Appalachian State University
Wednesday Wars is a comical, insightful look into the life of Holling Hoodhood, a 7th grade boy growing up in the 1967. This book is rich with themes of coming of age, bullying, relationships, honesty, diligence, Shakespeare, and numerous historical connections. As this book takes you on a journey from September to June, Holling shares his escapades with the readers at some points in a conversational style addressing the reader directly. Hollings says, “Love and Hate in Seventh Grade are not far apart, let me tell you.” From rats and cream puffs to the Beatle’s “Eleanor Rigsby” to Shakespearean plays and curses to camping trips, this novel explores many facets of everyday life that provides insights into everyday life during 1967-1968.
Holling is the only Presbyterian student in his class. On Wednesday afternoons, the Catholic students go to Catechism and the Jewish students go to Hebrew school. This leaves Holling with Mrs. Baker, his English teacher, who he thinks clearly hates his guts. Overtime their relationship develops through her Shakespearean reading assignments, and she proves his initial perception wrong. Helping him understand what it means to be human and providing him the support he lacks at home. Mrs. Baker becomes a key figure in Holling’s life.
Holling’s relationship at home with his family is less than perfect although they live in the “Perfect House.” His father, an architect, plays dirty and often doesn’t take time to get to know his son. Mr. Hoodhood is superficial and simply cares about appearances. His mother, a secret chain smoker, seems aloof and uncaring. Holling’s sister ends up running away to California as a result of the neglectful environment at home.
Historically, this novel is rich with the Vietnam War on the home front as the students participate in bombing drills as well as with tons of references to LBJ and Martin Luther King, Jr. There is even a run in with Mickey Mantle that goes bad. Mrs. Baker’s husband is off fighting. Mrs. Sidman, another school employee’s husband was killed in the war. But then there is Mai Thi, an orphaned Vietnamese girl, who is ridiculed by Mrs. Bigio. Mrs. Bigio recognizes the cruelty of her behavior and makes it up to Mai Thi at the end.
There are so many events, themes, and lessons learned in Schimdt’s novel that it is almost impossible to recount them all and providing them the full educational scope in a brief summary. This novel would an incredible additional to 7th grade curriculum. Not only is it overloaded with great content for discussion, but also tons of elements of writer’s craft to address such as the use of run-on sentences and similes. For instance when Holling is sharing with the reader how Mrs. Baker discuss there Wednesday afternoons together he describes it as…
“That’s when I knew she hated me. The look that came over her face like the sun winked out and was not going to shine again to next June.
And that’s probably the same look that came over my face, since I felt the way you feel just before you throw up-cold and sweaty at the same time, and your stomach’s doing things that stomachs aren’t supposed to do, and you’re wishing-you’re really wishing-that the ham and cheese and broccoli omelet that your mother made you for the first day of school had been Cheerios, like you really wanted, because they com up a whole lot easier, and not yellow.”
Schimdt’s carefully thought out descriptions and vocabulary provides an interesting rendezvous for 7th grade students to learn from and explore. So not only will students learn invaluable life lessons, but the content provides excellent elements for discussions of characterization, conflicts, and story plot. The other fascinating element about Wednesday Wars is the attitude that most 7th grade students can relate to in Schimdt’s conversational writing style. It is unique in its approach.
Also, the time period is not so far off that it is seems foreign, but the elements of school and recognizable pop culture also makes it seem more relevant to students of this day and age. This novel has it all. I loved and genuinely enjoyed reading it and most kids I think would, too. It’s a novel a student will enjoy reading.
UNIT PLANS-Overview
BEFORE READING Ideas
1) Use wordle of Wednesday Wars to have students consider and predict how the elements may fit together. A wordle is a web 2.0 site that you can use to make creative designs with key words. In this wordle there is a focus on key nouns!
2) Use an anticipation guide to provide some insight into the topics that we will cover as we discuss this novel. As you get students to use the anticipation guide begin discussion of ethics, responsibility, and generalizations
3) Create a Mystery box including-a running shoe, a cream puff, a fake rat, a book of Shakespeare, a picture of Vietnam, telegram, picture of Long Island, Picture of Mickey Mantle, yellow tights, “pied ninny”-written on a piece of paper, Newspaper rolled up
Have students predict how these things may be connected.
4) Have students look through books about the 1960s and play Beatles music. Also checkout the site about a timeline of the 1960s.
Have students take notes about what they learned about the time period to gain insight into Holling’s life before they start reading
During Reading
1) Have students keep up with their Character Key and add information as they read.
2) Have students’ list unfamiliar or interesting vocabulary words as they come across them at least 2 each chapter. Define them and discuss to create a word wall.
Reading Plan
WEEK 1
September pg. 1-22-In this first chapter, Schmidt uses tons of sensory language to introduce to Holling and his life to you. Holling is convinced that Mrs. Baker is plotting against him. Why does he think that? As we read, lean and infer why she might dislike him? How do you know? Have you ever been justly or injustly disliked by one of your teachers? What do you predict this year will be like for Holling?
* Classroom connection-After reading September-(Visualizing and Lean in strategy pg. 39 & 42 Notebook Connections)-Read aloud pg. 5-9- In this section they describe “The perfect house” Is it perfect? Have students draw a picture of how it appears on one side of a piece of paper and then on the other side draw or describe the reality of it for Holling. Discuss what can be inferred about Holling’s feelings towards his father especially.
October pg. 23-48-Sometimes we make mistakes that we may not want to admit to others. In this chapter, Holling makes a mistake that humiliates Mrs. Baker. Write an I poem either as Mrs. Baker or Holling reflecting on the events that occur in this chapter. Be sure to use sensory language. You may also want to use quotes from the chapter
* Classroom connection-In this chapter, Mrs. Baker introduces Holling to Shakespeare’s The Merchant of Venice. Have students listen to a portion of the play that they read aloud together and hear a bit of the language. Have them discuss the language from the book and how it invades Holling’s dream that night. Discuss pg. 48, Holling’s recognition that Shylock doesn’t want to be a villain and just wants to become who he is supposed to be. Why is it important that the play is called a tragedy and that Skylock is trapped? How is that like Holling may feel?
* Also discuss Mrs. Baker’s nefarious (evil, wicked) plot. What was it? Did it work?
November pg. 49-72 -A TABLEAU-In this chapter lots of events occur that are valuable to the story. Make a list of the characters in one scene and try to describe how their body language may look. You may want to use props. List what you will need and how the characters will look and act. You will be a still moment shot of the scene frozen in time. Be ready to enlist a frozen cast to help you share your scene. Also make a list of a couple clues to suggest in case we can’t guess which scene it is.
-REFLECTION-Describe what happens with the cream puffs and Sycorax and Caliban? Holling is extremely frustrated, and he worked really hard to appease his demanding classmates. How would you feel if you were Holling? Using Holling’s language, write a brief journal entry as Holling Hoodhood responding to this situation.
* Classroom connection-Watch an animated version of The Tempest in class. At the end discuss how Holling uses elements from this play to compare with his on life during that time. The final line of the chapter discusses the happy endings and how Shakespeare was wrong that sometimes there isn’t a Prospero to make everything fine again. How does Holling’s life mirror the play?
WEEK 2
December pg. 73-100- Poems for Two Voices OR A CONCRETE POEM-Write a poem from two different perspectives in this chapter using the examples we’ve discussed in Joyful Noise: Poems for Two Voices by Paul Fleischman or create a concrete poem using the examples we’ve discussed in Technically It’s Not My Fault or Blue Lipstick by John Grandits based on the event from this chapter.
* Classroom Connection-Discuss the passage at the top of pg. 93 and how Mickey Mantle treated Holling. Interpret it as a class. Discuss how athletes can seemingly be heroes but like humans are flawed even though they seem larger than life. How is he astounded by Danny’s display of friendship? Has a friend ever stood up for you? How?-Respond in reading packet.
January pg. 101-129
FAB FIVE AND STICKY NOTES
Use sticky notes and think marks to highlight key events, unfamiliar words, or just your thoughts as you read this section. We will go through them together as group in class. As you go back through this have students make piles of what was confusing or what happened or just thoughts. Tell them about using this tool to help you organize big chapter books and to focus you as you read. Also make list of five sentences related to what happens or descriptions of what you have read. This could answer: Who? What? When? Where? Why?-When they have completed this you will discuss how those FAB Five can translate into summarization of a chapter or book by narrowing down the important events.
REFLECTION/RESPONSE-Holling is horribly humiliated by the exposure by Doug Swietecks brother throughout the school. Consider the conversation he has with Mrs. Baker on pg. 109. What do you think she knows that he doesn’t know? Why? Will he learn a lesson from this?
* Classroom connection-Have students in groups put together their sticky notes and sort out and discuss their sticky notes. You may also want to see how they have organized their piles.
* Classroom connection-Have students to summarize the chapter together using their FAB FIVE Sentences.
* Creative Connection-HAVE STUDENTS CREATE A PICTURE VISUALIZING THE HEADLINE AND THE NEWSPAPER ARTICLE ABOUT HOLLING’S DEBUT.
February pg. 130-155
LETTER-Holling’s date with Meryl Lee becomes tainted with his father’s architect battler with Meryl Lee’s father. Write a letter to Mr. Hoodhood, Mrs. Baker, or Meryl Lee as if you are Holling. Explain how you feel and why.
* Classroom connection-Have the students watch the animated version of Romeo and Juliet. Create a story map paralleling Romeo and Juliet and what happens between Holling and Meryl Lee.
