Freak the Mighty - Pearson Schools

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Pupil Resource Sheet 10 Task Writers can use language symbolically, to paint images in the reader’s mind. If the writer wants to give a positive impression of a character, positive language will be used. However, if the writer wants to warn the reader that a character is going to be trouble, negative language might be used. The quotations below are used by the writer to give impressions of Iggy and Loretta Lee. 1 Draw the image that these quotations bring to your mind and then try to explain underneath how the language leads you to your expectations of the character. Loretta Lee: “this hand comes snaking out and reaches for the mail box” Draw your image here: Iggy Lee: “and he’s got a beard which looks like it’s made out of red barbed wire.” Draw your image here: What does this image lead us to expect of Loretta? What might it symbolise about her? • • • What does this image lead us to expect of Iggy? What might it symbolise about him? • • • 2 In a group, you are now going to read Chapter 11. As you read, look for other details in the chapter which seem to support your ideas about Loretta and Iggy Lee. Prepare to share them with the rest of the class. Freak the Mighty Pupil Resource Sheet 10 ©Pearson Education 2006
Pupil Resource Sheet 11 Task One of the ways a writer can build a sense of character is by placing them in certain settings. Iggy and Loretta Lee live in an apartment in The Testaments, a poor, run-down neighbourhood – an area of the city where Max is not supposed to go. 1 Skim-read and scan back through Chapter 11, looking for any description of the setting that helps to suggest that Iggy and Loretta are dangerous and will cause trouble for Max and Freak. Sketch a map of the Testaments and the Lees’ flat in the space below and label it with the quotations you find. 2 Which words in the quotations you have found are most important in giving a negative impression of the Lees? Circle the key words and prepare to explain to a partner what these words suggest about Loretta and Iggy. Freak the Mighty Pupil Resource Sheet 11 ©Pearson Education 2006
Page 1 and 2: Freak the Mighty Teacher’s Bookle
Page 3 and 4: Overview of teaching and learning S
Page 5 and 6: Section Chapters 3-6 Arrival of Fre
Page 7 and 8: Section Chapters 11- 14 Friends and
Page 9 and 10: Section Chapters 21- 24 A Death Res
Page 11 and 12: Pupil Resource Sheet 1 Task With a
Page 13 and 14: Pupil Resource Sheet 3 Impressions
Page 15 and 16: Pupil Resource Sheet 5 Task In Chap
Page 17 and 18: Pupil Resource Sheet 7 Task In Chap
Page 19: Teacher Resource Sheet 9 Assessment
Page 23 and 24: 2 Teaching sequence: • Draw atten
Page 25 and 26: Pupil Resource Sheet 14 Task Meanin
Page 27 and 28: Teacher Resource Sheet 16 This game
Page 29 and 30: Pupil Resource Sheet 18 Task In Cha
Page 31 and 32: Pupil Resource Sheet 20 Task 1 Re-r
Page 33 and 34: Pupil Resource Sheet 22 Task When w
Page 35 and 36: 2 Tests, allies and enemies Approac
Page 37: Assessment Task 2 To be carried out

Freak the Mighty - Pearson Schools

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