Transcript
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Freak the Mighty

By

Rodman Philbrick

Literature Guide Developed by Kathleen Woken-Rowley

for Secondary Solutions®

ISBN 13: 978-0-9772295-5-0

ISBN 10: 0-9772295-5-6

© 2006 Secondary Solutions. All rights reserved.

A classroom teacher who has purchased this Guide may photocopy the materials in this publication

for his/her classroom use only. Use or reproduction by a part of or an entire school or school system,

by for-profit tutoring centers and like institutions, or for commercial sale, is strictly prohibited. No

part of this publication may be reproduced, transmitted, translated or stored without the express

written permission of the publisher. Created and printed in the United States of America.

Secondary Solutions®

The First Solution for the Secondary Teacher®

www.4secondarysolutions.com

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Freak the Mighty Literature Guide Table of Contents

About This Literature Guide ................................................................................................. 4 How to Use Our Literature Guides ........................................................................................ 5 Pre-Reading Preparation ...................................................................................................... 6

Author Biography: Rodman Philbrick ...................................................................................... 6 Standards Focus: Exploring Expository Writing ........................................................................ 7 Anticipation/Reaction Guide—Before Reading .......................................................................... 8 Anticipation/Reaction Guide Reflection ................................................................................... 9 Vocabulary List ................................................................................................................. 10

Chapters One – Five ........................................................................................................... 11 Comprehension Check ....................................................................................................... 11 Standards Focus: Note-taking and Summarizing ................................................................... 12 Standards Focus: Figurative Language ................................................................................. 13 Assessment Preparation: Vocabulary Extension ..................................................................... 15

Chapters Six – Ten ............................................................................................................. 17 Comprehension Check ....................................................................................................... 17 Standards Focus: Note-taking and Summarizing ................................................................... 19 Standards Focus: Character Development ............................................................................ 20 Assessment Preparation: Word Origins—Etymology ............................................................... 22

Chapters Eleven – Fifteen ................................................................................................... 24 Comprehension Check ....................................................................................................... 24 Standards Focus: Note-taking and Summarizing ................................................................... 26 Standards Focus: Setting and Mood ..................................................................................... 27 Assessment Preparation: Synonyms .................................................................................... 28 Life Skills—Improving Your Character .................................................................................. 30

Chapters Sixteen – Twenty................................................................................................. 31 Comprehension Check ....................................................................................................... 31 Standards Focus: Note-taking and Summarizing ................................................................... 33 Standards Focus: Elements of Style ..................................................................................... 34 Standards Focus: Editing Written Work ................................................................................ 36 Assessment Preparation: Analogies ..................................................................................... 37

Chapters Twenty-One – Twenty-Five ................................................................................. 39 Comprehension Check ....................................................................................................... 39 Standards Focus: Note-taking and Summarizing ................................................................... 41 Standards Focus: Elements of Plot and Conflict .................................................................... 42 Standards Focus: Comprehension and Analysis ..................................................................... 44 Assessment Preparation: Vocabulary in Context .................................................................... 45

Anticipation/Reaction Guide Post-Reading ........................................................................ 46 Just For Fun! ...................................................................................................................... 47

Vocabulary Crossword Chapters 1-5 .................................................................................... 47 Vocabulary Crossword Chapters 6-10................................................................................... 48 Vocabulary Crossword Chapters 11-25 ................................................................................. 49 Final Test Review Crossword ............................................................................................... 50

Quiz: Chapters 1-5 ............................................................................................................. 51 Chapters 1-5 Vocabulary Quiz ............................................................................................ 52 Quiz: Chapters 6-10 ........................................................................................................... 53 Chapters 6-10 Vocabulary Quiz .......................................................................................... 54 Quiz: Chapters 11-15 ......................................................................................................... 55 Quiz: Chapters 16-20 ......................................................................................................... 56 Chapters 16-20 Vocabulary Quiz ........................................................................................ 57 Quiz: Chapters 21-25 ......................................................................................................... 58 Chapters 21-25 Vocabulary Quiz ........................................................................................ 59 Final Exam ......................................................................................................................... 60

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Final Exam: Multiple Choice Version ................................................................................... 63 Teacher Guide—Novel Summary ......................................................................................... 66 Teacher Guide .................................................................................................................... 70

Notes for the Teacher from the Author of this Literature Guide................................................ 70 Vocabulary with Definitions ................................................................................................ 71 Pre-Reading Ideas and Activities ......................................................................................... 72 Post-Reading Ideas and Alternative Assessment .................................................................... 73 Essay/Writing Ideas ........................................................................................................... 74 Sample Project Rubric ........................................................................................................ 75 Sample Response to Literature Rubric .................................................................................. 76 Answer Key ...................................................................................................................... 78

