Lesson Plan for Speak, Laurie Halse Anderson

by Wendy Falgout, Noelle Conerly, Robert Streetman, and Mario Campesi

            Our group is going to do a lesson plan for the book Speak by Laurie Halse Anderson. The lesson plan is tailored so that the students will explore the book in a deeper way. Instead of just reading and discussing the book, we will have students do various assignments including background research and art projects. By having the students explore the book in different ways, they can reach a better understanding of the concepts in it. We chose the book Speak because we feel that the students will be able to relate to the book on several levels, and also because they will gain important knowledge from the content. This book will show the students that rape is not a random attack from a dark alley. It will show them that an attacker can be anyone, even people they know. It will clearly define for them what rape is, and who is really at fault.

            The lesson plan is designed primarily for a middle class high school. More specifically, it will be for a 9^th grade honors English class. Because of the nature of the book and the issues the lessons will tackle, we expect there to be more females than males in the class. Since the school is populated with middle class students, we expect it to have well stocked facilities for the activities in the lesson plan. Such facilities would include a well supplied art department, a well equipped computer lab for research, and a well stocked library, also for research.

            The lesson plan would take about three weeks to allow time for art days, research days, and special speakers. The first week of class would involve an analysis of the book’s cover. This will let the students express their initial opinion of the book and what it could offer. It also causes the students think about possible meanings in the title as it relates to the themes in the book. Through reading and discussion, the students will become familiar with the characters and will begin to see the development of themes in the book. Having read the chapter about Melinda’s art assignment, they will have their first art project. Students will picks objects out of a bowl and sketch them in class. This allows students to relate to the book in a more personal way. Along with the sketches, the class will discuss the importance of art and a person’s self-expression. At the end of the week, the class will start to touch on one of the serious subjects. The lesson of self-mutilation will be introduced. Teaching the students to recognize this external manifestation of internal conflict will help them to see what can cause such behavior and why it is harmful and dangerous.

            The second week’s lesson plan opens with the discovery of Melinda’s rape. This starts the serious discussions and issues of the novel. The class will discuss Melinda’s rape and its effect on her. Discussions of Melinda’s social withdrawal and her confusion of the details of her rape will give the students a chance to use their research from the week before. They will be able to discuss what rape is, the effect on a person, and what one should do after a rape. Melinda’s rape will show students that a sexual assault is not always random. Many assaults are by acquaintances and happen to people of all classes and races. This same week the students will be left to their own devices to pull concepts from the book. They will also have two library days to research topics to the book such as Maya Angelou and self- mutilation. The students will be required to organize the information into handouts for the class. They will be asked to explain their topics and the relevance to the book. Student teaching is a good way for the students to really understand the material. It is a great tool for learning, and for developing the students’ research skills.

                At the beginning of the third week, a guest speaker will come in and talk to the class. The speaker would be from a rape crisis center and would discuss issues such as rape prevention, statistics, and sexual assault . The students will also present their art sketches to the class. The class will then be asked to explain Melinda’s art as her outlet for inward expression. The students will have a chance to ask any questions which they might still have about the book or any of the other subject matter which were discussed. The class will then be assigned a paper to write to conclude the lesson. Students can choose one of five different prompts: covering a time in their lives where they could not speak; what date rape is and how Melinda’s experience a case missing word of date rape; self-mutilation and how it is manifested in the book; how art class helped Melinda survive; and the importance of adolescents telling their stories in novels. The essays will allow the students to analyze the book and relate it to issues facing adolescents today.

            It is also important for them to learn to recognize the after effects of rape and the impact it has on the victim. There are many common initial reactions to a rape. Emotional shock is a common one. The victim feels emotionally numb and void. Disbelief and fear are common symptoms of the victim as well. The victim may question if it even happened or may have an overwhelming fear of not being believed by others. Embarrassment, guilt and shame also plague victims. This is why most rapes are not reported. Rape victims must remember that it is not their fault. Some initial physical effects include lack of sleep, lack of appetite, or just the opposite of the two. Initial emotional effects range from guilt and sorrow, to anger and shame. Some long-term effects of rape are changes in lifestyle such as moving, changing a phone number, or getting added security to one’s home. Victims may also have nightmares or suffer from insomnia. Also, it is not uncommon for phobias to emerge, such as fear of crowds or being alone. Rape is a stressful and damaging act. It is a difficult thing to get over, but the biggest advice for a rape victim is to get help and not be afraid to speak out .

The issues that are presented in Speak are serious and relevant to adolescents everywhere. If the students are informed and understand these issues, then perhaps they can be avoided. Rape, date rape, and other forms of sexual assault occur more than one would want to imagine. Roughly 44% of rape victims are under 18 years of age, and 80% are under age 30. One in every six females in American is sexually assaulted, and one in every 33 men is sexually assaulted. The students must learn that it’s not always a stranger who will commit a rape. Almost two-thirds of all rapes are committed by someone who has known the victim. Another important fact the students must take with them is that rape is illegal and must be reported. Only 54% of rapes are actually reported. Because of the rape awareness in recent years, the number of rapes in the United States has dropped over the past decade. More and more people speak out against it and victims are no longer hiding in the darkness.

Speak Lesson Plan

Day 1: Previewing activities

1.      Have students write an in class analysis of the book’s cover.

2.      Have class discussion about what clues the cover gives them about the book’s plot.

3.      Homework: Students must do research on the book and its author.

§         Suggested websites:

§         www.writerlady.com

§         www.livejournal.com/users/halseanderson

Day 2: More Previewing Activities

1.      Have students share information that they gathered about the author and the book.

2.      Give supplemental background information about the book.

3.      Have students discuss and write their expectations about the book to be reviewed after the book has been completed.

