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© Freak the Mighty CC25343

Contents..................

TEACHER GUIDE• Assessment Rubric ....................................................................................... 4• How Is Our Literature Kit™ Organized? .................................................... 5• Graphic Organizers ........................................................................................ 6• Bloom’s Taxonomy for Reading Comprehension ............................................. 7• Teaching Strategies ......................................................................................... 7• Summary of the Story ..................................................................................... 8• Vocabulary ..................................................................................................... 9

STUDENT HANDOUTS• Spotlight on Rodman Philbrick ...................................................................... 10• Chapter Questions Chapters 1-3 ........................................................................................... 11 Chapters 4-5 ........................................................................................... 14 Chapters 6-8 ........................................................................................... 17 Chapters 9-10 ......................................................................................... 20 Chapters 11-13 ....................................................................................... 23 Chapters 14-15 ....................................................................................... 26 Chapters 16-17 ....................................................................................... 29 Chapters 18-19 ....................................................................................... 32 Chapters 20-21 ....................................................................................... 35 Chapters 22-25 ....................................................................................... 38• Writing Tasks ................................................................................................. 41• Word Search .................................................................................................. 44• Comprehension Quiz ..................................................................................... 45

EASY MARKING™ ANSWER KEY ................................................................ 47

GRAPHIC ORGANIZERS .............................................................................. 53

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FREE! 4 6 BONUS Activity Pages! Additional worksheets for your students

...................Student Worksheet

© Freak the Mighty CC25346A

NAME:

Activity SixMap of the Neighborhood

Any great explorer knows where they are and where they need to go. In most adventures, a map shows the way to treasure. Since Freak and Max like to explore, it is important that they have a map of the area.

Draw a map of where Freak and Max live. You will need to add important places and events from the story. Some places to think about:

• GrimandGram’shouse

• Freak’shouse

• Theschool

• Themillpond

• TheNewTenements

• Policestation

• Thesewerwherethepursewasfound

A good map has labels and a title. There should also be a compass in a corner and a legend of what the map symbols mean.



NAME:

Activity Five King Arthur and the Knights of Camelot

Freak tells Max about the stories of King Arthur and the Knights of the Round Table. The boys go on quests like their favorite knights. Even Freak’s mother is given a medieval nickname of Fair Gwen.

The knights of Camelot and King Arthur were people in Britain during the fifth and sixth centuries. Historians are unsure of whether or not King Arthur and his knights were real, but there are still many legends that were written about their quests and adventures.

Like Freak and Max, King Arthur led his knights on many adventures and these became famous stories. Research some of the legends of King Arthur and think about the following:

• FamousdeedsofKingArthurandhis knights.

• WherewasCamelot?Wherewouldit be today?

• WhoisGuinevere?

• WhatistheKnight’sCode?

You can present your information in a variety of ways. You may choose a written report (3-5 paragraphs), an informational poster, or an oral presentation (approx. 3 minutes).



NAME:

Activity FourAnti-Bullying Ad

Both Freak and Max were stereotyped by their classmates, teachers and people in their town. They experienced bullying based on their looks and their backgrounds. The boys were bullied by different types of people like Blade and his gang, their classmates and adults. Often kids who are bullied feel there will be no end to it.

Bullying is a problem that is everywhere. We need to work toward erasing bullying. To make a difference, it is important to make everyone feel included. People should not be bullied based on their looks or beliefs. Your job is to make a 30-second anti-bullying advertisement and to encourage others to stand up to bullying. You can talk about why people may be bullied, how people can stick up for others, and how to avoid being a bully.

You have many different choices of how to show your ad. You can make it digitally with pictures, videos and sound clips. You could also speak in front of the class. It should have a clear anti-bullying message and encourage others to stop bullying. As a bonus, make a handout that your audience can read.



NAME:

A Bionic Body

When the boys go on an adventure one day, Freak shows Max a hospital. He calls it the Experimental Bionics Unit. Freak tells Max that this is where he will be cured. He thinks he will be cured with robotic parts to replace his broken body. Science today may not make bionic humans, but there are new advances that have helped save lives. They include hearing loss, heart conditions, artificial limbs and organs.

Pretend you are a doctor at Freak’s hospital. You want to help others with new treatments. Create a brochure that tells people who are sick and need medical care about new medicine that exists today.

Your brochure should have a cover panel, written information and diagrams with labels. Aim to have at least three sections. For example, if you write about artificial limbs, there should be a picture of how it works. It should also tell people about what health problem it solves. The end product should be neat, have accurate information and reassure patients.