Notes, Ideas, and Inspiration ............................................................................................. 87

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About This Literature Guide

Secondary Solutions® is the endeavor of a high school English teacher who could not seem to find appropriate materials to help her students master the necessary concepts at

the secondary level. She grew tired of spending countless hours researching, creating, writing, and revising lesson plans, worksheets, quizzes, tests and extension activities to motivate and inspire her students, and at the same time, address those ominous content

standards! Materials that were available were either juvenile in nature, skimpy in content, or were moderately engaging activities that did not come close to meeting the content

standards on which her students were being tested. Frustrated and tired of trying to get by with inappropriate, inane lessons, she finally decided that if the right materials were going to be available to her and other teachers, she was going to have to make them herself!

Mrs. Bowers set to work to create one of the most comprehensive and innovative Literature Guide sets on the market. Joined by a middle school teacher with 21 years of secondary

school experience, Secondary Solutions® began, and has matured into a specialized team of intermediate and secondary teachers who have developed for you a set of materials unsurpassed by all others.

Before the innovation of Secondary Solutions®, materials that could be purchased offered

a reproducible student workbook and a separate set of teacher materials at an additional cost. Other units provided the teacher with student materials only, and very often, the

content standards were ignored. Secondary Solutions® provides all of the necessary materials for complete coverage of the literature units of study, including author biographies, pre-reading activities, numerous and varied vocabulary and comprehension

activities, study-guide questions, graphic organizers, literary analysis and critical thinking activities, essay-writing ideas, extension activities, quizzes, unit tests, alternative

assessment, online teacher assistance, and much, much more. Each Guide is designed to address the unique learning styles and comprehension levels of every student in your classroom. All materials are written and presented at the grade level of the learner, and

include extensive coverage of the content standards. As an added bonus, all teacher materials are included!

As a busy teacher, you don‘t have time to waste reinventing the wheel. You want to get down to the business of teaching! With our professionally developed teacher-written

Literature Guides, Secondary Solutions® has provided you with the answer to your time management problems, while saving you hours of tedious and exhausting work. Our

Guides will allow you to focus on the most important aspects of teaching—the personal, one-on-one, hands-on instruction you enjoy most—the reason you became a teacher in the first place.

Secondary Solutions®—The First Solution for the Secondary Teacher!®

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How to Use Our Literature Guides

Our Literature Guides are based upon the National Council of Teachers of English and the

International Readers Association‟s national English/Language Arts Curriculum and Content Area

Standards. The materials we offer allow you to teach the love and full enjoyment of literature, while

still addressing the concepts upon which your students are assessed.

These Guides are designed to be used in their sequential entirety, or may be divided into separate

parts. Not all activities must be used, but to achieve full comprehension and mastery of the skills

involved, it is recommended that you utilize everything each Guide has to offer. Most importantly,

you now have a variety of valuable materials to choose from, and you are not forced into extra work.

There are several distinct categories within each Literature Guide:

Comprehension Check: Exploring Expository Writing—Worksheets designed to address

the exploration and analysis of functional and/or informational materials

Author Biography

Biographies of non-fiction characters

Relevant news and magazine articles, etc.

Comprehension Check—Similar to Exploring Expository Writing, but designed for

comprehension of narrative text—study questions designed to guide students as they read

the text. In other words, have they done the reading? Questions are intended to check

simple understanding and may be deliberately set at the lower-levels of questioning.

Standards Focus—Worksheets and activities that directly address the content standards and

allow students extensive practice in literary skills and analysis. Standards Focus activities are

found within every chapter or section. These include higher-level questioning. Some

examples:

Figurative Language

Irony

Flashback

Please note: While there is a specific focus for these Standards Focus activities, other

standards are addressed at the same time. Consult your state‘s content standards often for

these specific correlations.

Assessment Preparation—Vocabulary activities which emulate the types of

vocabulary/grammar proficiency on which students are tested in state and national

assessments. Assessment Preparation activities are found within every chapter or

section. Some examples:

Context Clues

Connotation/Denotation

Word Roots

Please note: While there is a specific focus for these Standards Focus activities, other

standards are addressed at the same time. Consult your state‘s content standards often for

these specific correlations.

Quizzes and Tests—Quizzes are included for each chapter or designated section; final tests

as well as alternative assessment are available at the end of each Guide. These include:

Multiple Choice

Matching

Short Response

Pre-Reading, Post-Reading Activities, Essay/Writing Ideas plus Rubrics—Each Guide

also has its own unique pre-reading, post reading and essay/writing ideas and alternative

assessment activities.

