Fat Boy Chronicles - Units of Study

Transcription

Integrated Units of Study
Developed by
Cheryl Maney
Becky Graf
with contributions from
Darla Barker
Merry Gallo
Margie O’Shea
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Thematic Integrated Curriculum Units
Fat Boy Chronicles
“… Remember me from P.E. I’m the fat kid that everyone made fun of, only I am
not so fat anymore.”
“No kidding” he said. “I never would have believed it if I had not seen it for myself. You look great Jimmy, you don’t look like the same kid.”
“ Well I did get contacts” I said.
Coach laughed. “You got more than that.” He patted me on the back. “Way to go
Jimmy. You won the game.”
~ Fat Boy Chronicles
Definition of Integration
Integration, implemented to its highest degree, takes place when students are learning
multiple concepts from a variety of subject areas at the same time. Learning is assessed
for each concept. To a lesser degree, integration occurs as interdisciplinary study when the
same unit is conducted and learning takes place in different subject areas, but not from the
same instructor and not at the same time. Thematic integration occurs when learning is
focused on one theme in the different subject areas. All integration, regardless of the degree,
requires students to transfer knowledge from one situation to another. Applying knowledge
learned in different situations not only allows students to demonstrate their learning but
also provides them increased opportunity for engagement. Once students have bought into a
theme or unit, they continue their investment in all situations.
Overview
The novel, The Fat Boy Chronicles, addresses many potential themes for discussion in classrooms. We have chosen to develop units surrounding four themes based on situations in
the novel. Included in each theme are units of study that encompass several class sessions
or lessons. Each unit is focused on a discipline or content subject area, but incorporates
multiple learning concepts from other subject areas. Depending on your situation, the units
can be taught by one teacher and cross subject lines, or the units can be divided and the
parts taught by a number of teachers in different subjects. The options for how an individual
teacher or an individual school might use our suggestions are endless.
Thematic Integrated Curriculum Units
Units
Content Subject Areas
Thematic Focus
Inside Out
Art, Health, Language Arts
Bullying, Emotions
Perception Deception
Stereotypes, Perceptions
U R What U Eat
Proportion Distortion
Nutrition, Making Inferences
Proportion
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Additional General Options
Use the following bulleted lists as a starting point for your own ideas for studying The Fat Boy Chronicles in your school setting. We’ve included ideas for an entire building as well as ideas for indivual discipline areas.
Whole School Suggestions:
Staff
• Staff Training
• Staff Book Club
• Wiki meetings
• Biggest Loser Contest with Incentives
• Share with staff
• U R What U Eat Books
• Handouts
• You Tube sites
Closed Circuit TV
• Health Questions of the Day
• Good Nutrition Value Facts of the Day
• Guest Speakers
• Get Fit Challenge
• Bullying Facts on Morning Announcements
• Read book over Closed Circuit TV
• School-wide “Walk a Million Miles”
• Nutritional Info for Cafeteria Meals
• Discovery Ed videos about nutrition, bullying, exercise, healthy eating
• Discussions on topics
• Quotes and Passages from the Book on Daily Announcements
• Use Announcements for Journaling and Reflection
• Show You Tube trailer for Daily Announcements
Parent Education
• Walk and Talk Activity during Physical Activity Time for Parents
• Distribute informative behavior brochures to identify at risk behaviors
Clubs
• Give parents discussion starters to talk with their children about issues
Goal Setting
• ‘Bucket List’: My Own Chronicles
Socratic Seminars
Special Groups
• Get Fit Logs
• List facts, quotes, passages, activities on school website
• Bully Prevention Team: Reads and Implements ideas to share with lower grades
• Create an I’m Sorry Wall
• After School Fit Club
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• Celebration Field Day
• Create a Wiki
• 8th grade mentors
• Read book in Book Club
• Use book in DEAR time (Drop Everything And Read)
• School wide reading with content specific activities. (All students will have a different activity for reading selection on
set days.)
• Teach Big 6 Research methods to use in all classes for researching information
Discipline Suggestions:
Health and PE
• Lessons about
• Nutrition
• Bullying
• Suicide
• Teen Issues and Themes
• Healthy Habits and Lifestyles
• Nutrition and Exercise Unit
• Healthy Eating
• Mental Health Issues
• Journal writing on emotions and past activities
• Required Reading
• Measure body fat composition, create fitness plan and nutrition plan
• Bookmarks with Facts about Nutrition, Advertising, and Exercising
• Show Jamie Oliver clips
Language Arts
• Read Book, Write Journal Entries, Develop Skit for Elementary Students
• Required Reading
• Literature Circles
• Ask It Basket for 4 excerpts
• Write yourself into the story
• Character Gift Exchange
• Lessons from readwritethink.org
Science
• Inside Out Body Lesson (Anatomy)
• Heart Healthy Foods
• Research Fruit or Veggies
• Discovery Ed videos
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Social Studies
• Health Habits of Other Countries
• Fast Food Nation, Food Inc., Social Issues
• Make a recipe for themselves
• Discuss social stereotypes based on gender, age, cultures, socioeconomic
Math
• Calorie Charts
• Word Problems about Nutrition
• Get Fit Logs
• Calorie Intake vs. Calorie Burn
• Burning Calories
• Calorie burning charts
• Graphs about statistics on bullying, cutting, suicides, families with problems
Art
• Sculptural Books
• Self/Portrait and Poems
• Comic Strip out of Journal Entry
• Inside Portrait, Physical Portrait, One of each side of popsicle stick
• Make a fruit or veggie cover for journal
• Collage based on excerpts
• ‘Man in the Mirror’ self portrait, comparing and contrasting issue
Theatre Arts
• Pick a Scene and Broadcast on Closed Circuit TV
• Act out scenes from the book
• Facilitate Role Playing from selected excerpts
• Write a play based on book
• Develop extracted monologues
Dance
• Nutrition and Exercise Unit
• Create tableaus based on excerpts
• Create choreography about book topics
Music
• Food Songs
• Exercise Music
• Raps and jingle songs on nutrition, videotape and show on closed circuit TV
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CTE, Business computers, Keyboarding
• Research for lessons
• Facilitate Research on Nutrition and Bullying
• Research on Book, Nutrition, and Food Burning Calories
• Create ‘stream’ for school website
• Incorporate video clips and respond in various forms
Media
• Perceptions in public media
• Perceptions used in advertising
Foreign Language
• Translate Quotes
• Fast Food Nation
• Nutrition and Food from other Countries
• Healthy Habits of other Countries
Counseling
• Bullying Intervention Sessions
• Increase awareness of suicide and cutting rates on the rise
• Create informative behavior brochures to identify at risk behaviors
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Fat Boy Chronicles – Integrated-Curriculum Thematic Unit
U R What U Eat
“TV is full of food commercials. No wonder there’s such a weight problem in our
country. … Kids, especially little kids, want their parents to buy them what they
see on TV…You never see commercials for fruit and vegetables, only food filled
with fat.”
Overview
We make inferences continually throughout our lives: in speech, in song, in gestures, in
writing. Using The Fat Boy Chronicles as a connecting topic, this unit explores inferences or
implied meanings in a variety of media. For example, the song introduced at the end of the
unit states “you’ve gotta take your health into your own hands.” Literally, we won’t hold an an
object in our hands. We’re implying that you have to take control of the decisions that impact
your health. The title of the unit is another example of implied meaning - you are what you
eat!
Essential Questions
• How much of a role does food play in our lives?
• What do we really know about the foods we eat? Is what we know true?
• How can we look at food differently?
• Why is healthy living important to one’s life?
• How can different points of view add to a story?
• How can humor help people share common experiences?
• How can gestures, nonverbals and unstated thoughts add to our understanding of the
people around us?
Integrated-Curriculum
Thematic Lessons
Lesson
Content Areas
Page Number
Language Arts
Appetizer Mash-Up
2
Art
U R What U Eat Sculptural Book
6
Health
Language Arts
Health and Art
Music and Dance
U Eat What?
4
Minor Inferences
11
Take Your Health Into Your Own Hands
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Eating Up the Media
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U R What U Eat Lesson 1
Middle School Mash-Up
Overview
This humorous, quick creative-writing activity can be used as an introduction to the unit or
as a filler for students to complete at the end of a class period or when others are still reading.
Overarching Questions
How can humor help people share common experiences?
Objectives
Create a recipe that depicts the major events in the life of a middle-school student.
Materials
Paper
Index cards
Directions
Develop a recipe that creatively incorporates at least one each of the following items:
• one emotion
• one physical trait
• one middle-school class
• one childhood memory
See the attached handout for examples and additional directions.
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Appetizer
(A.K.A. Warm-Up for Today!)
Middle School Mash-Up
Prepared especially for
Fat-Boy Chronicles
Put on your best chef’s hat and keep your teacher brain engaged as a point of reference! Your task is to
develop a recipe that creatively incorporates the following items as ingredients. Put yourself in the hearts and
minds of middle school students.
