Fade to Black

Fade to Black

Alex Flinn

About the book:

Alex Crusan, an HIV-positive student, was attacked by an assailant who shattered the windows of his car with a baseball bat. Alex is in the hospital with multiple injuries but who committed the crime? Was it Clinton Cole, who was seen riding his bike in the vicinity and has already harassed him at school and home? Did the witness, Daria Bickell, see him do it or is she confused? Told through all three voices- victim, witness, and the accused learn who is telling the truth.

About the author:

Alex Flinn is a former attorney whose fascination with witness reliability and bias led her to write Fade to Black. She is the author of three previous books: Breathing Underwater, an ALA Top 10 Best Books for Young Adults; Breaking Point, an ALA Quick Pick for Reluctant Young Adult Readers; and Nothing to Lose, one of ALA Booklist’s Top 10 Youth Mysteries. She lives in Miami with her husband and two daughters. Visit her on the web at www.alexflinn.com

 

Comprehension Check:

Knowledge:

1.      Recall the setting of the story. How does it influence the events? Could this violence happen anywhere? Why or why not?

2.       Name the main characters in the story and describe each of them.

Comprehension:

1.      Explain how Clinton Cole feels about Alex.

2.       Summarize the events on the night in question.

Application:

1.      Prepare an interview for both Clinton and Alex about the attack. Answer as they would.

2.       Create a study guide of questions and answers about the book. Consider questions on characters, plot, theme and resolution.

Analysis:

1.      Analyze the motivations of Jennifer. Why does Alex question her motivations? Do you agree with him?

2.       Examine the poems of Daria. What do they reveal about her as a person?

Synthesis:

1.      Rewrite three of Daria’s entries in a letter format rather than a poem. Use the meaning of the original text but not the words.

2.       Perform a scene between two of the characters that got cut from the original story. (Like a DVD extra at the end of films). Be sure it stays true to the integrity of the characters and plot.

Evaluations:

1.      Which of Alex Flinn’s novels is your favorite? Why?

2.      What scene will you still be thinking about weeks after you have closed the book? Why?

 

Multiple Intelligence Projects:

Verbal/Linguistic:

In small groups research one of the following topics from the novel and create a pamphlet or PowerPoint and give a presentation to the class about your findings:

HIV in teens

New treatments for HIV-AIDS

Down Syndrome

Witness reliability and bias

Hate crimes

Mathmatical/Logical:

Create a graph about HIV based on statistics. Do not just copy a graph from another source. Be sure to label the information appropriately and explain its significance in a brief paragraph.

Visual/ Spatial:

Create a collage piece of art that represents the events of the novel. It can either be an abstract piece or realistic but explain your process in a short journal.

Kinesthetic:

Write and act a scene that exists for these characters either before the opening of the novel or after its close.

Intrapersonal:

Arrange for someone who students have never seen before to make a brief appearance in the classroom under the guise of some errand. Then, after he or she exits, have them try to describe the person in as much detail as possible in a short paragraph. Share the responses. Then have the stranger reappear and discuss the results of the experiment. Discuss these questions: How reliable is witness testimony? Would you want your own freedom based on a witness? Should witness testimony even be admitted in court or should it be corroborated by other facts?

Interpersonal:

In small groups discuss these issues from the novel:

1. If you were Alex would you keep the source of the disease a secret? Why or why not? Do you think his parents knew the truth?
2. Was Alex right to lash out at Jennifer’s treatment of him?
3. How would this story be different if Alex had been gay?
4. How typical is Clinton Cole’s attitudes and behavior?
5. Is Daria a hero as her mother tells her?
6. How can people with handicaps be more included into a school community?

Breathing Underwater

Teacher’s Guide

Breathing Underwater by Alex Flinn

Verbal:

Write a prediction guide for a new reader of Breathing Underwater. For example, at the end of the Jan 17^th chapter an appropriate question would be…. Will Nick stick to his punishment or will he violate the terms of his parole?

Logical/ Mathematical:

Write a brief timeline of the major events in the story. Be sure to file scenes in their proper location, since the narrative is written outside chronological order. Scenes that are written as flashback should be identified in a different color. Circle what you believe to be the major turning point in the story.

Visual/ Spatial:

Gather old newspapers and cut out any articles, headlines or pictures that deal with the themes of violence and abuse. Create a collage type effect, and then write a short public service announcement for the top of the poster. Use color to highlight important points.

Body/Kinesthetic:

Act out the scene where Caitlin defies Nick by singing in the talent show. Don’t write a script just do it as you remember it.

Music:

Find lyrics that you think Nick would enjoy. In a short journal explain why.

Intrapersonal:

Reread chapter the section beginning on page 239. Then, imagine the scenes as if they are a movie playing inside your head. Decide:

If you were casting director, which friends would you choose to play each part? Why?

Where would you film the scenes in your community?

What parts would warrant a close up? For what effect?

Would you use black and white film, or color or a combination. Defend your choice.

If you have access to a video camera, go film the locations, and perhaps have a casting call with your friends.

Interpersonal

Group Project:

Novel jury. With no more than five students, the group must come to some kind of consensus on the following issues from the novel.

1. Could Caitlin’s mother prevented the abuse?

2. Who is more responsible for what happened: Nick or his father?

3. Will Nick be different in his next relationship?

4. Should Tom have been able to stop Nick?

5. Did the sexual relationship between Caitlin and Nick contribute to her abuse?

6. Are there any times where hitting a boyfriend/girlfriend are justified? If so, when?

Prediction Guide for Breathing Underwater:

Examine closely the cover art. List a possible number of topics that the book could be about. What do you think the author means by the title?

