TalentEd

HATING ALISON ASHLEY

Ethel Cooper

Rationale
 
This unit of work was designed based on two frameworks: the Theory of Multiple Intelligences (a model which offers breadth of coverage) and Bloom's taxonomy (which offers depth). Within each of the intelligences, activities have been designed to cater for the different levels of complexity suggested by Bloom. Thus the combination is a practical means of catering adequately for individual differences and of providing challenge for talented students.
 
The unit is pitched towards multi-ability classrooms, be that a small school with all the primary grades (3-6) grouped together, a composite Year 3/4 or Year 4/5 class, or a single-year class in a bigger school with the normal range of abilities, interests and strengths.
 
The emphases are on providing choice for the students and on encouraging independent student responsibility for learning and time management. The negotiation aspect of the unit is meant to provide critical experience for all students but particularly for talented students by allowing them the opportunity for genuinely differentiated curriculum.
 
Desired outcomes
 
This unit of work contains three broad categories of outcomes:
1. Literature Study
2. Development of negotiation skills
3. Development of student responsibility for learning and time management.
 
More specifically, the children will:
 
o be introduced to a contemporary Australian author
o experience in depth a piece of good quality children's literature
o be inspired to seek out other works by the same author
o recognise that written works eg novels start from nothing and are actively created
o enjoy and appreciate each other's skills and efforts
o negotiate with the teacher their 'contracts' of work
o pursue work through to polished completion
o work within time constraints and deadlines.
 
Organisation
 
The activities are grouped into eight categories - seven corresponding to the original seven Multiple Intelligences and one of 'extra ideas'. Each category is given a colour:

Verbal/Linguistic

Red

Logic/Maths

Orange

Visual/Spatial

Yellow

Body/Kinesthetic

Green

Musical/Rhythmic

Blue

Interpersonal

Indigo

Intrapersonal

Violet

'Extra ideas'

Crimson
Every student is required to complete at least one activity in each category thereby earning sufficient colours to fill in a rainbow colour wheel which is then cut out and made into a spinner. As well as this minimum requirement students participate in the whole-class activities and sufficient additional activities to complete a second spinner. The additional activities are negotiated by the students and the teacher in one-to-one conferences as they go along. Group work is organised according to the suitability of the work proposed by the student in conference with the teacher. For example, the activity 'Make up a dialogue between Barry and Erica discussing Alison' (Verbal/Linguistic/Synthesis) could be well done in a pair.
 
Group members, topics and work-sharing are negotiated at need.
 
Whole-class activities
 
1. Introductory, teacher-led discussion to explain the process of work involved in the unit, the basis for choices and decisions and the assessment of the unit with care to emphasise that the collected work is only part of the assessment - the end-of-unit presentations, willingness to choose and negotiate choices, and participation in the critical analysis of this process of work as a means to learning, are regarded as equally important.
 
2. All students listen to the teacher read Hating Alison Ashley by Robin Klein.
 
3. All students look through the many different works by Robin Klein which have been collected together into a classroom display, and are encouraged to select from the display for silent reading and other in-class reading.
 
4. All students watch the video about Robin Klein (see References). In this video Robin Klein talks about her sources of inspiration and her method of written work creation. There are two whole-class worksheets which relate to this video. All students complete these sheets, which seek to replicate part of Robin Klein's method of source material collection, and create an original work based on these sheets.
 
5. Research into Erica's and Alison's contrasting eating patterns. Creation of a banquet which displays this contrast, to be eaten with parents at the end of this unit.
 
6. Display work and make a presentation of this work to parents at the end of the unit. Presentations could include dramatisations of the original work or the Richard Tulloch play.
 
7. Classroom discussion critically analysing this process of work as a means of learning. It is important that all express an opinion here and any suggestions for change be discussed, evaluated and if agreed on noted for next time.
 
