Objectives

• Analyse how Anderson constructs Melinda's narrative voice through first-person perspective and selective disclosure across all four marking periods.
• Identify and interpret the symbolic function of recurring objects and spaces — the janitor's closet, the tree, the lips — as expressions of Melinda's psychological state.
• Trace how Melinda's relationships with Heather, Rachel, David Petrakis, and Mr. Freeman shift across the four marking periods and explain what those shifts reveal about her recovery.
• Analyse how Anderson uses language, silence, and physical speech acts to dramatise the power dynamics between Melinda, Andy Evans, and the adult world.
• Write a fully evidenced, multi-paragraph analytical essay that argues a clear interpretive claim about Anderson's construction of trauma and survival in Speak.
• Evaluate how Anderson's structural choice to divide the novel into school marking periods shapes the reader's experience of Melinda's recovery.

The sequence

1. Lesson 1: A Voice That Hides: Melinda's Narrative Perspective in the First Marking Period

   55 min · ch. 1

   Do now

   Without opening the novel, jot down three things you already know about Melinda Sordino from the blurb or cover, along with three questions you think the novel will address. After that, turn to Chapter 1 and read the first two pages quietly. Finally, add one new detail you’ve learned and one additional question that has come to mind.

   Teacher input

   Model a close reading of the passage in Chapter 1 where Melinda describes her arrival at Merryweather High on the first day: "It is my first morning of high school. I have seven new notebooks, a skirt I hate..." Highlight how Anderson employs a flat, list-like syntax to convey emotional numbness — the inventory of items takes the place of any expression of feeling. Show students how to annotate what Melinda reveals versus what she keeps to herself, noting the use of the pronoun "It" instead of "I" as the subject of the sentence, and the ironic disconnect between the ordinary details and the underlying tragedy that the reader has yet to uncover.

   Independent task

   Read the passage in Chapter 1 where Melinda sits alone at lunch and observes the social dynamics of the cafeteria ('We are Merryweather High's own Tribes…'). Write one analytical paragraph of at least 150 words in which you argue what Anderson's use of the word 'Tribes' and the tribal metaphor reveals about Melinda’s perception of her place among her peers. Your paragraph must include at least two embedded quotations from this passage, a comment on Anderson's choice of words or sentence structure, and a closing sentence that links Melinda's outsider status to the novel's overarching theme of isolation.

   Exit ticket

   In two or three sentences, explain one technique Anderson uses in Chapter 1 to make the reader feel that Melinda is hiding something important, and name the specific word or phrase that most clearly signals that concealment.

2. Lesson 2: The Closet, the Tree, the Lips: Symbolism and Trauma in the Second Marking Period

   55 min · ch. 2

   Do now

   Here’s a humanized version of your text:

   Check out the list of objects below — a janitor's closet, a tree, a set of lips, a mirror — and write one sentence for each, predicting what they could symbolize in a novel about a teenage girl who has chosen to stop speaking. After that, turn to Chapter 2 and find the first instance where Melinda steps into the janitor's closet. Read that paragraph and write one sentence about whether your prediction was accurate.

   Teacher input

   Model a symbolic reading of the tree-carving project in Chapter 2, focusing on the passage where Mr. Freeman assigns the class their year-long art project and Melinda draws a tree: 'I pick a tree. It's the wrong choice, I can feel it…' Guide students on how to transition from mere surface description to a deeper symbolic argument. The tree is bare and rooted yet exposed, reflecting Melinda's psychological state. Show how to construct a claim-evidence-analysis chain that identifies the symbol, quotes the text, and then examines how this symbol enhances the reader's understanding of Melinda's inner struggles, rather than merely pointing it out.

   Independent task

   In Chapter 2, look for the section where Melinda talks about the janitor's closet she has made into her personal refuge ('It is a supply closet…'). Write two analytical paragraphs, totaling at least 200 words. In the first paragraph, discuss what the closet represents regarding Melinda's need for safety and her desire to hide. In the second paragraph, analyze how Anderson's depiction of the items Melinda brings into the closet — the poster and the mirror — adds layers to that symbolism. Each paragraph should include at least one embedded quotation and comment on Anderson's specific word choices.

   Exit ticket

   Write one sentence that states what you think the tree in Chapter 2 symbolises, and one sentence that explains what evidence from the text supports that interpretation — do not simply say 'it represents growth.'

