Nicole+Buckless


 * DIVERSE TEXT SET ASSIGNMENT**

Nicole Buckless

This text set would be used in a seventh grade Language Arts/Reading classroom during a unit based on the book //Freak the Mighty// by Rodman Philbrik. I would use it in all of my classes, so it is designed for a wide range of capabilities.


 * A. Print Resources:**
 * Text #1:**
 * Citation: Philbrick, W. R. (1993). //Freak the Mighty//. New York, N.Y.: Blue Sky Press.
 * Text Summary: This novel was Philbrick’s first Young Adult novel that was later followed by //Max the Mighty// and eventually made into the film titled //The Mighty//. Max and Kevin are both having trouble fitting in with the rest of the seventh grade; for both physical and mental differences. They are total opposites but complement each other in the end and become best friends who call themselves “The Mighty”.
 * Rationale: This is the book the unit is based on. It’s a great story to prompt discussion about themes of friendship, transformation and recognizing the importance of self-respect. Because the characters are in seventh grade; it is relatable to the students.
 * Use of text: I would probably make this unit last for a month. The chapters are extremely short and there are 25 of them so I would only read around two chapters a day for two weeks. I would read this book as a group; whether it is reading on tape, reading to them myself or “round-robin” reading, it would be out loud and together. I would discuss what we read afterwards and then move on to an activity. The week or two after we complete the book would be spent on more activities and prepping for the unit test.
 * Attachment: Not attached; it is a novel.


 * Text #2:**
 * Citation: Knowles, J., Rhead, L., & Malory, T. (1986). //King Arthur and His Knights//. New York: New York Children's Classics.
 * Text Summary: This is a child-friendly version of Sir James Knowles’ recount of the tales of King Arthur and his knights, from the early prophecies of Merlin and Arthur's birth to the destruction of Camelot.
 * Rationale: Kevin is really into King Arthur and even teaches Max how to read it. This will be a good way to show the students what exactly Kevin is talking about every time he makes a reference to Merlin or the “Fair Guinevere”.
 * Use of text: At the end of certain chapters that focused a lot on King Arthur, I would bring this book into play and look at it together. I would also leave copies in the room for students that hopefully become interested in the tales.
 * Attachment: Not attached; it is a novel.


 * Text #3:**
 * Citation: New York Times. (2011, May 15). Morquio Syndrome. //The New York Times//. Retrieved March 25, 2013, from http://health.nytimes.com/health/guides/disease/morquio-syndrome/overview.html#top
 * Text Summary: This is an article in the Health section of the New York Times that is available online and in the original print. It covers everything from alternative names for the disorder to whether or not prevention of Morquio Syndrome is possible.
 * Rationale: This is another way for the students to learn more about the disease Kevin had, while also getting exposed to alternative forms of print.
 * Use of text: I would ideally have the actual print in the classroom so that students could read the article the way it was printed in the magazine; they read enough online as it is. I would design a lesson plan for the day combining exploring magazine referencing as well as learning more about Morquio Syndrome and discussing how it relates to //Freak the Mighty//.
 * Attachment: I do not have the hard copy of the Magazine, but the link to the article is in the citation.


 * Text #4:**
 * Citation: Gottsleben, K. (2012). Prolouge: Imagine. //Live Laugh Lemonade: A Journey of Choosing to Beat the Odds// (pp. 7-8). (?)South Dakota: Moxie Books.
 * Text Summary: This book is an autobiography about a woman with a similar disease to Kevin’s but I chose the poem she printed in her prologue to focus on. It sums up the rest of her book and her feelings about living with this disease.
 * Rationale: This is a good chance for students to hear from someone with the disease and how she overcame the odds to live the best life she could. It relates to the story and theme of the unit perfectly; and everyone should read it for it is such a positive, inspirational poem.
 * Use of text: I would probably just display the poem in the front of the classroom instead of buying copies of the whole book for students. I would read the poem to the students at the completion of //Freak the Mighty// and discuss it in relation to the book and let the students direct the conversation from there.
 * Attachment: The poem is within the book that I cited. The link to view the poem online is here >> http://www.amazon.com/Live-Laugh-Lemonade-Journey-Choosing/dp/0615592384#reader_B0093C78S8


 * Text #5:**
 * Citation: N.A. Top Ten Questions for Rodman Philbrick. (n.d.). //Rodman Philbrick//. Retrieved March 25, 2013, from http://www.rodmanphilbrick.com/topten.html
 * Text Summary: This is a compilation of the top ten most frequently asked questions to Rodman Philbirck, author of //Freak the Mighty//.
 * Rationale: This website has many links to different interviews but these questions were straight to the point and seemed like questions a seventh grader might ask. I thought it would be interesting to show the students this.
 * Use of text: After we complete the book, I would look over this with the students and then ask each of them to come up with one question they would ask that is not listed (there are only 10, so I think this is fairly reasonable). I would then have them write a letter to Mr. Philbrick, asking their questions. He provides an address to send questions and comments so I feel that this would be a great writing activity and if he answers any – even better!
 * Attachment: The link to the interview is in the citation.


 * B. Media Resources**


 * Text #6:**
 * Citation: AsunaroGinga. The Mighty [Part 2/12] - YouTube. (2009, September 22). //YouTube//. Retrieved March 24, 2013, from http://www.youtube.com/watch?v=TzDjS7wRZUw
 * Text Summary: This is a short (8 minute) clip from the movie that was created based on the book. It is a scene that shows how Max and Kevin meet each other.
 * Rationale: Instead of playing the entire movie at the end of the unit (that could take up days especially if we only have 45 minutes periods), I would play clips like this one here and there to show the students how a certain scene was portrayed in the movie. It could lead to a discussion about how everyone reads and imagines characters differently.
 * Use of text: To avoid taking away from the student’s imagination of the characters; I would not play this right away. Maybe to break things up half way through the book or towards the end I would play this after the reading for that day and discuss it.
 * Attachment: The link to the video is in the citation.