Potential problems
 
o Bogging down - being unable/unwilling to choose; unwillingness to continue to end of specific chosen task; desire to continue the negotiation process beyond its 'use by' date, ie procrastinating instead of getting down to work. Some who seem unable to choose may not wish to take the risk involved - they may be helped by limiting the choices or even having the initial choice made for them. Continuation to the end of the chosen task would usually be encouraged in negotiation; however, a genuine problem may necessitate re-choosing. Talented students may need to break negotiated large tasks down into sub-tasks so the 'end' is not so distant that it leads to frustration.
 
o Doing the minimum work as fast as possible, with little effort. If work is rushed, students may need to complete more activities or be involved in assessing each other's work, through suggestions for improvement and praise for things well done. Students may need to be reminded that parents and peers will eventually see all work in the end-of-unit display: 'If his writing is made more public then he is more likely to develop the incentive to become his own editor and to set himself higher standards of presentation.' (Barnes et al., 1969, p.165)
 
o Apathy and lack of enthusiasm. The teacher may need to use previous experience and knowledge of the student to suggest possible/probable interests, while emphasising the discipline of the process and the necessity to participate. Flexibility in negotiations needs to occur within limits made clear from the beginning. This means the teacher needs to know in advance whether s/he is willing to negotiate changes to the minimum requirement. If so, in what circumstances? For example, can the child who is a fanatical reader negotiate an individual contract to read and review all the collected works of Robin Klein? Could a group of theatrical students stage the Richard Tulloch play of Hating Alison Ashley?
 
o Putting down of fellow students' work. Regular reminders of the importance of 'no put downs' and the fostering of a positive classroom 'community of learners' need to be a regular part of all teaching, not just teaching involving contract work.
 
Note: If this was the first time this process of work had been undertaken by the class I would probably not negotiate individual contracts of alternative work except perhaps for talented students who have shown a need for challenge. For such students options for 'appropriate' work should always be encouraged.
 
Verbal/Linguistic (red)
 
Knowledge
o List all the main characters in the story.
o Record the important events in the story in chronological order.
o Describe what happened at Drama night.
o Who helped solve Erica's problems before the Drama night performance?
 
Comprehension
o Describe Alison's first day at Barringa East Primary.
o What differences exist between Alison's and Erica's home lives?
o Write a description in your own words of Alison's appearance on the first day at Barringa East.
o Discuss Erica's feelings for Alison. What changes occur during the novel?
 
Application
o Write acrostics about two of the following: Erica, Alison, Jedda, Barry, Valjoy, Lennie, Harley.
o Write a letter from Alison to one of her friends from her old school.
o Write a newspaper article explaining the changes to the school zoning system which caused Alison's enrolment at Barringa East.
o Construct a Find-a-word using Erica's long list of medical conditions (page 5).
o Write the dialogue of a doctor's explanation to a patient of each medical condition. Describe the symptoms, location in the body (if applicable), treatment, and curability.
 
Analysis
o If Alison had blabbed out the real reason behind Erica's refusal to replace Oscar, what might the ending have been?
o Read The Princess Who Hated It (Robin Klein). What are the similarities between Althea and Peggy and Alison and Erica?
o Write a biography of Alison's life up to the time she enrolled at Barringa East.
o Design a questionnaire to gather information from the other characters about their feelings for Erica.
 
Synthesis
o Make up a dialogue between Barry and Erica discussing Alison. Do this on your own or with a partner. If you work with a partner, write the words for one character each.
o If Erica could have anything in the world, what would it be?
o Alison has lent a pen to Erica which Erica has not returned. The pen is of sentimental value to Alison and she desperately wants it back. Why has Erica not returned it? What might they say to each other about this?
o On page 56 Erica hurls ESP messages at her Mum and Alison Ashley. Improve these messages by writing them as poems or as lyrics to a song.
 
Evaluation
o If you were to have a family like Erica's or Alison's, which would you choose? Why?
o Write an argument in favour of Alison being allowed to ignore the zoning changes and so not having to attend Barringa East.
o Alison and Erica are both running for class captain. Who would you vote for? Why?
o How would you handle having to go to a school where you were one of a kind?
 