Include at least …
1 emotion
1 physical trait
1 middle school class
1 memory of yours from childhood
Two sample recipes are provided to get your
creative thoughts cooking!
Have fun … generate a laugh or two with the
people seated near you!
Ingredients
Ingredients
Mom Casserole
2 Qts Overprotectiveness
1 C. Questions
12 Cell phone text messages
1 Pair Mom-jeans
2 Friendly smiles
4 Words of encouragement
1 Sprinkle of caring
Directions
Place all ingredients in an overcrowded minivan and mix randomly. Heat until
agitated. Half-baked samples will work their way out the window of the minivan
while those baked to ‘just-right’ state will rise to top. Caution, however, must be
paid to over-cooked samples. These tend to explode at haphazard times. Melted
samples may need to be scraped from floor.
Teen-ager Hot Mess
1 case of acne
1 dash of embarrassment
1 bad hair day
1 fight with a best friend
2 C. Understanding
1 Shoulder to cry on
1 Kind word
1 Pinch of perseverance
Directions
After first four ingredients have been mixed well and baked to a crusty cement-like
consistency, the dish is ready for the remaining ingredients. Stir last four ingredients
slowly into hot mess until consistency of dish begins to soften. Continue adding
until desired consistency. If cement-like consistency begins to return, poke with
sharp stick or fork!
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U Eat What?
Overview
Students look at food in a limited way. They know the basics about the food pyramid, but
beyond that don’t apply the knowledge to what they eat. For example, a potato is a vegetable
and therefore considered “good.” But the connection isn’t made that a fried, starchy vegetable is no longer “good.”
What do we really know about the foods we eat? Is what we know true?
Objectves
National Health Standard: Students will demonstrate the ability to use decision-making
skills to enhance health.
Materials
Hand-made picture of traffic lights: one green, one read, and one yellow
Magazines
Pictures of food
Directions
“Mom made fried
chicken dumplings,
and then my favorite cake - German
chocolate - topped
with Moose tracks ice
cream from the United
Dairy Farmers. I ate
so much I could hardly
move. On Saturday,
my Nana is taking me
to the all-you-can-eat
steak house like she
does every year for my
birthday.”
Whole Class Activity: Red Light-Green Light
1. Post traffic lights (one red, one yellow, and one green) in different parts of the room.
2. As you read names of different foods, students will move around the room and stand under the traffic light that represents whether the food is healthy (green); OK in (yellow);
or unhealthy (red). Students must be ready to defend their answers.
3. (Note: Be sure to include foods that will appear later in the lesson in the Musical Meals
Activity so students will have reviewed the necessary background knowledge to assist
their discussions.)
Group Activity: Musical Meals
(Students may need computer access or other nutrition information to respond.)
1. Divide class into 4 to 6 small groups.
2. Have groups spread out to the far corners of the room.
3. Distribute food models or a variety of foods cut out of magazines.
4. The object of the game is to get rid of the bad food pictures and only keep the good food.
5. When the timer/or music begins each member of the team can pick up ONE piece of
unhealthy food and move it to another group and return with ONE healthy item.
6. Continue until the music stops.
7. When the music stops each group will discuss the foods in their group and explain its
nutritional value. Can they make a healthy meal out of the food they have left?
8. Play additional rounds so students have different pictures to complete the discussion
about nutritional value and ability to form healthy meals.
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Closure
General discussion questions from The Fat Boy Chronicles related to nutrition and the lesson
activities:
• What foods are mentioned in the book? Which foods are healthy, ‘green-light’ foods?
Which are ‘yellow-light’ or ‘red-light’ foods?
• What changes did Jimmy make in his diet in order to lose weight?
• Were these big changes?
• Were these healthy ways to lose weight?
• What are some diseases that are caused by obesity?
• How did he feel when he started losing weight?
Additional Website resources on topic:
Fastfoodandfamilies.com
Nutritiondata.com
Mypyramid.gov
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U R What U Eat -3-D Book
Overview
Students will create a sculptural book in the form of a vegetable or fruit using information
gathered from research.
How can we look at food differently?
Objectives
National Visual Art Standard 1: Understand and apply media, techniques and processes.
Common Core Writing Standard 8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information
while avoiding plagiarism.
National Health Education Standard 3: Students will demonstrate the ability to access valid
information, products, and services to enhance health.
Materials
See individual lists embedded in directions for each section.
Directions
Introduction
“What’d you have for
breakfast, fat boy? All
of McDonalds? What’r
you writing? Listing
all food you’re going
to have for lunch?”
Now the rest of the
class is laughing. “You
cause an earthquake
every time you walk.”
Brainstorm with students a variety of fruits and vegetables. Assign or let students select a
fruit or vegetable to research. The end results are usually better if multiple students are not
allowed to research the same fruit or vegetable.
Student Research
Students must gather the following information about their food choice:
• Name
• Scientific name and/or classification
• Nutritional information (vitamins, minerals, etc.)
• Growing requirements (sunlight, water, climate, region, etc.)
• Information on why it is good for us to eat
• Picture(s) as a whole and segment
• Quote(s) which includes the food
• Healthy Recipe(s)
• Song Lyric or excerpt from poem or book
When students are printing the information, encourage them to use different fonts, sizes,
and colors; Word Art; a variety of paper; etc. The idea is to plan the use of the information to
be visually appealing in the book.
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Preparation of Paper for the Book Form:
Materials Needed
• Watercolor Paper - 1 sheet (size 18 x 24) per student (optional: other stiff, non-slick
paper can be used)
• Concentrated Liquid Watercolor (optional: Sugar-free Kool-Aid mix)
Watercolor should be diluted with water. Add water a little at a time. The idea is to
maintain intense color, but allow for easy application.
• Small containers for watercolor (Cool whip, trim paint trays, wide mouth cups, etc.)
• Variety of Brushes (Bristle, Foam, small, thick, etc.)
• Masking Tape
• Paper towels
• Colored Tissue paper (optional)
• Kosher Salt
• Spray bottles of water
• Aprons or old shirts
Process:
1. Place random pieces of masking tape over the front and back of the paper. Tape may be
placed in the shape of a letter or word. Masking tape ‘masks’ the paper and prevents the
watercolor from being absorbed in that area.
2. Spray one side of the paper with water mist
3. Splatter, brush, and drip first color on to paper using brushes (Use colors related to your
fruit or vegetable.)
4. Splatter, brush, and drip second color onto the paper using brushes
5. Additional color may be added by laying crinkled tissue paper on the wet paper and
picking it up. This adds texture and color.
6. If an area has standing water, use paper towels to dab up the color and then dab it onto
other sections of the paper.
7. Clear water can be misted onto color to create an unusual effect. 8. When complete with color, sprinkle kosher salt on the paint to absorb excess water and
create a spotted effect. 9. Once dry, wipe salt off of paper.
10. Flip the paper over and repeat with second side.
Creating the book form
Materials:
• Pencil
• Eraser
• Ruler or Yardstick
• Scissors
• Paint
• Cardstock paper
• Watercolor paper
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Process to create accordion (See drawings):
1. Determine the general shape of the food (rectangle or square).
2. The watercolor paper must be cut into two strips. Measure to make each strip the same
height. Suggested height is 10-12 inches for a rectangle shape that is greater in height
than width and 8-9 inches for square or rectangle that is greater in width than height.
3. Cut the strips.
4. Fold each strip in half horizontally.
5. Measure the half. Each half will need to be divided into two or three panels. This determines the size of the panel or page.
6. Fold each ‘half’ back towards the mid-fold crease to the mark for center panel.
7. If each half was divided into two panels, the strip is now folded.
8.
If each half was divided into three panels, one more crease needs to be made by folding
the paper back towards the artist.
9. Both halves and both strips should be folded.
10. Place on table end to end. To create a zigzag line, the second paper may need to be
flipped over.
11. Overlap the last panel of the first strip and the first panel of the second strip. Glue together.
12. Close book form together so pieces stack on top of each other.
13. Cardstock paper should be cut to be the same size of the panel.
14. Draw contour line (outline) of food on the cardstock paper.
15. Imperative to have the food touch both edges of the paper and leave a significant amount
of space on each edge.
16. Cut the contour line.
17. Lay the cardstock on the top panel.
18. Trace the pattern.
19. Imperative to have the pattern touch both edges of the panel and leave a significant
amount of space on each edge so that when cut, the panels remain ‘hooked’ together.
(This is similar to cutting a string of paper dolls.)
20. Cut the panels along the lines of the traced pattern.
21. Emergency solution: If the paper is cut and panels fall apart…Create a skinny accordion
folded strip and glue one panel of watercolor paper to each left facing panel on the strip.
