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TABLE OF CONTENTS - Flowers for Algernon
- Introduction
- Unit Objectives
- Unit Outline
- Reading Assignment Sheet
- Study Questions
- Quiz/Study Questions (Multiple Choice)
- Pre-Reading Vocabulary Worksheets
- Lesson One (Introductory Lesson)
- Nonfiction Assignment Sheet
- Oral Reading Evaluation Form
- Writing Assignment
- Writing Evaluation Form
- Writing Assignment
- Extra Writing Assignments/Discussion ?s
- Writing Assignment
- Vocabulary Review Activities
- Unit Review Activities
- Unit Tests
- Unit Resource Materials
- Vocabulary Resource Materials
A FEW NOTES ABOUT THE AUTHOR
DANIEL KEYES
KEYES, Daniel 1927- Award winning author Daniel Keyes was born on August 9, 1927, in Brooklyn, New York. He grew up in New York City and attended the public schools there. Keyes attended college for one year, then joined the Marines.
When his tour of duty with the Marines was completed, Daniel Keyes attended Brooklyn College and earned a B. A. in psychology. In 1950 he went to work for a magazine firm in New York as an associate fiction editor. He stayed there for one year, then went into the photography business. This career lasted only a short time, and in 1954 Keyes began teaching English at the high school which he had attended.
During the next several years, Keyes taught during the day, went to Brooklyn College at night to pursue a Master's degree in English and American Literature, and wrote on the weekends. In 1962 he joined the faculty at Wayne State University in Detroit, Michigan, as an instructor in English. He taught there until
- From 1966-1972, he was a lecturer at Ohio University in Athens, Ohio. In 1972 Keyes became a professor of English at Ohio University.
Flowers for Algernon is Keyes most well-known work. It was originally written as a short story. In 1959, the short story version was awarded the Hugo Award at the World Science Fiction Convention. Keyes was encouraged to develop the short story into a novel. This novel version of Flowers for Algernon received the Nebula Award from the Science Fiction Writers of America in 1966. Keyes also received the Mystery Writers of America special award for The Minds of Billy Milligan.
In 1961, the CBS Playhouse aired "The Two Worlds of Charlie Gordon," a television play based on the short story "Flowers for Algernon." "Charly," the film version of the novel Flowers for Algernon, was released in 1968. Actor Cliff Robertson starred as Charlie Gordon. Flowers for Algernon has also been adapted for the live stage, and has been produced in Canada, England, and the United States.
Keyes's other writings include The Touch, 1968; The Fifth Sally , 1980; and The Minds of Billy Milligan (nonfiction), 1981.
Daniel Keyes lives in Athens, Ohio.
as a group activity. Using the information they have acquired so far through individual work and class discussions, students get together to further examine the text and to brainstorm ideas relating to the themes of the novel.
The group activity is followed by a reports and discussion session in which the groups share their ideas about the book with the entire class; thus, the entire class gets exposed to many different ideas regarding the themes and events of the book.
There are three writing assignments in this unit, each with the purpose of informing, persuading, or having students express personal opinions. The first assignment is to persuade. Students will persuade a doctor that they should be chosen to receive an experimental procedure designed to make them smarter. The second assignment is to inform. Students will write a news story based on Charlie's operation. The third assignment is to give a personal opinion. Students will give their opinion on using science and technology to alter the human condition.
In addition, there is a nonfiction reading assignment. Students are required to read a piece of nonfiction related in some way to Flowers for Algernon. After reading their nonfiction pieces, students will fill out a worksheet on which they answer questions regarding facts, interpretation, criticism, and personal opinions. During one class period, students make oral presentations about the nonfiction pieces they have read. This not only exposes all students to a wealth of information, it also gives students the opportunity to practice public speaking.
The review lesson pulls together all of the aspects of the unit. The teacher is given four or five choices of activities or games to use which all serve the same basic function of reviewing all of the information presented in the unit.
The unit tes t comes in two formats: all multiple choice-matching-true/false or with a mixture of matching, short answer, and composition. As a convenience, two different tests for each format have been included.
There are additional support materials included with this unit. The extra activities packet includes suggestions for an in-class library, crossword and word search puzzles related to the novel, and extra vocabulary worksheets. There is a list of bulletin board ideas which gives the teacher suggestions for bulletin boards to go along with this unit. In addition, there is a list of extra class activities the teacher could choose from to enhance the unit or as a substitution for an exercise the teacher might feel is inappropriate for his/her class. Answer keys are located directly after the reproducible student materials throughout the unit. The student materials may be reproduced for use in the teacher's classroom without infringement of copyrights. No other portion of this unit may be reproduced without the written consent of Teacher's Pet Publications, Inc.
UNIT OBJECTIVES Flowers for Algernon
- Through reading Flowers for Algernon, students will analyze characters and their situations to better understand the themes of the novel.
- Students will demonstrate their understanding of the text on four levels: factual, interpretive, critical, and personal.
- Students will practice reading aloud and silently to improve their skills in each area.
- Students will enrich their vocabularies and improve their understanding of the novel through the vocabulary lessons prepared for use in conjunction with it.
- Students will answer questions to demonstrate their knowledge and understanding of the main events and characters in Flowers for Algernon.
- Students will practice writing through a variety of writing assignments.
- The writing assignments in this are geared to several purposes: a. To check the students' reading comprehension b. To make students think about the ideas presented by the novel c. To make students put those ideas into perspective d. To encourage critical and logical thinking e. To provide the opportunity to practice good grammar and improve students' use of the English language.
- Students will read aloud, report, and participate in large and small group discussions to improve their public speaking and personal interaction skills.
READING ASSIGNMENT SHEET
Flowers for Algernon
Date Assigned Chapters (Progress Reports)
Complete By Date
LESSON ONE
Objectives
- To introduce the Flowers for Algernon unit
- To relate students' prior knowledge to the new material
- To distribute books and other related materials
- To do the prereading work for Progress Reports 1-
Activity # Distribute copies of a maze. (Most magazine racks have books of puzzles and mazes.) Have students work with a partner to time each other as they complete the maze. Find the average length of time it took for students to work the maze. Then categorize students as average, below average, and above average. Invite students to discuss how they feel about being labeled on the basis of a test.
Activity # Introduce the novel Flowers for Algernon. Tell students it is a science fiction novel. Science fiction is defined as literature that has elements of science or technology as a focus of the conflict or setting. It is often concerned with the effects of science and technology on people. Encourage students to look for the scientific and technological elements while they are reading. The main character in the novel is asked to complete mazes like the one the students just did. Ask why someone would be asked to perform such a task.
Activity # Ask what students think the title could be referring to. Do a group KWL sheet with the students (form included.) Put any information the students know in the K column (What I Know.) Ask students what they want to find out and put that information in the W column (What I Want to Find Out.) Keep the sheet and refer back to it after reading the novel, and complete the L column (What I Learned.)
Activity # Distribute the materials students will use in this unit. Explain in detail how students are to use these materials.
Study Guides Students should preview the study guide questions before each reading assignment to get a feeling for what events and ideas are important in that section. After reading the section, students will (as a class or individually) answer the questions to review the important events and ideas from that section of the book. Students should keep the study guides as study materials for the unit test.