We hope you can effectively utilize every aspect our Literature Guides have to offer—we want to

make things easier on you! If you need additional assistance, please email us at:

[email protected]. For specific information on how the Guides are directly correlated to

your state‘s content standards, please write us an email, including the name of your state, and send

it to: [email protected]. Thank you for choosing Secondary Solutions—

The First Solution for the Secondary Teacher!®.

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Pre-Reading Preparation Author Biography: Rodman Philbrick

Rodman Philbrick was born on January 22, 1951 in Boston, Massachusetts, the first of

four boys. He was raised in Rye Beach, New Hampshire and attended Rye Schools.

He began to write for his own pleasure in sixth grade, but felt that writing was ―not cool‖ like being good at sports or being in

the in-crowd so he kept it to himself.

At the age of sixteen, Philbrick completed his first novel, a book-length series of stories about two characters, similar to

Freak the Mighty. The book was never published. He graduated from Portsmouth

High school in 1969, and went on to attend University of New Hampshire. He dropped out in his sophomore year, began working

at various jobs as a carpenter, longshoreman, and boat builder, and even

started a couple of businesses that were unsuccessful. He never gave up on his true

passion, however, and continued writing in his spare time.

Eleven years after that first attempt, he was still unpublished. Determined to become a

writer, he decided to write a genre novel, as suggested by one of the publishers he had contacted. In a relatively short time, he was writing and publishing mysteries, detective stories, thrillers—whatever he could sell. After a couple of years he was able to give up his

part-time jobs and settle into writing for a living. He learned a lot about writing while working on the genre novels and actually liked it. Finally, he was making a living doing

something he enjoyed.

Before long he decided that he should try writing for kids. It was a break from the safety of writing genre novels, but he had to do it, even though he felt it had no commercial possibilities. He just couldn‘t let the story go; the inspiration to write Freak the Mighty was

too strong. He found that it wasn‘t work to him; it was fun! The most important novel in his career was finished in just six weeks.

While continuing to write and publish adult thrillers under pen names William R. Dantz, W.R. Philbrick, and Chris Jordan, he went on to write many books for teens, with Freak the

Mighty (1993), The Fire Pony (1996), Max the Mighty (1998), Last Book in the Universe (2000), REM World (2000), The Journal of Douglas Allen Deeds (2002), The Young Man and

the Sea (2003), Lobster Boy (2005), and The Mighty (1998, a reissue of Freak the Mighty) among them. He has also written several other books with his wife, Lynn Harnett. Freak the Mighty won many honors, including the Judy Lopez Honor Book '93, ALA Best Books for

Young Adults, ALA Recommended Books for Reluctant Readers, California Young Readers Medal Winner, and Arizona Young Readers Medal Winner.

Philbrick lives with his wife Lynn, whom he married in 1980, and they divide their time between homes in Maine and the Florida Keys.

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Standards Focus: Exploring Expository Writing

Directions: Using the biographical information about Rodman Philbrick on page 6, answer

the following questions. Write the letter of the correct answer on the line. 1. ________ What is the author‘s purpose in writing this biography of Rodman Philbrick?

a. To persuade the reader to read Philbrick‘s books b. To describe Philbrick‘s life experiences

c. To inform the reader about Philbrick‘s life and works d. To entertain the reader before reading Philbrick‘s novel

2. ________ Based on the information given in paragraph 2, the reader can assume that: a. Philbrick wrote Freak the Mighty when he was sixteen

b. Philbrick never graduated from college c. Philbrick really enjoyed writing d. Philbrick was more suited to physical labor than to writing

3. ________ Philbrick wrote the genre novels because through them he knew he could

make a living. Why didn‘t he just continue writing them exclusively? a. It was boring writing the same type of story over and over b. He felt he had a more important story to tell

c. He ran out of ideas for mysteries d. Children were begging for more of his novels

4. ________ Where would be the best place in the biography to insert information about Philbrick‘s childhood?

a. In paragraph one b. Between paragraphs one and two

c. Before paragraph one d. After paragraph two

Directions: Answer the following questions using complete sentences.

5. The term genre novel is used in this biography. Using context clues from the

information given, what do you believe is the meaning of the term?

6. If you were given the opportunity to interview Rodman Philbrick for an article to be

published in your school newspaper, what three or four questions would you ask him?

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Freak the Mighty

Anticipation/Reaction Guide—Before Reading

Directions: For each of the following statements, compose one well-written sentence giving your reaction to the statement in your response. An example has been done for you. (Be

prepared to read some of your responses aloud in class.)

Ex. Everyone in every situation should always be treated equally. Sometimes people have different needs and treating everyone the same in every situation might even be unfair under certain circumstances.

1. It is always best to speak the truth, no matter what the consequences.

2. A true friend is a friend for life—one who will always agree with everything you do and

back you up in any situation.