22. Book form is complete.
Adding Text and Graphics:
The simplest, but not the most creative or most aesthetically pleasing, method is to glue the
information onto the panels. For those that want a sculptural art book, mixed media methods should be used. (See below for a list of varied, optional mixed media methods.) Before
beginning, students should plan their book incorporating literacy and visual components of
how a sculptural book is organized.
Cover: The cover of the book should contain the title and author. The student should decide
if they will have two covers (one on each end) or the book will be read all the way down the
strip on the front and then up the back of the strip.
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Folio: two pages that face each other. Students should use care to transition between folios
so the reader will continue to read the book. The easiest way is to paste images or words
that wrap a fold.
Repetition and Unity: In a work of art, one way to create unity is to repeat certain elements
(texture, color, shape). In this sculpture, students should find one element (word, letter,
picture, etc.) to repeat in different locations through the book.
Mixed Media Methods:
Collage: Cut pictures, words, letters from gathered information, magazines, newspapers, etc.
and paste onto the pages.
Stencils: Create stencils and color or paint in the images or words.
Stamping: Images and words can be stamped on to the pages.
Mosaics: Cut small paper tiles and create a mosaic on the paper.
Weaving: Weave ribbon or paper to create a textured background or image.
Packaging Tape Transfer: Cut out a picture or words. Lay clear packing tape over a picture or
words. If more than one piece is needed to cover image, overlap the tape. Place in a shallow
tray of water, image down. Leave for a few minutes. After it is soaked through, remove, dab
excess water away, and rub back of image off. Ink will remain on the packaging tape, giving
you a transparent image or word.
Cut outs: Cut holes in the pages in the shape of the fruit or vegetable. Use the cut out and
paste elsewhere in the book.
Pop ups: Fold scrap paper in half. Cut out the shape, leaving two tabs on the right and left.
Fold the tabs inside the shape. Place small dots of glue on the tabs. Glue in the fold of a folio.
Pop outs: Draw the image. Using an Exacto knife, cut the image out, leaving a small piece
attached to the page for a hinge. This will pop out like a window or shutter.
Advanced pop out: Draw the image. Using an Exacto knife, cut the left line and the right line.
Do not cut a section at the top and bottom. Make the left side of the image pop out on one
side of the folio and the right side pop out backwards in the other folio.
Windows: When creating cut outs and pop outs, don’t leave a window empty. Put a picture
or word in the window. Punching: Holes can be punched in an outline of the image or to make ‘seeds’.
Stitchery: Using embroidery thread and needle, stitch lines and shapes in the paper.
Embellish: Glue wire, beads, and sequins in the book to add a little pizzazz. Do NOT just add
to add. Beads can be seeds; sequins in the shape of a food; wire in a 3-D shape.
Display:
• Stretch accordion-style to create a linear sculpture.
Or
• Touch cover to cover and create a circular sculpture
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Assessment:
Typically in art, a rubric would be used to assess this project. Rubrics are written and distributed or posted for students to reference during the creation of the art. Rubrics can be
used for formative or summative assessment. Teachers can ask students to complete rubrics
for self assessment and also as a peer critique.
Rubric Criteria would be based on:
Originality: Creative use of information. Additional information or images incorporated.
Craftsmanship: Structure of book, neatness of glue, crisp cut lines, secure embellishments
Aesthetics: Repetition of an element; variety of fonts, sizes, colors to add interest to
information; use of transition between folios; design of cover; display.
For this unit, two other assessment criteria could be used: one for the completeness
of their researched information and one for learning the information about their fruit
or vegetable.
Extension:
The unit could also be extended to have students ‘read’ the sculptures and gather information about fruits and vegetables to do comparisons, charts, etc.
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Minor Inferences
Overview
Analyze the purpose of the author by monitoring comprehension for understanding of what
is read. Make inferences about minor characters’ point of view and use those inferences to
retell a part of the story using the point of view of a different character.
Why is healthy living important to one’s life?
How can different points of view add to a story?
How can gestures, nonverbals and unstated thoughts add to our understanding of the people
around us?
Objectives
Common Core Reading Standard 1: Read closely to determine what the text says explicitly
and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from text.
Materials
Clues and Evidence Chart
Directions
Demonstrate how to use a Clues and Evidence Chart. Students first need to choose a character to work with for this activity. Next, they will have to decide whether their character
supports or sabotages Jimmy’s efforts to improve his health. They will then revisit the text
to find clues and evidence to support the inference they make. Finally, students rewrite a
portion of the story or an event in the story from their character’s point of view. They must
include clues and evidence from their chart in the retelling. The inference that they are supporting must come through in the retelling.
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19
Eating Up the Media
Overview
After analyzing print and television ads, students will discuss methods the media uses to sell
food products to consumers..
What do we really know about the foods we eat? Is what we know true?
Objectives
National Health Education Standard 2: Students will analyze the influence family, peers,
culture, media, technology and other factors on health behaviors.
Art Standard: 1. Develop critical and creative thinking skills necessary for understanding art.
2. Develop an awareness of art as an avocation and profession.
Materials
Magazines
Videos of TV shows with the commercials intact
Recordings of TV commercials
Website www.frankwbaker.com/foodprintads.htm (This website shows how to ‘dress a
burger’ to make it appealing in an advertisement.)
Directions
Whole Group Activity: Deconstructing Food Ads
Define Media Literacy. The ability to access, analyze, evaluate, and produce communication
in a variety of forms, basically the ability to ask questions about what you see, watch, hear
and read.
• Give examples of different types of media. (magazines, internet, television, movies,
newspapers, video games, books, etc.)
• Show video clips from website ‘How to Dress a Burger’
Group Activity Part 1
1. Distribute magazines to each group.
2. Have each group find between five and seven food advertisements in the magazine. For
each ad, ask the following questions.
Questions to ask about the magazine ads:
• What is this ad selling?
• What types of positive or negative messages is this ad sending?
• Who paid for the ad?
• Who is the target audience for the ad?
• What types of the implied messages is the ad sending?
Questions about the magazine
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• Who is the target audience of the magazine?
• What is the main message of the magazine?
• Is this message of the advertisement appropriate for the audience/target audience
of the magazine?
• Are there messages about weight management, body image, physical fitness or
nutrition?
• Are these messages positive or negative?
Whole Group Discussion Points based on findings from magazines:
• Define and describe positive and negative media messages.
• Define and describe how youth are surrounded by media messages.
• Explain how media messages can influence us.
Group Activity Part 2
1. Assign a different type of media to each group. (news, comedy, cartoon, drama)
2. Watch 30 minutes of the provided TV show.
3. Write down the names of all the food products, restaurants and/or food shows advertised during the program.
Questions to ask about the television ads:
• What is this ad selling?
• What types of positive or negative messages is this ad sending?
• Who paid for the ad?
• Who is the target audience for the ad?
• What types of implied messages is the ad sending?
Questions about the television show
• Who is the target audience of the show?
• What is the main message of the show?
• Is this message appropriate for the viewing audience/target audience?
• Are there messages about weight management, body image, physical fitness or nutrition? Are there messages positive or negative?
Whole Group Discussion Points based on findings from the television shows:
• Define and describe positive and negative media messages about food and how food
impacts our lives.
• Define and describe how youth are surrounded by media messages about food.
• Explain how media messages can influence our eating habits.
• Compare these findings to the earlier print findings.
• How do the advertisements in media relate to the theme of “U R What U Eat?”
Closure
Have each group present their findings on chart paper. They might use a graph, metaphor,
visual images, bulleted lists, etc. to depict their insights.
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You’ve Got to Take Your Health Into Your
Own Hands
Overview
This original song can be used in a variety of ways to integrate music and dance into the
study of inferences and the novel.
How can we look at food and health differently?
Objectives
National Health Education Standard 7: Demonstrate the ability to practice health-enhancing
behaviors and reduce health risks.
National Health Education Standard 8: Demonstrate the ability to advocate for personal, family and community health.
National Music Standard 1: Sing, alone and with others a varied repertoire of music.
National Dance Standard 6: Make connections between dance and healthful living.
National Dance Standard 3: Understand dance as a way to create and communicate meaning.
Resources
“But no one understands how much of
a tragedy it is for a
kid to be overweight,
especially a kid everyone makes fun of.”
YouTube Video clips “You’ve Got to Take Your Health Into Your Own Hands” Bradley Middle
School, Charlotte, NC as part of “Charlotte Get Your Move On”
Possible Ideas
1. Perform the song at an assembly, pep rally or concert.
1. Teach the choreography that accompanies the song. Perform the dance at an assembly,
concert or recital.
2. Organize a flash-mob using the song and choreography.
3.
See the general suggestions listed in the overview for additional ideas.
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23
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“He bullies Huck because he’s insecure about himself. That made me see Nate
in a whole new light, I think he picks on people because he wants to look cool in
front of the girls. If he thought he was already cool, he wouldn’t need to show
off to prove it.”
Overview
Our perceptions are impacted by the media and advertisements that bombard us each day..
