Speak Novel Unit Workbook

Keep in the current unit section of your binder. If you lose

anything, print a replacement from the class website:
asmithkhscd.weebly.com
Speak: Introduction to unit and preliminary notes
Name: Class Period:
Speak Novel Unit Introduction:
Our first unit this semester will be centered on Laurie Halse Anderson’s novel Speak. We will be looking closely at central
themes of the text and how they develop throughout the story. Speak includes mature content, and you will need to
be mature as we discuss its themes and plot. Please be respectful of how others process this book. This may not end up
being one of your favorite books, but we hope you will recognize the importance of this book throughout this unit.

How will this unit work?

 Book in four marking periods (sections)

o Time will be given in class, but will be read on own

o Vocabulary for each marking period (quiz for each)

o Independent reflection done for each marking period

o Group 1-pager done for each marking period

 Summative assessments are vocabulary quizzes, a test and a THEMATIC ESSAY!!!!

o All assignments for each marking period lead to these assessments. Do not skip them, and do your best.

o Vocabulary quizzes at the end of each marking period

o Test not over content of Speak but over concepts covered (characterization, plot, theme etc.)

o Will write, revise, and submit essay at end of unit.

 Will look at example essays.

 Will create an outline for essay.

Useful resources for this unit:

All work can be found on my class website, asmithkhscd.weebly.com. Click on the current unit icon to find all the
materials we will be using in class.

An online copy of the book can be found here: http://bit.ly/2DwYjG9

The audiobook can be found here https://youtu.be/deittgbuY-I

Things to Remember:

 This is a fast paced unit. Once you get behind it can be hard to catch up. Do NOT miss class unless absolutely
necessary. Be prepared to work hard every day.
 You are responsible for keeping up with reading and assignments. If you lose any work, find it online and print it
at home or in the library.
 Only assessments (quizzes, tests, projects, etc.) count toward final grade. Missing assignments must be
completed to retake an assessment.
 Tutoring is provided after school. If you do get behind or confused. Schedule a time to meet for tutoring after
school.

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Speak: Introduction to unit and preliminary notes
Notes: Symbolism and Theme
Symbolism:

Symbolism is an ___________________, ___________________or ___________________that is used to

___________________or add ___________________to something else

In literature, symbolism is used to make ___________________, places, ___________________, and

___________________more ___________________.

Examples:

Colors: green = jealousy or wealth, purple = royalty, red = anger, black = death, white = purity

Animals: lion = leader or predator, dog = loyal, owl = wise

Theme:

Theme is a ___________________message about a ___________________in life

How to find a theme:

 Start with a ___________________.

 Answer the question: What does the ___________________want his ___________________to believe about

this ___________________?

o Your answer needs to be ___________________and STATED IN A ___________________ (S)

 Universal: applies to ___________________, ___________________and not just characters or

people like characters in the ___________________

Example: Finding Nemo

 Topic: fear (Merlin, the dad is afraid of everything because he loses the rest of his family in the beginning of the
story)

 What does the author want his readers to believe about this topic? We shouldn’t let one bad experience scare
us from future experiences.

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Speak: Introduction to unit and preliminary notes

Fact or Myth?
For each statement below circle fact if you believe the statement is true or myth if you think the statement is false.

1. Fact or Myth If a victim of sexual assault does not fight back, they must have thought the assault was not that
bad or they wanted it.

2. Fact or Myth Most victims of rape are attacked by someone they know.

3. Fact or Myth Wearing revealing clothing, behaving provocatively, or drinking a lot means the victim was “asking
for it”.

4. Fact or Myth If a woman goes to a man's room and "makes out' with him it's because she wants sex.

5. Fact or Myth If someone says "no", they mean "maybe" or are just playing hard to get.

6. Fact or Myth If someone is unconscious (e.g., from drinking) and incapable of giving consent, under certain state
laws it is ILLEGAL to have sex with her/him. It is no more right to have sex with her/him than it is to rob or
murder the person.

7. Fact or Myth. A lot of victims lie about being raped or give false reports.

8. Fact or Myth Only men rape women.

9. Fact or Myth There is nothing we can do to prevent sexual violence.

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Speak: Introduction to unit and preliminary notes
Fact or Myth? ANSWERS
1. Myth If a victim of sexual assault does not fight back, they must have thought the assault was not that bad or
they wanted it.

 Many survivors experience tonic immobility or a “freeze response” during an assault where they
physically cannot move or speak.

 A victim may not fight back because they have been threatened.