3. Virtually everybody agrees that bullying is a bad thing, and for that reason it can be

concluded that most people who bully others really don‘t realize that they are doing it.

4. People are most comfortable spending time with others who are just like themselves.

5. Children who are raised by their natural parents have an unquestionably easier life than

those who are raised by someone who is not their natural parent.

6. Only smart people or those who work very hard will become truly successful in life.

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Freak the Mighty Anticipation/Reaction Guide Reflection

Pre-Reading Individual Reflection

Directions: After several students have shared their responses with the entire class, get into small groups and discuss your answers as well as your group members‟

answers. Listen carefully to their responses, paying attention to their individual opinions. After you have discussed your “Before Reading” responses, answer the

following questions below or on a separate piece of paper. Be sure to write in

complete sentences and number your answers.

1. Which statement triggered the most thought-provoking or interesting

discussion among your group members? Summarize the discussion/debate.

2. For any statements that you discussed, what were some of the strongest or

most important points made by your group members? How did those

statements affect your opinion?

3. When you found that a member of your group disagreed with the way you

feel about an issue, what was your reaction?

4. Why do you think there might be so many differing opinions about the

answers to even the simplest questions?

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Freak the Mighty Vocabulary List Use a dictionary or Kevin‘s definition of the word to find the meanings of the following words from

Freak the Mighty. Your teacher will direct you to do this lesson either as you read each chapter, or

as a pre-reading activity. Whatever method your teacher chooses, be sure to keep this list and the

definitions to use in vocabulary activities and to study for quizzes and tests.

Chapters One - Five

1. unvanquished ((Page) 1)

2. microsecond (6)

3. mainstream (6)

4. fiend (6)

5. hunkering (8)

6. humanoid (10)

7. bulkhead (11)

8. ornithopter (13)

9. propulsion (13)

10. sobriquet (15)

11. demeanor (15)

12. postulated (16)

13. fair (17)

14. quest (17)

15. invincible (17)

16. ignorance (18)

17. sophisticated (18)

18. opiate (19)

19. massive (19)

20. hulking (22)

21. offended (23)

22. abide (25)

23. tenements (25)

24. spastic (25)

25. flinch (26)

26. depleted (26)

27. expel (27)

28. regurgitate (27)

Chapters Six - Ten

1. swilling (28)

2. strutting (30)

3. cretin (31)

4. deficiency (31)

5. perspective (34)

6. trajectory (34)

7. converging (34)

8. swaggering (36)

9. nanosecond (36)

10. evasive (43)

11. confrontation (43)

12. albino (44)

13. vegetate (44)

14. archetype (45)

15. microsurgery (46)

16. artifact (49)

17. avarice (49)

18. sucrose (50)

19. incision (51)

20. divulged (51)

21. bionic (51)

22. modification (51)

23. optimum (56)

24. dungarees (56)

25. fealty (59)

26. retrieval (60)

27. grotty (61)

28. damsel (62)

29. distress (62)

Chapters Eleven - Fifteen

1. urgency (67)

2. hombre (70)

3. gruel (86)

4. toxic (93)

Chapters Sixteen - Twenty

1. furrowed (103)

2. dysfunctional (109)

3. kin (109)

4. injustice (112)

5. illiterate (118)

6. precaution (118)

7. trussed (119)

8. functional (121)

9. accommodations (124)

10. bloated (125)

11. godforsaken (126)

Chapters Twenty-One – Twenty-Five

1. violation (136)

2. abduction (136)

3. genetic (137)

4. aberration (137)

5. lofty (137)

6. dynamic (138)

7. prodigy (143)

8. seizure (146)

9. gyp (147)

10. tracheotomy (149)

11. facilitate (149)

12. stabilized (151)

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Chapters One – Five Comprehension Check

As you read and take notes using the note-taking technique described on page 12, use the

Comprehension Check questions below to help guide your understanding of all aspects of the novel. You may want to use these questions to help you take notes. After reading the

given chapters, answer the questions on a separate sheet of paper. Chapter One

1. What was Max‘s nickname in daycare? Why was he called that?

2. What does Max mean by ―…the year Gram and Grim took me over…‖?

3. Who is Freak?

4. What does Grim mean when he says that Maxwell is ―getting to look a lot like him‖?

5. When does Freak move into the duplex down the street from Max?

Chapter Two

1. Where does Max live? Why?

2. How does Max describe himself?

3. What does Max mean by ―…your basic chunk of chain-link heaven‖?

4. Who is ―the Fair Gwen‖? Describe her as Max would.

5. What is Kevin doing as the movers are moving them in to their new home?

Chapter Three

1. Why is Kevin waving his crutch up at the tree and trying to jump up and down?

2. What does Max do to help? What do they end up doing?

3. Why do you think Kevin isn‘t embarrassed to have Max pulling him in the wagon?

Chapter Four

1. Why does Kevin refer to his mom as ―the Fair Gwen of Air‖?

2. Describe Kevin‘s fascination with knights.

3. Describe the relationship Kevin makes between King Arthur‘s men and today‘s robots.

4. According to Kevin, what is robotics and how is it used?

5. When comparing TV to books, Kevin says, ―Books are like truth serum—if you don‘t read,

you can‘t figure out what‘s real.‖ What do you think he means by this?