Subtle and not-so-subtle stereotypes also imapct the perceptions we have. This unit provides
a look at media, advertising and stereotypes and how they create perception deceptions.
Essential Questions
How does advertising impact what we choose to eat?
What does it take to break a stereotype?
Who are people that you know that break stereotypes?
How do stereotypes impact our perceptions?
How are stereotypes deceptive?
How does the use of stereotypes keep the perceptions going?
How can media break stereotypes? How does media perpetuate stereotypes?
What persuasive techniques do advertisers use to influence your perceptions?
What makes an effective public service announcement?
Content Areas
Lesson
Page Number
Visual Arts
It’s Not All Black and White
3
Health
What You See Is What You Get … Or
Is It?
9
Language Arts-Writing
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Perception Deception Lesson 1
It’s Not All Black & White
Overview
This unit examines our perceptions in many different ways. This lesson examines the deceptive quality of stereotypes through the use of graffiti. Students will create art that list traits of
a stereotype and the traits that break the stereotype.
What does it take to break a stereotype?
Who are people that you know that break stereotypes?
Objectives
National Art Standard 3: Choose and evaluate a range of subject matter and ideas to communicate intended meaning in artworks.
Common Core Reading Standard 4: Interpret words and phrases as they are used in a text,
including determining technical, connotative,and figurative meanings, and analyze how specific word choices shape meaning or tone.
Materials
Paper
Computer
Directions
Background Information
Everyone has something they’re good at I
suppose.
Graffiti is images or words marked, scratched, painted onto property. In many countries,
graffiti is considered vandalism. In other countries, governments have joined forces with
graffiti artists to allow them to use government property as the canvas. Artists have to
submit sketches to demonstrate their talent and plan. Government insures that the graffiti
does not ‘tag’ a group or ‘put down’ groups of people. They then issue permits to paint the
property. This has eliminated the money needed to ‘repair’ graffiti and given artists a venue.
The perception of graffiti as vandalism or art depends on your point of view.
Stereotypes also depend on your point of view. Society often labels individuals with cultural,
ethnic, and gender stereotypes. There are people in the world that play on these stereotypes. Criminals have used them to deceive victims. Others try to become the typical stereotype even when it is not reflective of their true personality.
1. Brainstorm with students public roles and the stereotypes placed on those groups. Suggestions may include policewomen, president, teachers, computer programmer, football
player, cheerleader, etc. Discuss differences between student views and views of adults.
Ask them if they know of individuals that are in these roles. Can students think of individuals that break the stereotype?
2. Follow the same discussion with gender, cultural, ethnic groups.
3. Discuss stereotypes in the story. Students should give specific examples of characters
that followed or broke the stereotype.
Graffiti Wall
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1. Students will choose one stereotype discussed and list five words that follow that stereotype.
2. Students will then think of an individual that breaks the stereotype. (This individual
may or may not be from the novel.) Write the individual’s name and five true descriptive
words.
3. Students will then open a new word document.
4. Change the orientation to landscape.
5. Using Word Art, type in one descriptive word. Change the font, bold, and italic to achieve
a visual effect that depicts the word. Click OK
6. By right-clicking on the Word Art, you can Format Word Art. Color and line can be
changed. For sterotype, make all of the words black, white, or gray. Students can click
on Fill Effects to change the second color. Under Layout, click the Word Art to be ‘tight’
with other texts. Click OK
7. The Word Art should have a rotating button now. Students can rotate the words to be
angled, upside down, flipped, etc. Using the frame, students can distort the word.
8. Repeat until all 5 sterotype descriptors have been created.
9. Then insert text box. Under fill effects, click on the pattern that looks like a brick wall.
Click OK.
10. Under Order, send the box to behind the text or send to back.
11. In the text box, type the stereotype and fill with black ink.
12. Students may need to adjust Word Art for greater contrast or better layout.
13. Students should repeat this process with blank paper. This time students should use
color when typing in the descriptors to those that break the stereotype. The individual’s
name should be typed into the background on the brick wall.
Display
Graffiti walls of both stereotypes and those that break them should be displayed side by side.
The title of the display should be “It’s not all Black and White.”
Extension
Visit the website GraffitiCreator.net. Students can create graffiti art using their online tools.
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Overview
Media perpetuates and breaks stereotypes using a variety of persuasive techniques. This
lesson shares the several of the persuasive techniques that are used in television and print
media. After examining these techniques, students will use them to create a Public Service
Announcement about an issue from The Fat Boy Chronicles and the theme of “perception/
deception.”
How can media break stereotypes? How does media perpetuate stereotypes?
What persuasive techniques do advertisers use to influence your perceptions?
What makes an effective public service announcement?
Objectives
Common Core Reading Standard 8: Delineate and evaluate the argument and specific claims
in a text, including the validity of the reasoning as well as the relevance and sufficiency of the
evidence.
Common Core Speaking and Listening Standard 2: Integrate and evaluate information presented in diverse media and formats including visually, quantitatively, and orally.
Common Core Speaking and Listening Standard 5: Make strategic use of digital media and
visual displays of data to express information and enhance understanding of presentations.
“There are warning
labels on cigarettes,
why not labels on
foods? Warning: this
product may cause
obesity and get you
picked on and laughed
at.”
Common Core Speaking and Listening Standard 6: Adapt speech to a variety of contexts and
communicative tasks demonstrating command of formal English when indicated or appropriate.
Materials
Video clips of several public service announcements from Youtube. (Gotmilk?, The More You
Know, etc.)
Chart paper and markers
Video camera with microphone
Directions
Preteach, if necessary, the meaning of the terms perception and deception by using a semantic map, word cluster, web, or similar strategy.
Background Information Persuasive Advertising
Advertisers use several persuasive techniques to make their products appealing to consumers. They have many techniques to choose from, and we’ve listed several common types here
that are can be used alone or in combination. The perception that these techniques cause is
one of “you need this product!” or “buy me instead of that one!”
Bandwagon: All of us are doing it! Everyone uses this product. Shoppers purchase the
product to fit in with the crowd.
Celebrity Endorsement or Testimonial: Because he said so! Celebrities use this product.
Feelings for the celebrity are transferred to the product.
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Emotional Appeal: You know you want to! Advertisement evokes emotions that are transferred to the product.
Humor: Ha! Ha! Ha! Makes audience laughs. Happy feelings felt are transferred to the product.
Plain Folks: Its just like you! Normal, everyday people use this product.
Individuality: I am my own person! Supports rebelling against what everyone is doing
(bandwagon) and do something different.
Snob appeal: Live the lifestyle of the rich and famous! Those with wealth and power purchase this product.
Slogan: You got it! A simple, catchy phrase is used to identify the product. The phrase can
become a part of everyday life…advertisement for free.
Security: I’m scared! Draws upon the fears experienced in everyday life such as losing a job,
being without something, lose of life. When compared the product advertised is better than
other products.
Glittering Generality: Wow! Amazing! Fabulous! Positive general words are prevalent in the
advertisement, rather than specific attributes.
Loaded Words: Words with strong positive or negative associations. A person can be elderly,
old, an octogenarian, ancient, decrepit, grampa, old fogey, folk, distinguished, experienced, or
wise. The connotation behind the loaded words indirectly influences the message.
Card Stacking: Mine’s better than yours! Comparisons between two products that implies
one is better than the other by leaving out important information.
Activity 1
Over the course of one week, students should find an example of each of the persuasive
advertising types on television. While some advertisements may use more than one tactic,
there should be a predominant type. Have students take notes about the advertisement and
the persuasive technique used. Students should also include the date and time of the advertisement as well as the target audience.
When the students bring their findings to class, they should work together in small groups
to find common elements and patterns in the use of the persuasive techniques. They should
record their findings on chart paper. For example: Was bandwagon used more at a certain
time of day? Did commercials about food occur more in the evening? If the target audience
was young children, what time of day were the commercials shown? What types of advertisements occur during the news broadcasts?
Background Information Graphics
Graphics are used to persuade within advertisement as well. Type sizes and font, colors, and
images all are carefully chosen for a specific intent.
Headings/subheadings: Keywords that grab your interest and divide the information up
into snippets that are easy to scan.
Type sizes and fonts: Type fonts are different styles of letters. Some fonts have been used
so often with events that they have been named for the event, such as Athletic. Some fonts
are very thin and delicate with lots of scrolls and have a different visual impact. Others are
very thick and bold with a different visual meaning. When type is small, readers must slow
down to read and spend more time with the advertisement. Large type attracts the reader’s
attention.
Colors: Warm colors invoke action and good feelings. Cool colors seem more factual and
give a feeling of separation and professionalism.
Graphics: Graphics provide visual images to emphasize the main point(s) of the advertisement. They combine with the other elements to reinforce the message.
