Funny Faceoff, The

Activity:

Before Reading: Making Connections

Ask the students questions such as “Do you like to write? What do you like to write about? Do you find it is easier to write if you write about something that is happening in your life or something that you know about?” Engage the students in discussion about why they might find it difficult to write, why it is easier to write about something they know or an activity in which they participate. How do they feel when they have to present their writing? If they enjoy it, why? (Students might mention they like to be creative, use props to assist them, they like to be expressive and entertaining). If they don’t, why not? (Students might respond that they are shy, don’t like to get up in front of people, feel self-conscious about reading what they have written).

Ask the students how they might help a fellow student who has to do a journal entry and then present it to the class. (Students may respond with giving the student ideas of topics, having the student think about what he/she likes to do, or knows a lot about). Then ask them how they might present a journal entry about a topic such as dancing (may wear the dance outfit and show a few steps of a routine, or explain the dance outfit and why it fits the routine), baseball (may bring a baseball glove, baseball bat, picture of their baseball team, explain the positions).

Break the students into groups. Give each group the following situation. Have them brainstorm possible scenarios and prepare a role-play to share with the rest of the class. How might they help a friend who has a paper to write and is having a hard time getting started? How would they present what is written to the rest of the class? Invite the students to role play the scenario by showing the ways they helped the friend start writing and prepare for the presentation. They may use props/costumes when they present their role play if they wish. Remind them to keep in mind that they should attend to the audience, speak clearly, present the problem and solution so that the audience understands. After each group presents their role play, discuss with the class - What was the problem, how did the friends help solve the problem, how did the assistance help the friend overcome his/her reluctance to present? Did the group speak clearly, face the audience, stay in role… may be discussed.

During Reading:

Introduce the novel by telling the students they are going to meet a typical classroom of students. The students have been given the assignment to write in their daily journals about their lives. Many of the students have no difficulty with the task and enjoy sharing their thoughts. One student in particular has a difficult time.

Tell the students to place a sticky note when they come across an example of a student enjoying the writing task and jot their thoughts. For example they might write, “This girl likes to write about her Irish dancing and writes many pages!” or “Tom likes to write about his hockey team.” Place a sticky note when they come across a student who does not like to write. Jot their thoughts. For example, “This student has nothing written in his journal. His teacher is after him for not writing. His friend is going to help him.” Stop at an appropriate place and discuss the jot notes as a class. List predictions of what may happen when Jordan has to make his presentation to the class. Read the rest of the novel to find out how Jordan handles his presentation problem, who helps him and how the class responds.

After Reading:

Discuss how Jordan handled his presentation problem, who helped him and why the presentation landed the group in trouble with the principal. You may construct a T-chart like the one below:

Discuss whether or not the students feel the parent should have been offended. Why or why not? Do they think the boys learned anything from this situation? Do they like the way the boys chose to handle the situation? What might the students have done differently?