Logic/Maths (orange)
 
Knowledge
o How many reasons does Erica give her mother to discourage her from attending Drama night? Make a list.
o Make a time line of important events in the story.
o If Erica had 1 illness on her chart in K, 1 in Year 1, 2 in Year 2, 3 in Year 3, 5 in Year 4, 8 in Year 5, how many would she have in Year 6 to complete the pattern? ie 1, 1, 2, 3, 5, 8,
o List Erica's medical conditions - use those on page 5 and add more of your own if needed to make up the correct number of illnesses to the end of Year 5.
o How much bigger was the library at Alison's old school than the library at Barringa East?
 
Comprehension
o How many main characters are there in Hating Alison Ashley? Who are they?
o Prepare a flow chart to illustrate the sequence of events.
o Explain the consequences to Erica of Alison's arrival at Barringa East primary.
o Of the six people in Erica's household, who do you think is the most important to Erica?
 
Application
o Draw a plan of Barringa East showing at least ten features such as: Erica's and Alison's homes, the four roads that frame the suburb.
o Draw a scale plan of our school library. Assume it is the same as the one at Barringa East. Draw another scale plan of a library the same size as the one at Alison's old school.
o Make scale models of Alison and Erica. Make scale models of the milkshakes Alison made for them. How do they compare?
o Make up a board game about the story.
 
Analysis
o On page 4 Miss Belmont suggests that a hole in the window pane the same size and shape as Barry Hollis will occur if Barry does not behave. If Barry is the same size as you find how big this hole would be in:
1. informal units eg erasers, lego blocks
2. cm2.
o Classify the characters in the story into two groups: those liked by Erica, those not liked by Erica. Do this twice:
1. up to chapter 4
2. after Drama night.
o Survey the members of your class. Use a minimum of three questions about the story and its characters, eg Who is your favourite character? Make a tally and draw a graph for one of your questions.
o If you could walk from one end of Barringa East to the other in twenty minutes (page 15), how far is it across?
 
Synthesis
o On page 56 Erica hurls ESP messages at Alison Ashley. Make up a code for these messages and use it to write some ESP messages of your own.
o Make up a set design to scale for one of the two plays Erica wrote.
o Using the Procedure text type, write a recipe for Alison-style milkshakes. How much milk would you need for two milkshakes?
o If everything was three times bigger and three times better, write about or draw Alison's old school.
 
Evaluation
o List criteria for Erica's:
1. hating Alison
2. liking Alison.
o Rank the main events in the story in order of their importance to the changing relationship between Alison and Erica.
o Find evidence for feeling that Alison has a better home life than Erica.
o Decide which of the scenes in the Richard Tulloch play could be cut without adversely affecting the story, ie which scene is the least important. Give reasons for your answer.
 
Visual/Spatial (yellow)
 
Knowledge
o Describe what Alison Ashley looked like on her first day at Barringa East.
o What sort of clothes does Erica's sister Valjoy like?
o Make a chart showing the important features of Erica's home.
o What happened after Alison unpacked her royal-blue silk, gold-embroidered shimmering kimono?
 
Comprehension
o Collect images from magazines and make a collage comparing Alison's home with Erica's home.
o Draw Erica's father as she would like him to be.
o Make a poster or pamphlet about Kyle Grammar School.
o Draw Spook, Blonk, Dagger, Scum, Dracula, Titch and Valjoy/Curves.
 
Application
o If Erica is 'a tall flower in a field of couch grass', what is Alison: (i) at home, (ii) at Barringa East Primary?
o Draw a cartoon of Miss Belmont and Barry Hollis. Use page 4 as your starting point and remember: '... her hair looked violent, as though it would send off a shower of electric sparks'.
o Make a set of cardboard dolls and clothe them with paper clothes as Jedda, Valjoy, Erica and Alison.
o In a group, dress up as Erica, Alison, Valjoy and Jedda. Take some photos.
o Read The Princess Who Hated It by Robin Klein. Choose one character from each book. Construct a Venn diagram to illustrate the similarities and differences between the two characters.
 
