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									         The Misfits

                      100


NAME____________________________ CLASS____________
2                      Activity One: Brainstorming
You and your group will be given 5 minutes to think as many things that make us feel
“different.” (For example: being heavy, living is an house that is smaller than the other
kids‟ houses, being tall, living in a house that is bigger than the other kids‟ houses,
etc)

Brainstorm them here:




Next we create one large class list from all the groups‟ lists combined. But it‟s more
fun to make a game of it. Each group will take a turn offering one answer on their list.
If I accept the answer and it goes up on the board, your group receives one point.
Once an answer is on the board, no other group can get a point for that answer even
if it is on their list. All the groups who do not have that answer on their list should add
it so everyone‟s list is complete when we are done. We will go around taking turns
until all the groups are out of answers from their list. Then we will total the points.
10
                         Activity Two: Journal Writing

Have you ever been called names because of the way(s) you are different? What names were you
called? Were you ever made fun of or made to feel uncomfortable or even unsafe by others because
you are different? How did it feel? Or have you ever seen anyone being hurt, taunted, or left out
because they are different? Or have you ever hurt someone emotionally by being cruel to them because
they seemed different to you?

Look at the list from activity one. Find one of the items that could describe you or someone you know.
Please write a DIARY ENTRY in first person as if it were written by someone dealing with the issues
regarding being “different.” This person may be a victim, a bystander, or a perpetrator.
As always, be sure to use lots of details.

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            Activity Three: Class Discussion

Full Class Discussion: For some middle schoolers,
there is nothing more important than “fitting in,”
being just like the other kids – not being different. Yet
other students seem to thrive on being different,
despite ridicule. And still others are respected for their
self-confidence and unique style. What do you think?


Small Group Discussion: Would it be better if we
just ignored the differences among us and treated
each other as if we were all exactly the same?
Is it better to pretend that we don’t even notice
individual differences?

Decide yes or no and be prepared to defend your
position with the class.
5         Activity Four: Naming our Literature Circles

All the books in this unit center on characters who feel different and are made to suffer
for it. Each book is about that character’s struggle to fit in and their eventual journey
toward learning that being yourself and being yourself proudly is the only way to ever
be truly happy. This unit was originally called the Tolerance Unit.

                                    TOLERANCE
What does the word mean to you?

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Dictionary definition:
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Please take the survey on the next page. You will not have to share your answers with
the class. We will use what we learn about ourselves from the survey to help us name
our Literature Circle Unit.
                        Attitudes Toward Individual Differences
  1                          (adapted from the Riddle Scale)

Circle the quotation that best describes your beliefs:

   1. People who are different are strange or sometimes sick. I would support anything
      that would change them to be more normal.

   2. People who are different are born that way and I feel sorry for them.

   3. Being different is just a phase that most people grow out of. We need to put up
      with them and be patient just like we are with children who are still learning the
      right way to behave.

   4. Everyone needs to make accommodations for one another’s difference, whether
      we respect who they are or not. We need to make things easier for them since
      their self-esteem is probably very weak.

   5. We all have to work to protect the rights of those who are different. We like to
      pretend we live in a just society, but really the world can be very unfair to people
      who are different.

   6. It is very important that there is diversity among people in the world. It makes me
      angry when people are insensitive or cruel to others.

   7. It takes a lot strength to be different, and I am proud to be surrounded by people
      who are brave enough to be exactly who they are and not apologize for it or try to
      hide it.

   8. Diversity is the most important asset we have as human beings. I am delighted
      every time I have the opportunity to get to know someone who is unlike anyone I
      have ever met before. We need to encourage individual difference and fight to
      protect diversity in our society or humanity will never progress.


   Now turn the page to find learn the word that describes your attitude toward
   differences.
  5                             Key to Riddle Scale
   1.   Repulsion
   2.   Pity
   3.   Tolerance
   4.   Acceptance
   5.   Support
   6.   Appreciation
   7.   Admiration
   8.   Nurturance

Look up the word that describes your attitude about difference in the dictionary.
                                Dictionary Definition:
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Considering this definition, are you comfortable with your own beliefs? Why or why
not?

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This unit was once called the “Tolerance Unit.” Please go back to the last page and read
description #3. This describes the attitude of someone who believes primarily in
“Tolerance.”

