Angela Bowerman Affective Curriculum Unit Freak the Mighty Introduction: Everyone has parts of their life that

they wish to keep hidden. For some of us, this is easy, for others, it is something we struggle with everyday. The characters in this book stop trying to hide what makes them different, instead they face it head-on. In middle school, students spend a great amount of time trying to fit in, to be one of the crowd. This can cause damage to students who see themselves as different and therefore as not as good as the others around them. By learning to accept themselves, self-esteem can be enhanced. This unit is designed with the objective of allowing the students a chance to look at themselves as individuals. They will examine personality traits as well as characteristics that are commonly associated with giftedness. I hope to encourage students to begin to value themselves and others more, despite, and maybe even because of, the differences. The unit goal will be complete if, in addition to seeing the value in themselves, they can see that they are capable of change, that they hold the key. This is done within the context of academic goals including plot and especially character development. Unit goals: Students will gain insight and acceptance of differences. Students will recognize personal potential to affect change. Grade Level: This unit is designed for the eighth grade gifted students. Lessons: Lesson 1: An introduction to the unit Objective: Students will develop critical thinking skills by examining characteristics that they present in
public as opposed to those that they choose to hide.

Standards: Writing applications Benchmark: B. Write responses to literature that extend beyond the summary. Indicators: 6. Produce informal writings (e.g., journals, notes and poems) for various purposes. Materials needed: Paper Computer access with word processing capabilities markers, colored pencils

Opening Steps: 1. Explain, we are going to be reading a book with two strong main characters, Freak and Max. Freak uses the name Freak bringing out what he is considered by all who just meet and judge him. Max, on the other hand, hides his feelings and who he really is. We all use personas in some way, hiding behind what others expect to see. Each of the students is now asked to examine the differences between the you that people see, and the you that exists. 2. Students will create a visual to tell who you are as a person and present it in a visual or written format the person you dont share. Try to figure out why you present the image that you do, and include this as an element in your work. Evaluation: Who Am I Evaluation checklist (see at end of unit)

Lesson 2: Signs of Giftedness

What is it that makes a person gifted? Are the signs easy to recognize, or can one only tell by testing and examining these tests? Some of the differences that are seen in people are caused by their mental abilities. In this lesson, students will research to find out what characteristics are associated with a gifted individual. They will develop self awareness as they look for differences among
individuals and examine traits of giftedness that explain some of these.

Objective: Students will examine and identify signs of giftedness. This will promote self-awareness. Standard: Writing applications
Benchmark: C. Clarify ideas for writing assignments by using graphics or other organizers Indicators: 5. Use organizational strategies (e.g., rough outlines, diagrams, maps, webs and Venn diagrams) to plan writing.

Materials needed: Paper Computer access with internet researching capabilities pencils Freak the Mighty by Rodman Philbrick Steps: 1. Students will read first 75 pages of Freak the Mighty given 3 day period to prepare for this lesson.

2. Using computers to research, students will work in teams of 2-4 students to compile a list of characteristics of giftedness. 3. Individually, students will compare/contrast the signs of giftedness in two or more characters along with themselves in a Venn diagram with three circles. Measures/Evaluation Criteria Students will be given Select the Grade Chart to select what grade they are working toward. They will be required to complete entire row of criteria set for the grade they wish to achieve.

Lesson 3: Vocabulary Enrichment

Objective: This lesson deals with vocabulary in an affective context. Students will be learning meanings of words. They will also look at positive and negative connotations of each word and the effects word choices. Students will see how changing words can change perceptions. Standard: Acquisition of vocabulary Benchmark: C. Apply knowledge of connotation and denotation to learn the meanings of words. Indicators: 2. Apply knowledge of connotation and denotation to determine the meaning of words. 3. Infer word meanings through the identification of analogies and other word relationships, including synonyms and antonyms Materials needed: Paper pencils Vocabulary Word List Freak the Mighty by Rodman Philbrick Vocabulary Word List Skitter Immense Ancient Furious Steps: 1. Teacher will give each student a vocabulary word list 2. Teacher will review connotation/denotation with class. 3. In groups of 3-5 students, words will be found in text. Preen Monstrous Obvious Dense Accommodate Descended Astonish Criticism Novelty Quavering Impenetrable Defiant

4. Students will use context clues to decide meanings of words, students will write down the clue, the word meaning, and the relationship the clue had to the word (synonym, antonym, analogy, denotation). 5. As class, teacher will lead students in reviewing each word and class will discuss the negative or positive connotation associated with the word. 6. Given each word, students will be asked to suggest one word that could be used to replace the vocabulary word - but the word had to have the opposite connotation as the one given. Measures/Evaluation Criteria: Minute Check with 5 minutes left in class, all students are to take out a piece of paper and write a response: What was learned in class today? In your opinion, how can the connotation of the words chosen by the author set the tone of the story? Teacher will check to see if students can state that the tone is set by connotation(25 points) and can be changed through word choices that are altered, even if they have the same denotation(25 points). Lesson 4: Creating a Character Objective: Students will evaluate degree and reason for emotional acceptance between individuals, looking for traits that allow others to positively interact with and accept others. Standard: Literary Texts Benchmark: A. Describe and analyze the elements of character development. Indicator: 1. Explain interactions and conflicts (e.g., character vs. self, nature or society) between main and minor characters in literary text and how the interactions affect the plot. Materials needed: Paper Computer access with word processing capabilities pencils Freak the Mighty by Rodman Philbrick Steps: 1. Students will read first. Create new character to introduce into the book. This new character will be based on yourself. 2. Characterize self and tell the role you would play in this story.