Analysis
o Design a television commercial advertising the advantages of Barringa East.
o If red symbolises the state of Erica's feelings towards Alison on Alison's first day at Barringa East, what colours would you use to show her state at three other points in the story? Explain your choice.
o On pages 36 and 37 Erica examines her appearance in the mirror. Record this process in words and/or pictures.
o Make a set of pictures that convey five different visual images that Robin Klein creates in the story.
 
Synthesis
o Make a set design for the Richard Tulloch play or at least two scenes from it.
o Create mandalas for Alison and Erica using their names, suitable colours and images. Try to express their characters.
o Create a label for the clothes that Valjoy prefers.
o Create paper flowers, pixies and ornaments for Erica's mother.
 
Evaluation
o Pick two or three visual images in the story and evaluate their effectiveness.
o Read The Princess Who Hated It (Robin Klein). Review the merits of the visual pictures of Althea and Peggy and the verbal pictures of Erica and Alison.
o Apart from Erica and Alison, who else does Robin Klein paint a vivid picture of? Discuss with examples.
o If Erica's mother decorates her house with paper flowers, pixies and ornaments, what would Alison's mother use? Justify your answer.
 
Body/Kinesthetic (green)
 
Knowledge
o What kind of animal does Jedda move like?
o Move like Erica, Alison, Barry Hollis, Harley. Perform your movements to the class and have them guess the character.
o Name the characters in the story who most resemble a gorilla, gazelle, sloth, lion.
o With a partner use chairs and height to describe the changing relationship of Alison and Erica throughout the story.
 
Comprehension
o Act out one of the most important events in the story.
o Mime Erica visiting Mrs Orlando to get a Panadol for a headache.
o Copy the list of Erica's illnesses on page 5 onto separate cards and use them to play charades with a partner.
o Look for three events in the story which could be told successfully through mime.
 
Application
o Perform a scene from the Richard Tulloch play.
o Make a model of Barringa East Primary.
o Make models of Erica and Alison or use suitable dolls to place their bodies into statues that express their personalities.
o Make a needlework picture that Erica's mother would like.
 
Analysis
o Do a role play as Lennie or Erica's father.
o With a partner demonstrate Erica watching herself weep in a mirror.
o Analyse Miss Belmont's body language. Compare it with Mr Kennard's.
 
Synthesis
o Make up and perform a play about one of the events in the story involving Erica and Alison.
o Make up one of Erica's plays and perform it. You could use puppets.
o Create a dance which tells the story.
o Make a Gesture Machine with three other students that expresses Alison's feelings for Barringa East.
 
Evaluation
o Rate the importance of action and/or movement in three events in the story.
o Evaluate the amount of action and movement in Erica's and Alison's households.
o Would you say that Barry Hollis was the most physical character in the story? Justify your answer.
 
Musical/Rhythmic (blue)
 
Knowledge
o Equate percussion instruments with each of Erica, Alison, Jedda, Barry, Harley, Miss Belmont.
o Find some music that expresses Erica's and Alison's feelings for Barringa East.
 
Comprehension
o Tap out the rhythm you feel reflects each of the main events in the story.
o Find signature tunes for Erica: as she sees herself, as she is seen by Mrs Orlando, as she is seen by Alison.
 
Application
o Make sound effects for the school classroom and playgrounds at Barringa East.
o Play a musical instrument to introduce Erica, Alison, Valjoy and Harley.
 
Analysis
o Find mood music for Erica's household, Alison's household, Erica on Drama night.
o Find music for Erica - the tall flower in a field of couch grass; Alison - the hot-house flower.
o If you were going to stage Hating Alison Ashley as a musical, what sorts of songs would you choose?
 
Synthesis
o If you were going to stage Hating Alison Ashley as a musical, create suitable songs/music.
o Create an aural version of some of the story using voice, sound effects and instruments.
o Devise a chant to replace Erica's ESP messages to Alison (page 56).
 
Evaluation
o If Alison is a whisper, what is Erica? Explain your choice.
o Who would you say would shout more: Alison or Erica? Miss Belmont or Mr Kennard? Give reasons for your answer.
 