Activity Three...................Student Worksheet


NAME:

Activity TwoMovie Review

In 1998, a movie adaptation called The Mighty was made. It starred Kieran Culkin as Freak and Elden Henson as Max. Watch the movie and write a review. A review is someone’s opinion on something and can usually be found online or in a newspaper.

In 3-5 paragraphs, give a brief summary of the movie without giving away all of the surprises. Comment on different parts of the movie. Talk about the acting, the dialog, the story, any special effects, and the setting. Finally, talk about how the movie compares to the book as a whole.

A review should have:

• A summary of the movie.

• Names of the main actors.

• At least two things you liked about the movie.

• At least two things you didn’t like about the movie.

• An overall opinion of the movie.

• A rating scale of the movie.

Remember, a review is your opinion and not a summary of the story.



NAME:

Movie Adaptation

Most movies are adapted from books. This means that someone turns a book into a screenplay. The format of a screenplay is very different than that of a book. It has notes on the scene, dialog, and cues for the actor.

Your task is to adapt a scene from the book into a movie. Research how a screenplay is formatted. Convert a scene of your choosing from Freak the Mighty into your screenplay. Then, design a movie poster for the upcoming movie.

Features of a movie poster:

• Large picture of an important part of the movie.

• Date it will be in theaters.• Names of actors and director.• Title of the movie.• A catchy sentence or phrase to

attract viewers.

What do you think is important to show on the poster? What does Freak the Mighty look like to you?

Activity One

The movie poster for “The Mighty” (1998)A scene from “The Mighty” (1998)

Spotl iGht On......................


•RodmanPhilbrickstillwritesbooksforadults.

•HewroteasequeltoFreak the MightycalledMax the Mighty.

•Hethoughtaboutotherjobs—likeanastronaut—before being a writer.

Did You Know?

Rodman Philbrickuthor Rodman Philbrick first started his career by writing mystery stories for adults. Freak the Mighty was his first book for young adults and was the start

of many more books for children and teens. Because Freak the Mighty was so popular, he wrote a sequel. The second book is called Max the Mighty. Growing up in New England, Philbrick liked to fish. He also had some experience building boats. His novel The Young Man and the Sea captures this time of his life. In 2010, Philbrick won a Newbery Honor for The Mostly True Adventures of Homer P. Figg. He has also written books with his wife, Lynn Harnett.

When Freak the Mighty was made into a movie, Philbrick wrote a script but was turned down for another screenplay author. The movie company also changed the name of the movie to The Mighty. They thought this title would interest more people.

Philbrick always knew he wanted to be a writer and wrote stories as early as sixteen. His advice to people who want to be writers is to listen to their own voice and to remind themselves that getting started is easy!

A

NAME:

...................After You Read


Chapters Six to Eight1. Fill in each blank with the correct word from the Chapters.

a) They call him Blade, he’s at least seventeen and been to ____________ court three, four times.

b) He’s kind of ____________ up there until he grabs hold of my hair to steady himself.

c) I can hear ____________ before I can see him.

d) The mud is up over my knees, and I’m ____________ in place.

e) Like I said, it turns out to be a pretty ____________ summer.

a) Max lifts Freak on his shoulders so he can see the _______________ better.

b) Freak insults the bully by calling him a _______________.

c) It is decided Max should avoid a _______________ with Blade and his gang.

d) Blade is rumored to have cut someone with a _______________.

e) The boys get stuck in the mud after running into the _______________.

razor cretin fireworks millpond confrontation

2. Finish each sentence with a word from the list.

NAME:

...................Before You Read


Answer the questions in complete sentences.

1. At the end of Chapter three, Max pulled Freak in the wagon. How do you think Freak felt about that?

2. The next Chapter is called “What Frightened the Fair Gwen.” What do you think will scare her?

Chapters Four to Five

Vocabulary With a straight line, connect each word on the left with its meaning on the right.

An adventure to find an item.

Cannot be beat.

To bring back.

Fancy or advanced.

Hard and noisy breathing.

How a person behaves.

Very mad.

Low amount of light.

Very glad.

Someone who is excited or insane.

A

B

C

D

E

F

G

I

H

J

wheezing

quest

dim

invincible

fuming

demeanor

regurgitate

maniac

delighted

sophisticated

1

2

3

4

5

6

7

9

8

10

NAME:

...................After You Read


Answer each question with a complete sentence.

