Citation:  Middle School Is Worse Than Meatloaf: A Tale Told Through Stuff by Jennifer Holm and Elicia Castaldi, ill.  New York:  Atheneum, 2007.

One of my Top 10 selections

ISBN: 978-0689852817

Annotation: This is a year in the life of Ginny Davis who must survive Seventh grade along with her troubled brother who can’t get over the loss of their father, the addition of a new stepfather, her Science project, and her need to fit in.

Media: Digital images of photos, writing, collage, color, pen and ink. The book is done in the style of a journal with lots of additional items added to it such as movie stubs, bill statements, pizza delivery ads, and photos.

Personal Rating: 5Q/5P

Curricular Connections:  This is an excellent book for Middle Schoolers because it is an honest take on how Middle School really is from a girl’s perspective. It would be a good book for school counselors to give to students who have lost their fathers and who have stepfamilies. It would also work well in an English class because Ginny does lots of interesting writing assignments, which a teacher could give to her class to do. This is a creative and original book because the artwork will keep readers interested. Students could also make collages or keep journals in the style of the book.

Grade Level or Age Range: Grades 6-8

 

Lesson Plans:

Middle School Is Worse Than Meatloaf by Jennifer Holm

 

Concept To Teach

•       This lesson is for a 6^th grade Language Arts class

•       Students will learn how to write three Haikus based on the subject of Middle School

•       This lesson can be done in a double period which is two hours or split up into two one hour block lessons

California Language Arts Standards

For Sixth Grade

•       Literary Response and Analysis:

•       3.4 : Define how meaning is conveyed in poetry through word choice, figurative language, sentence structure, line length, punctuation, rhythm, repetition, and rhyme

•       3.7: Explain the effects of common literary devices (symbolism, imagery, metaphor)

•       Writing:

•       1.1: Organization and Focus: Write poems

•       Speaking Applications:

•       2.3: Deliver oral responses to literature

•       Standards Web Site:

•       http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf

 

Goals and Objectives

•            Students will develop reading comprehension skills by listening to and discussing the read aloud Middle School Is Worse Than Meatloaf  by Jennifer Holm

•            Students will learn how to write a Haiku

•            Students will discuss their feelings about Middle School

•            Students will develop oral language skills by reading their poems

•            Students will develop cooperative learning skills by working in teams

 

Materials

•       Middle School Is Worse Than Meatloaf by Jennifer Holm

•       Pens, crayons, paint, markers

•       Colored paper, newspaper, magazine pictures

•       Scissors, glue

Anticipatory Set (Lead-In)

•       The teacher will hold up Middle School Is Worse Than Meatloaf by Jennifer Holm and say, “Is Middle School really worse than meatloaf?”

•       She will wait for responses and discuss

•       She will then tell the class to think about how they feel about Middle School and to think about how Ginny feels about it

•       The teacher will read Middle School Is Worse Than Meatloaf to the class as a read aloud.  She may choose to read sections of the book over several days.

 

Procedure

•       After the teacher has read the book, she will ask students to get in groups of four and discuss how Ginny felt about Middle School

•       She will then ask each group to share out

•       The teacher will then tell the class that each group will work on writing three Haikus about how they feel about Middle School

•       The teacher will model how to write a Haiku-It is three lines long. It has 5 syllables in the first and three lines and seven syllables in the second line. There is also one image that stands out.

•       The teacher will read Ginny’s three Haikus to the class about meatloaf

•       The class will discuss Ginny’s three Haikus so they know the format

 

Independent Practice

•       Each group will pick three topics about Middle School and write three Haikus

•       The teacher will visit each group to check for understanding and to make sure every member is contributing to the writing of the Haikus

•       She will give each group about an hour to finish writing the Haikus

•       Then, she will ask each group to publish their three Haikus using a collage style like Ginny does in her scrapbook

•       Students will cut paper, use different colors, and design backgrounds to create this collage effect

•       The teacher will visit each group to discuss how the artwork is in the style of collage and to make sure the group is practicing reading their poems

 

Closure

•       Each group will go up to the front of the class to read their Haikus to the class

•       Each group will explain why their poems are Haikus and why they picked the topics they did

•       Each group will explain how they used collage to enhance their Haikus

 

Assessment

•       The teacher will check for understanding as she monitors group work (informal assessment)

•       The teacher will grade each group’s Haikus based on whether they used the format of a Haiku and had topics pertaining to Middle School