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Activity 2
Over the course of one week, students should find an example of each of the persuasive
advertising types in magazines, newspapers, websites or other print sources. While some
advertisements may use more than one tactic, there should be a predominant type. Have
students take notes about the advertisement and the persuasive technique used. Have them
bring copies of their advertisements to class if possible. Students should complete a bibliography entry for their ad. They should also note the target audience.
When the students bring their findings to class, they should work together to find common
elements and patterns in the use of the persuasive techniques. For example: Was a particular type of persuasive technique used more in certain types of publications or with certain
audiences? Did ads for certain products occur more often in one magazine over another? If
the target audience was young women, what kinds of ads and techniques were used? What
about men? Were certain graphics, fonts, types, colors, etc. used for particular audiences or
products?
Activity 3
1. Show clips of Public Service Announcements to students and share written Public
Service Announcements. Explain why television stations show PSA’s. (For example, the
tobacco industry is required to produce a certain number of PSA’s as part of a lawsuit
settlement. The dairy industry sponsors the Got Milk? Commercials.)
2. Form student groups of 4-5. Groups of students will write a problem-solution Public Service Announcement about a theme or issue from the novel that relates to the theme of
perception/deception. (Examples may include obesity, cutting, alcoholism, bullying, etc.)
The PSA should clearly state the problem and provide at least two solutions. Groups
may choose to record or videotape their Public Service Announcement or create a series
of posters. Student work should be shared at the school level through closed-circuit TV,
daily announcements, PTSA meetings, assemblies or in hallways or display cases.
3. Allow time for each group to share their Public Service Announcement. While watching
the other students’ work, have students record the problem and two solutions for each
presentation.
4. Have each group self-assess based on the provided rubric.
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Name:
Date:
Class Period:
Group Members:
Criteria
Points (1-5)
I contributed to my group’s work.
My group worked together on this assignment.
My Public Service Announcement content, images, and message relate to a single theme from The Fat Boy Chronicles.
My group’s Public Service Announcement clearly states a
problem.
My group’s PSA provides at least two solutions.
My group’s PSA contains quality craftsmanship. (We have a
professional product.)
My group’s PSA has a public audience outside our classroom.
Total Points
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What You See Is What You Get …
Or Is It?
Overview
Perceptions are powerful. Stereotypes perpetuated by the media alter society’s perceptions
in both positive and negative ways. This lesson examines common subtle and not-so-subtle
stereotypes that impact our youth.
How do stereotypes impact our perceptions?
How are stereotypes deceptive?
How does the use of stereotypes keep the perceptions going?
Objectives
National Health Education Standard 2: Students will analyze the influence family, peers,
culture, media, technology and other factors on health behaviors.
Materials
Newsprint and markers or board and chalk; paper; pens/pencils.
Container (such as a paper sack, shoebox or hat); pens/pencil
Labeled index cards (see below)
Large Newsprint
YouTube Video: Teen Files: Surviving High School
Directions
There’s no getting
people. Just when you
think you’ve got them
all figured out, they
do something that just
blows your mind if you
know what I mean.
Warm Up Questions
Why do you think, at this particular time in our culture, we have decided that thin equals
beautiful or do we?
Why do you think that our ideas about what is beautiful are so narrow?
Why do you think our culture places so much importance on what we look like?
When you think about the people in your life, of all ages, do you think that people whose
physical appearance conforms to the Media’s ideals of beauty are happier, more successful,
or have better relationships than other people?
Activity 1
Show three video segments from Discovery Education (www.discoveryeducation.com)
(The Teen Files: The Truth About Body Image – Teens and Body Image)
(The Teen Files: The Truth About Body Image – Media Influence on Body Image )
(The Teen Files: The Truth About Body Image – Steroids and Body Enhancement)
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Suggested Discussion Questions
1. What did you think about the students’ ideas of the perfect male and female?
2. What surprised you about how much time is put into a model photo shoot?
3. What did you think about how the model’s photos were touched up digitally on the computer?
4. After hearing the player from the ‘49ers, did your views of performance enhancing products change? Why or why not?
Activity 2
1. By combining student responses from the above discussion, arrive at an agreed upon
definition for stereotype, prejudice, discrimination, and diversity.
Stereotype: the idea or expectation that all members of a group (people who share the
same age, race or gender and so on) are very similar, with no individual differences.
Explain that the word “stereotype” comes from old-style printing presses and refers to a
process that uses a mold to print the same exact pattern over and over again.
2. Read or have a volunteer read passages from “The Fat Boy Chronicles” and discuss.
The speech we read today by Martin Luther King, Jr. was cool. He hoped that one day we
wouldn’t judge one another by outward appearance, but value people by how they are on
the inside. My Nana always says “beauty is as beauty does.” Old people say that a lot I’m not
old but I agree with Nana and Dr. King.
Do you agree or disagree and why?
I can hardly look at Whitney in science class. After seeing her drunk, she doesn’t seem
pretty anymore. Come to think of it she was really nasty that night. She smelled like smoke,
and her hair was stringy and messed up.
Do people’s actions and/or their personalities affect the way you feel or think about them?
Activity 3
Prep
Label individual index cards with the list of stereotypes below (one stereotype per card).
Place all the cards in a container for a drawing.
Teenagers
Movie Stars
Males
Professional Athletes
Models
Crack Addicts
Old People
Computer Technicians
Rap Stars
Skinny People
Fat People
Drop Outs
Homeless People Parents
Directions
Females
Body-builders
Police Officers
Country Western Singers
College Students
Biker (motorcycle)
1. Begin this introductory activity without explanation.
2. Divide students into groups of four to six people.
3. Have one person from each group get a sheet of chart paper.
4. Without looking, one person from each group picks a stereotype out of the container.
5. Each group writes the stereotype on the top of the sheet of chart paper.
6. Next, have students list as many beliefs about their stereotype that they can
7. When time is up, have each group post their completed chart paper on the walls in the
room.
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8. Direct students to SILENTLY walk around the room and look over the lists while thinking
about the answers to the following sentences:
“When I look at these lists, I feel…”
“When I look at these lists, I see …”
“When I look at these lists, I think …”
Whole Class Follow-Up
With input from the entire class, process the items on each chart paper. Circle traits that are
true characteristics of MOST members of the stereotype listed on the paper. (For example,
women “can give birth” could be circled.) Draw a line through all the words and phrases that
cannot possibly be true of ALL members of the group (For example, old people are “slow”
crossed out.)
Suggested Questions for Student Discussion
• Was it easy or difficult to list traits on your chart paper? Why or why not?
• Did you hesitate to say certain things out loud? Why or why not?
• Were you uncomfortable hearing certain things stated aloud? Why or why not?
• Where might we learn stereotypes about different groups?
• If someone believes a stereotype is true, how might that belief influence that person’s
behavior?
• Give a specific example to illustrate your point. (Answer: Someone might behave a
certain way; expect those people to behave a certain way; think she or he is better or
worse than those people; do things to please or hurt those people.)
• Do you believe a stereotype about a group you belong to? How does that affect your
behavior?
• What if a stereotype seems to be true for one member of a group? (Answer: It means
that the individual has a particular trait or characteristic; it does not mean that every
member of the group will have those same characteristics.
Closing
How do stereotypes impact our perceptions? What important points did you learn about
stereotypes from this lesson? How do people use the stereotypes keep the stereotypes going?
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Proportion Distortion
“… I wish I could be me, but in a different body.”
Overview
Striking a balance in today’s world can be an ongoing challenge. Whether we are students or
adults, we juggle the things we value. This unit addresses the concept of proportion and how
proportion impacts our lives. When what we are juggling is balanced (or proportionate), life
is easier. It’s when things become distorted or out of proportion that we encounter difficulties.
Essential Questions
• What do you value in your life? What is most important to you?
• How much is too much? How misleading are the proportions we eat?
• Whose perspective or point of view is distorted? Whose is not?
Integrated-Curriculum Thematic Lessons
Content Areas
Lesson
Page Number
Health
How Much is Too Much?
2
Visual Arts & Language Arts
Distorted Characters
8
You’re Distorted! I’m Fine!
6
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Proportion Distortion Lesson 1
How Much is Too Much?
Overview
We often underestimate the actual amount we consume in a meal, in a snack, in a serving. We
overestimate how many calories we burn with exercise. This lesson highlights the distortion
on both counts.
How much is too much? How misleading are the proportions we eat?
Objectives
National Health Education Standard 1: Students will comprehend concepts related to health
promotion and disease prevention to enhance health.
National Health Education Standard 7: Students will demonstrate the ability to practice
health-enhancing behaviors and avoid or reduce health risks.
Materials
Small bag of M&Ms
Two mini Snicker bars
One Reese’s peanut-butter cup
(Place each type of candy in a separate baggie.)
Activity Directions
Whole Class Activity 1
“We went out to
eat this morning at
Frisch’s: they had a
buffet breakfast bar.
Boy, is it good. I had
French toast and
biscuits and gravy.
