2.  IRP Submission  Self- Assess Extended Metaphor Memoir  Day One of Speak- Anticipation Guide - Themes - Heavy Topics - Unit Project - First Reading

3.  Do not use “I, me my, us, we”  Make sure your topic sentence is the true topic sentence.  Always sandwich your quotes! Do not leave them hanging.  Replace the word ‘understand’ with insight or evaluate… Higher level words  Helps the reader understand  Capitalize your short story titles and put them in quotation marks.  WC = Word Choice  Circled words are either typos or odd word choices

7.  Do you have your T- Chart?  Do you have a creative title?  Count your words and include a word count 1. Does you metaphor match up with your experience? Is it perfect!! Do you feel like you could not have found a better metaphor? 2. Is your metaphor introduced in the first paragraph so that it is individual to your experience- not just an old mountain. 3. Is all of your spelling accurate? Do you have a variety of sentence lengths?

10. - What clues could it give as to what will be important? -What do you notice about the girl in the picture?

11. Laurie Halse (rhymes with “waltz”) Anderson attended Onondaga Community College in Syracuse, New York, then transferred to Georgetown University where she earned a bachelors degree in languages and linguistics Jobs before writing: cleaning banks, milking cows, working as a stockbroker, and working as a reporter for the Philadelphia Inquirer Other books: several picture books, and Speak (which was a National Book Award Finalist, an ALA Michael L. Printz Honor book, and an ALA “Best Book for Young Adults) Lives: just outside of Philadelphia, PA with her husband and two daughters Inspiration for Speak : a nightmare Anderson had one night; awoke to the sound of a girl crying, then realized it was her dream rather than one of her children; she then got up and went to the computer to write, and Melinda’s (main character) story began to flow; at that time, she had been reading Reviving Ophelia (a psychological study of preteen girls)…

12. Open up the Novel  How is this book like other books?  Is there a table of contents?  How is the book organized?  Consider why Anderson may have done this…

13.  “”It is my first morning of high school. I have seven new notebooks, a skirt I hate, and a stomach ache.” (p. 3, first line of Speak)  From what point of view will this story be told?  Who are we hearing from?

16.  Based on the Anticipation Guide what do you think this novel involves?  What are some predictions as to what will/ has happened to Melinda? Melinda is going into Grade 9 (high school). The summer before grade 9 she went to a party with friends. She met a boy (Andy) who was going into grade 12. He dances with her and they kiss. He says they should leave the party and when he takes her to his car he rapes her. Afterward she runs into the house and calls the police (not knowing what to say). Everyone is then mad at Melinda for calling the cops and getting the party shut down. No one knows what happened to her.

17.  Melinda is assaulted at a party by a classmate who is a year older than her and goes to the same school.  Right after she is assaulted she calls the police, but is unable to tell them what has happened. She lost her voice.  The police come to the house anyway and break the party up.  Her friends are furious at her and she never tells them, or her parents, what happened to her. Students used the word "young" as an acronym in a chant that includes the lines: "Y is for your sister […] U is for underage, N is for no consent […] Saint Mary’s boys, we like them young."

18. Rape/ Sexual Assault  Ancient Origins: The abduction of a woman, especially for the purpose of having sexual intercourse with her.  When someone forces sexual contact with a person and there is no consent.  If you feel uncomfortable then it is not consensual.  No is No, Silence is No!!  Victim Blaming

19.  Reality: Rape is an act of violence.  Rape is an act of violence; it involves asserting control over another person and taking their power from them. Rapists use a person’s sexuality against their will as a weapon. Rapists are not men who cannot control their sexual desires; rape is most often a premeditated crime.

20.  Rape can, and is not uncommon, to be perpetrated by someone that the victim is acquainted with, may be dating, is a friend etc.  A rapist does not have to be a stranger.  80% of assailants are friends and family of the victim

21.  Of every 100 incidents of sexual assault, only 6 are reported to the police.  Why?  1 - 2% of “date rape" sexual assaults are reported to the police.  Only 2 - 4% of all sexual assaults reported are false reports.  60% of sexual abuse/assault victims are under the age of 17.