6. Explain why Gwen is so worried about Kevin being with Max.

Chapter Five

1. Why does Gwen call to apologize?

2. Why do you think Max feels so uncomfortable about having dinner with Kevin and Gwen?

3. What does Freak mean when he says, ―What she means is, you‘re a spitting image of

your old man‖?

4. Why does Max begin to cry as he lies down on his bed that night?

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Standards Focus: Note-taking and Summarizing

For some students, reading can be a difficult, tedious task. Part of the problem is that many

students do not have the tools they need to read for meaning, and lose interest because they cannot

follow the action, do not understand, or cannot relate to the events or the characters.

Below is a chart that you will be completing as you read Freak the Mighty. It is designed to help you

understand the action, conflict, and characters and to eventually appreciate the author‘s reasons for

writing the book.

Directions: For Chapters 1-5, use the chart below to help you keep track of your reading.

Summarize the setting or settings, and then summarize each major event in the chapter. Try to

keep your summaries short—just a few words or phrases. Do not write in complete sentences!

Chapter 1 has been done as an example for you.

Setting

Action Summary (Plot) and

Characters Involved

Important to Remember

From This Chapter

Ch

ap

ter

1

No real setting given; he just flashes back to

telling how he met Freak in daycare, but doesn‘t describe the

scene.

Max flashes back to meeting Kevin in daycare. Sees him again in a special bus

when he is in about 3rd grade, then he moves into a duplex down the street the summer before 8th grade.

Max had a temper—nicknamed Kicker; Kevin (Freak) had leg

braces even then. Max is really

growing and Grim and Gram notice that he is beginning to look a lot like his father.

Ch

ap

ter

2

Ch

ap

ter

3

Ch

ap

ter

4

Ch

ap

ter

5

Now that you have read and taken notes on Chapters 1-5, make a prediction (educated guess) about what you believe will happen next in the novel.

My Prediction:

_________________________________________________________________________

_________________________________________________________________________

_____________________________________________ _

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Standards Focus: Figurative Language

One of the most captivating aspects of good literature is the use of figurative language, or ideas communicated beyond their literal meaning to create an image in the reader‘s or

audience‘s mind. There are several types of figurative language, also called figures of speech. In this exercise, you will use the following figures of speech:

metaphor- a comparison made between two unlike objects: ―The pillow was a cloud.‖ simile- a comparison made between two unlike objects, using the words ―like‖ or ―as‖ in

the comparison: ―The pillow was like a marshmallow.‖

personification- giving human qualities or characteristics to non-human objects: ―The wind sang its sad song.‖

hyperbole- truth is exaggerated for humor or emphasis: ―I died when the boy I like

finally talked to me.‖

Directions: Read each quote from Chapters One through Five. Look at the underlined

figure of speech in the sentence, then decide what type of figure of speech it is. Finally

identify the comparison being made or the object being personified or exaggerated. An

example has been done for you.

Ex. ―I never had a brain until Freak came along and let me borrow his for a while, and that‘s

the truth, the whole truth.‖ (pg. 1)

Figure of Speech: hyperbole (or metaphor)

Analysis: Max wasn‘t very smart until Freak came along and taught him how to learn.

1. ―Except I had a way of saying things with my fists and my feet even before we became Freak the Mighty...‖ (1)

Figure of Speech:

Analysis:

2. ―And Gram right away shushes him and says don‘t ever say that, because little pictures have big ears, which makes me run to the mirror to see if it is my big ears made me look

like Him.‖ (4)

Figure of Speech:

Analysis:

3. ―…he‘s exploding out of his shoes.‖ (4)

Figure of Speech:

Analysis:

4. ―I‘m just this critter hiding out in the basement, drooling in my comic books or

whatever.‖ (6)

Figure of Speech:

Analysis:

5. ―At first she‘s a glimpse, caught her going between the van and the front door, talking to the beards.‖ (7)

Figure of Speech:

Analysis:

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6. ―…she has this glow, a secret spotlight that follows her around and makes her eyes light

up.‖ (13)

Figure of Speech:

Analysis:

Directions: Now identify and underline the figure(s) of speech in the sentence, then decide

what type of figure of speech it is. Finally identify the comparison being made or the

object being personified or exaggerated.

