Flowers for Algernon Essay
Title: Flowers for Algernon
Suggested Time: 5-7 days (45 minutes per day)
Common Core ELA Standards: RL.8.1, RL.8.2, RL.8.3; W8.1, W8.4, W8.9; SL8.1; L.8.1, L.8.2
[Additional Tasks: RI8.8, RI8.9]
Preparing for Teaching 1. Read the Big Ideas and Key Understandings and the Synopsis. Please do not read this to the students. This is a description for teachers about the big ideas and key understanding that students should take away after completing this task.
Big Ideas and Key Understandings: * Students should work through the idea that different levels of intelligence, emotional and intellectual, lead to different types of interactions with people and society. * Students should evaluate …show more content…
Text Dependent Questions Text-dependent Questions | Evidence-based Answers | Using evidence from Progress Report 1, who is Charlie Gordon? | He says, “My name is Charlie Gordon. I am 37 years old and 2 weeks ago was my birthday.” Based upon his writing and the fact that he says, “They can make me smart” we can infer that he is of below-average intelligence and he wants to be smart. | What do we learn about Charlie Gordon’s character from Progress Report 2? | When he says, “I had my rabbits foot in my pockit” we learn that he is superstitious; he says “I spilled ink too”, revealing that he has no ability to think abstractly. Make sure students understand Charlie’s test phobia and desire to be right or smart by his persistence with the test. Also, “I’m a slow reeder too in Miss Kinnians class for slow adults but I’m trying very hard” shows that Charlie wants to be smart. | On pg. 36, why does the author tell us that Charlie thinks, “maybe white mice are smarter than other mice?” | This line indicates that he is aware that there are differing levels of intelligence. (Students may also reflect upon racial inequality hinted at by the “white” mice terminology – refer to time period of 1965 – historically relevant). | Is Charlie a good candidate for the experiment? | The