22. https://www.youtube.com/watch?v=OXtuy27wirE

25.  There are reading expectations.  You will be reading a Marking Period per week.  The first Marking Period is 46 pages long.  There will be a quiz for each marking period- at the end of each week.  There will be 20 minutes of reading time at the beginning of each class period- NO EXCEPTIONS.  Is 20 minutes enough to read all of these pages?…..NO

27.  You will only receive questions like this for Marking Period One to make sure that we start off on a strong lead.  Complete the questions in full sentences.  These will serve as the talking points for class discussion as well as prepare you for the quiz on the First Marking Period.

29.  Signing out books in library  20 minute reading time  Trees and Annotation  Reading and Questions (page 26)  Annotate the first key passage together. (Keep it in your folders)

31. WHAT IS A SYMBOL ?  A word, phrase, or image that has complex meanings.  In other words, when a certain object, picture or idea is used in literature to really represent something else, it is a symbol.  If you are reading and a certain idea or object keeps reappearing, being described in interesting and complicated ways, there is a good chance it is meant to be looked at on a deeper level…perhaps a symbol of something else!  For example: We notice that Laurie Halse Anderson continually brings up trees in Speak, so it becomes our job as the reader to look deeper into why she makes such a big deal about trees. What is she really trying to get us to see?

32. - Melinda first starts thinking about trees when She draws “TREE”” out of a globe for her year-long art assignment in Mr. Freeman’s class. -At first she is annoyed, thinking, “Tree? That is too easy! Anyone can draw a tree." But she soon comes to realize the complexity and beauty that lies within the subject. -As the novel continues, we start to see that Melinda has a deeper connection to trees than just an art assignment…it’s up to us to find the other meanings that lie within the text………………..

36.  In order to keep track of the tree imagery and symbolism you will need to annotate.  One post-it color for Tree notes  One post-it color for questions/ other comments.  This project will not be possible if you don’t do this as you read.  Even if it is just marking the particular page where she mentions trees or what she might be feeling.  You want every piece of the tree that you create to be symbolic and relate back to Melinda in some way.

38.  The roots of a tree are embedded in earth, providing an anchor and a way to absorb water and nutrients from the soil.  While ground nutrients are essential to a tree's growth, the majority of its growth comes from carbon dioxide absorbed from the atmosphere.  The roots systems of trees are intricate and complicated…  WHAT ARE MELINDA’S “ROOTS”?  What “embeds and anchors her”?

41.  The back wall has built-in shelves filled with dusty textbooks and a few bottles of bleach. A stained armchair and an old fashioned desk peek from behind a collection of mops and brooms. A cracked mirror tilts over a sink littered with dead roaches crocheted together with cobwebs. The taps are so rusted they don’t turn. No janitor has chilled in this closet for a very long time. They have a new lounge and supply room by the loading dock. All the girls avoid it because of the way they stare and whistle softly when we walk by. This closet is abandoned – it has no purpose, no name. It is the perfect place for me. (26) Crochet: yarn craft made by looping yarn through a hooked needle. Tone: withdrawn, unassuming, curious, defeated. Could it help with the tree? She is feeling small, hiding away. Rather be in the cobwebs.

42.  20 minutes Reading  Review of Ques. 9-18  Work Period: 1. Continue to read and complete questions. Annotate for tree clues. 2. Begin writing your reading response for one of the key passages that you received yesterday. 3. Begin creating the tree illustration that you will submit on Tuesday with your reading response.

44.  If you have chosen to work on your entry then you should have either a draft of your reading response or nearly done your tree illustration.  Take advantage of the time and the resources in the classroom.  There are many things to do so if you hit a wall or get stalled by one thing you can move onto the next.