7. ―…my feet are going wild that year and I keep tripping over everything. Cracks in the

sidewalk, ants on the sidewalk, shadows, anything.‖ (8)

Figure of Speech:

Analysis:

8. ―If you didn‘t know, you would think he was like a kindergarten creeper who forgot how to walk, he‘s that small.‖ (11)

Figure of Speech:

Analysis:

9. ―I am amazed, because it does fly just like a little bird, flitting up and down and around,

higher than I can reach.‖ (13)

Figure of Speech:

Analysis:

10. ―It‘s cool and dim in there and you float like a cloud – no, you are a cloud…‖ (21)

Figures of Speech: 1. ; 2.

Analysis:

Now, find two other examples of figures of speech from Chapters One through Five and

write them on the lines. Identify the type of figure of speech and write an analysis.

11.

Figure of Speech:

Analysis:

12.

Figure of Speech:

Analysis:

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Assessment Preparation: Vocabulary Extension

Directions: Using the vocabulary words from Chapters One through Five, answer the

following questions or choose the word that best completes the sentence. Write your answer on the line provided. Each word will be used only once.

1. Which word could be used to describe a multipart, complicated machine?

Answer:

2. You might give a very special person a very special name or .

Answer:

3. A chariot‘s normal form of is a horse or horses.

Answer:

4. Despite Al-Qaida‘s efforts of 9/11, our country is still . We won‘t be defeated.

Answer:

5. It is quite common to include students with disabilities in classes with students who

have no obvious disabilities. To include these students in this way is to them.

Answer:

6. Decide upon a word that could be a synonym for ―tolerate‖ or ―put up with.‖

Answer:

7. It is sad that some people who are very poor are often forced to live in low-income

apartments that sometimes barely meet minimum standards. These homes are called:

Answer:

8. Choose a vocabulary word that has the same meaning as throw up, vomit, or heave.

Answer:

9. Superman is thought by his followers to be because he can‘t be beaten.

Answer:

10. This is a very tiny period of time, but not the smallest.

Answer:

11. If our world population became too large and all of the resources we have on the

earth were totally used up, our supply would be said to be .

Answer:

12. Supply a synonym for ―guessed‖ or ―assumed without having any proof.‖

Answer:

unvanquished microsecond mainstream fiend hunkering

propulsion sobriquet demeanor quest postulated

invincible ignorance sophisticated abide hulking

tenements flinch depleted expel regurgitate

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13. Sometimes, teens are accused of things they did not say or do, because of the

stereotype that some adults have about the of teen-aged kids.

Answer:

14. Max admits that he is a very large and young man.

Answer:

15. When a person is crouching down, trying not to be seen, it can also be said that he is:

Answer:

16. When many people come upon a spider, a snake, or some other creature that is

frightening to them, they will often:

Answer:

17. This word can be used as a synonym for ―coughing up an object,‖ or ―the end result of

getting into big trouble in school.‖

Answer:

18. If you don‘t know something, it doesn‘t mean you are stupid. Usually, not having all

the answers is the result of:

Answer:

19. Provide a synonym for ―addict‖ or ―someone who is extremely addicted.‖

Answer:

20. Going on an adventure or an expedition, such as when Columbus went exploring for

the Queen, could actually be called a:

Answer:

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Chapters Six – Ten Comprehension Check

As you read and take notes using the note-taking technique described on page 12, use the

Comprehension Check questions below to help guide your understanding of all aspects of the novel. You may want to use these questions to help you take notes. After reading the

given chapters, answer the questions on a separate sheet of paper. Chapter Six

1. Explain why you think Max gets to go to the fireworks this year without Grim and

Gram for the first time.

2. ―Hey you! Mutt and Jeff! Frankenstein and Igor! Don‘t look around, I‘m talkin‘ to

you, boneheads. What is this, a freak show?‖ What do you think Tony D. was trying

to prove by talking like this?

3. How does Max get the idea to carry Kevin around on his shoulders?

4. What is it about the fireworks that causes Kevin to start calling out the names of all

those chemical elements and compounds?

Chapter Seven

1. Why do you think Tony D. and his gang won‘t let up on Kevin and Max?

2. What is Freak‘s plan to get away from Tony D. and his gang?

3. How do Max and Kevin stop the gang from throwing rocks at them?

4. Why do the cops have to use ropes to get Max and Kevin out of the pond?

5. Where does the name for Kevin and Max, ―Freak the Mighty,‖ come from?

Chapter Eight

1. Why does Max think Kevin rescued him, rather than the other way around?

2. When Gram says to Max, ―Promise me you‘ll keep away from that hoodlum boy…‖

and Grim says, ―He‘s not running away. He‘s taking evasive action. Avoiding a

confrontation,‖ what do you think they expect from him? What do you think they

want him to do? Why?