•       The teacher will grade each group on their oral presentation skills and whether they worked well as a group

•       This assessment could be a checklist or a rubric (formal assessment)

 

Adaptations (Students With Learning Disabilities or English Language Learners)

•       Students with writing disabilities could do a fill in the blanks or C.L.O.Z.E poem where they fill in some words but not all of them

•       They could also do the artwork using a computer

•       They could type their poems or orally record them

•       Students who are English Language Learners could be given a model of a finished Haiku, so they can see the format

•       They could also be given a list of vocabulary words to help them write their poem as well as a c.l.o.z.e or fill in the blanks format

•       They could be given extra time to practice reading their poems

 

Extensions (Gifted Students)

•       Students could write their own Haikus about Middle School and make their own collages for homework

•       Students could also do more of Ginny’s writing assignments such as “Describe Something You Lost” or “Describe A Change In Your Life”

By: Joanne Maher July 26th, 2009

 

 

 

Holm, J. (2007). Middle school is worse than meatloaf: A year told through stuff,  New York: Atheneum Books for Young Readers.

 

ISBN: 978-0689852817

Ginny Davis chronicles her 7th grade year with scrapbook-esque mementos. A likeable and sympathetic protagonist, Ginny shows the reader how she sees the world: little fragments of a confusing, sad, wonderful whole.

Media: Pen, Colored Pencil and Photo Images.

 

Subjects: Middle School, Family problems, Relationships, Coming-of-age

 

Rating: 4Q/4P

 

Age Range: 5th-8th grade

 

 

 KM6/13/09

 

Holm, J. (2007). Middle School Is Worse Than Meatloaf, A Year Told Through Stuff. New York, N Y: Atheneum Books for Young Readers. Pictures by Elicia Castaldi. ISBN:  0-689-85281-9.

 

From September to May, Ginny Mathews provides a glimpse of her life told through notes, receipts, report cards, bank statements and instant messages.  A different hair color, a doting grandfather, her mother’s marriage, her brother in trouble and the loss of a leading ballet role are a few of the things we experience through her.

 

Pictures/Illustrations are pictures of ticket stubs, notes, report cards and are combined with doodles and notes.  The pictures cleverly tell the story of a girl in 7^th grade and the notes and memorabilia that visualize her school year.

 

Rating:  5Q/5P

MWood

 

 

 

APA Citation	Holm, J.L. and Castaldi, E. (2007). Middle school is worse than meatloaf. New York: Antheum.
ISBN	978-0-689-85281	Rating	5Q/5P	Top 10	no
Media	Hand lettering, digital rendering		Grades/Subject	6+
Annotation	Genevieve (Ginny) Davis survives seventh grade, through losing the lead in the ballet, her mom marrying Bob and her brother being sent to military school.

 

 Holm, J. L. (2007). Middle school is worse than meatloaf: a year told through stuff. Pictures by Elicia Castaldi. New York: Atheneum. ISBN:  0689852819       

 

5Q/5P 

 

A collage of diary entries, notes, financial statements, and school papers introduce readers to 12-year-old Ginny Davis, who is coping with the transition to seventh grade.  The situation is made even more difficult as Ginny struggles with broken friendships and troubles at home. She perseveres and meets her challenges that many readers will identify with.

 

 

Media: Collage includes a variety of fictionalized media, including photos, letters, bills, reports, and other miscellany.

 

Artwork Discussion

 

A collage of diary entries, notes, financial statements, photographs, and school papers introduce readers to 12-year-old Ginny Davis, who is coping with the transition to seventh grade.  The story lacks a traditional narrative; instead, it offers a clever approach where readers piece together the different forms of media to understand the events in Ginny’s life. For example, Ginny’s diary will outline new resolutions, including getting her hair colored. The following pages will show an advertisement for a hair-coloring product, then an expensive salon bill where Ginny had to have her hair repaired.

 A situation revolving around a broken friendship with fellow ballerina, Mary Catherine, is documented by text messages and journal entries that discuss an upcoming audition for the Nutcracker. Although Ginny is hopeful she will get the part of the Sugar Plum Fairy, later pages reveal the official announcement for roles in the Nutcracker, in which former friend, Mary Catherine, is the Sugar Plum Fairy.

