Introduction:
The overall purpose of this unit plan is to introduce Robert OŐBrienŐs Mrs. Frisby and the Rats of NIMH to high school English students as part of an introduction to fiction. This novel was chosen as an example of the literary genre of animal fantasy in childrenŐs literature. Animal fantasy is an uncommon approach to writing in the fantasy genre, but it delivers the devices that make fantasy appealing. The conventions of quests and survival are heavily focused in this novel, which is a common approach seen in many works of fantasy literature. Along with these conventions, Robert OŐ Brien presents a range of important themes in his novel, such as the value of family, helping others, hard work, and most of all courage; all of these are important ideas to share with a high school audience, while the fantasy aspect can entertain their imaginations and can be used to teach them about literary devices that will help them with future in class readings.
Mrs. Frisby and the Rats of NIMH is a novel with short, easy to read chapters that would not prove overly challenging or complicated. The story follows the quest of the field mouse Mrs. Frisby as she takes extraordinary steps to save the life of her youngest son from sickness, ultimately finding out about the secret of the rats living in a farmerŐs rose bush, and the connection they have Mrs. FrisbyŐs late husband. This unit will be ideal to start in an average high junior high school classroom, but is can also be used for a high school English classroom starting at freshmen or sophomore level. The novel has won the John Newbery Medal award and is an ALA (American Library Association) Notable Book, which suggests a reading age of 6-11 for this novel. For a 233 page novel meant for children, junior high school students should not be overly challenged with this reading material in terms of the work they would get in other classes. What will challenge the students are the themes presented by Robert OŐBrien, themes that will be seen in other novels and short stories students can expect to read as they progress in their education. In perpetration for this unit, there are a few steps that can be taken before students begin reading the novel.
Launching the Unit:
Before reading on the novel begins, it is important to prepare students for the direction in which they will be taken with the novel. A good way to go about this is to have the students keep a journal they will use for questions directed on the themes that will lead up to reading the novel. A journal also insures that students will always have something to write on in class. To insure that students keep their journals with them, it will count as 15% over their overall grade in the class. The idea behind using journals is also to get students use to writing a lot and writing often.
- Present a journal where students will record and answer questions through out the duration of the unit plan. In these journals, one of the objectives will be to get students use to writing often, through the use of sustained silent writing.
o Sustain Silent Writing – Every class for five minutes (maybe longer) through out the duration of the school year. As class progresses, the SSW exercises would become more challenging:
¤ Easy Writing Exercises (Expectations of being in high school, being in the class, reading, etc)
¤ Moderate Writing Exercises (Reactions to chapters, characters, images of the novel)
¤ Hard Writing Exercises (Thoughts on symbolism, ideas of the novel, Reflections on themes and real life) including personal questions:
á Has there ever been a time when you meet someone who wasnŐt what they were thought to be?
á Has there ever been a time when you or someone you know needed to be brave and show courage?
á Have you ever had to face something that seemed impossible? Did you accomplish what you wanted? If not, why?
á Mention a time when you conquered a big fear.
In addition to the journal, the class will focus on how reading builds writers. The unit will cover the basics of good writing, how writers use literary devices to interest readers, and how to recognize those literary devices to understand what the writer is saying between the lines. These skills will be crucial to future readings done in class, especially in regards to Shakespeare, future novels, and poetry.
- Present a poem on the main subject matter of the novel
o Courage:
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Courage by Anne Sexton |
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It is in the small things we see it. |
In the poem, it can be broken down for the students to better understand what the poet is trying to say. Teachers can point out the differences in stanzas, the speakerŐs tone and word choice, and the overall theme of small acts of courage holding great meanings of importance. This can lead up to the presentation of the novel, where a small heroine commits great acts of courage with great meanings (saving the life of a stranger, saving the life of her son by risking her own life on a number of occasions). The poem will ultimately be an example of where courage can come from.
- During the reading present ŇList of TenÓ activates to be recorded in journals:
o Ten images were Mrs. Frisby shows human qualities
o Ten images were the Rats of NIMH show human qualities
o Ten examples of courage shown by characters in the novel
o Ten reactions, positive or negative, about the characters
o Ten reactions to animal testing
- In-depth journal questions on the novel:
o What fears does Mrs. Frisby overcome on her quest to save her son? Why are these fears important?
o If you were told to seek the help of strangers, trusting them to help you and your family, would you do it? Mention a time when you or people you have heard about, had to rely on someone else for help. Did it work out? Why or why not?
o Jenner and his group knew they were not like normal rats, but accepted they were not like people either. Was he wrong for wanting the other rats to keep living the way they had, stealing electricity and food? What are your thoughts?
o What do all the courageous actions of Mrs. Frisby have in common? How are the actions similar and what do they all include as a common theme?
o Why do you suppose Robert OŐBrien chooses the main character, Mrs. Frisby, to be a mouse? Does a mouse normally symbolize courage? Write a short paragraph explaining your thoughts on why a mouse heroine would be important.
o End of Chapter Predictions: have students write what they think will happen next in the story after completing a chapter. These predictions will be proof that the student is not only reading the material but understanding the flow of the plot.
As the students read the novel, to be sure that they are not only reading the chapters and understanding them, the students should write in their journals one question they have about the novel, such as with plot, or general misunderstandings that can be covered in class along with daily lessons. This will result in an improved appreciation of the novel (knowing why they should be reading it in the first place) as well as help establish methods of knowing what to look for in a passage of text that raises questions or holds deeper meaning. This can be applied to future class readings on different stories. Once the novel has been read, students can watch the animated movie to compare with the book.
- Compare Movie with Novel
o What are some of the main differences between the two?
o What makes the movie better/weaker than the novel?
o Do the characters appear more real in the movie or in the novel? How?
o Why do you suppose certain changes to the story were made in the movie?
Extending the unit:
To extend the unit after the novel and movie have been presented to the students, the teacher can present other works of fantasy with similar themes that follow concepts of animal fantasy or fantasy in general. The reason for sticking with fantasy will be to show how extraordinary circumstances can be faced and overcome by the protagonists. For young students at the bridge between childhood and adulthood, their own difficulties in life can seem as extraordinary as the plight of Mrs. Frisby needing her house moved to save her sonŐs life.
- Book Pass Activity
o Present novels that take the idea of courage in the face of overwhelming odds to students. These novels should be Young Adult novels presenting examples of courage under harsh circumstances.
o Students can pick which books they would like to read, using techniques taught in class (picking up on the tone of the narrator to understand mood, the quest of the protagonist, the imagery and symbolism of the story) to look for how a character overcomes a great challenge, or fails to.
o When students have read their novel, making whatever notes they deem worthy in their journals, they will write a 3-5 page literary analysis on the novel they choose.
¤ A rough draft will be turned in first, which will be graded on a 5-point writing guide, modeled after Vicki SpandelŐs grading rubric. This will be the lead in for students to learn how to look at their own work and improve it.
- Suggestions for follow up novels and out of class reading can be offered from the following list:
Young Adult Lit. Selections:
Rasco and the Rats of NIMH by Jane Leslie Conly – Rasco, a young city rat, has run away from home to join the famous rats of NIMH in their secret community, Thorn Valley. Rasco wants to escape a dark secret from his past – and he longs to be a hero. But the other rats arenŐt impressed with his city smarts. TheyŐre too busy trying to stop humans from building a dam that will flood the valley. The damŐs computer is programmed to destroy their home! The rats have faced crises before, but it is Rasco who comes up with a brilliant idea to sabotage the project. And when the rats put his dangerous plan into action, Rasco has a chance to prove himself – and learn what it really means to be a hero.
After students have read the novel this unit plan is focused on, they may be interested in reading the sequel to it. While it can be for pleasure reading, students can take notice of the differences between the characters of Rasco and Timothy and the other rat students in a lesson built to analyze character archetypes. Some of the questions provided in the unit plan can also be applied to lessons with this novel. This is only advised if the majority of students in the class enjoyed Mrs. Frisby and the Rats of NIMH and want to continue to know more about what happens after the novel.
The Lion, the Witch and the Wardrobe by C.S. Lewis – What begins as a simple game of hide and seek turns into the adventure of a lifetime when Peter, Susan, Edmund, and Lucy walk through the wardrobe and into the land of Narnia. There they find a cold, snow-covered land frozen from eternal winter by the evil White Witch. All who challenger her rule are turned to stone. Narnia, once filled with all manner of talking beasts and creatures of fantasy is now a dark, joyless wasteland.
This novel can continue the theme of using fictional novels in the classroom that are a part of the fantasy genre. Not only dealing with elements of courage, this novel can also show what happens when you take the easy way out of a problem, what happens to liars, and present another example of the seemingly impossible being overcome. The movie can also occupancy the novel as another example of fiction brought to the big screen and the differences it makes in the overall story.
Eragon by Christopher Paolini – When Eragon finds a polished blue stone in the forest, he thinks it is the lucky discovered of a poor farm boy; perhaps it will buy his family meat for the winter. But when the stone brings a dragon hatchling, Eragon soon realizes he has stumbled upon a legacy nearly as old as the Empire itself. Overnight his simple life is shattered, and he is thrust into a perilous new world of destiny, magic, and power. With only an ancient sword and the advice of a storyteller for guidance, Eragon and the fledgling dragon must navigate the dangerous terrain and dark enemies of an Empire ruled by a king whose evil knows no bounds.
The first book in PaoliniŐs Inheritance trilogy is an impressive stepping stone for students to become regular readers. Breaking just 500 pages, students will be encouraged to read this novel in their spare time, creating an opportunity for extra credit to be offered to struggling students. Eragon also incorporates themes of overcoming all odds and challenged expected in the traditional hero archetype, as well as teach students examples of other classic archetype characters. It can also reinforce the idea of the quest method seen in Mrs. Frisby and the Rats of NIMH and other works of fantasy.
Redwall by Brian Jacques – Teeming with riddles and mysteries, humor and pathos, Redwall is woven by a cast of rich and spirited characters into an unforgettable tapestry of high drama, a novel to be savored by readers of all ages. Redwall presents the story of Matthias, a young mouse, apprentice to wise old Methuselah, who goes in search of the sword of Martin the Warrior. Matthias and the other woodland creatures living their peaceful lives in Redwall Abbey believe it is the only thing that can save them from Cluny the Scourge, a terrible one-eyed rat with his battle seasoned horde of rats.
Presenting an all animal cast with a solid theme of modern fantasy, Redwall will seem like a challenging read for students because of its 351 pages, but the pace of story will keep students wanting to turn the page to see what happens next. Again the literary tool of the quest plays a major role in the story of Matthias, but also offers a more mature setting for readers. Fierce and detailed battles are described in the novel as Cluny invades the Redwall Abbey. Creatures are attacked, killed, maimed, all the things student would expect to read about with a war – only on the scale of animals rather than humans. And this is just the first of a long series from Jacques.
The Dark Hills Divide by Patrick Carman – Twelve-year-old Alexa Daley is spending another summer in Bridgewell with her father. She looks forward to exploring the old lodge where she stays each year, with its cozy library and maze of passages and rooms. SheŐs also eager to finally solve the mystery of what lies beyond the immense walls that were built to keep out an unnamed evil that lurks in the forests and The Dark Hills – an evil the townspeople are still afraid of. As Alexa begins to unravel the truth about what lies outside the protective barrier sheŐs lived behind all her life, she discovers a strange and powerful enchantment. Armed with an unexpected new power, Alexa exposes a danger that could destroy everything she holds dear – and change The Land of Elyon forever.
CarmanŐs first book in The Land of Elyon Trilogy is told from the perspective of a smart, brave, and adventurous heroine. ItŐs a good source to teach students about the uses of first person narratives as well as the detail that must be presented through the eyes of the speaker. Students will also find the novel easy to read, with its short chapters that can easily be read in a single day or even a class period. The elements of magic and talking animals will keep students entertained while seeing another fine example of the quest motif.
The Amulet of Samarkand by Jonathan Stroud – Eleven year old Nathaniel is a magicianŐs apprentice learning the traditional arts of magic. His life changes when he meets Simon Lovelace, a magician of unrivaled ruthlessness and ambition. Lovelace brutally humiliates Nathaniel in public, and NathanielŐs master betrays him by not coming to his rescue. This starts Nathaniel to teach himself magic beyond his level in a attempt for revenge. He masters one of the toughest spells of all and summons Bartimaeus, a five-thousand-year-old djinni. But summoning Bartimaeus and controlling him are two different things, and when Nathaniel sends the djinni to steal LovelaceŐs greatest treasure, he finds himself caught up in a whirlwind of magical espionage, murder, and rebellion.
Students will notice the Mission Impossible feel in book one of The Bartimaeus Trilogy. They may also notice the similarities of StroudŐs trilogy and J.K. RowlingŐs series Harry Potter, as well as the fact that StroudŐs story is far darker in plot. For students, this novel can be compared with Harry Potter and the SorcererŐs Stone to show a different archetype of the protagonist – the anti hero. Nathaniel acts on the motivation of revenge, personal gain, and anger. The djinni that Nathaniel summons is a second narrator, speaking in the first person while NathanielŐs side of the story is spoken in third. BartimaeusŐ story also includes interesting footnotes for the reader to follow what he says and what he means. This different in narrative for the story will be something students can compare and contrast with Harry Potter and the SorcererŐs Stone.
