Stephanie+Bertuca

Fat Kid Rules the World Unit Overview:

This unit will focus on a number of different social issues teens will be faced with. The main focus of the unit will be adolescent obesity. Other areas that will be touched on are peer pressure, suicide, teen drinking and drug use and stereotyping. The students will read the book [|Fat Kid Rules the World] and parts of //Fast Food Nation//. In addition to the reading they will do several in-class writings, keep a food journal and write a comparison essay. The final project in the unit will be a public service announcement dealing with the issue of obesity that will be posted in the school, posted on-line, or broadcast on the local cable channel or all of the above. The students will also do research and fact finding on a number of given topics relating to obesity. The class that this lesson will be taught in is a 9th and 10th grade split. High School Content Expectations Covered in Obesity Unit Click link for content expectations.

[|high school.doc]


 * Parent Letter: **

Dear Parents, In our English 9/10 class we will be reading a book entitled //Fat Kid Rules the World// by K.L. Going. The book has been given several awards including the Michael L.Printz Award for Excellence in Young Adult Literature. The book deals with several pressing issues for teens which include obesity, peer pressure and alcohol/drug use. There are some adult themes and instances of profane language in the book. If you DO NOT wish your child to read this book, please sign the slip below and return it to me by tomorrow. Students not reading //Fat Kid Rules the World// will read an alternate novel entitled //When Zachary Beaver Came to Town//.

Thank-You,

Mrs. Bertuca

Materials: Youtube clip Picture Paper/Pencil Parent Note Fat Kid Rules the World book
 * Day 1: **

Objectives:

The students will learn to write a brief description of a person based on a picture. The students will learn to discuss their writing and observations with others. The students will learn from reading the book //Fat Kid Rules the World//.

The Lesson:

- Show picture of and ask students to write what they see. Have them give observations about the man in the picture. What do you think he does for a living? How did he get the way he did? - Have students break into groups and discuss what they wrote. What was similar/different in their observations? - Explain who the person in the picture is and what he does. Warning: Could get emotional! Talk briefly about obesity, how many young people it effects, medical concerns and social concerns related to condition. - Show Youtube clip on //Fat Kid Rules the World// - Introduce //Fat Kid// and assign reading to p.25

media type="youtube" key="5Iwm0SxXgdw" height="288" width="343" Day 2: Materials: Paper/Pencil Book Dry Erase Markers

Objectives: - The students will learn to select a character introduced in the first 25 pages of book and write a description of the character and why they selected them. - The students will learn to participate in discussions of characters and give description of story. - The students will access how obesity affects Troy Billings.

Lesson: - Have students select a character of their choice and describe their role in the book and why they chose that particular character. - Small group discussion on character selection. Who picked whom and why. - List major characters on the board accompanied by their “issues” (Ex. Troy: fat, shy, thinks everyone is always laughing at him/looking at him) - Focus discussion on how Troy’s obesity runs his life - Assign reading to p. 51 Chapter 23

Materials: Paper/Pencil Dry Erase Markers Book
 * Day 3: **

Objectives: - The students will learn to write about the relationship between Curt and Troy - The students will learn to follow along in book during teacher reading. - The students will learn to demonstrate knowledge of characters and plot in book.

Lesson: - The students will do a short essay on a given prompt relating to the relationship between Curt and Troy using examples from the book. - Class discussion on novel to p.51 - In-class reading to p. 72 - Assign reading to p. 100 Chapter 45.

Materials: Paper/Pencil Dry Erase Markers Book Writing Journals
 * Day 4: **

Objectives: - The students will learn to keep a daily food journal. - The students will learn to recognize similarities between themselves and characters in the story. - The students will learn to participate in a large group discussion on ___.

Lesson: - Large group discussion on novel up to p. 100 - What do the students like/dislike? What direction do the students think the story will go? Is Curt going to hang around? Is Troy? - Explain food journal assignment and have students write information for the meals they have had so far today. - Assign reading to p. 125

Food Journal Assignment: For the period of one week you will be keeping a food journal in your writing notebooks. You are to keep track of everything you eat and drink throughout the day and record it in your journal. After the week we will be looking at how well we eat as a class. Are we healthy eaters? Do we consume too much junk food? Are there patterns to our eating? Why do we eat the way we do? These are just a few of the questions we will be answering with the help of our journals. Please be as honest as possible in what you are eating. I will also be keeping a journal to share with the class! Yikes!