 Ginny adores her grandfather and writes to him regularly, often mentioning a desire for something that will require money.  When a reply arrives, an image of a denomination of currency peaks out of the envelope.  Photographs are used sparingly within the work – in fact, no complete faces are seen. Only one school photo, obscured by other graphics on the page, gives a hint of what Ginny might look like. However, many of Ginny’s problems are universal; she can be like anyone and anyone can be like her. TK 4/29/08

 

 TK 4/29/08

 

 Holm, J. L. (2007). Middle school is worse than meatloaf : a year told through stuff. Pictures by Elicia Castaldi. New York:  Atheneum Books for Young Readers.

 

Artwork:  Collage/scrapbook style with line drawings and photographs of objects

 

ISBN-13: 978-0-689-85281-7

 

Ginny’s seventh grade year begins full of promise (anticipating the lead in The Nutcracker, stylish clothing, perfect hair, best friends, and more), and is played out through scrapbook-style collages of notes, receipts, report cards, school assignments, and ordinary objects. As could be predicted, the reality of middle school is less than expected and provides more humor for the reader than for Ginny herself.  (For a similar book from a male perspective, try Jeff Kinney’s Diary of a Wimpy Kid.)

 Subjects:  Middle school life; Relationships; Humor

 

Themes: Though difficult, middle school is survivable with humor.  In families, there is room for one more.

 

Category: Realistic Fiction; Graphic elements

 

Age Level Recommendation: Middle School

 

Rating: 4Q/5P

 

AAS 5-4-08 

 

Lesson Plan:  Middle/High School Survival Guide (AAS 5-4-08

 

Objective:  React to literature with comprehension, insight, and understanding.  

 

Grade Range:  6^th -- 9th (but adaptable to higher grades)

 

 Standards:  Applicable to a variety of Language Arts Content Standards depending on the grade level and needs of the students. 

 

Picture Books

 

 

American born Chinese / Gene Luen Yang ; color by Lark Pien. New York:  First Second, 2006.

 

Babymouse. 1,Queen of the world! / by Jennifer L. Holm & Matthew Holm. New York:  Random House, c2005. (This book is the first in a series.  Many of the titles are primarily set in schools.)

 

Blue lipstick : concrete poems / by John Grandits. New York:  Clarion Books, c2007.

 

Diary of a wimpy kid : Greg Heffley's journal / by Jeff Kinney. New York:  Amulet Books, 2007.

 

Middle school is worse than meatloaf : a year told through stuff / by Jennifer L. Holm ; pictures by Elicia Castaldi. New York:  Atheneum Books for Young Readers, c2007. 

 

Anticipatory Set:

 

“Although most of my work days go well, when I first came to  ______________ school, I didn’t know anyone and had lots of questions.  Everyone gave me lots of advice and assistance to make that first year run smoothly.”

 

 

“So far in your life (or just this school year), what was the worst day you have had in school?  The best?  If you had a little brother or sister, would you offer advice to make it easier when they get to middle school/high school?  Do you feel like a survivor?  Could you help others survive?  Well, one way we learn how to approach new situations is through books and how characters cope with the same situations.  We are going to let some book characters give us advice on to do and what not to do to feel successful at school.

 

Teaching:

 

1.  You will need 6-7 copies of each of the 5 books.  Separate the class into 5 literature circles and assign each group one book.  The group members each read and discuss the book giving special attention to how the characters survive the school year. (If students have not had previous experience with literature circles, set the framework and model how it is done.)  Set a timeline for the completion of the book. To spur discussion, give each group a list of 8-10 questions to discuss at various points in their reading.  Some of the questions should be the same for all the groups and some should be tailored to the text. “While you are reading this book and talking about it in your literature circles, be thinking as to what lessons the characters are learning and how that information can be used as advice.” Encourage note-taking during reading, especially of scenes in which the character has learned something new or should have learned something new from the events. The teacher roams during the literature circle time but generally doesn’t intervene. 

 

Share with students an example of the kind of advice you will be expecting-- Example  “Always carry some energy bars in your backpack because you never know when the cafeteria is going to serve mystery meat.”  (Ginny in Middle School is Worse Than Meatloaf practically has nightmares about her cafeteria’s meatloaf.) 

 

General questions (blanks are generally for the name of the main character): 

 

How did _________________try to fit in at school?

 

What character traits could be used to describe____________?

 

What would __________________change about him/herself?

 

What one thing could the ______________ not afford to lose?

 

How is the main character’s school the same as our school?

 

What would ____________do in ____________situation? 

How did the pictures add to the story? Could the story have been told without the pictures?  Why or why not? 

Have you ever wanted to be someone else? 

What would you change about yourself? 

What would you never change about yourself? 

 

Specific questions:

 

American Born Chinese

 

In the story, the herbalist says, “It is easy to become anything you wish . . .so long as you are willing to forfeit your soul.”  Is that good advice? 

Why were all the monkeys directed to wear shoes?  Did wearing shoes help the Monkey King achieve what he wanted? 

What lesson does Monkey King learn that he tries to share with Jin? 

How are Monkey King, Jin Wang, and Danny alike? 

Babymous

Are you surprised that this book was written by a brother/sister team?  Why or why not? 

What are some of the things Babymouse imagines herself to be and why? 

What makes Babymouse make up with Wilson Weasel? 

Would you want to be friends with Felicia (even a little bit)? 

Blue Lipstick 

What is Jessie’s problem with cheerleaders? 

How did Jessie’s likes and dislikes change?  Why is the poem depicted as The Wall? 

Where do you do your best thinking? 

Diary of a Wimpy Kid 

Why does Greg prefer calling the book a journal rather than a diary? 

What do you think Greg will grow up to be?  Why? 

Should Greg’s friends tell him when he has a questionable idea? 

How is Greg different from his friends? 

Middle School Is Worse Than Meatloaf 

What is the worst food in our cafeteria? 

Is making a list a good strategy for getting things you want? Why or why not? 

Should Ginny babysit for very unruly children

What is Ginny’s older brother’s biggest problem?

What is something you figured out about Ginny that you think might not have been apparent to someone else?

 

Guided Practice

 

2. After reading and discussing the books, each group will meet and develop 5-7 tidbits of advice that they would give to an incoming student at their school and cite the event(s) in the book that is/are the inspiration behind the advice.  Groups need to conference with the teacher to explain the logic behind their choices and refine their advice due to teacher feedback if need be.

 

Repeat the example to get students thinking about what is expected--  “Always carry some energy bars in your backpack because you never know when the cafeteria is going to serve mystery meat.”  (Ginny in Middle School is Worse Than Meatloaf practically has nightmares about her cafeteria’s meatloaf.)  Add other examples as needed to illustrate the task but not give away some of the best ideas.

 

3.  When all the groups have created their advice lists, each group shares a synopsis of the plot of their book with the class and then shares their tidbits of advice (or pearls of wisdom).  

 

4.The advice of the five groups is compared and contrasted (eliminating duplicates), then the top 10 to 15 tidbits are compiled into a general guide to survival at ____________ School.  Voting may be necessary to create a list that isn’t too cumbersome. 

Optional:  The guide could be illustrated – one piece of advice per page. 

 Optional:  Comparing and contrasting two of the books on the list.

 

Independent Practice

 

5.  Students select and read a book individually from a teacher recommendation list and develop 3-5 pieces of advice based on the lives of the characters in the book.

Lesson Plan (sk 5.4.08)

 Subject: English

 Grade Level: 5+

Time Duration: semester

 Objective: reflection, self-expression, health expression of emotion

 Overview: Maintain a journal for the entire semester.

 

 Lesson Design

Anticipatory Set (focus) – As is seen in books such as Diary of a Wimpy Kid, Middle School is Worse than Meatloaf, Autobiography of My Dead Brother and many, many other examples, maintaining a journal can be an easy way to express yourself, keep a record of your every day life, and sort out problems.   

 

Presentation – You’re only assignment is to maintain a journal for the whole semester. I will not read the journal so much as glance through it. You must have at least one entry per week, but you may write as much or as little as you like. If you prefer, you may use other modes of expression than writing in your journal, such as photography, collage, drawing, or music. Feel free to be as expressive and creative as you like, since this is your journal. Once a week, we will bring the journals into class for in-class exercises, such as warm-fuzzies (where each student must write an “I” compliment to the journal’s owner).

 

Practice – Start off with a round of warm-fuzzies, then have the students write about their plans for the upcoming weekend. No other practice.

 

Closure – At the end of the semester, the students will hand in their full journals. The entries will be counted: a minimum of two entries per week (one for class, one for home) in order to receive full credit.

 

Middle School is Worse than Meatloaf by Jennifer L. Holm and Elicia Castaldi, pictures. New York: Simon & Schuster, 2007.  978-0689-8552-81-7

 

Annotation:A rendering of lists, letters and notes – the essence of everyday life. 

Media: Digitally transferred lists, papers, drawings, photos, drawings, pictures, letters and the like 

Rating: 6th-8th 5Q/5P

 

lvanburen/6-09