Novel Resource Guide for…

Smile

Author: Raina Telgemeier

Created By: Annette BochenekBook Synopsis and Context Rationale

"Telgemeier's storytelling and full-color cartoony images form a story that will

cheer and inspire any middle-schooler dealing with orthodontia." — BooklistRaina Telgemeir is a sixth grade girl from San Francisco who just wants to fit in.

This desire is heightened when she trips and falls, and consequently injures her two front teeth. The story describes her long and frustrating journey with dental procedures, surgery, ridiculous headgear, and a retainer with fake teeth attached to it. As if this were not enough, she also details her experiences with a major earthquake, boy drama, puberty, terrible friends who are left for new ones, and a search for personal happiness and fulfillment.

This book is a true story and is based upon the life of the author. It is a graphic novel, and tells the story of missing teeth through vivid and humorous pictures. The story is set in the 1989, and several pop-culture references to the year are made throughout the story. One important event includes the earthquake that occurred in San Francisco in 1989, and the devastating effect it had on parents, children, and educators. Another event is the premiere of Disney’s The Little Mermaid, which Raina views and is inspired to become an animator. Since we are reading her graphic novel, we know that she has achieved her goal and dream of becoming an animator, and can definitely be an inspiration to aspiring artists in the classroom.

Telgemeier’s book is about overcoming obstacles, and can certainly be utilized in other content areas. I think that an art teacher would enjoy teaching this book, since it is relevant to middle school students, and could probably recommend a list of other worthwhile graphic novels. The pop-culture references could be utilized in a social studies class or history class, and students could use the historical and cultural events in this book to form a timeline about 1989, according to Raina’s experiences.

This book could is appropriate for students in grades 6 through 8. Although teaching graphic novels is still a bit unconventional, I believe that there is a lot of untapped worth in them. Most of the issues are highly relevant to this age group, and the illustrations could definitely please and engage reluctant readers. The story is comical, heartfelt, and could definitely cheer up any middle school student—particularly one who has to wear braces, or one who is looking for a new group of friends as a support system.

Things Students Need to KnowBefore students begin to read this book, they will need to have an understanding

of orthodontics and dentistry. Raina’s experiences of losing her teeth lead her to visit

several different doctors who specialize in different areas of the mouth, beyond the simple visit to the dentist. While some students may have had experiences with the orthodontist, others may not have had to visit one just yet. In order to accomplish this, I will have students choose between writing a brief half-page reflection on their visit to the orthodontist. For students who have not visited an orthodontist, I will require them to write a half-page reflection on a visit with the dentist. Depending on how many students write each reflection, I will hopefully have an orthodontist-writer pair up with a dentist-writer, so that they may share their findings with one another. If the split is not so even, I will invite students from each option to share their writing. How are the visits similar? How are the visits different? I will keep a list of the comparisons on the board, and allow students to come up with a definition for each occupation as a class. Then, I will share the actual definitions of each occupation, and explain that the main character of the story will have experiences with each professional, and more.

Writing IntegrationBecause this book is a graphic novel, writing integration will be all the more

enjoyable. The story is told through pictures and speech bubbles, similar to comic books.

However, the artistry in every frame can also be translated into a detailed piece of writing. For example, students can tell what emotions a character is feeling by the expression on his or her face, instead of reading through a lengthy description on emotional chaos. In order to implement writing, I will have the students choose five consecutive pages in the book per week, and translate them into a typical written work. Ideally, these written assignments should be about one to two pages in length. In addition to implementing the dialogue into their writing, students will also be able to study what is not being directly stated in the story, such as the setting, the attitudes and emotions of other characters (major and minor), as well as physical descriptions. With the basic foundation of the pictures, students can continue to build their strengths as writers by looking beyond the obvious. This assignment will allow students to reflect upon the story, as well as gain a deeper understanding of the different characters and elements being used to tell the story.

Grammar IntegrationThis book is written in a style that is unique, and deviates from many traditional

novels. However, grammar can still be taught through the use of this text.

