melinda’s parents didn’t raise her to be .

ALCS 1, 2, 3, 4, 5, 6 AHSGE Objectives I, II, III, IV 13. The school mascot gets changed again to .

14. According to Melinda, harmless name calling is how get started.

15. IT is Melinda’s .

Second Marking Period Read pp. 49-92. Then do the following activities.

Directions: While you should be able to answer each question, choose two of the following to answer in writing. When appropriate, cite examples and page numbers from the book. Each answer should be at least a full paragraph. Justify/Defend your responses.

1. Melinda takes a career interest inventory and comes up with some rather bizarre results (mortuary science?). Did you take one of these in middle school or lately? Why do schools want kids your age doing this? How does it make you feel? Is it an accurate measure?

2. Mr. Neck starts a discussion/debate on immigration. What’s his real issue? Does he really want to hear opinions? What happens when there is a dissenting opinion? What happens with David? What example does David set? Is this good/bad?

3. Several holidays are discussed in this section. How do the holidays at Melinda’s house compare/contrast with holidays at your house? Consider the things Melinda gets for Christmas and what you get for Christmas. Alike/Different? Meaningful gifts vs. junk gifts. Why did the sketch pad and pencils mean so much to Melinda?

4. Why can’t Melinda talk to her parents? Would she feel better if she did? Would it make a difference if she talked to someone about what’s bothering her? What about cutting her wrist with a paper clip? Was that a “for real” attempt at suicide? What would be your advice to Melinda at this point?

ALCS 1, 2, 3, 4, 5, 6 AHSGE Objectives I, II, III, IV Remember the tips we discussed in class for close reading and writing complete answers with details. Your answers to these questions should be just as good. You will not turn in this sheet.

RSBMAR23009

Name Date Period Speak Assignment 2

1. Melinda covers the in her janitor’s closet with a poster of .

2. She figures the lady must be a good writer because . 3. Melinda says if her mother cooks a proper holiday dinner, then they’ll be a family for one more year. She calls this .

4. Melinda uses to build a piece of art—a sort of exhibit.

5. Surprisingly, Melinda has an athletic talent for .

6. The slackers who confused with no rules in art class got bounced.

7. During , Melinda passes out.

8. Melinda’s general attitude toward schoolwork is .

9. While Melinda is , IT creeps up and whispers to her, “ .”

10. Heather gets busted by the Marthas for donating too many cans of . ALCS 1, 2, 3, 4, 5, 6 AHSGE Objectives I, II, III, IV 11. Melinda finds out IT has a name:

12. Quote: “I’m just like them—an ordinary drone dressed in .” (p. 70)

Third Marking Period Read pp. 95-137. Then do the following activities.

Directions: While you should be able to answer each question, choose three of the following to answer in writing. When appropriate, cite examples and page numbers from the book. Each answer should be at least a full paragraph. Justify/Defend your responses.

1. Hornets… What does the constant change of the school mascot indicate about traditions and school spirit at Merryweather High? What does this say about the school’s identity and community involvement? Are these things important in the life of a school? How do you feel about these things at TCHS?

2. When Melinda misses the bus, again, how does she end up spending her day? Who does she see coming out of the bakery? What’s her reaction? She also spends the day at the hospital. Is that weird? Have you ever considered skipping school? How would you spend the day (let’s assume you could drive)? How could skipping school be exciting and dangerous?

3. Mr. Freeman is an interesting teacher. What’s the symbolism in his name? He gives Melinda a ride to town. Would you accept a ride from a teacher? Here is a quote:

When people don’t express themselves, they die one piece at a time. You’d be shocked at how many adults are really dead inside—walking through their days with no idea who they are, just waiting for a heart attack or cancer or a Mack truck to come along and finish the job. It’s the saddest thing I know. (p. 122)

What do you think of his observation? Do you agree or disagree? Why? Give some examples from your own life of similar observations you’ve had about people.

ALCS 1, 2, 3, 4, 5, 6 AHSGE Objectives I, II, III, IV 4. Melinda thinks she would get along with Hester Prynne, a character in Nathaniel Hawthorne’s The Scarlet Letter. In this novel, Hester is punished for committing adultery by being forced to wear a scarlet A on every piece of clothing she wears in public in her Puritan community. Melinda thinks she would wear an S for silent or shame. What if we were to do that in our society today? What letters would some of us be wearing? What letter would you wear and why?

5. While trying on jeans, Melinda has a conversation with herself—sort of an inner monologue. What’s this conversation about? She does it again when she describes Melinda One and Melinda Two. Do you suppose everyone does this? Does this mean someone is crazy? What kind of conversations do you have with yourself?

1. Melinda uses the metaphor to describe herself in the cafeteria. (p. 104)

2. Heather tells Melinda that they can’t together any more. Essentially, she’s telling Melinda they can’t be . 3. Quote: “It’s easier to than admit that you in middle school. (p. 108)

4. Melinda thinks that maybe put the note on her locker.

5. Heather gave Melinda back the from Christmas.

6. After the meeting in Principal Principal’s office, Melinda gets assigned to .

7. shows up to be punished, too.

8. Mr. Freeman shows Melinda an enormous book of art by .

ALCS 1, 2, 3, 4, 5, 6 AHSGE Objectives I, II, III, IV Les Demoiselles d’Avignon Femme à la resille Self-Portrait 9. When Melinda sits alone at lunch, she calls it her .

Fourth Marking Period Read pp. 141-198. Then do the following activities.

While you should be able to answer each question, choose three of the following to answer in writing. When appropriate, cite examples and page numbers from the book. Each answer should be at least a full paragraph. Justify/Defend your responses.