3. What do you think Kevin means by ―a dragon isn‘t really just a big slimy fire-

breathing monster, it‘s a symbol of nature…‖?

4. Explain Kevin‘s connection to the dictionary.

5. ―Dinosaurs had brains the size of peanuts and they ruled the earth for a hundred

million years.‖ How does this quote relate to Kevin and Max?

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Chapter Nine

1. Kevin tells Max that the compass ―is actually a rare and valuable artifact passed down

for generations. Lancelot used it, so did Sir Gawain, and for a time the Black Knight

kept it on a chain next to his heart.‖ What does this statement tell you about Kevin?

2. What does Freak tell Max the Medical Research building is? How does the building

relate to him?

3. Max is worried about the pain. What is Freak‘s response?

Chapter Ten

1. The treasure, hidden in the storm drain, ―has been confirmed by visual observation.‖

What is visual observation? Why doesn‘t Kevin just say that in simple terms?

2. Why can‘t Max sleep? Give the details.

3. How are they able to get away with nobody seeing them?

4. Why don‘t they just pull the cover off the storm drain? What do they do instead?

5. Where does the chapter title come from?

6. How did the ―treasure‖ get into the storm drain in the first place?

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Standards Focus: Note-taking and Summarizing

Directions: For Chapters 6-10, use the chart below to help you keep track of your reading.

Summarize the setting or settings, and then summarize each major event in the chapter. Try to

keep your summaries short—just a few words or phrases. Do not write in complete sentences!

Setting

Action Summary (Plot) and

Characters Involved

Important to Remember

From This Chapter

Ch

ap

ter

6

Ch

ap

ter

7

Ch

ap

ter

8

Ch

ap

ter

9

Ch

ap

ter

10

Now that you have read and taken notes on Chapters 6-10, make a prediction about what you believe will happen next in the novel.

My Prediction:

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

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Standards Focus: Character Development The characters in a novel or play may be revealed to the reader or audience in a variety of ways.

Your main impression of a character is formed through his/her speech or actions, physical

description, mannerisms, surroundings, other characters‘ reactions to that character, or the writer‘s

feelings about the character. A static character is one who changes very little or not at all

throughout the story. A dynamic character is one who changes or grows significantly as the

story unfolds.

Max and Kevin, the two most important characters in Freak the Mighty, can both be described as

dynamic characters. Each of them goes through major changes that are revealed through their

dialogue and actions, and by what the author says about them. Other characters‘ reactions to them

also change throughout the story. These other characters could be static or dynamic characters.

Directions: Locate specific quotes or descriptions of the characters below to show examples of their

behavior or personalities from Chapters 1-10, using the clues above the box. Then find examples

that show some of the changes they have undergone in the story so far, if they have changed at all.

If the character has not changed, write “static character” in the box. What he says about himself

1. Jack

What someone else says about him

Example of his actions

2. Jack

Example showing how he has changed

3. Jack

What he says about himself

What someone else says about him

Kevin

Max

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Example of his actions

4. Jack

Example showing how he has changed

5. Jack

What she says about herself What someone else says about him

What someone else says about her

Example of her actions

Example showing how she has changed

What she says about herself

What someone else says about her

Example of her actions

Example showing how she has changed

(Max)

Gwen

Gram

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Assessment Preparation: Word Origins—Etymology English is the most widely spoken language in the world. If we consider the vast number of cultures

that are represented in the United States today, it is easy to see how over seventy percent of English

words have been taken from other languages. In addition, travel, war, even new technologies have

had a major influence on the formation of the English language.

An effective approach to figuring out the meaning of unfamiliar words is to break down the words

into smaller parts. To do this, you should be familiar with common prefixes, suffixes, root words and

base words. In addition, you can learn about word parts by using a dictionary. To find the correct

word to look up in the dictionary, you need to pay attention to the way the word is used in the

sentence. For the sample below, swilling, you would look up the base word, swill. In your dictionary,

you might find more than one entry. Choose the one that most closely matches the way the word is

used in context.

Look at the sample dictionary entry. The information in the brackets [ ] is the ―etymology‖ of the

word. ―ME‖ means that the word comes from Middle English, but ―fr. OE‖ indicates that the word

originated from Old English. The entry ―(bef. 12c)‖ tells you that the word has been in existence

since before the 12th century. Some examples of common word origins include:

ME = Middle English OE = Old English L = Latin Gk = Greek

VL = Vulgar Latin ML = Medieval Latin Heb = Hebrew OF = Old French

Sp = Spanish Chin = Chinese ISV = International Science Vocabulary

(You can find more abbreviations in the front section of your dictionary near the pronunciation guide.)