Bridge to Terabithia by Katherine Paterson - All summer, Jess pushed himself to be the fastest boy in the fifth grade, and when the year's first school-yard race was run, he was going to win. But his victory was stolen by a newcomer, by a girl, one who didn't even know enough to stay on the girls' side of the playground. Then, unexpectedly, Jess finds himself sticking up for Leslie, for the girl who breaks rules and wins races. The friendship between the two grows as Jess guides the city girl through the pitfalls of life in their small, rural town, and Leslie draws him into the world of imaginations world of magic and ceremony called Terabithia. Here, Leslie and Jess rule supreme among the oaks and evergreens, safe from the bullies and ridicule of the mundane world. Safe until an unforeseen tragedy forces Jess to reign in Terabithia alone, and both worlds are forever changed.
PatersonŐs novel is perhaps the finest example of courage and friendship to be presented in a story for a younger audience. Like Mrs. Frisby and the Rats of NIMH, Bridge to Terabithia is a winner of the John Newberry Award for the most distinguished contribution to American literature for children. This novel is already being taught in some classrooms. Lessons on drama, friendship, social class, stereotypes, and even death, can be taken from novel and made into writing assignments for journal entries.
Conclusion
At the end of the unit plan, students should have an appreciation for the fantasy genre, understanding how literary devices such as the quest and the role of the hero or heroine help progress the plot of the story. Students are also expected to know how to spot themes in a story, which they will be able to apply to other stories and poetry through out their academic careers. On a more personal level, the unit plan is meant to teach students about the importance of strong morals, showing courage in the face of overwhelming odds. ItŐs important that students know that there are positive and truthful life lessons waiting inside stories filled with all the creations of the imagination. It is important that during this unit students understand that fantasy and science-fiction novels are not just about escaping from reality and its restrictions or hardships. Fantasy is about our need for heroes, the kinds of people young students need to find and learn from, to give them a potential direction in their lives. Many students may not have a role model in their lives, and those who donŐt will know, after they have had this unit, that role models donŐt have to be only living breathing people in history.
This unit plan is also meant to get students who may not be frequently readers interesting in reading as a hobby. Those who start reading sooner have a better chance of not only improving reading speed and vocabulary, but also getting over the idea that reading a novel has to be hard work, or a choir forced on them by the school system. Also, exposure to a full length novel having been read in class will help prepare students to reading future novels they may encounter through out junior high and high school. The sooner this happens, the more prepared the student will be when it comes to heavy reading and understanding what and why students read the stories they are presented with in a classroom. Along with reading, students will get early training in writing in a classroom, and writing as often as everyday. Writing in journals will make their writing exercises feel more personal, showing that the teacher cares about what they think and feel about the subject matter, which will be just as important and doing the work for a grade. It will give personal meaning for the students to complete writing assignments. It can also help students to write often enough to improve their handwriting, which is make future in class essays less of a strain for teachers to grade.
Carman, Patrick. The Dark Hills Divide (The Land of Elyon Book 1). New York: Orchard Books, 2005.
Conly, Jane Leslie. Rasco and the Rats of NIMH. U.S.A.: Harper Trophy, 1986.
Jacques, Brian. Redwall. New York: Philomel Books, 1986.
Lewis, C.S. The Lion, the Witch and the Wardrobe (The Chronicles of Narina). New York: HarperCollins, 1950.
O'Brien, Robert C. Mrs. Frisby and the Rats of NIMH. New York: Atheneum Books for Young Readers, 1971.
Paolini, Christopher. Eragon (Inheritance Book 1). New York: Borzoi Books, 2003.
Paterson, Katerine. Bridge to Terabithia. New York: Harper Entertainment, 1977.
Sexton, Anne. "Courage by Anne Sexton." 5 December 2007. PoemHunter.com. 12 November 2007 <http://www.poemhunter.com/poem/courage-8/>.
Spandel, Vicki. Creating Writers Through 6-Trait Writing Assessment and Instruction (Fourth Edition). Boston: Pearson Education , 2005.
Stroud, Jonathan. The Amulet of Samarkand (The Bartimaeus Trilogy Book One). New York: Miramax Books, 2003.