3. What characteristics - would you have that would allow you to get along and compliment their twosome to transform it into a threesome? 4. Characterize either direct or indirectly one character that is most like you by listing characteristics that make you alike. 5. What traits do you possess that would allow you to get along well with both Freak and Max? Measures/Evaluation Criteria Checklist see at end of unit Lesson 5: Enhance your Skills Objective: This lesson is designed to promote the realization of personal potential. Standard: Communication Benchmark: Communicate findings orally, visually and in writing or through multimedia. Indicator: 8. Use a variety of communication techniques, including oral, visual, written or multimedia reports, to present information that supports a clear position with organized and relevant evidence about the topic or research question. Materials needed: Paper Computer access Freak the Mighty by Rodman Philbrick Steps: 1. Explain: Max faces his deficiency in academics, reading and writing and is given a plan by Freak to overcome. Decide one skill you would like to possess that you do not currently have mastered. How would this skill that would enhance your quality of life if you were able to master this? 2. Create a PowerPoint that outlines the skill and a plan to overcome the deficiency (be sure to include why this skill would enhance your development). 3. Post PowerPoint on a blog. Respond to at least three classmates posts. Measures/Evaluation Criteria Students will respond in positive manner to comments and posts of other students. Posts/blogs worth 30 points

Lesson 6 Closing Activity Objective: Together Freak and Max searched out the wrongs and tried to vanquish them. The closing activity asks students to search for wrongs and develop plans to right the wrongs.

Goal:Studentswillbecomeawareofissueinthecommunityandbegintolookforwaysinwhich theycancontributepositively.

Standard:SocialStudiesSkillsandMethods Benchmark: Communicating Information Indicator: 6. Communicate a position on a topic orally or in writing and support the position with evidence. Steps: 1. Students will read the newspaper. They will look for stories that show something that needs to be changed. 2. Students will summarize the article. 3. They will state the problem that they learned about in one concise sentence. 4. They will state their solution to the problem. 5. Students will detail, what could be done to solve this problem. They will go online to search for possible solutions, as well as to see if other have tried the solution, and they will look at the outcomes to others attempts. 6. Students will conclude by summarizing what they found. They will make a final recommendation to the problems solution, including how they would be instrumental in this process. Resources: FREAK THE MIGHTY, Rodman Philbrick, 1993 Scholastic

Who am I evaluation Checklist 1. Clearly identifies characteristics that are shown. 2. Clearly identifies characteristics that are hidden. 3. Includes analysis of reasons for showing/hiding traits. 4. Presented in a manner consistent with grade level expectations. _________ _________ _________ _________

This is a completion grade, accepted once all items on list are checked off by teacher. This is worth 100 points. If not completed in a manner that all items can be checked off, the student will be shown how to improve the work and they will be required to make modifications.

Venn Diagram Select the grade

Note: A D is not a grade available in this activity.

A(100)
Researched list of characteristics of giftedness includes at least 10 traits Venn Diagram with 3 overlapping circles self to 2 characters in book Compares/contrasts at least 5 characteristics of giftedness

B(90)
Researched list of characteristics of giftedness includes at least 8 traits Venn Diagram with 3 overlapping circles self to 2 characters in book Compares/contrasts at least 4 characteristics of giftedness

C(80)
Researched list of characteristics of giftedness includes at least 6 traits Venn Diagram with 3 overlapping contrasting self to 2 characters in book

F(60)
Researched list of characteristics of giftedness includes less than 6 traits Venn Diagram lacks 3 overlapping

comparing/contrasting comparing/contrasting circles comparing or circles

Compares/contrasts Compares/contrasts at least 3 characteristics of giftedness less than 3 characteristics of giftedness

Work displays neatness

Work displays neatness

Work lacks neatness

Work lacks neatness

Creating a Character Evaluation:

Checklist Students will receive: 10 points for each item done well; 8 points for each item done adequately 6 points for each item attempted 4 point for work turned in that still lacks signs of any real effort 0 points for missing items ________ ________ ________ ________ ________ Create new character to introduce into the book based on self List character traits of self Tell the role you would play in this story State the characteristics that would allow you to get along and compliment the twosome Characterize either direct or indirectly one character that is most like you by listing characteristics that make you alike. This is worth 50 points