WEEK 3
March pg. 156-183
SKETCH an Image-Draw a picture to capture one image from this chapter that is significant or caught your attention. Be ready to share with the class and explain why you chose to draw.
* Classroom Connection-Discuss what happens between the rats and Holling. How does that impact him?
* Also discuss what has changed between Mrs. Bigio and Mai Thi. Why is that important?
April pg. 184- 208 LISTING-Make a list of two different conversations that occur within this section and the characters within each conversation list emotions and draw pictures that relate to the events that are occurring
* Classroom connection-Have students in their groups write a brief reader’s theatre from this section to prepare and share with the class. Make sure each group takes a different part. Discuss emotions and tone changes with voices. Students will add more depth to the brief explanation of conversations by adding more speech.
May pg. 209-237- Holling’s sister has run away. Write a free verse poem from either Holling, his sister, or Mr. Hoodhood’s point of view. Get inside the head of your character and explain how they feel. Be creative.
* Classroom Connector-Play the Beatles “Eleanor Rigsby”-look at the lyrics and discuss and they may relate to Holling’s sister. Discuss why people run away? Also reflect on how this relates to the “perfect house.” How is Holling’s sister trying to rebel against the expectations of her father? What does she want after graduation? Do you think Holling and his sister’s relationship will change after this? Why?
June pg. 237-263
REFLECTION-How has Mrs. Baker and Holling’s relationship changed throughout the course of novel? Discuss why she uses the word “chrysanthemum?” How can one teacher impact a student’s life? What teacher has most influenced you? How? Why?
* Classroom Connection-Take the students on a hike and discuss preparation and the novel on the way up to the top. This would be a great time to reflect on the story and what they have learned.
AFTER READING Projects/Activities
1) Create a photostory in a group to demonstrate how Holling changes throughout the course of the book. Using Tableau and other resources to find relevant pictures describe the key events that impact him throughout this book.
2) In our analysis of various characters we have discussed various character traits. Write a paragraph about a character in this book. Describe how they have changed. Input your paragraph in , and create a graphic design of key words or elements of this character as your visual. Also create a tableau with friends depicting an important event in this character’s life.
3) Create a reader’s theatre based upon one theme of this book. With your group members perform your reader’s theatre with props to share with the class. You may want to show interaction between Mrs. Baker and Holling overtime or elements of conflict.
Unit Objectives
SWBAT recognize and identify indirect and direct characterization through poetry, tableaus, and reader’s theatre.
SWBAT recognize and utilize various techniques of writer’s craft to improve their own writing.
SWBAT synthesize content to create poems, reader’s theatre, and photostorys.
SWBAT describe the basic events of the late 1960s and share how those events impacted society.
SWBAT reflect upon events that occur in the novel and describe how characters change.
SWBAT discuss and confer about various ethical conflicts within the novel.
SWBAT have a stronger understanding of significance of Shakespeare’s plays and connect elements of the story with those plays.
SWBAT analyze and relate relationships in their own life to those of Holling and the characters through reflections.
Name______________________________
Reading Assignments and Activities
WEDNESDAY WARS Pre-Reading
As we analyze various aspects of culture and history of the 1960s take notes about key events from our classroom exploration.
What are key events during this time?
How do you think those events would have affected the people living during that time?
Briefly, interview a neighbor, friend, or relative that lived during the late 1960s and ask them what it was like living during that time. Write down the person’s name and how you know them. Take some notes below.
Anticipation Guide for The Wednesday Wars
Directions in the space, provided by each statement, write an “A” if you agree with the statement, and a “D” if you disagree with the statement. Be able to defend your position!
Agree/Disagree
If a lot of people want you to do something, you should do it. _______
In order to not make others feel bad, it’s okay to limit _______
your accomplishments.
In order to succeed you have to do whatever it takes. _______
All is fair in love and war. _______
You should be willing to do anything for your family. _______
Having a nice house and nice things makes you happy. _______
If someone hurts you, it’s okay to be mean to them. _______
First impressions are always right. _______
Father always knows best. _______
Celebrities are good role models. _______
Old stories can’t relate to my life. _______
Throughout the novel from September to June-CREATE A CHARACTER KEY!
As you read add details about characters as you find them out. You may want to list personality traits, events, quotes, or draw pictures, etc. to help you remember the various characters.
Holling Hoodhood
Mrs. Baker
Doug Swieteck’s brother
Mr. Hoodhood
Meryl Lee Kowalski
Syocrax and Caliban
Danny Hupfer
Mai Thi
Mrs. Bigio
September pg. 1-22
In this first chapter, Schmidt uses tons of sensory language to introduce to Holling and his life to you. Holling is convinced that Mrs. Baker is plotting against him. Why does he think that? As we read, lean in and infer why she might dislike him? How do you know?