1. Why does Gram agree to let Max go to the fireworks?

2. How does Freak handle the first encounter with Blade and his gang? Explain why he acts this way.

3. Where does Freak take them to get away from Blade and his gang? Why?

4. What happens at the millpond?

5. How did Max’s grandparents react to the events at the millpond? How does this change how they see Max?

6. Why did Freak claim that they were “Freak the Mighty”?

Max mentions that his summers were usually spent inside and were boring. Once he meets Freak, the summer is different. Freak suggests going on quests, is full of energy, and encourages Max to try new things. Get into pairs. Interview each other on how you usually spend your summer vacation. Then, discuss how you would influence each other. Describe what your summer break would be like spent together in your journal entry.

Chapters Six to Eight

Journaling Prompt

ABO

UT T

HE

AUTH

OR

CO

MPR

EHEN

SIO

N

QUE

STIO

NS

PREA

SSES

SMEN

T

SHO

RT A

NSW

ER

QUE

STIO

NS

...................WritinG Task #


3

Chapters 14 to 15...................WritinG Task # 4

Chapters 9 to 10

A Christmas Gift for MaxOn Christmas Eve, Freak gives Max a special dictionary. It has some of Freak’s favorite words and their meanings. It is a gift that will also help Max with his reading. Dictionaries list their words in alphabetical order. Make a dictionary of your own like the one Freak made for Max. Write down some of your favorite words with their meanings.

You should have at least 10 different words. The words should be in alphabetical order and have the right definition beside them. You may need to use an actual dictionary to get the definitions and correct spelling. Or, make up your own meanings using your own words. If it is a word that is special to you, make sure you explain what it means and how it is used when talking.

Lost and Found Freak and Max take on a very secret quest during the summer. Freak leads Max out in the middle of the night to fish out a soggy, wet purse from a sewer. Freak claims it was left there by Blade and his gang.

When an important item or pet goes missing, people often create a ‘Lost and Found’ poster to put up in their neighborhood. They often include a picture of the missing item, a written description of it, and sometimes a reward. Make a ‘Lost and Found’ poster for the missing purse and imagine what items might be in it.

NAME:

...................After You Read


Answer each question in a complete sentence.

1. Why did Freak once introduce himself as Robot Man?

2. What happened the night after Freak moved in?

3. According to Freak, what were the knights?

4. Did Gwen know Max’s family in the past?

5. Why did Freak stand up to Blade and his gang?

6. List two tests that Freak gets done at the Medical Research building.

7. Why do Max’s grandparents decide to let him join the regular class?

Comprehension Quiz

2

25

SUBTOTAL: /11

2

1

1

1

2

2

NAME:

...................After You Read


Word Search PuzzleFind the following words from the story. The words are written horizontally, vertically, diagonally, and some are written backwards.

abduction delighted humanoid smidgenaberration dim mastodons stabilized abscissa evasive perspective telemetryatoms fantasy prodigy trialbugle goon puny vacant cavalry gruel scuttle yonder

a d i m m t r p r o d i g y m a i

b x b r l g i v m t y o r s p b h

s m t k o p b a a c s f h a a e d

c a y o n d e r z c t u e t s r q

i s n w e e s d b y a k v n c r b

s t c c f l h g e h b n i a u a y

s o a g a i u r v g i b t f t t r

a d v r v g m s a x l m c k t i t

w o a u s h a g s b i l e e l o e

a n l e c t n y i u z o p k e n m

e s r l r e o x v t e f s q n j e

t d y t p d i n e r d w r y h r l

o s m o t a d s m i d g e n n u e

r a s r h c g i l a w t p c v u t

a b d u c t i o n l b e l g u b p

WRI

TING

TASK

S

ASSE

SSM

ENT

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RD S

EARC

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ak the

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1.Answers will vary.


Vocabulary

1. c

2. b

3. a

4. c

5. b

6. a

1.

a) weak

b) voice

c) cages

d) sorrowful

e) perfume

2.

a) furrowed

b) blurry

c) dysfunctional

d) hypnotized

e) deprived

f) sought

1. He claims they poisoned Max’s mind against his

father.

2. He takes Max to Iggy’s

apartment at first. They eat hamburgers.

3.She calls him ‘Preacher

Kane’ because he is rumored to have turned over a new leaf in prison.

4.They hide in an apartment

of an old lady who is on vacation.

5.He does not trust Max as he ties him up to his waist

so he can’t run away.