Directions: Using a dictionary, look up the following vocabulary words from Chapters 6-10. For each

word, write the base word and its etymology, including its origin and the approximate time period in

which the word was introduced into the English language. Then write the correct definition for each

word on the line provided, followed by a sentence which reflects the meaning in context. An

example has been done for you.

swilling

Origin: Middle English; Old English Base word: swill Date: before 12th century

Definition: to drink great drafts of, guzzle; to drink or eat freely, greedily, or to excess

Sentence: We sprinted past the filthy street people, who sat swilling their wine.

1. strutting

Origin: Base Word: Date:

Definition:

Sentence:

2. deficiency

Origin: Base Word: Date:

Definition:

Sentence:

3. converging

Origin: Base Word: Date:

Definition:

Sentence:

1swill \’swil\ vb [ME swilen, fr. OE swillan] vt (bef. 12c) 1 : WASH,

DRENCH 2 : to drink great drafts of : GUZZLE 3 : to feed (as a pig)

with swill ~ vi 1 : to drink or eat freely, greedily, or to excess 2 : SWASH – swiller n

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4. nanosecond

Origin: Base Word: Date:

Definition:

Sentence:

5. evasive

Origin: Base Word: Date:

Definition:

Sentence:

6. confrontation

Origin: Base Word: Date:

Definition:

Sentence:

7. artifact

Origin: Base Word: Date:

Definition:

Sentence:

8. avarice

Origin: Base Word: Date:

Definition:

Sentence:

9. sucrose

Origin: Base Word: Date:

Definition:

Sentence:

10. incision

Origin: Base Word: Date:

Definition:

Sentence:

11. modification

Origin: Base Word: Date:

Definition:

Sentence:

12. fealty

Origin: Base Word: Date:

Definition:

Sentence:

13. damsel

Origin: Base Word: Date:

Definition:

Sentence:

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Chapters Eleven – Fifteen Comprehension Check

As you read and take notes using the note-taking technique described on page 12, use the Comprehension Check questions below to help guide your understanding of all aspects of

the novel. You may want to use these questions to help you take notes. After reading the given chapters, answer the questions on a separate sheet of paper.

Chapter Eleven

1. In your own words, describe the tenements.

2. When the boys have second thoughts about being there, why don‘t they leave?

3. Write a brief but ―colorful‖ description of Iggy and Loretta.

4. What happened to the money from Loretta‘s wallet?

5. Max looks familiar to Iggy and Loretta. Why?

6. What does Iggy mean by, ―Life ain‘t life…‖?

7. Loretta tells Kevin his father was a magician. Was that a good or a bad thing? Why?

Chapter Twelve

1. What do Max and Gram do to get him ready for school? How does Max feel about it?

2. Why do Max and Kevin get to be in all the same classes at school? Why is Gram

worried about it at first?

3. In Mrs. Donelli‘s class, the kids begin to say some pretty cruel things. Then what

happens? Have you ever been in a similar situation? Explain.

4. ―I‘m standing there with Freak high above me and it feels right.‖ What is Max feeling?

5. What do you think might be happening to the kids in the class as they shout out,

―Freak the Mighty, Freak the Mighty‖?

6. Why do you think Mrs. Addison falls for Freak‘s story? Do you think they are

punished? Why or why not?

Chapter Thirteen

1. What kind of extra attention has Freak been giving Max that will probably help him to

do better in school?

2. Why do you think Max has trouble speaking in front of a class? How does he

compare reading to writing? So, why does he have trouble writing?

3. Why does Mrs. Addison call Max into her office?

4. What do you think Max is expressing when he repeats, ―I don‘t want to hear it! Don‘t

want to hear it! Don‘t want to hear it! Don‘t! Don‘t! Don‘t!‖?

5. Why does Kevin have to go to the hospital?

6. Why do you think Max believes it was Kevin who had the bad Friday the 13th and not

him? What does this say about his character?

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Chapter Fourteen

1. What is Kevin‘s explanation of what is physically wrong with him?

2. What is all the yelling about upstairs? What is unusual about yelling in the house?

3. Under what conditions is Max‘s father being paroled?

4. If Grim does get a gun, he can‘t tell Gram about it. Why is this important?

Chapter Fifteen

1. Why does Grim say, ―I‘m telling tales, my dear, not lies. Lies are mean things, and

tales are meant to entertain‖? Do you agree or disagree with him? Explain.

2. As they open their presents, how are Grim and Gram like your grandparents, or the

grandparents you would like to have?

3. What makes Kevin‘s gift so special to Max?

4. What do you think is happening as the chapter ends?


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