1. Several times in the novel, Melinda begins a sentence with “When I was a little kid…” Why does she return to childhood so much? What are the kinds of things she remembers? Is childhood really all that great? Is it better than being a teenager? In what ways? Or, is being a teenager better? What about adolescent angst? Describe how you feel being in the middle—not a kid anymore but not yet an adult.

2. What dilemma does Melinda find herself in regarding Rachel/Rachelle and Andy Beast? What should she do about it? What would you do about it? Have you ever had to tell someone something unpleasant? Even worrying about whether or not they’d believe you? How can issues like this strain a friendship?

3. David feels sorry for Melinda, talks to her, and helps her. He even says he’ll call her. And remember the night of the basketball victory when he invited her for pizza?  Her friend Ivy has begun to talk to her again, sharing pencils, drawing, and helping her with her stained shirt. But at this point in Melinda’s life, can she have a normal relationship with anyone? Boys? Friends? Parents? How is this one event going to affect the rest of her life? How can she get her life back?

4. In the library, Melinda gets up the nerve to talk to Rachel about Andy Evans. They end up writing notes. Is this a cop-out, or is this a good thing for Melinda? How is writing about it less painful for her? Can we hide behind our writing? What kind of freedom does writing give us (think: emails, text messages)? It’s tough to convey certain messages through writing. What if you’re misunderstood? ALCS 1, 2, 3, 4, 5, 6 AHSGE Objectives I, II, III, IV 5. What begins to happen to Melinda as spring approaches? Think about the tree in her front yard. What does she ask her dad to bring home from the hardware store? How does Melinda stand up to Heather’s audacity when she asks about decorating for the prom? What does she ask her mom if she can do? Ultimately, what does she do that afternoon at school when Andy Evans surprises her? By the end of the novel, have your feelings about Melinda changed? How so?

Remember the tips we discussed in class for close reading and writing complete answers with details. Your answers to these questions should be just as good. You will not turn in this sheet. RSBAUG2011

Fill in the blank

1. Lie #10 in the TEN MORE LIES THEY TELL YOU IN HIGH SCHOOL is

. (p. 148)

2. The metaphor Melinda uses to describe April is . (p. 151)

3. Quote from Mr. Freeman: “Nothing is . are interesting.” (p. 153)

4. Melinda wrote a great report about the , but then refused to read it in front of the class. Her “protest” lands her in .

5. Melinda is paralyzed with fear when comes into the art room, a place where she always felt .

6. When Melinda stays home sick, she watches and imagines that their hosts are giving her .

7. On her own, Melinda gets out and starts doing at home.

8. Melinda is actually pretty good at another sport— .

9. Melinda reads in the bathroom stall and adds some of her own.

ALCS 1, 2, 3, 4, 5, 6 AHSGE Objectives I, II, III, IV 10. Accidentally on purpose, Melinda returns to .

11. Quote: “Sometimes I think high school is : if you are tough enough to this, they’ll let you become . I hope it’s worth it.” (p. 191) Motif

In a narrative, such as a novel or a film, motifs are recurring structures, contrasts, or literary devices that can help to develop and inform the piece’s major themes. The narrative motif is the vehicle of means by which the narrative theme is conveyed. A motif can be an idea, an object, a place, or a statement. “Motif.” Wikipedia. 2 Mar. 2009 .

Melinda’s art teacher Mr. Freeman has an old globe from which he instructs his students to draw red scraps of paper. On each scrap is one word, the name of an object. This object will be the subject of many pieces of art during the school year. Melinda draws “tree.” The catch is “by the end of the year, you must figure out how to make your object say something, express an emotion, speak to every person who looks at it” (p. 12). At first Melinda thinks this is too easy, yet it takes her the entire school year to get her tree right.

What she doesn’t realize until the final three pages of the novel is that the tree doesn’t have to be perfect—because nothing else in life is. Nobody is perfect and no thing is perfect. She finally draws a homely sketch of a tree, and the “new growth is the best part” (p. 196).

Looking back over the pages, you will see that I chose a tree as the motif for all my assignments for Speak. Your last assignment has to do with this motif.

ASSIGNMENT: Illustrate a tree that shows you as you are in your life right now. I have copied and pasted images from Microsoft Clip Art to give you some ideas about what to draw. Sorry they’re in black and white. No, you may not copy and paste a tree. I want you to create your own. What I’m showing you here are different perspectives. What will your tree say about you?

This tree may be like you—tranquil and happy and content.

It also shows the recycling sign.

ALCS 1, 2, 3, 4, 5, 6 AHSGE Objectives I, II, III, IV This tree may be like you—strongly rooted in things like family, church, school, values, etc. Yes, these are animals, but you can choose other things to draw for your roots.

These trees may be like you—ever changing with the seasons, good mood one day, not so good the next. Changing, growing, changing again, etc.

This Christmas tree may be like you—draw one and as the ornaments, put things that mean a lot to you.

This tree may be like you—fanciful, dreamy, unrealistic in a good way

Here’s another kind of fanciful tree. What’s on your branches? Plans for future, friends, famliy?

This tree shows room to grow. What are your interests? What don’t you know that you want to know?

Palm tree anyone? Maybe you want to travel, get out of town, get away from something/someone. And there are many different kinds of palm trees.

Are you like this tree? Simply growing and learning as you go through life.

ALCS 1, 2, 3, 4, 5, 6 AHSGE Objectives I, II, III, IV You can look up trees on the Web to get ideas. You can even have a friend who is more artistic draw it for you if you wish. But your tree needs to represent YOU. Use magazine clippings, things from nature, glitter, markers, chalk, colored paper, old baby pictures or other old photos… anything you want. Ask an art teacher for ideas or ask an artistic friend or family member. 3-D trees anyone? Size limit needs to be about 8 ½ x 11.

ALCS 1, 2, 3, 4, 5, 6 AHSGE Objectives I, II, III, IV