6.Killer Kane says he is

innocent of murdering Max’s mother.



VocabularyAnswers will vary.

1.

a) blackb) snow

c) inside

d) beame) fire

f) pipes

g) underfooth) smoke

2.

a) 4 A b) 4 C

c) 4 D d) 4 C

1.

Max is tied to a boiler by his hands and feet and his

mouth is gagged.

2.The plan is to get an RV and

travel as a preacher who tricks people out of money.

3.Max’s dad wants to take

money from ignorant people by being dishonest.

4.Kane asks Iggy for a firearm

and transportation.

5.Loretta tries to help Max escape by trying to untie

him.

6.His true character is shown

when he starts to choke Loretta and seems to want

to kill her.

NAME:

...................After You Read


Max’s dad claims he is telling the truth about the crime and his own innocence. Assume he is right and describe what he may be feeling now that he and Max are together. Does he have a plan? How will he convince Max to go along with it?

Chapters Sixteen to SeventeenAnswer each question with a complete sentence.

1. What does Max’s dad claim Grim and Gram have done to Max?

2. Where does Max’s dad first take him? What do they do there?

3. Why does Loretta call Max’s dad ‘Preacher Kane’?

4. Where are Max and his dad staying?

5. Does Max’s dad trust him? Why or why not?

6. What is Kane’s version of the truth about his crime?

Journaling Prompt

EASY MARKING ANSWER KEY

Freak the Mighty

©Classroom Complete Press Domain Targets - Common Core State Standards for Language Arts CC2534

• RSL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. • RSL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the

speaker in a poem reflects upon a topic; summarize the text. • RSL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text. • RSL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. • RSL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. • RSL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described. • RSL.5.9 Compare and contrast stories in the same genre on their approaches to similar themes and topics. • RSL.5.10 By the end of the year read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band

independently and proficiently. • RSL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. • RSL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal

opinions or judgments. • RSL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves

toward a resolution. • RSL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific

word choice on meaning and tone. • RSL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme,

setting, or plot. • RSL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text. • RSL.6.10 By the end of the year read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with

scaffolding as needed at the high end of the range. • RSFS.5.3 Know and apply grade-‐level phonics and word analysis skills in decoding words. A) Use combined knowledge of all letter-‐sound correspondences,

syllabication patterns, and morphology to read accurately unfamiliar multisyllabic words in context and out of context. • RSFS.5.4 Read with sufficient accuracy and fluency to support comprehension. A) Read grade-‐level text with purpose and understanding. B) Read grade-‐level

prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. C) Use context to confirm or self-‐correct word recognition and understanding, rereading as necessary.

• WS.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. A) Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. B) Provide logically ordered reasons that are supported by facts and details. C) Link opinion and reasons using words, phrases, and clauses. D) Provide a concluding statement or section related to the opinion presented.

• WS.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. A) Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting, illustrations, and multimedia when useful to aiding comprehension. B) Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. C) Link ideas within and across categories of information using words, phrases, and clauses. D) Use precise language and domain-‐specific vocabulary to inform about or explain the topic. E) Provide a concluding statement or section related to the information or explanation presented.

• WS.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. B) Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. C) Use a variety of transitional words, phrases, and clauses to manage the sequence of events. D) Use concrete words and phrases and sensory details to convey experiences and events precisely. E) Provide a conclusion that follows from the narrated experiences or events.

• WS.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. • WS.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. • WS.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in

notes and finished work, and provide a list of sources. • WS.5.9 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in

notes and finished work, and provide a list of sources. • WS.6.1 Write arguments to support claims with clear reasons and relevant evidence. A) Introduce claim(s) and organize the reasons and evidence clearly.

B) Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. C) Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. D) Establish and maintain a formal style. E) Provide a concluding statement or section that follows from the argument presented.

• WS.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. A) Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting, graphics, and multimedia when useful to aiding comprehension. B) Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. C) Use appropriate transitions to clarify the relationships among ideas and concepts. D) Use precise language and domain-‐specific vocabulary to inform about or explain the topic. E) Establish and maintain a formal style. F) Provide a concluding statement or section that follows from the information or explanation presented.

• WS.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-‐structured event sequences. A) Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. B) Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. C) Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. D) Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. E) Provide a conclusion that follows from the narrated experiences or events.

• WS.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. • WS.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. • WS.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and

conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. • WS.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. A) Apply grade 6 Reading standards to literature.

B) Apply grade 6 Reading standards to literary nonfiction.

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