2. Fact Most victims of rape are attacked by someone they know.

3. Myth Wearing revealing clothing, behaving provocatively, or drinking a lot means the victim was “asking for it”.

 The perpetrator selects the victim- the victim’s behavior or clothing choices do not mean that they are
consenting to sexual activity.

4. Myth If a woman goes to a man's room and "makes out' with him it's because she wants sex.

 Making out does not always mean that a woman wants to go “all the way.” Don't assume! Ask!

5. Myth If someone says "no", they mean "maybe" or are just playing hard to get.

 No one should ever assume that "no" means anything other than “no”. If in doubt, ask!!

6. Fact If someone is unconscious (e.g., from drinking) and incapable of giving consent, under certain state laws it is
ILLEGAL to have sex with her/him. It is no more right to have sex with her/him than it is to rob or murder the
person.

7. Myth. A lot of victims lie about being raped or give false reports.

 In fact, it is far more likely that a victim will not report a rape than it is that s/he will falsely report.

8. Myth Only men rape women.

 Same-sex rapes and women raping men does occur. However, male victims are often very reluctant to
report or seek help.

9. Myth There is nothing we can do to prevent sexual violence.

 There are many ways you can help prevent sexual violence including intervening as a bystander to
protect someone who may be at risk and educating others on this issue.

You can report assault by:

 Calling 911
 Contacting local law enforcement
 Visiting a medical center
 Calling the National Sexual Assault Hotline 800.656.HOPE (4673)

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English I Vocabulary List Speak First Marking Period Name:_______________________
Definition Synonym Antonym Special
Usage(s)/other
forms
teaching someone to accept a set of Brainwashing, ☺
beliefs without questioning them. persuasion, instruction,
training
Something that doesn’t stand out or Hidden Conspicuous
attract attention Low-key Noticeable
Camouflaged Exposed
Concealed Unhidden
To cause to act or occur Encourage Block
Stir-up Calm
Inspire Discourage
Motivate Prevent
Prompt
A holy or sacred space; anywhere Temple ☺
people go for peace and calm Shrine
Holy place
NOUN: a set of tunnels under the Earth NOUN: tunnel, shelter, ☺
den
VERB: digging holes
VERB: mine, dig out
to put down––a degrading comment demean, disgrace, put praise, help,
is one that makes the subject feel bad down, take down strengthen

Vaguely describes action that is unclearly, barely specifically vague (adjective)

unclear. If you vaguely recall meeting
someone once before, you barely
remember him or her, what you talked
about, or even where you met.

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 Name:
Speak: First marking period reflection Class Period:

Due Date:
List three character traits for Melinda. Include page numbers for the source of ALL information!
Format: (Author last name, pg #)

Other Characters important to this marking period:

Conflicts that appear in the First Marking Period:

List the important events in marking period 1:

Topics/themes addressed in Marking Period 1:
1.

2.

3.

4.

5.

6.
Setting
7.

8.

9.

10.
Provide an important quotation to marking period 1 that really stood out for you.

Symbols in marking period 1

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English I Vocabulary List Speak Second Marking Period Name:_______________________
Word Definition Synonym Antonym Special
Usage(s)/other
forms
Someone who xenophobic is biased, hateful, fair, nice
abnormally hostile toward racist
foreigners. For example, you don't
want any foreign people in your
town

Whether it’s a bike, an old fix up, restore, damage,

computer, or a tennis stadium, update, renovate destroy, break
when you refurbish something you
clean it up and make it look or
perform better

How someone’s judgment is shaped individuality objectivity,

by personal opinions and feelings impartiality
instead of facts.

Inactive but capable of inactive, sleeping awake, active,

becoming active alert

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 Name:

Speak: Second marking period reflection Class Period:

Due Date:

Has Melinda changed in this marking period? Explain. Include page numbers for the source of ALL information!
Format: (Author last name, pg #)

Other Characters important to this marking period:

Conflicts that appear in the Second Marking Period:

List the important events in marking period 2:

Topics/themes addressed in Marking Period 2:
1.

2.

3.

4.

5.

6.
Setting
7.

8.

9.

10.
Provide an important quotation to marking period 2 that really stood out for you.

Symbols in marking period 2

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English I Vocabulary List Speak Third Marking Period Name:_______________________
Word Definition Synonym Antonym Special
Usage(s)/other
forms
a riddle or puzzle or situation brain teaser, riddle, :)
that is hard to solve puzzle

The way people interact and group relationship :)

work together

1. Packed tightly together 1) thick 1) spaced-out, far apart

2) Dumb 2) Stupid, dumb 2) Smart, intelligent

The act of giving into a obedience, non-compliance
stronger person compliance
refusal to tolerate the intolerant, open minded
opinions of others and to prejudiced
rethink a stance on a position

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 Name:

Speak: Third marking period reflection Class Period:

Due Date:
Has Melinda changed in this marking period? Explain. Include page numbers for the source of ALL information!
Format: (Author last name, pg #)

Other Characters important to this marking period:

Conflicts that appear in the Third Marking Period:

List the important events in marking period 3:

Topics/themes addressed in Marking Period 3:
1.

