Speak- Laurie Halse Anderson

Plot Summary

Laurie Halse Anderson’s Speak is a story of silence, forced upon high school freshman Melinda Sordino. Melinda enters high school alone and afraid, lost without her friends, missing her former identity, and ostracized by the student body for a complicated, misunderstood, action, which occurred earlier in the summer. Anderson embodies the trials and tribulations of high school within Melinda Sordino, giving readers a glimpse into the dramatic, fickle, lives of adolescents. Along the way, readers are introduced to the real hardships faced by teens today, and are discretely guided to the realization that communication and openness are a necessity in the way of growth and development.

Often categorized as the “rape book” in Anderson’s series, Laurie Halse Anderson takes a serious, often hushed topic, and brings it out in the open. While gory details are spared, the emotional affects and repercussions of such actions are explored and expressed in detail, and leaves readers feeling vulnerable and exposed. Anderson inadvertently forces readers to examine their own behaviors along with that of their peers. Speak has been censored by school districts in the past, due to its “sensitive topic nature”, but censorship does not eliminate the real issues at hand. This book lends itself to discussion and dialogue, a necessary action in not only academic classes, but in adolescent lives.

In the Classroom

Speak is a novel which centers on rape, an action which will likely be uncomfortable for many students in the classroom. The subject needs to be addressed, but it must be carefully and purposefully, as those affected by rape may not be known. While whole group discussion of the book is necessary, students should begin on a smaller scale. I would recommend beginning discussion in small groups, and then creating larger discussion groups. Pairs would not be effective in this situation, and the topic may be too personal to speak about in such an intimate setting.

The book touches upon several themes including peer pressure, rape, teen depression, fitting in and ostracism. These are themes which also appear in many other YA literature. These topics can be discussed alone, making text-to-self (or world) connections or text-to-text connections. Possible text sets could include The Scarlet Letter- Nathaniel Hawthorne, Monster- Walter Dean Meyers, Star Girl- Jerry Spinelli, The Perks of Being a Wallflower- Stephen Chobosky, The Tenth Circle- Jodi Picoult, among others, and could be used as supplemental reading or as a literature circle following reading Speak.

As Melinda expresses herself through art, it will be important for students to find their own medium with which to express themselves. In an ELA classroom, it would be beneficial to have students keeping journal entries daily while reading Speak. Entry topics could range between guided responses to specific passages in the book, to abstract writings by the students. This would not only allow for writing practice but would also show students the power of self expression through a given medium. Assuming a student was better suited to art (as was Melinda), music, etc. changes to the assignment could be made easily.

While reading, having large group activities will also be important. I would compile a class generated list of “10 lies they tell you in high school” mirroring Melinda’s written list. Here students would be able to express their own concerns and experiences within high school.

Essential Questions

1. “It is easier not to say anything. Shut your trap, button your lip, can it. All the crap you hear on TV about communication and expressing feelings is a lie. Nobody really wants to hear what you have to say” Melinda uses silence as a way to distance herself from her own emotions and from her peers. How would you combat the ideas of silence and suppressing emotion in a classroom? If Melinda were your student, how would you approach her lack of voice?
2. Melinda and her “friends” find themselves in a rift at the beginning of high school. Who is at fault for this lack of friendship and why?
3. We see Melinda attempt to produce a tree, first one which has been hit by lightning, dying but not quite dead, to trees which have a strong sense of self. What significance does the tree itself play what message is Anderson conveying in showing the journey Melinda takes in creating her A+ masterpiece.
4. The three male characters Melinda interacts with are Andy Evans, David Petrakis, and Mr. Freeman. How do you interpret her relationship with each of these male characters, and is there a connection between them?
5. What is the significance of Melinda referring to Andy Evans as “IT”? Does this affect Melinda’s ability to “get over” the situation?
6. What signs did Melinda outwardly demonstrate that were clues of a problem? How can you address students who demonstrate similar qualities (or other clues of distress)?

Additional Information:

http://www.writerlady.com – Laurie Halse Anderson’s personal website, this features author biography, her contact information, and news and events about the author.

Speak the movie, screen play by Jessica Sharzer. This can be used as a compare/contrast between the written text and the visual representation of the text.

http://www.arttherapy.org/ - Information on Art Therapy, how it is used in the United States, and within schools. This would be a great starting off point for students to understand the importance of art therapy, and to see how art affected Melinda.

SOAR (Speaking Out Against Rape) http://www.soar99.org