October pg. 23-48
Sometimes we make mistakes that we may not want to admit to others. In this chapter, Holling makes a mistake that humiliates Mrs. Baker. Write an I poem either as Mrs. Baker or Holling reflecting on the events that occur in this chapter. Be sure to use sensory language. You may also want to use quotes from the chapter.
November pg. 49-72-A TABLEAU-In this chapter lots of events occur that are valuable to the story. Make a list of the characters in one scene and try to describe how their body language may look. You may want to use props. List what you will need and how the characters will look and act. You will be a still moment shot of the scene frozen in time. Be ready to enlist a frozen cast to help you share your scene. Also make a list of clues to suggest in case we can’t guess which scene it is.
Reflection-Describe what happens with the cream puffs and Sycorax and Caliban? Holling is extremely frustrated, and he worked really hard to appease his demanding classmates. How would you feel if you were Holling? Using Holling’s language, write a brief journal entry as Holling Hoodhood responding to this situation.
December pg. 73-100-Poems for Two Voices OR A CONCRETE POEM-Write a poem from two different perspectives in this chapter using the examples we’ve discussed in Joyful Noise: Poems for Two Voices by Paul Fleischman or create a concrete poem using the examples we’ve discussed in Technically It’s Not My Fault or Blue Lipstick by John Grandits based on the event from this chapter.
Reflect about a time in your own life where a friend has stood up for you? Or even someone who you didn’t think was a friend has surprised you?
January pg. 101-129-FAB FIVE AND STICKY NOTES
Use sticky notes and think marks to highlight key events, unfamiliar words, or just your thoughts as you read this section. We will go through them together as group in class. Also make list of five sentences related to what happens or descriptions of what you have read. This could answer: Who? What? When? Where? Why?
Journal Reflection-Holling is horribly humiliated by the exposure by Doug Swietecks brother throughout the school. Consider the conversation he has with Mrs. Baker on pg. 109. What do you think she knows that he doesn’t know? Why? Will he learn a lesson from this?
February pg. 130-155 Holling’s date with Meryl Lee becomes tainted with his father’s architect battler with Meryl Lee’s father. Write a letter to Mr. Hoodhood, Mrs. Baker, or Meryl Lee as if you are Holling. Explain how you feel and why.
March pg. 156-183 SKETCH an Image-Draw a picture to capture one image from this chapter that is significant or caught your attention. Be ready to share with the class and explain why you chose to draw.
April pg. 184- 208 LISTING-Make a list of two different conversations that occur within this section and the characters within each conversation list emotions and draw pictures that relate to the events that are occurring
May pg. 209- 237-Holling’s sister has run away. Write a free verse poem from either Holling, his sister, or Mr. Hoodhood’s point of view. Get inside the head of your character and explain how they feel. Be creative.
June pg. 238--263
REFLECTION-How has Mrs. Baker and Holling’s relationship changed throughout the course of novel? Discuss why she uses the word “chrysanthemum?” How can one teacher impact a student’s life? What teacher has most influenced you? How? Why?
FINAL PROJECT OPTIONS
Create a photostory in a group to demonstrate how Holling changes throughout the course of the book. Using Tableau and other resources to find or creative relevant pictures describe the key events that impact him throughout this book.
In our analysis of various characters we have discussed various character traits. Write a paragraph about at least 3-4 character in this book. Describe how they have changed. Input your paragraph in , and create a graphic design of key words or elements of each character as your visual. Also create a tableau with friends depicting an important event in each character’s life. Each group member could split this up or work together
Create a reader’s theatre based upon one theme of this book. With your group members perform your reader’s theatre with props to share with the class. You may want to show interaction between Mrs. Baker and Holling overtime. Or you might show how Shakespeare or historical events connect with the text.
Final Project Rubric
Product demonstrates connections, creativity, and thought (1-5) _____/5
You worked will with group members (1-5) _____/5
Product accurately relates to text and is appropriate (1-5) _____/5
Final Product Completed and turned in on time (1-5) _____/5
Total Points _____/20
Wednesday Wars Unit Rubric
Pre-reading Activities
Notes on the 1960s/interview _____/5
September Response/Prediction for Holling _____/5
The Perfect House Picture _____/5
October I-Poem _____/5
November Tableau _____/5
Reflection-Cream Puffs/Rats _____/5
December Poem for 2 Voices or Concrete Poem _____/5
Reflection-friend who stand up for you _____/5
January FabFive/Sticky Notes _____/5
Reflection-conversation with Mrs. Baker _____/5
February Letter _____/5
March Sketch an Image _____/5
April Listing _____/5
Reader’s Theater _____/5
May Free Verse Poem _____/5
June Reflection of Mrs. Baker and Holling _____/5
Final Project _____/20
Total points=_____/100
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