Then two big plates of
eggs and some cereal.
I hope I don’t burp in
church.”
Read the following quote from Jimmy Winterpock.
“I didn’t get like this on purpose. I was only a kid when this weight thing all
started-I didn’t know my eating habits made me this way until it was too late.”
Answer the following questions in a quick-write journal type entry.
• How did you learn healthy eating habits?
• Who taught you about proper nutrition?
• Do you think thin people are healthier than heavier people?
• Do you think all people regardless of their size need to exercise on a regular basis?
Share your answers.
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Activity 2: Caloric Expenditure – How Much is Too Much?
This short discovery activity is meant to highlight how much physical activity is necessary to
burn off calories from various snack items. The big picture that will come from this activity is
a connection to the portion sizes in the lives of student and those portrayed in the novel.
1. Choose three volunteers.
2. Hold up Bag of ¼ M&M’s (approx. 14 m&m’s).
3. Ask students: How long would it take to burn off the calories in this # of M&M’s?
4. Tell the entire class: “I need you to do jumping jacks for me until I tell you to stop.” (Stop
the class after 60 seconds without saying the time aloud. Have the volunteer estimate
the length of time he or she exercised.)
5. Hold up the bag of M&M’s and tell the volunteer: What you ate was only ¼ of a small bag
of M&M’s, which has 60 calories. You did jumping jacks for about ____ minutes/seconds.
For a 100lb. person he/she would have to do jumping jacks for almost 25 minutes to
burn off those calories.
A 120 lb. person would have to do jumping jacks for 20 minutes to burn off 60 calories.
A person that weighed 150 lbs. it would take 15 minutes.
The whole bag of M&M’s has 240 calories in it.
6. Move to the next Volunteer.
7. Hold up two mini snicker bars.
8. Ask volunteer: How long do you think it would take to burn off the calories in the two
mini snicker bars?
9. Tell the entire class: Jog in place fast until I tell you to stop. .”(Stop the class after 60 seconds without saying the time aloud. Have the volunteer estimate the length of time he or
she exercised.)
These two mini snicker bars have 160 calories.
A 100lb. person would have to run for 25 minutes to burn off these calories.
A 120 lb. person would have to jog for almost 25 minutes.
“I didn’t get like this
on purpose. I was only
a kid when this weight
thing all started-I
didn’t know my eating
habits made me this
way until it was too
late.”
A 150lb. person would have to jog for 20 minutes.
A 180lb. person would have to jog for 15 minutes.
A regular snicker bar has 273 calories in it.
10. Move to the next Volunteer
11. Hold up one Reese cup
12. Ask volunteer : Choose kickboxing or soccer. How long will you have to kickbox or
dribble and kick a soccer ball to burn off the calories in the Reese cup?
13. Repeat exercise procedure with entire class.
A 100 lb. person would have to perform the exercise for 12 minutes to burn off these
calories.
A 120 lb. person would have to perform the exercise for almost 10 minutes
A 150lb. person would have to perform exercise for 8 minutes.
A 180lb. person would have to perform exercise for 7 minutes
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Small Group Activity 3
In pairs have students discuss two of the assigned passages below from the book.
Next, write the answers to the following questions. Write your answers on the same
sheet from your response in Activity 1.
Suggested Questions:
• Do you think parents or grand parents ever unintentionally over feed kids?
• Do you think Jimmy was overeating in the passage you read?
• Why do you think Jimmy ate so much?
• Was he hungry or was there a different reason?
• What choices could Jimmy have made that were healthier?
• Did he have a choice at home and school?
• How much is too much? What about portion size?
Mom made fried chicken and dumplings last night, and then my favorite cake –
German Chocolate- topped with Moose tracks ice cream from the United Dairy
Farmers. I ate so much I could hardly move. On Saturday, my Nana is taking me
to the all-you-can-eat steakhouse like she does every year for my birthday.
I ate two big bags of Doritos tonight while I did my homework, so now my stomach hurts. I hate myself for eating so much. This isn’t an excuse, but I couldn’t
stop myself. Whenever I stress out, all I want to do is eat.
I wish I could be me, but in a different body. I was so depressed today that I
asked if we could go to McDonald’s. My mother bought me two Big Macs and
fries. Why does she do that? Doesn’t she realize I’m fat?
We went out to eat this morning at Frisch’s: they had a buffet breakfast bar.
Boy, is it good. I had French toast and biscuits and gravy. Then two big plates of
eggs and some cereal. I hope I don’t burp in church.
Lunch today was so good. Turkey and dressing and mashed potatoes, and it’s
not even Christmas. And we had rolls. Soft and warm, that must be the one
thing that all cafeteria people learn how to make.
She (Jimmy’s mom) set out a plate of her homemade cinnamon buns and a glass
of chocolate milk. The reason I remember that day is not because I was knocked
down at the bus stop, but because my mom only let me have three buns. “Might
spoil your dinner,” she said when I reached for a fourth bun.
Why do I eat so much? At church last week, there was a tray of donuts out. I ate
five at first-then, I kept sneaking more. I almost made myself sick but still kept
eating.
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Extension
Calculate the actual calories eaten in the above passages. Determine how much of
his daily caloric intake has Jimmy used with his eating habits?
Closure
What did you learn from today’s activities?
Was Jimmy consuming too many calories?
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You’re Distorted! I’m Fine!
Overview
Point of view is a difficult concept for many students. In this lesson, students will explore
a central thematic question from the perspective of four characters (two from The Fat Boy
Chronicles, one from today’s society and one from a personal perspective).
Whose perspective or point of view is distorted? Whose is not?
How are the proportions we eat misleading or distorted?
Objectives
National Health Education Standard 2: Students will analyze the influence of family, peers,
culture, media, technology, and other factors on health behaviors.
Common Core Writing Standard 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Common Core Reading Standard 3: Analyze how and why individuals, events, and ideas
develop and interact over the course of a text.
Materials
“I was so depressed
today that I asked if
we could go to McDonald’s. My mother
bought me two Big
Macs and fries. Why
does she do that?
Doesn’t she realize I’m
fat?”
You’re Distorted-I’m Fine Chart
Directions
If needed, review the meaning of the terms proportion and distortion.
Explain the use of the You’re Distorted-I’m Fine Chart using characters from another story
read this year or a fairy tale. Be sure to emphasize that the characters are talking to one
another, and reference evidence from the text that led you to write the comments for each
speaker.
Students complete their You’re Distorted-I’m Fine Chart. As an extension, students may
include comments from additional characters that have a different point of view about food
or the theme than the characters already listed on the chart.
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Fat Boy Chronicles – Thematic Integrated Curriculum Unit
Distorted Characters
Overview
Caricatures exaggerate some features and de-emphasize others. Through a token system,
students will place ‘value’ on items in their future. Students will create a mixed media self
portrait depicting goals in life. The token value will determine the proportions of the different features in their caricature.
What do you value in your life?
What is most important to you?
Objectives
National Visual Art Standard 3: Choose and evaluate a range of subject matter and ideas to
communicate intended meaning and artworks.
Materials
Magazine pictures of celebrities
Colored pencils
Rulers
Value Planning Sheet
“Everyone has something they are good at
I suppose.”
Scissors
Glue
Paper (various types for collage)
12x18 sheet of paper for background/base
Directions
Student Planning and Pre-Writing
Direct students to think about their interests and how those interests could develop into
careers. On a planning sheet, students should complete the following prompt: ‘I am going
to become a _____________.’ Through guided questioning, students should determine goals that
will help them obtain their dream. Possible goals: Attend college and get a degree in…; take
technical courses at local community college; work as an apprentice with …; complete an
internship with…; get a beginning level job to develop skills.
Ask thought-provoking questions about other aspects of their future life. What hobbies do
they want to develop? Do they want to be married? Do they want children? Do they want to
live some place different? Students should record the answers on their planning sheet.
After their planning is complete, students should determine the ‘value’ of each item. Given
100 tokens, how would they distribute the tokens among their goals? Students should spend
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more tokens on those items most important to them.
For each goal, students should think of symbols or images that represent the goal. For example: graduation cap, tools of the trade, house, toys (for children), dog or cat, windmill (if
going green is a goal), etc.
Activity
1. Discuss with students the terms proportion, distortion and caricature.
• Proportion: the size or quantity of a part in relation to another part or in relation to the whole.
• Distortion: objects twisted out of proportion or out of the natural, normal state
• Caricature: exaggeration by means of distortion of parts
2. Give photographs of celebrities to groups of students. Using a ruler have them
determine if the standard facial proportions hold true to the celebrity.
Standard Facial Proportions:
• The eyes are halfway between the top of the head and the chin.
• The bottom of the nose is halfway between the eyes and the chin.
• The mouth is halfway between the nose and the chin.
• The corners of the mouth line up with the centers of the eyes.
• The top of the ears are in line with the center of the eyes
• The bottom of the ears line up with the bottom of the nose.
Practice with Artists
Take a look at prints from Norman Rockwell, Romare Bearden, and Picasso. Note how Rockwell illustrations are always in proportion. Take a look at Bearden’s collages and note how
some pieces are not in proportion. Look at Picasso’s paintings and see how parts are turned,
misplaced, or distorted to create the Cubist style. Show students examples of caricatures
pulled from the internet or of personal ones done by artists at amusement parks or festivals.
Creating the Caricatured Self-Portrait Paper Doll
A caricature is an illustration of a person. Typically the head is drawn large and somewhat
realistic and the body is small in proportion and more cartoonish. Students will be creating
a caricature of themselves using collage. They will glue the pieces to each other to create a
paper doll, rather than glue the pieces on to a background. When gluing to a background, the
background must be created first. In this case, students will be creating the background last
to add details to their self portrait.
The teacher should take a digital photograph of each student’s head. (This image can be
saved for lessons in the Inside Out Theme.) Depending on the size of the final product (8.5” x
11” or 12” x 15”), the photographs should be printed as wallet size (9 to a sheet) or ¼ of the
size of paper. Students should cut the head out of the print.
The body of the doll should illustrate the dream. If students dream is to work in business,
professional clothes are needed; work as a farmer, work clothes are needed; work in a lab,
lab coat and shoes are needed. To create the body, students can draw their body on paper
and color; draw parts on other various pieces of paper; or find images in magazines. If parts
of their body illustrate the goal with the highest token ‘value’, that part should be out of proportion and be larger than the rest of their body. For example a lab technician would need a
large lab coat with smaller legs and arms. A farmer needs large hands.
Once the doll is made, students may want to distort the proportion of parts of their face as
well. If students are in business, a large brain can be collaged on to the head. If in a service
oriented profession, a large heart may be glued over the uniform. If students are going to be
in entertainment, large lips may be needed.
44
Paper dolls should be set aside in a folder for application to the background at a later time.
Background
The background can be either abstract with images of favorite colors, textures, and objects
collaged randomly or can be a scene representative of the dream with images of the desired
life embedded within as appropriate.
Students should illustrate and color objects; draw objects on a variety of paper and cut out;
and/or find images in magazines to use in creating their background. If gluing onto cardboard, small lightweight, 3-Dimensional items can be hot-glued on the surface as well.
Referring to their planning sheet, students should distort the proportion of the images so
that objects representing high token ‘value’ are larger than those that are peripheral to the
scene.
Students should glue items to their background. Background page can be tagboard, cardboard, etc. As students are gluing, they should plan where their paper doll will be glued.
Once the background is complete, the paper doll should be glued on top of the scene.
Assessment
Compare the students’ caricatures to their value sheets.
45
Value Planning Sheet
I am going to become a …
Goals
Value
Symbols
Hobbies
46
Inside Out
“… It’s the part about inner beauty and how it doesn’t matter what you are like
on the outside. What matters in on the inside. I have a good heart and try to
treat people right, but it seems everybody worries about how you look … When
we are in line at the grocery store, every magazine has all those pictures of
good looking women and muscle men and movie stars.”
Overview
The above quote sums up this unit. What we are on the inside is most important. The lessons
and activities in this unit explore both the inner side of our personalities and what we show
the outside world. Drawing, writing, reading, discussion, and more highlight the unit.
Essential Questions
• How important is it for people to have their “inside” match their “outside?”
• How do emotions shape the contours of our lives? How do emotions play into the
theme of Inside Out?
• What is bullying? How does it impact emotions both for the bully and the victim?
Integrated-Curriculum Thematic Lessons
Content Areas
Lesson
Page Number
Visual Arts & Language Arts
Facing Contours
2
Inside Facing Out
12
Health
Facing Off with Bullies
5
47
Inside Out Lesson 1
Facing Myself
Overview
In this lesson, students will be drawing and writing about their likes, dislikes, emotions and
other classroom-appropriate personal items. This lesson relies on trust between class members, so prior relationship-building is a necessity. An accepting classroom environment is
essential in order for students to be able to put their emotions into their writing. Otherwise,
surface level answers will dominate the art rather than the in-depth exploration of the theme
for the unit.
Do the ‘contours’ of your life match on the inside and on the outside? Do they reflect who you
really are?
Objectives
Common Core Writing Standard 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.
National Visual Arts Standard 6: Make connections between the visual arts and other disciplines.
Materials
Paper
Pencil
Fine point permanent marker
(Digital photo - portait)
Activity Directions
“That what I was on
the outside didn’t
take away from who I
was on the inside — a
normal kid who just
wanted to fit in.”
1. Students create a contour line self portrait with pencil.
2. For NON-art teachers, take a digital photo of the student and print in black-and-white or
gray scale on a piece of copy paper.
3. Students trace the outline of the head, face and features with a black permanent marker.
4. Students lay a blank piece of paper on top of the photograph. Lightly trace the contour
marker lines with a pencil.
5. Develop a set of questions that are non-visual questions.
•
I am happiest when …
•
If I were a farmer what would I grow?
•
•
•
•
•
•
My favorite color is ________ because it reminds me of …
It makes me mad when …
My favorite class is _______ because …
My favorite song is _______ because it talks about …
I am good at …
I am not good at …
48
•
Add your own thoughts!
6. Have students write the answers to the questions on a spare sheet of paper. Encourage
vivid vocabulary to explain answers. They should proof-read their papers for spelling
and other errors.
7. Once the writing is edited, students write their answers on the contour lines. Advanced
artistic students can write the letters close together for dark areas and spread the letters
apart for lighter areas.
Closure
Post student art when their work is complete. Conduct a gallery crawl where students view
each other’s art.
Make a digital portrait.
Have students share by discussing interesting findings about their peers discovered through
the gallery crawl. Tie the discussion to the theme of “Inside Out.” If desired, they could write
a one sentence summary on an index card or sticky note about the theme.
Steps 3 & 4 (see previous page)
Print in photo in black and white.
Make a contour line drawing.
Next Page — finished product.
49
50
Inside Out Lesson 2
Facing Off with Bullies
Overview
In this lesson, students will examine the concept of bullying and its connections to the novel,
themselves, and their peers. Several activities are included within this single lesson to encourage in-depth conversations.
How does the theme, ‘Inside Out,’ connect with bullying? What might bullies be experiencing
on the inside? On the outside? How can we face bullies? What does bullying look like?
Objectives
National Health Standard 2: Analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.
and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Materials
Copies of “Bullying? YES or NO” strips (handout attached)
Directions
Individual Warm Up Activity 1:
“I get nervous thinking about what
they’re going to do
that day. Not all the
kids bother me, but
those who don’t just
stand around and
watch. They’re probably glad I’m there so
they don’t get picked
on. Just once I’d like
for someone to stand
up to Nate and his
buddies.”
On a sheet of paper, or in your writer’s notebook, write your response to the following questions.
• Have you or anyone you know been teased, labeled or bullied at school? Explain what
happened. How did it make you feel?
• List one thing you could do to stop bullying at your school. Explain the steps you would
need to take to make this happen.
• Is there anyone you could treat more fairly? If so, explain.
Facilitate discussion of student responses.
Facilitate discussion about bullying statistics. (Two possible resources: pacer.org/bullying/
index.asp or PacerTeensAgainstBullying.org)
Bullying occurs every 7 minutes on school playgrounds and every 25 minutes in a classroom
setting. Name and discuss two places that bullying took place in the book? (Locker room,
cafeteria) Are these common places that bullying occurs in your school? Where are other
places bullying occurs?
Add to the discussion with the following talking points. Discuss the following passages from
the novel that involve bullying.
51
Talking Points
• How do you think Jimmy felt?
• What are some reasons people like Nate bully others?
• Do you think Mr. L heard Nate bullying Jimmy? If so, why do you think he didn’t do
anything to stop it?
• What are the top three pressures you feel in your lives? (Sex, to fit in, drugs or alcohol)
“What’d you have for breakfast, fat boy? All of McDonalds? What’r you writing? Listing all food you’re going to have for lunch?” Now the rest of the class is
laughing. “You cause an earthquake every time you walk.” Ha Ha Nate you are
so funny. One minute till the bell rings…hurry and ring…please ring… Mr. L. acts
like he doesn’t hear what Nate’s saying. I wonder if Whitney is laughing too?”
“After math class today, I overheard Katlin Lewis talking about me in the hall.
She was telling her girlfriends how she saw my crack last week when I leaned
down to get something out of my locker. He can’t keep his pants up, he’s so fat,”
she said. “I bet he keeps his pencils in there! I had to go past them to get to my
locker, but I was so humiliated, I went the other way, and then got in trouble
for not bringing my book to Spanish. I just don’t care anymore. I mean, what’s
the use? I’ve been kidding myself, thinking the kids look at me differently from
Allen. I thought I was somehow better than him, not as fat-not by much, but at
least a notch better anyway. But the truth is I’m no better than Allen. We’re two
fat boys whose cracks show.”