3. Lesson 3: Allies and Abandonment: Melinda's Relationships in the Third Marking Period

   55 min · ch. 3

   Do now

   Without looking at the novel, rank the following characters from most to least supportive of Melinda at the point you have reached in your reading: Heather, Rachel Bruin, David Petrakis, Mr. Freeman, Ivy. Write one sentence justifying your top and bottom choices. After that, turn to Chapter 3 and locate the scene where Heather tells Melinda she no longer wants to be her friend. Read it and determine if your ranking needs to change.

   Teacher input

   Model a character-relationship analysis on the scene in Chapter 3 where Heather officially ends her friendship with Melinda, presenting her with a list of Melinda's social shortcomings ('You're like the most depressing person I've ever met…'). Teach students how to interpret dialogue as a power dynamic — Heather's list-like speech reflects the bureaucratic tone of school reports, making her cruelty seem more institutional than personal. Illustrate how to annotate what each character's speech style reveals about their values, and guide them on crafting a sentence that connects dialogue technique to theme.

   Independent task

   Read the scene in Chapter 3 where David Petrakis challenges Mr. Neck's classroom speech about immigration, and then the subsequent scene where Melinda observes David's confidence in speaking out. Write one analytical paragraph of at least 150 words arguing what David Petrakis's willingness to use language publicly represents in contrast to Melinda's silence. Your paragraph must quote both David's speech and at least one moment of Melinda's internal narration from the same chapter, and your final sentence must make a claim about what Anderson suggests through this contrast about the relationship between voice and power.

   ---

   David Petrakis's readiness to speak up in class highlights a striking contrast to Melinda's silence, illustrating the complex dynamics of voice and power. When David boldly confronts Mr. Neck by stating, “You don’t know what you’re talking about,” he demonstrates not just a grasp of the issue, but also an assertiveness that empowers him in a challenging environment. In contrast, Melinda’s internal thoughts reveal her struggle: she reflects, “I can’t say anything. I’m not even sure what I think.” This moment encapsulates her sense of disempowerment and fear of judgment, trapping her in silence. While David’s articulate protest embodies a defiance against oppressive narratives, Melinda’s reticence underscores the internal conflicts that can arise in the face of authority. Through this juxtaposition, Anderson suggests that the ability to voice one’s thoughts is intrinsically linked to power; those who can articulate their beliefs hold a significant advantage in shaping their realities.

   Exit ticket

   In two or three sentences, identify which relationship in Chapter 3 you think is most important to Melinda's eventual recovery and explain precisely what moment in this chapter supports that judgement.

4. Lesson 4: 'Speak': Language, Silence, and Power in the Fourth Marking Period

   55 min · ch. 4

   Do now

   Count how many times the words 'speak,' 'said,' or 'told' show up on the first two pages of Chapter 4. Record that number and then provide one sentence reflecting on what that frequency — or lack thereof — might indicate about the direction this final section of the novel is heading.

   Teacher input

   Model an analysis of the climactic scene in Chapter 4, where Melinda finally speaks out about what Andy Evans did to her. Focus on the moment she scratches 'IT WAS ANDY EVANS' on the bathroom wall and later tells Rachel directly, 'Andy Evans raped me.' Highlight how Anderson transitions from Melinda's typically fragmented and ironic internal thoughts to this concise, straightforward statement, marking a pivotal moment in the novel. Illustrate how the length and structure of the sentence convey meaning—the strength lies in its simplicity—and guide students on quoting and analyzing a spoken moment rather than just providing a description.

   Independent task

   Read the scene in Chapter 4 where Melinda confronts Andy Evans in the janitor's closet, leading to his attack on her, and the moment when she fights back and the lacrosse girls arrive. Write two analytical paragraphs totaling at least 200 words. In the first paragraph, discuss how Anderson uses the setting of the closet to heighten the novel's symbolism, bringing it to a crisis point. In the second paragraph, analyze Melinda's narration immediately afterward—focusing on her voice, syntax, and what she chooses to express or omit—and explore how this reflects the concept of survival in Anderson's work. Be sure to quote from both scenes and comment on at least one specific grammatical or structural element of Anderson's writing.

   Exit ticket

   Write two full sentences: the first should state the single most important thing Anderson does with language in Chapter 4 to show that Melinda has changed; the second should name the exact word or sentence from Chapter 4 that best proves your claim.

5. Lesson 5: From Silence to Speech: Writing the Analytical Essay

   60 min · ch. 1, 2, 3, 4

   Do now

   Without your notes, jot down three quotes from anywhere in the novel that you would use to argue that Melinda's silence serves as a means of self-protection rather than a sign of weakness. Then, write one sentence explaining which of the three you find the most impactful and why. You have four minutes.