2.

3.

4.

5.

6.
Setting
7.

8.

9.

10.
Provide an important quotation to marking period 3 that really stood out for you.

Symbols in marking period 3

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English I Vocabulary List Speak Fourth Marking Period Name:_______________________
Word Definition Synonym Antonym Special
Usage(s)/other
forms
someone who is tenacious stubbornly determined, weak, afraid
doesn’t give up relentless,
tough

To show or prove someone is guilty prove guilty pardon,

prove
innocent
promote the growth of something (ex. cultivate, stop, hinder,
fostering a friendship) encourage, neglect
nurture
Increasing forward motion energy, weakness
power,
strength
A sense of right and wrong morality immorality

When you coax someone, you try to persuade force :)

convince them gently, with pleasant words
and maybe a little flattery.
Someone who's maladjusted has a hard abnormal, normal, :)
time coping with life's challenges and messed up, functional
difficulties. If you're maladjusted at school, disturbed
you just can't seem to fit in with your fellow
students or figure out what your teachers
expect from you.
A claim or statement that is alleged hasn't supposed, sure, certain, Allegedly (adverb)
been proven true — if you're an alleged so-called definite
murderer, you've been accused but not
found guilty.
Devious describes someone who tends to dishonest, honest, fair deviously (adverb)
lie and to trick other people. sneaky

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 Name:
Speak: Fourth marking period reflection Class Period:

Due Date:
Has Melinda changed in this marking period? Explain. Include page numbers for the source of ALL information!
Format: (Author last name, pg #)

Other Characters important to this marking period:

Conflicts that appear in the Fourth Marking Period:

List the important events in marking period 4:

Topics/themes addressed in Marking Period 4:
1.

2.

3.

4.

5.

6.
Setting
7.

8.

9.

10
Provide an important quotation to marking period 4 that really stood out for you.

Symbols in marking period 4

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Speak: Essay Notes Name: Class Period:

Step 1: Develop a Thesis

Before you write your essay, you have to know what your ___________ will be. The ___________ ___________ will be
written to ___________ your ___________.

A thesis statement is a short ___________, usually one ___________, that ___________ the main point or ___________ of
an essay, research paper, etc

A good thesis statement will… A poor thesis statement will…

 be a ___________ sentence (NEVER a ___________)  be ___________ and include vague
 tell the ___________ what the entire essay will be ___________
___________ o Words like good, bad, and very are
 includes a main idea and ___________ ___________ that too ___________ and will
support the main idea ___________ your thesis statement.
o Instead, choose ___________ words
and ___________ verbs.
Key points answer the questions ___________ or
 not include a ___________ ___________
___________ in regards to the main idea
and/or key points to ___________ the
Example: main idea
 include phrases like…
Main idea: Sarah is her own worst enemy. o This paper will be about…
Key Point 1: She refuses the help that others offer her. o In this essay I will write about…

Key Point 2: She continues in her bad habits.

ESSAY PROMPT:
Choose a central theme of the text and
Writing your thesis!
explain how it develops throughout the story
Step 1: Read the prompt and brainstorm ideas that will answer it. using explicit and inferred textual evidence

Write them as sentences here.

Step 2: Decide which answer you will use and write the sentence below.

Step 3: Write key points that support your answer (make sure they can be supported by quotes from the text).

Key Point 1

Key Point 2

Step 4: Combine your sentence and key points into one sentence. Write that sentence (your thesis) below:

Thesis: __________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

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Speak: Essay Notes Name: Class Period:

Step 2: Outline Your Essay

Introduction
Your introduction includes three things: hook, background information, thesis
Hook
 ___________ /___________ statement or ___________ that will grab your reader’s attention.
Background information
 Several sentences of background information on the text. Make this topic ___________ for your audience. Never
___________ they are knowledgeable about your topic.
Thesis statement
 Always place the ___________ ___________ at the end of your ___________.
HOOK
Goal: get the reader’s ___________!
Option 1: Intriguing or shocking statement Example
 Something ___________ and ___________ to the In the United States, 63% of sexual assaults go unreported
topic of your essay to the police.
 Know where you ___________ the information  http://www.nsvrc.org/sites/default/files/publications_nsvrc_fa
ctsheet_media-packet_statistics-about-sexual-violence_0.pdf
Option 2: Quote “There is no greater agony than bearing an untold story
 A ___________ quote related to the topic of your inside you.” Maya Angelou
essay. (Don’t forget to write down ___________
said it. Credit where credit is due!)
Background Information
Goal: Provide your ___________ with enough information to understand why your ___________ is related to the text.
 Provide your audience with enough information to Example
understand why your thesis is related to the text. In her novel Speak, Laurie Halse Anderson tells the story of
 Keep it ___________! 2-4 sentences Melinda, a young girl who endures a terrible event at her
 You only need to include information that is first high school party that leaves an emotional scar.
___________ to your thesis. Melinda doesn’t know how to tell anyone about the
 include the ___________ and the ___________ of horrible thing that has happened to her and becomes
the text lonely and depressed. As Melinda opens up to others she
begins to heal enable others to do the same.
Thesis
Goal: Let the reader know what the essay will be arguing.
 You should already have your thesis developed. Example
 It is always the last part of the ___________. Anderson teaches her readers that people have to share
the painful things that happen to them to be able to move
on and prevent them from happening again.
Body Paragraphs
Your body paragraph includes four things: topic sentence, statement, example, explanation
Topic Sentence
 theme + one ___________ ___________
Statement
 ___________ your key point to your ___________ (Speak)
Examples/Quotes/Evidence
 These are your ___________ examples from the ___________ (Speak).
Explanations

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Speak: Essay Notes Name: Class Period:
 Explain how your ___________ supports the
___________ ___________ in your topic ___________.
Topic Sentence
Goal: Let the reader know what the paragraph will be about.
 ___________ + one key ___________ Example
 no you’s or I’s or other forms of these words Theme: A person must be able to talk about tragic things
that happen to them.
+
Key Point: it helps a person move on
=
Topic Sentence: If a person wants to move on from a tragic
event they must be able to talk about it.
Statement
Goal: connect your topic sentence to the text.
 a sentence or two located after the ___________ Example
sentence that connects your topic sentence to your In Speak, Melinda refuses to tell anyone that she was raped
___________. at a party. As a result, she cannot escape what happened at
 Explain how the ___________ in your topic the party.
sentence is a topic in the text
 Don’t use too many ___________. Save those for
your examples.
Examples and Explanations
Goal: provide evidence from the text and explain how that evidence proves your answer is valid
 examples include ___________, ___________, and ___________
 explanations explain how your ___________ ___________ the topic sentence
 BOTH examples and explanations ___________ THE ___________ ___________
 When using more than one example in a body paragraph, be sure to ___________ them all. This part of your
paragraph should look like:
 ___________ 1
 explanation 1
 example 2
 ___________ 2
Option 1 Example
Specific examples paraphrased from the text. (explanation underlined)

 ___________ events from the story. No direct
quotes, no ___________ ___________ needed
 every ___________ detail is followed by an in-text
___________ (last name page number)
Melinda called the police after she was raped, and her
peers, including her best friend Rachel, hate her for causing
the police to break up the party. Melinda refuses to tell
anyone, even Rachel, why she called the police. Every time
she is bullied, whether it’s mashed potatoes thrown on her
shirt (Anderson 8) or people pushing her in the bleachers
(Anderson 27-29), she is reminded of the party, and she
cannot move on. Because Melinda cannot tell others what
happened to her at the party, they never know that she is a
victim who needs help. Instead they see her as a traitor

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Speak: Essay Notes Name: Class Period:

who ruined a party. Every time they bully her for calling the
cops they remind her of what happened.

Option 2 Example
Specific examples directly quoted from the text. (explanation underlined)

 Uses a ___________ quote-exact words from the
book, ___________ have quotation marks
 quote is followed by an in-text ___________ (last
name page number)
at least ___________ of your supporting examples in
each paragraph needs to include a direct quote
CONCLUSION Your conclusion includes: restating the topic, restating thesis, and a final thought
Restate the Topic
When Melinda finally shares what happened to her with
Rachel, Rachel’s reaction is one of concern. She doesn’t ask
her why she called the cops. She says, “Oh my God, I am so
sorry…Why didn’t you tell me?” (Anderson 183). When she
talks, people know the truth and are able to help her move
on from what happened to her.