“Then Tommy Underwood pushed me down one day after school. I was waiting for the bus when he ran into me on purpose. I had a heavy backpack on and
I lost my balance and fell over. “Humpty Dumpty had a big fall!” he hollered.
“Four-eyed lard butt! The other kids who saw me fall laughed, and Susan London said, “His hinny’s so fat, he has to sit at a special desk.”
“Kids from our class make oinking noises in the hall when they see me. Or yell,
“Piggy! There’s Piggy! Get his glasses!” It makes me sick inside when they do
that.”
“Hey, just so you know, man-boobs, Whitney’s sick of seeing your butt cheeks
every time you bend over in lab. I’d be nice if you wiped your ass every once in a
while too.”
52
Small Group Activity 3
In small groups have students separate Bullying strips into Yes or No categories. Continuing
to work in teams, students should find evidence from The Fat Boys Chronicles to support or
negate their decision about the strip being a yes or no statement. They should find examples
for each of the strips. Discuss findings and examples as a class.
Show YouTube clip: Dr. Phil Show, “The Fat Debate” Part 2.
Was it hurtful when the plus size model called the guest “Skinny Minnie”? Was it meant to be
hurtful?
One guest stated that ‘skinny’ is not an insult. Is it? Is it all in the intention?
The intention of this show was to bring awareness to our nation’s obesity crisis and the unhealthy state of our nation, but it became a bullying session.
Show YouTube video clip: Dr. Phil, “The Fat Debate” Part 1.
Should we be concerned about the health of our nation? Pediatricians are seeing children
with what in the past were considered adult health issues because of the childhood obesity
epidemic. The unhealthy state of our country is making health care unaffordable. Discuss
and debate the topics discussed in this video.
Ticket Out the Door
Use CDC (Center for Disease Control) statistics on bullying from the (YRBS) Youth Risk Behavior Survey to reinforce that students do feel threatened and bullying is a problem. Have
students brainstorm and list on the board, ways students can help stop or prevent bullying
in your school. From the list have students pick two of the things listed to do to stop bullying
when they see it happening in their school and write a short paragraph that describes their
plan for their own personal next steps.
Additional Website Resources on Bullying
Throughmyeyes.com
Antibullyingnetwork.net
Kidpower.org
Ncpc.org
pacer.org/bullying/index/asp
PacerTeensAgainstBullying.org
53
Bullying? Yes or No
What if you … ?
1. What if you tease someone with comments that make people laugh?
Bullying? Yes or No?
2. What if you bully people that really do deserve it?
3. What if you are a boy and pick on another boy?
4. What if you tease and joke because it is a normal part of growing up?
5. Is it okay to ignore a bully because it will make them quit?
Yes or No?
6. What if you to think that all bullies have low self-esteem? That’s why they pick on other
people.
Yes or No?
54
7. Is it okay to tattle if you are bullied?
Yes or No?
8. Is it okay to tell an adult if you are bullied?
Yes or No?
9. What if you deal with a bully by fighting or trying to get even? Bullying? Yes or No?
10.
What if you call people who complain about bullies babies?
11. Is it okay to think that people who are bullied will hurt for a while, but they’ll get
over it?
Yes or No?
12.
What if you ‘just watch’ even though you are not doing the bullying?
55
Bullying? Yes or No
What if you … ?
Teacher Copy
1. What if you tease someone with comments that make people laugh?
Bullying? YES
Bullying is much more than teasing. While some only tease, others use violence, intimidation, and other tactics.
Sometimes teasing can seem fun, but it isn’t. Bullying always hurts.
2. What if you bully people that really do deserve it?
Bullying? Yes
No one ever deserves to be bullied. No one “asks for it.” Most bullies tease people who are “different” in some way.
Being different is not a reason to be bullied.
3. What if you are a boy and pick on another boy?
Bullying? Yes
It seems that most bullies are boys, but girls can be bullies, too. Either way, it is wrong.
4. What if you tease and joke because it is a normal part of growing up?
Bullying? Yes
Getting teased, picked on, or pushed around, threatened, harassed, insulted, hurt, or abused is not normal. You’re
less likely to say or do something about it, which gives bullies the green light to keep bullying.
5. Is it okay to ignore a bully because it will make them quit?
Yes.
Some bullies might go away. But others will get angry and keep bullying until they get a reaction. That’s what they
want. Tell an adult if you are being bullied. (See below.)
6. What if you to think that all bullies have low self-esteem? That’s why they pick on other people.
No
Some bullies have high self esteem. They feel good about themselves, and picking on others makes them feel even
better. Most of the time, bullying isn’t about high or low self-esteem. It’s about having power over other people.
7. Is it okay to tattle if you are bullied?
Yes
8. Is it okay to tell an adult if you are bullied?
Yes
It’s smart to tell an adult who can help you do something about the bullying. It’s also smart to tell an adult if you see
someone else being bullied. (Many students will say that it’s okay to tell an adult if they are being bullied; however,
56
in the same breath, they will say that tattling is wrong. These two questions are meant to generate discussion about
bullying and the appropriateness of telling adults. ‘Tattling’ in this case is okay!)
9. Is it okay if you deal with a bully by fighting or trying to get even? No.
If you fight with a bully, you might get hurt (and hurt someone else). Plus, you might get into trouble for fighting. If
you try to get even, you’re acting the same as a bully. And the bully might come after you again to get even with you.
Either way only makes things worse.
10. What if you call people who complain about bullies babies?
Bullying? Yes
People who complain about bullies are standing up for their right not to be bullied. They’re more grown up than
the bullies are.
11. Is it okay to think that people who are bullied will hurt for a while, but they’ll get over it?
No.
Bullying hurts for a long time. Some kids have dropped out of school because of bullying. Some became so sad, desperate, afraid, and hopeless that they committed suicide. Many adults can remember times when they were bullied
as children. People don’t “get over” being bullied.
12. What if you ‘just watch’ even though you are not doing the bullying?
Bullying? Yes
If you see bullying and do nothing about it, you are indirectly participating in the act of bullying. It is understandable to not want to make a bully angry and draw attention to yourself; however, you can tell an adult. In some situations, you might be able to assert yourself by telling the bully to stop. In other situations, you might need to speak
with an adult.
57
Inside Out Lesson 3
Inside Facing Out
Overview
In this lesson, students will examine the concepts from the unit through a looping process
writing strategy.
How does the theme “Inside Out” relate to the novel The Fat Boy Chronicles?
How do you relate to the theme “Inside Out”?
Objectives
Common Core Writing Standard 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.
Directions
Teacher will model the process of “Looping” using a current event topic or something unrelated to the content about to be used. In other words, teach the process outside of content
prior to introducing the objectives. For example, model this process using the general topic
of the 2010 Oil Spill in the Gulf. What do you think about the 2010 oil spill in the Gulf of
Mexico?
Looping Directions
“Anyway, thanks, Mrs.
Pope for freeing my
muse and ‘oiling’ my
inner ‘tin man’.”
Looping is a general strategy that helps students narrow their focus on any writing
topic.
1. Round 1: Write a response to a topic, question or prompt for about five minutes.
(If students are stuck at this beginning step, they should repeatedly write a general sentence about the question or prompt. After writing this sentence over and
over, students eventually have something to say and begin the process!)
2. After five minutes, stop writing and draw a line under the last line written.
3. Reread what you have written looking for a “hot spot” (an emerging theme or
central idea).
4. Highlight or circle the “hot spot.”
5. Round 2: Rewrite the “hot spot” and write nonstop from there for another five
minutes
6. Stop writing and draw a line under the last line written
7. Reread this second writing section looking for a new “hot spot” or a continued
idea from the first round that needs to be explored further
8. Round 3: Complete the process one more time if necessary (additional rounds can
be included)
58
9. Write a summary sentence about the “hot spot” answer to the original question or
prompt
10. Write one to three paragraphs that answer the original prompt using your “hot
spot” summary statement for your topic
Guided Practice
(The looping time is shortened for the guided practice. It is extended for independent practice.) Have students practice looping with the question, “What do you think about Jimmy’s
behavior?”
Note: This topic is intentionally broad so students will generate a wide variety of “hot spots.”
Independent Practice
Ask the students to complete the looping process using the following questions: How does
the theme of inside/out relate to one or more of the characters in The Fat Boy Chronicles?
After determining a “hot spot” of interest, write 1-3 paragraphs explaining how the theme of
“Inside Out” relates to their “hot spot” topic.
Ticket Out the Door
“How does the theme of inside/out relate to one or more of the characters in The Fat Boy
Chronicles? Provide students with sticky notes to write a one sentence summary based upon
their writing about the theme of inside/out.
59

Fat Boy Chronicles - Units of Study

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