   Teacher input

   Certainly! Here’s a humanized version of your text:

   ---

   Model how to construct an introduction and the first body paragraph of an essay using the question, "How does Anderson present Melinda's journey from silence to speech throughout the novel?" Focus on the passage from Chapter 1 where Melinda reveals her struggle to speak at the party, saying, "I open my mouth. Nothing comes out." Guide students in writing an introduction that makes a clear, arguable claim about Anderson's approach—beyond just summarizing events—and then show how to begin a body paragraph with a topic sentence that supports that claim, followed by evidence. Highlight the difference between a topic sentence that merely identifies a theme, such as "Anderson explores silence," versus one that makes a deeper analytical point, like "Anderson presents Melinda's silence as an active, self-preserving strategy by…"

   ---

   Summary of changes made:

   • Reworded sentences for a more conversational tone.
   • Clarified the instructions while preserving meaning and structure.

   Independent task

   Write a complete analytical essay of 400–600 words in response to the question: "How does Anderson use Melinda's voice and silence to explore the experience of trauma and survival in Speak?" Your essay should include a clear introduction that presents an interpretive claim about Anderson's approach. Each body paragraph must focus on a different moment in the novel, incorporating at least one moment from each of the four marking periods. Additionally, your conclusion should reflect on the significance of the novel's final line, "Let me tell you about it" (Chapter 4). Each body paragraph must include at least one embedded quotation with the corresponding chapter number in brackets, a discussion of Anderson's language or structure, and a sentence that links your analysis back to your central claim. You are encouraged to utilize your annotated text and your notes from this week's lessons.

   Exit ticket

   Read back your introduction and write one sentence that honestly identifies the strongest analytical claim you made in your essay and one sentence that identifies the one place where your argument could be more specific or better supported by evidence from the text.

Activities

Assessment

• Lesson 1 exit ticket: checks whether students can name a specific concealment technique in Chapter 1 and identify the precise word or phrase that signals it, rather than summarising plot.
• Lesson 2 independent paragraph: checks whether students can move from identifying a symbol to arguing what it does — assessed for the presence of a claim, embedded quotation, and analytical comment on word choice.
• Lesson 3 exit ticket: checks whether students can make a supported judgement about a specific relationship rather than listing all relationships equally.
• Lesson 4 independent paragraphs: checks whether students can connect setting and language to theme in a two-paragraph structure, and whether they can comment on a grammatical or structural feature rather than just content.
• Lesson 5 do-now quotation recall: checks retention of textual evidence across all four marking periods before the summative essay begins.
• Symbol Tracking Log (activity): checks whether students are tracking the development of a symbol across the whole novel rather than treating each appearance in isolation.

Standards covered

Common Core 11 12

• RL.11-12.1 — Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• RL.11-12.3 — Analyse the impact of the author's choices regarding how to develop and relate elements of a story or drama.
• RL.11-12.4 — Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyse the impact of specific word choices on meaning and tone.
• RL.11-12.5 — Analyse how an author's choices concerning how to structure specific parts of a text contribute to its overall structure and meaning.
• W.11-12.1 — Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

AP Literature

• Literary Argumentation — Develop a thesis that interprets a literary work and defend it with well-chosen evidence and commentary.
• Figurative Language — Analyse how an author's use of figurative language, including symbol and metaphor, contributes to meaning.
• Narration — Explain how point of view, narrative distance, and narrative reliability shape a reader's understanding of character and theme.
• Structure — Analyse how an author's structural choices — including the division of a novel into sections — contribute to the work's meaning.

AQA

• AO1 — Read, understand and respond to texts; maintain a critical style and develop an informed personal response; use textual references, including quotations, to support and illustrate interpretations.
• AO2 — Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.
• AO3 — Show understanding of the relationships between texts and the contexts in which they were written and received.
• AO4 — Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.

Edexcel

• AO1 — Articulate informed, personal and creative responses to literary texts, using associated concepts and terminology, and coherent, accurate written expression.
• AO2 — Analyse ways in which meanings are shaped in literary texts, with particular attention to language, form and structure.
• AO3 — Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received.

IB Lit

• Criterion A — Demonstrate knowledge and understanding of the literary work, including its themes, characters, and narrative construction.
• Criterion B — Analyse how the author's use of literary features — including symbol, voice, and structure — shapes meaning and effect.
• Criterion C — Develop a focused, well-organised literary argument supported by precise textual evidence.