 * Text #7:**
 * Citation: N.A. Morquio Syndrome - Causes, Symptoms, Facts, Treatment, Pictures. (2012, October 25). //Diseases Pictures//. Retrieved March 24, 2013, from http://diseasespictures.com/morquio-syndrome/
 * Text Summary: This website explains all about Morquio syndrome and shows some pictures that were not too disturbing but show enough that students will understand what Kevin must have been going through.
 * Rationale: I think it is important that students understand the entire context of what they are reading. This website is a very basic level description of the disease and shows real pictures that are not too upsetting. My hope is that students will gain a deeper understanding of Kevin and connect to the characters a little more.
 * Use of text: I would spend at least half a class looking at this website as a class and discussing it and other diseases the students may know about. I would try to do this after the first couple of chapters once we’ve been introduced to Kevin thoroughly.
 * Attachment: The website is in the citation.


 * C. Online interactive resources**


 * Text #8:**
 * Citation: N.A. Character Scrapbook. (2013). //Teachers: Where Teachers Come First//. Retrieved March 24, 2013, from http://teacher.scholastic.com/activities/scrapbook/
 * Text Summary: This website lets students recreate the characters they are reading about. They can paint them physically and then need to describe them in ten words.
 * Rationale: Because the traits of the important characters in this novel are so important to focus on the themes of transformation and friendship; this is a great easy, fun activity to get students thinking about each of the characters.
 * Use of text: I would bring the students to a computer lab to work on this activity once they have been introduced to all of the important characters well enough to describe them in ten words. It’s a good activity to do when they have a heavy workload in other classes or just finished a more difficult assignment for the unit.
 * Attachment: The website with the scrapbook I made as an example is in the citation.


 * Text #9:**
 * Citation: N.A. Free Freak the Mighty Quiz. (2013). //Homework Help, Book Summaries, Study Guides, Essays, Lesson Plans, & Educational Resources//. Retrieved March 24, 2013, from http://www.bookrags.com/studyguide-freak-the-mighty/free-quiz.html
 * Text Summary: This is an educational site where I found a quick 25 question comprehension quiz on //Freak the Mighty//. It specifies which chapter the question is asking about. It is a free quiz and students can access other “homework help” on the website.
 * Rationale: I thought this would be a good way for the students to check their comprehension before taking a quiz or test that counts for a grade. Students at this age love taking quizzes and surveys online so maybe in this context it will be a little more stimulating to them.
 * Use of text: A day or two before taking a quiz for a grade, I would tell them it’s coming up and what to expect, then I would have them take these online quizzes so they can see for themselves if they are prepared, or if not; which chapters they might want to go back and re-read.
 * Attachment: Not attached; the website is in the citation.
 * D. Instructional Resources**
 * Text #10:**
 * Citation: N.A. Literature: "Freak the Mighty" by Rodman Philbrick - eThemes. (2009, November 23 – 2012, February 21). //eThemes//. Retrieved March 24, 2013, from http://ethemes.missouri.edu/themes/1169
 * Text Summary: This site includes many links to lesson plans, discussion guides, activity ideas and so much more for a unit on //Freak the Mighty//.
 * Rationale: I selected this because it compiled many useful tools all in one easy-to-access place. I checked out almost all of the links and there were some great ideas that I would definitely use in my own lesson plan.
 * Use of text: I would go to this before making my own lesson plan to look for ideas that I may not have already thought of to include.
 * Attachment: The link to the website is in the citation.

//Freak the Mighty// is itself a fairly easy read. There are some tier three words that I would focus on in a vocabulary portion of the unit and there is also a glossary in the back with Kevin’s own definition of certain words he uses. The writing, though, is comprehendible to the average sixth or seventh grader and reading it together as a class would help prevent any students at a lower reading level from falling through the cracks. That being said, the use of the text set would only enhance what the students get out of this novel. It is not to replace a rigorous text with more accessible ones; it is merely in addition to the required reading. Each text included would be implemented in some part by me and then left available in the class for the students to access on their own reading or free time. I feel that the texts I have chosen will cover the context of the story so that they are kept interested and have more sources to pull knowledge from when they go to take their test or write their final paper on the story.
 * Using these texts together in the classroom:**


 * Learning Objectives:**


 * Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.


 * Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

(National Governors Association Center for Best Practices, Council of Chief State School Officers. 2010. //Common Core State Standards: Reading Standards for Literature 6-12//. National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C. )

Demonstrate initial understanding of elements of literary texts by... R–7–4.1 Identifying or describing character(s), setting, problem/solution, or plot, as appropriate to text; or identifying any significant changes in character or setting over time; or __identifying rising action, climax, or falling action__ (State)
 * R-7-4

Demonstrate initial understanding of informational texts (expository and practical texts) by… R–7–7.4 Generating questions before, during, and after reading to enhance understanding and recall; expand understanding and/or gain new information (Local) R–7–7.5 Identifying the characteristics of a variety of types of text (e.g., reference: thesauruses, reports, magazines, newspapers, textbooks, biographies, autobiographies, Internet websites, public documents and discourse, essays, articles, technical manuals; and practical/functional: procedures/instructions, announcements, invitations, book orders, recipes, menus, advertisements, pamphlets) (Local)
 * R–7–7

(Rhode Island Grade Level Expectancies for Reading Grades 5-12)