One of the best examples of grammar integration in a graphic novel is that the characters speak through speech bubbles. In a typical novel, however, the characters would be speaking in quotations. Because students will be translating parts of the graphic novel into written text, it is important that they are taught the use of quotations. I could select a few frames from the story, and allow students to translate the dialogue from speech bubbles with my guidance. Additionally, the use of quotes lends itself to the use of adverbs. For example, if Raina says that she hates her braces, and has a frowning expression on her face, students may infer that she is feeling sad. The translation with the adverb would look like this:

“I hate my braces,” Raina said, sadly.Tone can also be studied, as there are a broad range of characters and several

different situations. Raina’s moods and the moods of the other characters in the story are constantly shifting, and are reflected in the dialogue. Even without the speech bubbles, the images themselves possess different tones, simply by the way different characters are being depicted.

Among other grammatical elements, onomatopoeia also occurs frequently in the different frames. It is used most often to portray the sounds of dental machinery, but could definitely be applied to other situations in daily life. Some examples from the text could be brought up on a projector when introducing the topic. Afterwards, students can gain firsthand experience with onomatopoeia through devising their own versions of the way everyday objects sound to them. They can then use their creations in a short creative writing piece that is filled with onomatopoeias.

Vocabulary IntegrationAlthough this book is meant for middle school students, it does contain some

words that may be unfamiliar to students within that age group, or students who have not

had experiences with an orthodontist. In order to gain familiarity with these vocabulary words, they will be printed on a list for students to keep handy. Each word will be accompanied with a citation of where in the text it can be found. Students will study these words through receiving and updating a packet of Concept of Definition Maps. When students read up to a vocabulary word, they will open up their packet and fill out the corresponding page. I like the use of Concept of Definition Maps, because it encourages students to think about what they know and to refine and extend that knowledge as they fill out the map. While every student will have their own copy of the map, they will be expected to work in pairs, so that they may benefit from each other’s ideas.

Sample Cited Word List:1. overwhelmed (14)2. nauseous (21)3. plaster (23)4. permanent (26)5. clamps (34)6. Polaroid (39)7. brackets (39)8. subtle (44)9. sympathy (45)10. ointment (49)11. voluntarily (67)12. bolted (69)13. chaos (72)14. epicenter (72)15. catastrophe (73)16. temporary (84)17. cosmetically (86)18. prompted (132)19. impression (135)20. uptight (140)21. consumed (155)22. negligence (168)23. sentimental (171)24. spectacle (184)25. amicable (193)

Concept of Definition Map

What is it? What is it like?

What are some examples?

Discussion Generation: Themes/Ideas/Issues Raised by the Story

1. Body Image

TARGET WORD

2. Identity

3. Peer Pressure

4. Self-Esteem

5. Support Systems

6. Social Status

7. Relationships

8. Fitting In/Acceptance

9. Loyalty vs. Betrayal

10.Suffering vs. Happiness

11.Perseverance/Determination

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Pre-Reading Activity 1This pre-reading activity involves students filling out an opinionnaire. It is

important that they take time to think about their opinions before delving into the text. The opinionnaire also previews some main points in the story.

Stundents will fill out the opinionnaire individually, and then compare their answers with a partner. After partner comparisons, the class will be called together to share their answers as a whole. This way, students will be exposed to other ideas, and will be able to strengthen or possibly reconsider their original opinions.

After we have read the book, the same opinionnaire will be distributed.

However, students will be required to answer the opinionnaire in the mindset of the main character, Raina. How would she respond to some of these questions? Why? Again, students will think-pair-share the opinionnaire.

Opinionnaire

Directions: Read each statement below and indicate whether you agree (A) or disagree (D). Write your reason for your opinion as well. There are no “right answers.”

___ I care about what other people think about me.Your reason:

___ Pressuring someone into doing something that he or she does not agree with is okay.Your Reason:

___ Beauty is only defined through outside appearances, and nothing more.Your Reason:

___ You have a right to decide who your friends are.Your reason:

___ You can never learn from a challenge or difficult time in your life.Your reason:

___ I would feel ridiculous if I lost my two front teeth at the same time.Your Reason:

Pre-Reading Activity 2In this pre-reading activity, students will fill out a brief student interest

survey. Interest surveys are a helpful tool, because it allows the teacher to view what topics students will be most interested in. Additionally, it can determine how much class time a teacher will want to spend on a specific topic or event within the book. Assessing student interest is a good way to preview how attentive students will be at certain points in the text. Not only will the teacher receive a general idea of student preferences, but he or she will also be able to note the range of individual student interests.

After students complete their interest surveys, they will then watch the official Scholastic Book Trailer for Smile. The video will be played on the overhead and may be accessed here:

(http://www.youtube.com/watch?v=vjAmPnXq9Dc) Have students discuss their interest surveys with a partner, upon watching

the video trailer. What are they most excited about? Why?

Interest Survey

Raina has many different interests and events that are discussed in Smile. How does she relate to you? Please read through the list and number the following BLANKS in order of interest to you. (1=most interesting)

___ Family___ Boys/Girls as Love Interests___ Video Games___ Fashion Mishaps and Embarrassing Moments___ Scouts and Extracurricular Activities___ Earthquakes___ School Anxiety___ Dental Drama___ Art___ Music___ Movies

Pre-Reading Activity 3Text impressions are a great way to create interest among students,

because it activates their curiosity. Because they do not share everything that happens in the story, text impressions increase motivation and anticipation prior to covering the material.

Choose several words from the text and arrange them into a list. Make sure that they offer a good impression of the text, but do not offer a complete picture of what occurs in the story. Write the words on the board, and ask students to use them in a brief writing assignment, in which they will guess what occurs in the story. Students should write their brief passages individually. They do not have to use the words in the order that they are written in.

When students finish writing their short passages, invite them to share what they have written with the class. After sharing, present the actual content. While doing so, encourage students to make a Venn diagram to keep track of the similarities and differences between their text impressions and the actual text.

Students will be more engaged while listening to the actual text and determining any similarities and differences.

Sample Word List:SmileBracesMetal-mouthScout meetingPopcornRotten eggToothAAAAAAA!!!AccidentCastClass

During-Reading Activity 1Because there are a lot of pictures to ponder in this story, I would

recommend that students read Smile individually. This way, they will be able to form their own opinions and connections regarding the main character and events in the story, before sharing with anyone else.

Reviewing a reading assignment is a great way to reinforce its message among students. Gallagher’s “One Question and One Comment” is a during-reading activity that can be used in the classroom, in order to clarify the text for students.

Students are asked to come to class with one question and one comment that arose while they were completing the reading assignment. In either small groups or as a class, students are invited to share their one question or one comment regarding the reading. The next student is to respond to the comment or answer the question, depending upon what the previous student chose to share. He or she may also branch out with his or her own question or comment.

By creating a steady flow of discussion based upon questions and comments constructed by the students, peers are able to help one another to

better understand the text and reflect upon the story. The question opportunity also gives struggling students the chance to get some clarification regarding the text.

Through this in-depth discussion guided by student questions and comments, all students will be exposed to fresh ideas about the text and will learn something new.

During-Reading Activity 2Concept Maps are a great way to keep student information and ideas

organized. They allow students to see the relationships between several different factors, and challenge students to think about how one item may affect another.

In Smile, many different themes and issues are addressed at several points during the story. It is important that students gain an understanding of each of these themes, and that they cite or keep track of how often examples of these themes occur.

Pick one theme that is relevant to the story and pass out the concept map to each student. Once each student has a copy of the handout, put one up on the projector and complete it as a class. Allow students to collectively come up with a definition of the theme, and compare it to the actual definition. As a group, answer the following questions: What is it? What is it like? What are some examples within the story?

Students are encouraged to hold on to this concept map, as it can become a great study tool. It can be used as notes for a written assignment, a study guide, notes for a speech, etc. Feel free to review it in the classroom when it is beneficial.(Concept map below)

Spider Concept Map

What is it? What is it like?

Self-Esteem

Examples

During-Reading Activity 3In order to establish the relevance of the lesson, allow the real world to

speak for itself. One of the best ways of bringing real-world situations into the classroom is to bring in a guest speaker With Smile, I would recommend inviting a dentist or orthodontist into the classroom to do a presentation for the students.

Plan ahead of time with the guest speaker and explain the nature of the material and how it a visit would help with your lesson. Have students prepare questions for the speaker at least one day in advance. Give your speaker undivided attention and have students complete a form regarding the guest speaker visit. Additionally, allow the students to pose their questions to the speaker. This captures students’ attention and keeps their interest.

Thank your speaker for visiting, and be sure to have your students do the same.

