Happy Halloween 6th Graders,
Today we will not have any regular classes. Please make sure you stay in control, and behave responsibly. You can see the schedule below.
Schedule:
9:00 – 9:25 Special Area
9:25 - 10:15 Costumes, Parade & Dance
10:15 – 11:30 Party & Movie
11:30 – 12:00 Lunch
12:05 - 12:10 Dismissal
Homeroom:
I hope you are all having a wonderful day.
Do Now:
Agenda:
Today we will write about the themes in Freak the Mighty, and review our new background knowledge to begin Bud, Not Buddy next week.
Do Now:
Argumentative Writing Application (Standard 6W1)
Directions: Read the short text below. Then, respond to the prompt in a single, well-structured paragraph on the lines provided. Answer with a clear claim, and support your claim with relevant evidence.
Reading Passage: "The power of Freak the Mighty"
In Rodman Philbrick's novel Freak the Mighty, Max and Kevin form an unlikely but unstoppable partnership. Max is large, clumsy, and convinced he has no brain, while Kevin is small, disabled, and exceptionally brilliant. Separately, both boys face cruel bullying and deep isolation from their peers. However, when Kevin rides on Max's shoulders, they become "Freak the Mighty." Together, they use Kevin's massive imagination and Max's physical strength to conquer schoolyard bullies, go on imaginary quests, and face terrifying real-world dangers. Through their deep bond, both boys learn to view themselves not as outcasts, but as heroes capable of overcoming any limitation.
Writing Prompt:
What is a major theme, or central message, in the novel Freak the Mighty? Write a single paragraph stating your position. Your paragraph must include a clear claim identifying the theme, a specific reason, and relevant evidence directly from the text.
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Sentence Starters
If you need help starting your answer, try using these sentence starters:
For your Claim:
A major theme in Freak the Mighty is...
One of the central messages the author teaches the reader is...
For your Evidence:
The text shows this when the author writes...
For example, the relationship between Max and Kevin develops this theme because…
According to the novel…
In the story…
Historical Context Guide: Setting the Stage for Bud, Not Buddy
Directions: Read the informational text below to build your background knowledge about the historical events, settings, and daily realities of the 1930s. This context will help you understand the world that the main character, Bud, must navigate.
The Great Depression: An Era of Hardship
The novel Bud, Not Buddy takes place in 1936, right in the middle of the Great Depression. This was the worst economic downturn in American history, lasting from 1929 until the early 1940s. It began when the stock market crashed, causing thousands of banks to fail and businesses to close. Suddenly, millions of everyday citizens lost their jobs, their life savings, and their homes. There were no government safety nets like food stamps or unemployment checks at the time. To survive, people stood in "breadlines" for hours just to get a bowl of soup, and walked miles looking for any manual labor available.
The Dust Bowl
To make the economic crisis worse, a natural disaster struck the middle of the United States. A severe drought combined with poor farming practices turned millions of acres of farmland in the Great Plains into a desert. Powerful winds whipped the dry, loose soil into terrifying, apocalyptic storms of dirt known as "Black Blizzards." This era became known as the Dust Bowl. Unable to grow crops or pay their mortgages, hundreds of thousands of ruined farmers packed up their few belongings and hit the road, heading west or north looking for a fresh start.
Hoovervilles and Daily Life on the Move
As millions of Americans became homeless, makeshift shantytowns began popping up on the outskirts of major cities and near railroad tracks. People built shelters out of whatever they could find: cardboard boxes, scrap lumber, old sheets, and tin. These broken-down villages were mockingly named "Hoovervilles" after President Herbert Hoover, whom many blamed for the economic disaster.
Daily life for millions of people meant becoming migrant travelers. Men, women, and even young children frequently hopped onto moving freight trains illegally—a dangerous practice called "riding the rails"—to travel from town to town looking for food or temporary work.
Orphanages and the Foster System
Because millions of parents could no longer afford to feed, clothe, or house their children, the child welfare system of the 1930s was completely overwhelmed. Orphanages and children's homes were crowded, underfunded, and strictly regimented. Children often wore matching uniforms, ate meager portions of low-quality food, and had to follow rigid rules.