Materials: - Writing Journals - Dry Erase Markers - Paper/Pencil - Book
 * Day 5: **

Objectives: - The students will learn what others in class eat by reviewing food journals. - The students will learn how to keep an informal journal based on everyday life. - The students will learn about the importance of good health and healthy eating. (Cross curricular activity)

Lesson: - Have students form small groups of four and share amongst them what they have logged in their food journal. In the group, all students must share at least one meal that they had but after that they can take a pass. The pass is for those individuals who might not feel comfortable sharing what they did or did not eat during the day. Note: this activity could touch some people very deeply. Both those individuals that may eat too much and those that do not eat enough will likely be affected in some way. Make sure that group discussions are being monitored and the “comfortable” environment is always present. - Share with the whole class what was shared in the small group. - Remind students that they must continue to log what they eat and drink until the next Thursday. - Discuss book to p. 125. What has happened? How has the relationship between Curt and Troy changed? Does anyone see themselves in the characters? What about the brother? - Assign rest of book for weekend reading and tell students they will likely have a comprehension check (actually a test but I hate that word) on Monday.

**Day 6:**

Materials: - knowledge check - book - dry erase markers - writing journals

Objectives: - The students will take a test to demonstrate their knowledge of the book. - The students will participate in large group discussion. - The students will learn to share their writing from their food journals

Lesson: - Pass out knowledge check and have students take test - Collect tests - Discuss ending of book - If time, look over food journals and check progress

**Sample Test:**

Name Hour

Fat Kid Rules the World Knowledge Check

1. Fat Kid Rules the World //was written by a. K.L. Going b. J.K. Rowling c. J.F. Kennedy d. e.e cummings

2. Troy Billings mother is a. a nurse b. a homemaker c. deceased d. none of the above

3. What instrument does Curt MacCrae play? a. guitar b. drums c. bass d. keyboards

4. Why does Troy skip school? a. to practice drums b. to avoid being picked on c. he tore his jeans d. none of the above

5. What is Curt addicted to? a. his looks b. drugs c. alcohol d. food

6. Why does Curt go to the hospital? a. he had a stomach ache b. he fell and hurt his leg c. he passed out at Troy’s feet d. he needed a place to live

7. At the hospital where does Curt hide his pills? a. in his mattress b. in his nightstand c. in a book d. in a plant 8. What does Troy do at his first gig? a. plays awesome b. gets sick c. loses his drumsticks d. loses his guitar pick

9. Troy always thinks people are laughing and looking at him because he a. is cute b. is obese c. is tall d. is hyper

10. What kind of band do Curt and Troy form? a. a rock band b. a blues band c. a jazz band d. a punk rock band//

**Day 7:**

Materials: - book - writing journals - essay assignment - Pencil/Paper

Objectives: - The students will learn to write a comparison essay. - The students will learn to brainstorm topics for essays. - The students will learn to have their journals up-to-date

Lesson: - Go over test from yesterday and ask if there are any questions - Have students get out food journals and make small groups to discuss data collected thus far. While students are doing this try to hit each students journal and make sure they are keeping up with assignment. - Brainstorm topics for comparison essay and list possible topics on board. - Have students select topic and begin initial work on thesis. - Set due date of the next Monday for final draft.

**Day 8:** Writer’s workshop on essay

**Day 9:** Writer’s workshop on essay Collect food journals

** Day 10: ** Writer’s workshop on essay Worksheets on fast food facts

**Day 11**: Materials: - Writing journals - Teaching Tolerance Lessons - Paper/Pencil - Dry Erase markers - Comparison Essay Lesson: - Collect essays from students - Begin Teaching Tolerance lesson - Assign groups for both Teaching Tolerance activities and Public Service Announcement - Assign Media Investigation from Teaching Tolerance lesson as homework

Published on Teaching Tolerance //(// [] ) [|Home] > Beauty is Skin Deep

This media literacy lesson for grades 6-10 helps students analyze the ways media representations about size and appearance can impact our attitudes and behaviors. Note: This lesson has been adapted with permission from the original created by GLSEN [1] for its program, No Name-Calling Week [2]. Students reflect on the ways in which they have experienced or participated in bias based on physical size and appearance, and the ways in which expectations about body image and appearance in our society affect us. They learn about media literacy and examine media images for "attractiveness messages" that consciously and unconsciously impact our attitudes and behavior toward others. Students conclude the lesson by exploring ways to get beyond appearance as a dominant force in their social lives.
 * Beauty is Skin Deep **
 * OVERVIEW **
 * OBJECTIVES**


 * To increase students’ awareness about the ways in which conscious and unconscious expectations regarding body size and appearance impact us in negative ways


 * To develop students’ media literacy skills and encourage them to think critically about "attractiveness messages" in the media

Grades 6-10 (This lesson can be easily adapted for upper elementary aged students by omitting the statistics investigation in step #3) Media images (from magazines, the Internet, television, movies, or music) Chart paper Markers or pens Copies of [|Messages from the Media] [3] Copies of [|Media Investigation: Physical Appearance and Attractiveness (PDF)] [4] Copies of [|Turn Beauty Inside Out Day Winning Essays] [5] 1. Post the following questions on the board or read them aloud. Ask students to silently reflect on them:
 * To challenge students to identify specific actions they can take to move beyond appearance as a dominant force in their social lives
 * AGE GROUPS **
 * TIME:** 60-90 minutes
 * MATERIALS **
 * PROCEDURE **


 * Have you ever been on the receiving end of a cruel comment about your physical size or appearance?


 * Have others let you know, in some way, that you’re not attractive enough?


 * Do you find clothes shopping unpleasant because of fears about how others will judge you?


 * Have you ever skipped an activity to avoid comments about your appearance?


 * Do you think often about dieting because of comments about your weight?


 * Have you considered changing aspects of your appearance to look better to others?

Point out that, unfortunately, most of us would answer yes to at least one of the questions above. Judgments about physical size and appearance are personal and extremely hurtful, yet all too common. Ask students why they think it is that we are so quick to form opinions about others based on their appearance and without getting to know them. Challenge students to articulate how we get our ideas about what others are "supposed" to look like in our society. 2. If it has not already come up, point out to students that one way in which we get our ideas about body image and attractiveness is through the media. Movies, magazines, Web sites, television, and even video games often communicate unrealistic ideas about body image, and put pressure on us -- even if we aren’t aware of it -- to look a certain way. 3. Distribute [|Messages from the Media] [3], or use an overhead projector to display it at the front of the room. Ask students to respond to these statistics and to comment on the extent to which they think they are affected by "attractiveness messages" they receive on a daily basis. Tell students that one way to resist some of the media’s false messages about appearance -- and their effect on our self-esteem and behavior toward others-- is to become media literate. This means thinking about the values behind media images, raising critical questions about them, and being aware of who created them and for what purpose. 4. Tell students that they will be practicing media literacy by selecting up to three media representations to study. This investigation can be assigned as homework or done in class if the media representations are collected in advance. Students can select magazines, Web sites, TV shows or commercials, movies or music videos that are popular with their peers. Give each student a copy of the chart, [|Media Investigation: Physical Appearance and Attractiveness (PDF)] [4], which they can use to take notes as they research. For each item that they study, have students write and discuss their answers to one or more of the following questions:
 * Have you ever made cruel comments to others about their appearance?


 * Who created the magazine (or show, video, movie, etc.) and for what purpose?


 * How many and what type of "attractiveness messages" were communicated? (These can be verbal, types of people or characters, gestures or expressions, types of clothing, etc.)


 * Do these messages reflect real life and real people in your community?


 * What are the values or beliefs behind these messages? Do you agree with them?


 * What techniques are being used to get you to buy into the messages?


 * How might these messages affect your own or others’ attitudes about physical appearance?

5. Suggest to students that expressions like "beauty is only skin deep" and "don’t judge a book by its cover" seem to be empty clichés in our culture today. Ask them if they agree and whether or not they believe that most people reflect such values in their behavior toward others. Challenge students to think about concrete ways that they can change the culture in their own class or school around this issue. Ask what they can do to get beyond appearance as a dominant force in the way they relate to one another. List their ideas on a sheet of chart paper and create a follow-up plan to put one or more of these ideas into action. Tell students that girls around the country are putting this way of thinking to action each year on Turn Beauty Inside Out Day, which encourages people to submit essays about girls in their lives who are beautiful inside and out. The handout, [|Turn Beauty Inside Out Day Winning Essays] [5], includes some of the entries, which you can share with your students. Ask students to write an essay about someone "beautiful" in their lives (emphasize that it doesn’t have to be a girl). This can be assigned as homework or completed as an in-class writing activity. When students have completed their essays, ask for a few volunteers to share their pieces with the class and to receive feedback from their peers. Handout**
 * What important images or messages have been left out?
 * EXTENSION ACTIVITY **
 * MESSAGES FROM THE MEDIA


 * A study of over 4,000 television commercials revealed that 1 out of every 3 to 4 commercials sends some sort of "attractiveness message," telling viewers what is or is not attractive. The average teenager sees over 5,000 "attractiveness messages" each year.
 * One study found that teens who watch soaps and TV shows that emphasize the ideal body type report a higher sense of body dissatisfaction than other teens. This was also true for girls who watched music videos.
 * Another study found that identification with television stars (for girls and boys), models (for girls) and athletes (for boys), is related to their unhappiness with their bodies.
 * In a study of fifth graders, 10-year-old girls and boys told researchers they were unhappy with their own bodies after watching a music video by Britney Spears or a clip from the TV show, Friends//.//
 * In one study, 69% of 5th -12th grade girls reported that magazine pictures influenced their image of the ideal body and 47% wanted to lose weight because of those pictures.
 * A psychological study found that three minutes spent looking at models in a fashion magazine caused 70% of women to feel depressed, guilty and shameful. Frequent readers of fashion magazines are 2 to 3 times more likely than infrequent readers to diet and exercise to lose weight.

Materials: - Teaching Tolerance Lesson - Media Investigation - Messages from the media - Pencil/Paper
 * Day 12:**

Lesson: - Have students meet in their groups and go over their homework assignment. - Check with each group to make sure students have completed the assignment and note any students that did not. - Allow students to continue work giving assistance as needed.

**Days 13-14:** - Allow students to present their projects from the Teaching Tolerance lesson

**Day 15:**

Materials: - Fast Food Nation Handouts - Fast Food Nation Clips - Fast Food Nation Worksheet

Lesson: - Introduce the book Fast Food Nation //- Go over highlights in handout and have students read handout - Pass out worksheet and have students complete and if necessary finish as homework.

media type="youtube" key="Q5hA3PN0uic" height="244" width="336" **Day 16-20:** Public Service Announcement work days. Presentations and postings will occur during the next week.

**Public Service Announcement Assignment:** Students will be broken into groups of their choice during the Teaching Tolerance lesson. Each group will be required to present a PSA on the subject of obesity. The PSA could be a poster, web site or commercial. The PSA will be viewed by the class and posted throughout the school. It must include facts relating to obesity, the potential problems for those who are obese, places to get help if you are obese and any information the students feel is relevant to the topic. If selecting a poster it must be a standard poster size presented on poster board. Commercials must be 2-3 minutes in length. Web sites must include links to valuable resources and be “user friendly”.

//Warning! Some of the questions contain key elements of the plot. Do not read if you don't want to know what happens!//
 * Discussion questions for the book**// Fat Kid Rules the World
 * 1) Is coming into contact with Curt good for Troy or is it bad or did it not make any change at all?
 * 2) What did you think of Troy's relationship with his father? With his brother?
 * 3) Did these relationships influence Troy's other relationships? If yes, how so?
 * 4) Was Troy real to you?
 * 5) What was your first reaction to Curt? Did you change how you felt about him?
 * 6) Why do you think Curt was so popular with the other kids?
 * 7) Why did Troy do whatever Curt said?
 * 8) What did being in the band mean to Troy? What did performing mean to Troy and to Curt?
 * 9) Several of the characters experience change in this book. What were some of those changes? Which ones seemed the most significant to you?
 * 10) What do you think happens to Curt and Troy after the book ends?
 * 11) Sometimes characters in young adult books get into trouble because they don't do the things adults want or expect them to do. Troy always tries to do what his dad tells him to do. Does this cause problems for Troy?
 * If you liked this book try**
 * Fat Boy Swim //by Catherine Forde//
 * Jake Reinvented //by Gordon Korman//
 * The Earth, My Butt and Other Big Round Things //by Virginia Mackler//
 * how i live now //by Meg Rosoff//
 * Be More Chill// by Ned Vizzini