4.      Homework: Read The First Marking Period (p 1-46)

Day 3: The First Marking Period Discussion

§         Talking Points

1.      “10 Lies They Tell You in High School”

§         Can the students relate to this?

§         Are they lies?  If so, why do they tell them to high school freshman?

2.      Melinda’s Teachers

§         Mr. Neck

§         Hairwoman

§         Mr. Freeman

§         Principal Principal

3.      “That Night”

§         What happened that night?

§         What clues have we been given?

§         Can we be sure?

4.      Homework: Have students consider how they might go about completing Melinda’s art assignment from Mr. Freeman.

Day 4: Art Day

1.      Have students pick objects out of a bowl just as Melinda’s art class did in the novel.

2.      Have students begin to sketch and draw their objects in class.

3.      Have class discussion on why this art project will be important to Melinda throughout the novel.  (art as self-expression and catharsis)

4.      Inform class that they should continue to work on their art outside of class while reading the novel as they will have to turn in an art project as part of their grade.

5.      Homework: Read the Second Marking Period (p 47-92)

Day 5: The Second Marking Period Discussion

• Talking Points

1.      The closet.  Why does Melinda need it?  What or who is she hiding from and why?

2.      The section entitled “Naming the Monster,” on p 86.  Who is “IT?”  Why does Melinda call them “IT?”

3.      Self-Mutilation: p 83 nail-biting, p 87 paper clip, p 92 gashed thumb.

4.      Homework: Read The Third Marking Period (93-137)

Day 6: The Third Marking Period Discussion

• Talking Points

1.      Symbolism and Nathaniel Hawthorne, why can’t the students relate to Hairwoman’s methods of teaching?

2.      More self-mutilation: p109 bleeding thumb, recurring lip dryness.

3.      Why won’t Melinda speak even when her parents and counselor reach out to her?  Are they really reaching out or just blaming?

4.      The incident. (p133)  What happened that night is finally confirmed.  Is it what the class thought it would be?  What is the class’ reaction to her ordeal?  Do they think it merits Melinda’s behavior?

5.      Homework: Read the Fourth Marking Period (p 139-198)

Day 7: The Fourth Marking Period Discussion

• Talking Points
  1. What’s with the constantly changing mascots?  What does it represent?
  2. There are 10 more lies they tell you in High School.  Are they lies?  How are the different or similar to the first 10 lies that are told earlier in the novel?
  3. On page 164 Melinda asks if she was raped.  Why isn’t she sure?  Does the class consider what happened to Melinda rape?  Why or why not?
  4. How does communicating help Melinda overcome her fears and come out of her shell? (Communication 101 p 180, Chat Room p 189)
  5. On p 191 we learn that Melinda no longer needs the closet, why not?  What is the significance of Andy attacking her there?
  6. The book ends with Melinda speaking to Mr. Freeman, how has he helped her to speak all along?

Day 8: Group Work and Class Discussion

• Students will break off into 4 groups, each being assigned one of the 4 marking periods.
• Each group will assign a season/mood to their marking period and come up with evidence for that assertion.
• Each group will present their findings to the rest of the class for discussion
• 1^st Marking Period: Fall
• 2^nd Marking Period: Winter
• 3^rd Marking Period: Deep Winter
• 4^th Marking Period: Spring

Days 9 and 10: Research/Library Days

• Students will break off into groups, each researching one of the following topics:
  1. Maya Angelou’s experience with rape/not speaking
  2. Suffragettes and women fighting to get the right to vote in the United States
  3. Cutting/self-mutilation
  4. Sexual assault and date rape
  5. The term “womynhood”(170): what it means and where it comes from.

• Students will create a handout with the information they gather and make copies to distribute to the rest of the class.

• Homework: Finish handouts over the weekend and have them ready to distribute in class on Monday.

Day 10: Presentation of Handouts and Class Discussion

• Have groups distribute and present their handouts to the class, allowing discussion time for each topic.
• Make sure to put the information in the context of the novel.  Why did Anderson include these things in the book?  How does this information help us to better understand the book and Melinda’s character?

Day 11: Guest Speaker

• Have guest speaker talk to students about rape and sexual assault.
• Talk about date rape specifically and make sure students understand that it is rape and it is illegal.
• Talk about how to prevent this from happening.

Days 12 and 13: Presentation of Art Projects

• Have students present their art projects to the rest of the class and speak about their experiences making them over the last couple of weeks.
• Discuss: why it was important for Melinda to have art as her outlet for self expression in the novel?  How did Melinda use images rather than words to express her feelings throughout the book?

Day 14: Final Thoughts/Questions and Discussion of Final Essay Topics

• Allow time for students to ask any lingering questions they have about the book.
• Discuss final essay topics (2-4 pages double spaced):
  1. Write about a time in your own life when you couldn’t speak and why?  How is your story similar to Melinda’s?
  2. Write about self-mutilation, what is it and what are some specific examples in the text?
  3. Write about date rape, what is it and what evidence is there that what Melinda experienced was date rape?
  4. Write about the importance of adolescents telling their own story.  In what ways does Melinda eventually tell her story in the novel?
  5. Why is art the only class that will help Melinda to survive?  How does she use artistic expression as a means of catharsis?

• Homework: Have students decide which essay topic they way and write an outline for it.

Day 15: Writing Day

• Allow time in class for students to begin writing and brief teacher-student conferences to narrow topics/focus. 
• Homework: Have students finish their essays over the weekend and turn them in on Monday.