Consider the list of words above. Considering the belief statements from the previous
page, which word do you think would be best to describe the theme of this literature
circle unit? Why?
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                   Grammar Scavenger Hunt Bingo
      In your novel find the following. Write the word and the page number in the box.

 Adjective that    Past tense       Verb ending in       Conjunction        Noun that
can be used to      verb that       “ING” that is        that appears       begins and
  describe a      does not end      the last word in     as the first       ends with a
hippopotamus         in “ed”        the sentence.        word on the        vowel
                                                         top of the
                                                         page.

Noun that has      Adjective that   A noun you           Noun with the      Past tense
 3 syllables      completes this    would likely         letter X, Z, V     verb that has
                  sentence: “The
                                    hear in a horror     or Q in it that    exactly 5
                   puppy looked
                   __________       movie                appears in a       consonants
                   when the boy                          chapter with
                     called its                          an odd
                      name.”                             number


Present tense       A noun you                           Verb that      Adjective that
verb found on        would not                           could be used can be used
   an even           find if the                         to describe an to describe a
number page          book had                            action of a        pickle
                    been written                         fish
                   in the 1700’s


 Proper noun        Interjection         Verb that        Adjective that      Conjunction
 spoken by a       that appears         contains a        ends in “EST”       that appears
male character      on an even            double                             in the second
                     numbered           consonant                            paragraph on
                       page                                                     the page.


  Plural noun       Verb you         Adjective and a   Interjection          Verb, that is
 that is found      might use        noun that have spoken by a                part of a
  on the last      while doing          the same      character who              direct
  page of the      your chores          number of      is probably           quotation or
    chapter                           syllables and      frowning            dialogue that
                                     are found in the   when s/he              ends in a
                                     same sentence        says it.             silent “e”
 10              Activity Six: Predictions/ Quotations
In an interview for childrenslit.com, James Howe said, The Misfits “ is about becoming aware,
of really seeing, and not making assumptions. All the main characters in the book are forced
to question the ways in which they see themselves and the world.”

What do you think Howe means?
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In what ways does it relate to your own life?
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What predictions might you make about the book based on this quotation?

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  2
           Activity Seven: Planning Your Reading


Your task as a group is to agree on the minimum reading
requirement for the group. Our Literature Circle Unit ends
on:___________________________________. On that day, the
book and this packet must be completed for each student.
Fill in the dates beginning today onto the calendar. Then use this
calendar to create a schedule for your reading. Write your schedule
into the calendar.

  Sun      Mon       Tues       Wed      Thurs       Fri       Sat
 5                          Activity Eight: Setting
Setting includes the time and place of the story. Compare and contrast the Town of
Paintbrush Falls with Yorktown by listing some of their distinguishing characteristics.
You might find it helpful to look over the beginning of Chapter 7, pages 56-7.

            Paintbrush Falls                           Yorktown Heights




Although no dates are given in the story, one can surmise the approximate time period in
which the action takes place. As you read, list clues that are given that will support
your supposition:




When does the story take place (approximately)?
10         Activity Nine: Character Chart

Name   Relationship   (apx) Age   Character   Example or quotation
        to Others                  Traits         w/ page #
  10           Activity Ten: Literary Devices

Complete the chart of literary devices, including two from each
category.
Literary                   Examples from text               Page
Device
Defined
Simile                                                      151


                                                           182


Metaphor                                                   68




Alliteration                                               71




Onomatopoeia                                               72




Synesthesia                                                 107
  10                Activity Eleven: Characters
                     (similarities and differences)


 Bobby often thinks about Mr. Kellerman and how he does not want to
„end up like him.‟ However, Bobby and Mr. Kellerman do end up having a
few things in common, namely, the death of a parent. Using examples
from your text, fill in the Venn Diagram for Mr. Kellerman and Bobby
Goodspeed

                                                 Bobby
              Mr. Kellerman
     10               Activity Twelve: Contrasts
                               (Lifestyle)

As a group, brainstorm a list of things that influence one’s lifestyle (ex:
income, product supply, governance……). Choose at least 5 of these to
contrast. Contrast each component for Paintbrush Falls (and the Middle
School) and Yorktown (as well as MESMS).

     Lifestyle Component   Paintbrush Falls/PFMS        Yorktown/MESMS

1.



2.



3.



4.