To relieve the crowded orphanages, states relied heavily on a temporary foster care system. While some foster families genuinely wanted to help, many viewed foster children as free manual labor to help around the house, farm, or family business. Because conditions could be neglectful or abusive, many children chose to run away, preferring to risk the dangers of the open road rather than stay in an unkind home.
The Great Migration and the Power of Jazz
Against the bleak backdrop of the Depression, African Americans faced the double burden of economic hardship and systemic racism, particularly the strict segregation laws of the Jim Crow era. This drove the Great Migration, a mass movement of millions of African Americans out of the rural South and into northern industrial cities like Detroit and Flint, Michigan (where Bud, Not Buddy is set) in search of better jobs and safer lives.
During these dark times, Jazz music emerged as a powerful cultural lifeline. Originating in African American communities, Jazz was fast, improvisational, exciting, and full of life. Traveling jazz bands toured the country, bringing energy, hope, and an escape from reality to packed dance halls. For musicians, being part of a popular band was one of the few ways to secure steady employment and travel the country, making them legendary figures in the communities they visited.
Short Answer Questions - Answer in a complete sentence.
According to the text, what specific events caused millions of everyday citizens to suddenly lose their jobs and savings?
What were "Black Blizzards," and what caused them to happen?
Why did people name the makeshift shantytowns "Hoovervilles"?
Multiple Choice Questions
In what year does the novel Bud, Not Buddy take place?
A) 1929
B) 1936
C) 1942
D) 1930
What two factors combined to create the natural disaster known as the Dust Bowl?
A) High taxes and a stock market crash
B) Powerful winds and heavy blizzards
C) A severe drought and poor farming practices
D) Bank failures and closed businesses
Where did "Hoovervilles" typically pop up?
A) In the middle of the Great Plains desert
B) On the outskirts of major cities and near railroad tracks
C) In wealthy neighborhoods
D) West of the Mississippi River
Vocabulary Matching
Directions: Match each vocabulary word from the box below to its correct definition by writing the corresponding letter on the line.
_______ 1. A long period of time with little to no rainfall, causing severe water shortages.
_______ 2. A temporary system where children are placed into the homes of families who are paid by the state to look after them.
_______ 3. The massive downturn in the American economy during the 1930s that left millions of people without jobs or homes.
_______ 4. A musical style created in African American communities characterized by fast, lively rhythms and improvisation.
_______ 5. A region in the middle of the U.S. that suffered devastating storms of dirt and wind during the 1930s.
_______ 6. Very strictly organized, disciplined, or controlled by rigid rules.
_______ 7. The mass movement of millions of African Americans out of the rural South and into northern industrial cities.
_______ 8. A makeshift shantytown built by homeless citizens during the 1930s, named mockingly after the president.
Homeroom:
I hope you are all having a wonderful day.
Do Now:
Agenda:
Directions:
ELA:
Today we finish our compare & contrast essay for the last part of the movie.
Do Now:
**** There are many ways the book, Freak the Mighty, and the movie, The Mighty are different. One of the ways they are different is within the plot. For example, in the book Tony D. never shows up to steal back the purse from Max and Kevin, but in the movie Tony and his gang show up in the middle of the night at the sewer to steal the purse back. In my opinion the book is better than the movie.
Homeroom:
I hope you are all having a wonderful day.
Do Now:
Agenda:
Directions:
ELA:
Today we will work on our compare & contrast essay for the last part of the movie.
Do Now:
Directions:
Homeroom:
I hope you are all having a wonderful day.
Do Now:
Agenda:
Today we will discuss the ending of Freak the Mighty, and learn about the different types of characters.
Do Now:
Topic: Imagination & Coping Mechanisms
The Bionics Unit: Kevin tells Max that he is getting a brand-new, robotic body. Why do you think Kevin created this lie? Was it a good coping mechanism, or was it cruel to lead Max on? If you were Max would you have wanted to know the truth?
Loretta and Iggy: Loretta and Iggy Lee seem like villains at first, but they end up trying to help Max. What does this tell us about judging people based on their appearance or where they live? Loretta starts the book as a rough, intimidating figure in the Testaments, yet her single comment triggers Max to finally pick up the pen and write their story. How do characters like Loretta and Grim help Max after Kevin's death?
Homeroom:
I hope you are all having a wonderful day.
Do Now:
Agenda:
Today we will share our frayer models, and I will introduce you to theme.
Do Now:
