Speak Media Activities

Learning Activities:

1. Analysis of the format and design of the text. Meets up with ELA standard 5 for grades 9-10.
1. We would begin with a close analysis of the text individually. We would use the strategy of notice, name, apply.
1. We would then highlight the diary format of the novel and how that affects the structure. We would pick a specific grammar principle that plays into the format and help students apply it to their own writing.
2. We would also analyze how the diary format plays into other other texts by watching a vlog (video diary). https://www.youtube.com/watch?v=FsmD7Q2I980
1. We would discuss the strengths and weaknesses of each medium in portraying the diary feel.
2. Themes: This novel addresses certain themes that are difficult. It is important to give the students the tools they need to address the problem.
1. Watch a well known music video. (https://www.youtube.com/watch?v=QcIy9NiNbmo) ask students to identify a theme and then write story about that theme in their writer’s notebook.
2. Mini-lesson reviewing what theme is.
1. Using gradual release of responsibility analyze themes in different mediums (visual art, music, film). Begin by modelling, then as a class, then in pairs, then individually.
3. Ask students to identify a theme in Speak and then create a short/rough film as group to show how that theme is reflected in their lives.
3. Characterization through twitter
1. Split class into small groups→assign each group a character
1. Have them brainstorm character traits for that character. Ask: What most impressed you about the character? What are his/her strengths? What are his/her weaknesses? What does he/she like to do.
2. Have each group create a twitter account for that character.
1. Have them follow the other characters
2. Ask them to follow other people that they believe that character would follow
3. Ask them to interact on Twitter in authentic ways that  reflect their understanding of the character.
4. Small reflection on what they learned about the character
3. Class discussion about how the characters chose to interact. What does this say about how Melinda interacted with others in the novel? What may have motivated Melinda to keep quiet?
4. Pre-reading Identity Study (reading standard 2)
1. This would be a pre-reading project to help them prepare for the novel. The entire unit would be structured on learning about identity.
2. Ask students to bring three items to class that represent who they are.
1. In class have them present them to small groups
2. Have students explain their choices
3. Using what the students learned about their relationship to those items have them craft a blog post that integrates the items in order to explain their identity.
1. Have them talk/write about what the items say about them and why they chose them?  
4. After these activities come back for a discussion about what would change if the piece of that art was taken out and how it would change them?
5. We could present a clip of the film and then talk about if there was differences and why? This could lead into a conversation about translation and what happens when things are expanding across different mediums. As an activity, we could have the students take a section of the book (probably in group) and translate the meaning into a different medium (video, audio, painting, poem, etc.).
1. At the end of the novel show the film. (we will keep this relevant and purposeful)
2. Ask students what was different in the film? What was the same? What themes were emphasized? Which medium did they feel more connected to?
1. General discussion of how different mediums have different strengths
3. Assign small groups of students a section of the novel
1. Ask them to create a representation of that section in a medium that they think would be the most effective (video, audio, painting, poem, etc.).
2. Each student will write a short reflection to discuss the choices they made. Why did they choose that particular medium? How did they represent themes? How did they choose to represent the narrative elements of the text?
6. Melinda’s Refusal to Present
1. Anderson pg 155-156
2. What could Melinda have done differently to actually have her voice heard?
3. How do we initiate social change? → Have them read articles on this.
1. http://www.studylecturenotes.com/social-sciences/sociology/282-what-is-social-change-definition-and-meaning
2. Watch a Video in class: https://www.youtube.com/watch?v=hP8kmPf8xlQ
3. Discuss this video and the different things we can do now to initiate social change within our school and city.
4. Brainstorm Peer Share: What are some different social issues you wish to change?
5. Present Homework → Write a page about something you wish to change and how you will go about doing it.  Contrast the way you wish to change something versus the way Melinda went about change.
7. Kesha and Melinda (writing standard 8)
1. For this lesson, we will discuss reasons for Melinda never using her voice to explain what happened to her.  
1. Ask students if they ever hid something about themselves that was hurtful because they were afraid what others would think?
2. Have students find evidence in the text of when Melinda conceals her experience more and more.
2. After doing this, show them that even people in media struggle with expressing to others about hurtful situations.
3. Bring up Kesha and how she was abused and sexually assaulted, but reached out and received help from many including Taylor Swift. This is an article on Kesha’s case. http://www.rollingstone.com/music/features/kesha-and-dr-luke-everything-you-need-to-know-to-understand-the-case-20160222
4. To integrate writing standard 8, we will have the students research different social issues going on that have affected one of their super peers.  They will then write a brief 1 page paper that includes both their research (cited correctly) and their opinions on what this person should have or should not have done.
8. Creative nonfiction (writing standard 3)
1. In this lesson, we would discuss the point of view of Speak and the different grammar techniques Anderson uses such as the way the words and dialogue are presented on the page.  
2. After this mini grammar lesson and noticing how Melinda writes her stories all from her point of view and how these different things in her life affect her, we will then look at our own lives.
3. Ask students → What are different things that affect you today?  At school?  At home? With friends?
1. Have them brainstorm with a partner about these things.
4. After that, present the assignment of writing a creative nonfiction about themselves.
1. Clarify what exactly is creative nonfiction →  genre of writing that uses literary styles and techniques to create factually accurate narratives.  It is meant to be entertaining and fun.
2. They will write a 3 page narrative about a specific event in their lives that they feel has affected them the most.  Good or bad.
5. Depending on time, give them time to brainstorm the characters they want in their stories. Have them give each character different traits that they really want to express in their narratives.
9. writing standard 6= use internet to publish
1. Part of writing standard 6 is to use the Internet to work on and share a piece of work.  
1. As a progression of their creative narratives, I would have them share their work with another student via Google Drive.
2. They would review their peers work and make any suggestions using the different editing buttons on google drive. (these are super cool and are way helpful when you are not near anyone who can give you immediate help).
3. I would give them in class time to work on this.
2. As this would probably take up a good portion of the time, at the end of class I would show them how they will post their creative narratives to our class blog.  This will allow them to share their work with others and be able to read and respond to their classmates.  
1. After presenting this, discuss appropriate interaction with others work on media.  Remind them to be respectful and caring.