5.
   8                 Activity Thirteen: Quotations
                     (text to self, text to text, and text to world)
You need to explain each quote and make a connection. Remember to be as
                   detailed as possible in your answers!


Explain Bobby‟s statement about Mr. Kellerman (p 46), “Because when you get down
to it, thinking of someone as 100% human seriously gets in the way of hating them.”




Tonni says some very heated and passionate remarks to Addie when they are in the
cafeteria. Explain what she means when she says, “Don‟t be tellin‟ me this isn‟t about
black or white. It‟s always about black or white, and if you don‟t think so, it‟s because
you‟re white.” (p73)




Bobby has a moment where he seems to address the reader and comments about life
and experiences saying, “When you‟re living through them, events are nothing more
than stuff that happens. You‟re not thinking about significance. Significance only
comes when you look back at your life.” Explain what he means.
   5           Activity Fourteen: Narrative Voice/Style

The narrative style in The Misfits is a bit different from your traditional first- person
narration. Usually, first person narrators are limited in their view because they can
only tell the story from their own point of view. When an author uses a third-person
narrator, that narrator can tell about everything and everyone in the story. The third-
person narrator is “all-knowing” since it is not a character in the story. The third
person or all-knowing narrator is called the omniscient narrator.

In The Misfits, we have a limited, first- person narration for most of the book.
However, the narrator changes to an omniscient narrator when the transcripts of the
Friday Forum and Bobby‟s speech to the student assembly are provided.

Another non-traditional narration style that we see in The Misfits is called the self-
conscious narrator. Bobby, at times, seems to be suddenly aware of his role as
narrator. At these times, he addresses the reader directly, even referring to us in the
second person by calling us “you.” The first example of this is on page 2 of the novel.
Please read this example as a group. Then, find two other examples in the text. I‟d
start looking on pages 32 and 79, only one of which you are allowed to use for this
activity! The second example you and your group must find on your own.
7
    Activity Fifteen: I Am Who I Am; You Are Who You Are
    For each letter of the alphabet, write a descriptive adjectives about you! Have fun
    with this and try to be honest about who you really are.
    Once all of the members of the group have completed their lists, compare answers.
    For each member of your group find one adjective you both share in common. Write
    that person‟s name next to the adjective you share. Then, as a group, try to find on
    adjective you all have in common. Put a star nest to that adjective.

    A ______________________                    ex: A athletic
    B ______________________                    ex: B boisterous
    C ______________________
    D ______________________
    E ______________________
    F ______________________
    G ______________________
    H ______________________
    I _______________________
    J _______________________
    K ______________________
    L ______________________
    M ______________________
    N ______________________
    O ______________________
    P ______________________
    Q ______________________
    R _______________________
    S _______________________
    T _______________________
    U _______________________
    V _______________________
    W ______________________
    X ______________________
    Y _______________________
    Z _______________________
                                        Essay exam
                                               (42 points)

Choose a character in the book and explain how s/he learns the importance of being
him/herself.

      Write a 4 paragraph essay.
      Begin with an introduction including an attention grabber, a thesis statement, and a transition.
      In the first body paragraph, explain and give an example of how a character suffered for being
       different. Include a direct quotation.
      In the second body paragraph, explain and give an example of how the character found comfort
       in being him/herself. Include a direct quotation.
      In the conclusion, restate your thesis and offer your own insight about how this lesson applies
       to all of us.
                                              Rubric
                    INTRO
Attention Grabber                                                        0 1 2
Thesis Statement                                                         0 1 2
Transition                                                               0 1 2
                BODY ONE
Topic Sentence                                                            0 1 2
Example                                                                  0 1 2 3
Details/Description                                                      0 1 2 3
Direct Quotation                                                          0 1 2
Closing/Transition                                                        0 1 2
               BODY TWO
Topic Sentence                                                            0 1 2
Example                                                                  0 1 2 3
Details/Description                                                     0 1 2 3
Direct Quotation                                                          0 1 2
Closing/Transition                                                        0 1 2
              CONCLUSION
Restatement of thesis                                                     0 1 2
Personal Connection/Insight                                              0 1 2 3
                  STYLE                                                  0 1 2 3
               MECHANICS                                                 0 1 2 3
          TYPED/ Double spaced                                             0 1



                                  TOTAL:                      / 42

								
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