Interpersonal (indigo)
 
Knowledge
o Find and list biographical details of Erica's life.
o Read a chapter involving dialogue to the class or someone else.
 
Comprehension
o Describe Erica's behaviour at school.
o Discuss in a group of 3-4 Alison's main problem(s).
 
Application
o Tell an abridged version of the story to a classmate. Tape it.
o Record a spoken review of the novel.
 
Analysis
o Peer tutor Erica on how she might make some friends.
o Identify Erica's main social problems and suggest solutions.
 
Synthesis
o Create an advertising campaign for Kyle Grammar School.
o Organise an election campaign for Barry Hollis as class captain.
o Write a script for an interview of one of the characters. Get a friend to ask the questions while you pretend to be the character.
 
Evaluation
o Evaluate as a group the relative importance of clothes, homes and appearance to this story.
o Evaluate the importance of lies to Erica's life, to life in general. Collect seven other opinions on this issue.
o With five other students, make two teams of three people. Conduct a debate on the statement: 'First impressions are very important.'
o Give a speech to the class on the topic: 'First impressions are very important.'
 
Intrapersonal (violet)
 
Knowledge
o Pretend you are Erica. List qualities you like about yourself.
o Pretend you are Miss Belmont. List characteristics of your teaching skills.
 
Comprehension
o Erica watches herself in a mirror as she weeps. Put yourself in her position - what does she see?
o Describe your feelings for three characters in the story.
 
Application
o Explain how you feel about the story's ending. Why do you feel this way?
o If you had created Erica and Alison as characters, how would you expect them to behave on an excursion to the zoo?
 
Analysis
o Imagine you are Erica taking a long hot bath. What thoughts might pass through your mind?
o If you had a sister like Jedda, what would you do?
 
Synthesis
o Make a spell for Erica to change her mother.
o Write a diary for the week you spent at Barringa East.
 
Evaluation
o Make personal goals for Erica and Alison at the camp and evaluate their success.
 
Extra ideas (crimson)
 
o Work with a partner. Write the words for a new event involving two characters in the novel.
o Work with a partner. Improvise a scene where Alison and Erica discuss something. Use a scene from the novel or make up a new one.
o How many books would have been in the library at Alison's old school if it was the size of the second plan (second activity in Orange/Application)?
o The series of numbers 1, 1, 2, 3, 5, 8, ... has a special name. What is it?
o Use scale models to make costumes and set for the Richard Tulloch play.
o In a group of three or four solve the problem: Which is greater - how much skin Barry Hollis has or the surface of the classroom door?
o Make a huge collaborative poster showing images from the story. Use lots of different materials, eg collage, crayons, paint, fabric, photos.
o Make a team of four. Play 'Chinese mime' based on events in the story. Perform in front of the class and let the class choose the events.
o Make two teams of four. Play 'Voices off' based on Alison and Erica, eg Erica likes being the boss.
o In a group of 4-6, devise a Verbal Machine expressing Erica's feeling for school.
o Barringa East is in danger of closing due to falling numbers. How could new students be attracted? Lead an eight-person discussion designed to solve the problem of getting people to attend Barringa East happily.
o Discuss in a group of six the issue of which scene could be cut from the Richard Tulloch play. One person must function as chairperson to ensure that turns are taken, the topic is stuck to and sympathetic listening occurs.
o In a group of six to eight, debate the topic: 'Students should be allowed to ignore zoning and attend the school of their choice.'
o Write a speech for yourself as Erica to be delivered as a soliloquy to the class.
 
References
 
Achieving Excellence; Units of Work for Levels P-8 Directorate of School Education, Victoria.
 
Insight Profile Pty Ltd. (1997) The Robin Klein Video
 
Klein, R. (1984) Hating Alison Ashley. Penguin Books.
 
TalentEd (1998) Vol. 16, No. 1, February.
 
Tulloch, R. Hating Alison Ashley adapted for the Stage. Penguin books.
  

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This page updated: 23 January 2006
Webmaker: Howard Smith. hsmith4@une.edu.au