Guest Speaker Form

Name of Speaker: _________________________________Date: ___________Purpose of Visit: ___________________________________

Unique Experiences:

Connections:

Questions:

Answers:

Discussion Activity 1 In order to facilitate whole-group discussion about a theme, it is important to have students formulate their opinions first. One great way to begin organizing a variety of different opinions is through a Chalk Talk. On the board, start off by creating what looks like the beginning of a concept map. Pose some questions in order to begin the activity, and allow students to approach the board and write down their thoughts. This activity is done in silence, so that students may work at various areas of the board and would not have to focus their attention on only one view at a time. Allow students to branch off of different opinions, and respond to the points made by their peers. Afterwards, call the class back together in order to discuss the statements made on the Chalk Talk. Were any statements similar or different from others? Were any statements surprising? Why or why not? Allow students to discuss their views and other views that were encountered. By doing so, you will allow students to argue or support their opinions, as well as exposing them to new or conflicting ideas.

Discussion Activity 2 Another way to initiate a whole-group discussion regarding the themes in this book is to execute a Fishbown Discussion. In order to do this, you must first select one of the themes or issues raised in this book. The more relevant and charged the issue, the more engaged your students will be. Begin by asking students a question, such as: Raina experiences a lot of peer pressure from her friends. How does this affect her? Have you ever been affected by peer pressure? How? Select about five voluntters, and ask them to take turns speaking to their peers, in order to share their ideas and opinions regarding the issue. The remaining students in the classroom should be allowed to take notes as viewpoints are exchanged, and may create questions and comments to share afterwards. After five minutes or until everyone has shared their opinions within the volunteer group, the rest of the classroom may share their notes, questions, and comments. After sharing, start the process over again by calling together another group of five volunteer students. Continue the process with a new question or issue, and utilize this technique until every student has had the chance to discuss in the volunteer group.

How does Raina experience and

deal with…

Do I have personal experiences that can relate to Raina’s?

Peer Pressure

Self-EsteemBody Image

Assessment 1: Letters to Raina Raina deals with a great deal of stressful situations throughout many different points in the story. They range from dental devices, trouble with friends, stresses at school, peer pressure, and just trying to be a normal teenager. Have students choose three instances where Raina deals with a difficult situation. However, they should pick just one of them to share with a classmate, and read it aloud. Next, students will discuss the following items with a partner: Why did you choose to share this part of the text? How does it make you feel? Why?

Although students do not personally know Raina, how would their feelings change if Raina were a best friend or fellow classmate? How would they feel if they were in her situation? Do they know of anyone struggling with similar issues? How does Raina view herself? How do others view her? Allow students to discuss these items with the same partner. Individually, have students write one letter to Raina, in which they pretend to be friends of hers and offer some support. Students should relate to your personal experiences and views about regarding the themes and issues raised in this book. Be sure to have students consider how Raina’s story connects to what they see in school and within their community. The letter is meant to be a response to the three situations that students selected earlier. Collect the letters to Raina, and distribute them to students. Make sure that students do not receive the letter that they originally wrote. At this point, students must respond to a peer’s letter to Raina, and pretend to be the main character. Students should respond to the themes and issues addressed, while experimenting with tonal use and vocabulary words covered earlier in the unit. Both the letters to and from Raina may be evaluated and graded based upon their content and reflection of knowledge gained from the story.

Assessment 2: Reformed Raina As the story continutes, Raina goes through many changes in her life that serve to redefine her identity. The Raina that readers are introduced to at the very beginning of the story evolves into a new character who is much more comfortable with who she is based upon the choices she makes. One of the best ways to assess the growth or downfall of a character is through the utilization of a Venn diagram. Allow students to work in groups of two in order to create a posterboard of a Venn diagram. On one side of the diagram, have students list the characteristics of the initial Raina, as depicted at the beginning of the story. They are welcome to use cited quotes and pictures from the story throughout the diagram. To aid with this process, ask students to consider the following questions: How does Raina view herself? How is she viewed by others? What makes her happy? What makes her uncomfortable? What are her likes and interests? Is she able to fully partake in them? Why or why not? Who does she turn to for support? Who values her? On the other side of the diagram, students should list the characteristics of Raina towards the end of the story. Again, they may turn to the questions previously mentioned for more ideas on how to complete this side of the diagram. In the center, have students list any similarities that they have observed between the initial and changed Raina. When students have completed their posterboards, allow each pair to share what they have come up with. While one pair is presenting, the rest of the class must write a brief response to their presentation with constructive criticism: one thing they liked, one thing that could be improved upon. This way, students are engaged and attentive while their peers are presenting. In both assessment ideas, be sure to monitor students and be able to answer any questions. Assessment is an ongoing process, and both the means and end are important to demonstrating an understanding of the lesson.