 remind the reader what the ___________ topic of the essay is

Restate the Thesis

 remind the reader what you want them to ___________ about that topic

Final Thought

 remind readers how the text ___________ to your theme

Restate the Topic

Goal: remind the reader what the primary topic of the essay is
 Your topic is the ___________ idea of your theme Example
 Ex. bullying, speaking out, friendship etc. A person may be tempted to try to forget bad things that
 Use 1-2 sentences to ___________ your topic and have happened to them by never speaking about them
why it is ___________ to your readers. especially if they don’t think others will understand or
 This should NOT reference the ___________, its believe them. However, staying quiet doesn't always help a
plot or its characters. person forget.
 No you’s or I’s or forms of the two pronouns
Restate the Thesis
Goal: remind the reader what you want them to learn about that topic
 ___________ your thesis. Example
 This is the ___________ thesis from your People have to share the painful things that happen to
introduction. It should include the same them to be able to move on and prevent them from
___________ and two key points. happening again.
 You may need to change the wording for a smooth
___________ from topic to thesis or you may be
able to leave it the same.
Final Thought
Goal: remind readers how the text connects to your theme
 Connect your ___________ back to the text for one Example
final thought. Throughout most of Speak, Melinda tries to move on from
 No more than three or four ___________. what happened at the party by staying quiet and hiding her
feelings. This only makes her more isolated and afraid.

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Speak: Essay Notes Name: Class Period:

 Remind your readers how the text ___________ When she tells others she was raped by Andy Evans she
your thesis. allows herself to be supported by others and saves other
 DO NOT end your essay with a ___________. girls from experiencing the same thing. Sharing her story is
 No you’s or I’s or other forms of the pronouns. what saves her not silence.

Step 3: write, revise, write revise, write, revise...

Tips for Writing

1. Remember, all writers, even good ones, experience ___________ ___________ (when you can’t think of what to write
next). ___________ your brain for a minute, ___________ to the book, ___________ up and stretch, ask for
___________ … Then ___________ WRITING.

2. The first draft is the ___________ draft. JUST GET YOUR IDEAS DOWN ON PAPER. Good, bad, ugly.

3. Good writers have more than ___________ draft. Embrace that writing takes ___________ AND ___________.

Tips for Revising

1. ___________ what you wish you could say better so you can rewrite it or ask for help.

2. Go ___________ when looking for mistakes.

3. Get a ___________ opinion. (Maybe even a third, fourth…)

4. Don’t just ___________ the first draft.

5. No draft is ___________. We just do our best to be as ___________ to perfect as we can by the deadline.

6. ___________ THE REVISION MATERIALS PROVIDED FOR YOU!!!

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Speak: Essay Notes Name: Class Period:

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Speak: Essay Outline Name: Class Period: Due Date:
Introduction
HOOK: get the reader’s attention!

________________________________________________________________________________________________

Background Information: Provide audience with enough information to understand how thesis is related to the text.

________________________________________________________________________________________________

________________________________________________________________________________________________

Thesis: Let the reader know what the essay will be arguing.

________________________________________________________________________________________________

Body Paragraph 1
Topic Sentence: Let the reader know what the paragraph will be about.

________________________________________________________________________________________________

Statement: connect your topic sentence to the text.

________________________________________________________________________________________________

Example 1: provide evidence from the text that supports the topic sentence

________________________________________________________________________________________________

________________________________________________________________________________________________

Explanation 1: explain how your example supports your topic sentence

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

Example 2: provide evidence from the text that supports the topic sentence

________________________________________________________________________________________________

________________________________________________________________________________________________

Explanation 2: explain how your example supports your topic sentence

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

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Speak: Essay Outline Name: Class Period: Due Date:
Body Paragraph 2
Topic Sentence: Let the reader know what the paragraph will be about.

________________________________________________________________________________________________

Statement: connect your topic sentence to the text.

________________________________________________________________________________________________

Example 1: provide evidence from the text that supports the topic sentence

________________________________________________________________________________________________

________________________________________________________________________________________________

Explanation 1: explain how your example supports your topic sentence

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

Example 2: provide evidence from the text that supports the topic sentence

________________________________________________________________________________________________

________________________________________________________________________________________________

Explanation 2: explain how your example supports your topic sentence

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

Conclusion
Restate the Topic: remind the reader what the primary topic of the essay is

________________________________________________________________________________________________

Restate the Thesis: remind the reader what you want them to learn about that topic

________________________________________________________________________________________________

Final Thought: remind readers how the text connects to your theme

________________________________________________________________________________________________

________________________________________________________________________________________________

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Speak: Essay Outline Name: Class Period: Due Date:

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Speak: Essay Outline Name: Class Period: Due Date:

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