Core Content Standards: CCSS RL.11-12.7: Analyze multiple interpretations of a story, drama, or poem. (e.g.

,
recorded novel or live production of a play or recorded novel or poetry), evaluating how each version interprets the
source text.
Objective: The students will read and analyze, verbally, chapters from Speak. Students will be able to discuss
and write about the differences in the book and the motion picture and explain how these differences impact the
reader/viewer.
Introduction: DO-NOW- Write for 10 minutes in your journals about how the ending of the book made you feel.
Procedures:
A.

When the students enter the classroom the desks will be in rows, better for the visual during the movie.

B.

On the table next to the door there will be a movie T-Chart that the students must complete during the

watching of the movie about the similarities and differences between the text and the movie. I will stand at the door
waiting for the students
C.

After the class is sitting quietly I will go over the instructions for the viewing of the movie

D.

The movie will begin to play until 10 minutes before class ends, at that time the students will complete the

last question they are on and their exit slip.

E.

While students are working on their exit slips I will ask for volunteers to tell me their favorite parts of the

movie.
Technology links: https://www.youtube.com/watch?v=SiWTa45y3W4
Assessments:
1. Exit Slip: What is one major difference you saw between the movie and the book thus far.
2. Homework: Please write me a one page response on what you thought of the movie so far.

Starting after the completion of the movie:

Core Content Standards: CCSS: RI.11-12.6: Analyze the impact of the authors choices regarding how to develop
and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters
are introduced and developed.
Objective: Students will be able to find direct quotes from Speak and analyze why Laurie Halse Anderson chose
to write the story in the format she did and the impact that has on the story.
Introduction: DO NOW: In your journals discuss why the format of Speak is different from any other book we have
read thus far
Procedures:
A. Desks will still be set up in rows for individual work
B. Students will look through their books to find examples of setting, action and character
development and place Post-its on the pages
C. Students will participate in a group discussion to share ideas and thoughts about the
organization of the novel and why the setting, action, and character developments are important.
Materials:
1.

Speak

2.

Notebooks

Assessment:

Exit Slip: Why do you think Laurie Halse Anderson set the novel up the way that she did?

Group Discussion: Teacher will take notes on what students have said throughout the discussion.

Core Content Standards:

CCSS: W.11-12.4: Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
CCSS: W.11-12.3: Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences.
Objective: Students will be able construct an imaginary journal entry embodying a character from the novel Speak
and pull out specific lines from the story to add to their journal entry.
Introduction: DO-NOW- In your journals describe to me your favorite character in Speak and why?
Procedures:
A.

Students will begin class by brainstorming about all the different characters in Speak and find a 2 quotes

about each character.

B.

Students will share with the class some of the ideas and quotes they came up with.

C.

Students will choose the character they want to write a journal entry as and begin to construct their

handwritten assignment.
D.

20 minutes of writing and then allow students to share their work with the class if they choose to.

Materials:
1.

Speak

2.

Notebooks

Assessment:
1.

Collection of their journal entries

Core Content Standards:

SL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in
presentations to enhance understandings of findings, reasoning, and evidence and to add interest.
SL.11-12.4: Present information, finding, and supporting evidence, conveying a clear and distinct perspective, such
that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the
organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and
informal tasks.
Objective: The students will be able to present their findings of their chosen character to the class and be able to
identify key elements in other individual presentations
Introduction: DO-NOW- For 5 minutes, in your journal, evaluate your project and yourself based on this project. I
will collect this.
Procedures:
A.

The desks will be set up in grows

B.

The students will enter the classroom and sit with their materials and prepare to be called upon for their

presentation.
C.

Teacher Talk:

Presentation Day! I am passing out a presentation question sheet. This sheet asks you to point out one
great thing the presenters did, one thing they could improve on, character name, and one important fact
that you will take away from their presentation. Please put your name in the top left corner.

D.

After the question sheets are handed out, I will grab the hat and pull out a random character name to see
who will present first.

D.

At the conclusion of each presentation the students will have a few minutes to ask any questions they

have and get answers.

D.

After all presentations are done, I will ask the students to please pass forward all of their question sheets

and I will collect them. Then they will pass forward their group papers, job assignment sheet, and permission slips.
Materials:
1.

SmartBoard

2.

Question sheet

Assessment:

Do-now journal entry will be graded

Exit Slip: Name one thing that you learned from the presentations today?

Core Content Standards: CCSS SL.11-12.1: Initiate and participate effectively in a

range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 11-12 topics, texts, and issues, building on others ideas and
expressing their own clearly and persuasively.
Objectives: Students will be able to discuss the themes of Speak within a small group and then be able to express
their opinions to the class in a whole class discussion.
Introduction: DO-NOW- In your journals can you form a list of possible themes in Speak?
Procedures:
A.

After the Do-now students will be given numbers 1-5. They must go sit with their groups and bring their

books.
B.

The first part of class will be to identify the themes in Speak as a class.

C.

Then the class will begin to work on discussing the theme within their small groups. Finding examples

and page numbers from the book. (15 minutes). I will go around and listen and talk with each group during the 15
minutes
D.

After the small group discussion the class will form a circle with the desks and we will being our whole

class discussion on the themes in Speak.

E.

The class will be required to take notes on what we are talking about for their notebooks.

Materials:
1.

Speak

2.

Notebooks

3.

White board

Assessments:
1.

I will go around and take notes to make sure the groups are staying on track (participation grade)

2.

During the discussion, I want each student to talk and I will take notes as to who talks and about what
(classwork grade)

3.

Exit Slip: What is one theme we discussed and provide an example with a page number.