Read just the first page. What do you know already about the main character and his father?

Comprehension Guide/ Quiz questions: (Based on Bloom’s Taxonomy)

Knowledge:

1. Identify the major characters in Breathing Underwater. What role do they each play in the plot?

2. Locate at least three details in the first chapters that reveal the setting of the book and the lifestyle of the characters.

Comprehension:

1. In your own words, write a brief summary of what happened between Nick and Caitlyn.

2. List five key events in the plot of Breathing Underwater.

Application:

1. What scenes illustrate Nick’s denial of what he actually did to Caitlyn? How does that add to the suspense in the book?

2. Find three local resources for someone who is in Caitlyn’s situation. Be sure to list phone numbers and addresses, and the types of services they offer.

Analysis:

1. What types of controlling behavior does Mario discuss in his family violence class? Do you agree with his assessment?

2. Compare and contrast Tom and Nick. How are their lives similar, how different?

Synthesis:

1. How would you handle the events in this book if you were Caitlyn? Tom?

2. Do you think Nick is less guilty because of his father’s abuse? Or, is that only an excuse for bad behavior? Use examples to prove your thesis.

Evaluation:

1. Will Tom and Nick be able to become friends again?

2. Will Caitlyn ever get involved in an abusive relationship again? Why or why not.

3. Which scene do you think was most vivid? Why?

Breaking Point

by Alex Flinn

Prediction guide

Pre-reading:

1. What is a breaking point? Have you ever experienced a time when you had a breaking point with someone or something? What was it?
2. The cover picture shows what? Is this a common prank among teens where you live?
3. Chris Crutcher says the story is, “gutsy, insightful, scary.” What do you think it may be about. Have you read any of Chris Crutcher’s books? If you have, what type of book is he famous for? Could they be similar?
4. What do you know after reading the prologue? What do you think this character did? Who is Charlie Good?

Chapter1-4

1. Will Binky Lopez-Nande and Paul become friends? What about something more?
2. Does the registration incident foreshadow anything?
3. How will Paul’s mom be at school? Would you want your mom working at your high school?
4. Will the abuse continue to get worse? What makes you think so?
5. Will Paul’s dad let him move and live with him?
6. How is David both brave and a little naïve? What could happen because of his dog stunt?

Chapters 5-8

7. Will Paul’s mom let Binky and him stay friends? What is her problem?
8. What effect will moving the computer have on Paul?
9. What effect will the Trouble incident have on David? Paul?
10. Should Paul reach out to David for friendship? Why or why not.
11.  Should Paul become friends with Charlie?

Chapter 9-15

12. After the mailbox club, will the guys acknowledge Paul at school?
13. Will David Blanco leave the school?
14.  Will the bagel theft be discovered?
15.  At the end of chapter eleven, it says, “Charlie could get away with anything.” Do you think this is true?
16.  Should Paul blow off Binky for his new found friendship with Charlie? Why or why not.
17.  How are Paul and Charlie alike?
18.  What prank does Charlie describe in ch. 13. Who do you think will get it? why?
19.  What does Charlie ask Paul to do to prove his friendship? Will he do it?
20. Why does he change his mind? Will he do everything Paul asks?

Chapter 16-21

21.Will the computer grade switch work? Will they be caught?

22.Will the in-crowd keep Paul ? What makes you think so?

23.Will his mom find out about the grade tampering?

24.In chapter 20, how does Paul change?

25.  Is Charlie using Paul? Will he ask him about the dog?

26.   Who wrote the note?

27.   Who do you think Charlie meant, the driver or the skater?

Chapters 22-29

28.  What will St. John do when he sees Paul with Amanda?

29.   Will Charlie be able to convince Paul of his plan to put a bomb in Zaller’s class?

30.   Who do you think sent the note?

31.   Will he save David?

32.   Will Paul help plan a way to, “Make their lives a little less perfect. Maybe make them less sure of themselves for once.”

33.   Will they just “scare the hell out of them like they deserve” or will something else happen?

34.   Is this an excuse? “ But it wasn’t me who planted the bomb in the fluorescent light. Not really. ….And mostly Dad, because I wouldn’t have been there if he cared enough.”

Chapter 30-36

35.  Will their plan work? Will anyone get hurt?

36.   Charlie chides him that, “Think anyone will believe you didn’t know that bomb could hurt people? Do you even really believe that?” Will he go get tell?

37.   Will Binky tell?

38.  Will Charlie throw Paul to the wolves?

39.   Will Charlie get away with it?

 

 

Comprehension Guide/ Quiz Questions

Based on Bloom’s Taxonomy

Knowledge:

1. What is Paul Richmond’s situation? Why won’t he fit in at his school?
2. What happens in line at registration?
3. Why does Paul’s mom cry all the time? What is her compulsive little habit?

Comprehension:

1. Describe how Paul is treated at Gate-Brickell Christain.
2. Explain how Charlie Good became interested in Paul.
3. Outline the events leading up to the breaking point.
4. Why do you think Charlie reveals such personal information to Paul about his family and birth? What purpose does it serve?

Application:

1. Find at least three places in the novel, where Paul made a critical decision that could have changed the outcome.
2. What could be done in schools to protect kids like David Blanco and Paul?

Analysis:

1. Compare and contrast David and Paul. How are they alike? How are they different?
2. Examine the steps that Charlie good uses to get Paul under his control. How would you describe them? Are they effective techniques of manipulation? Would they work on you, or anybody you know?

Synthesis:

1. What would happen if you found yourself in Paul’s situation?
2. How can you tell the difference between teenagers just blowing off steam and real threats to be taken seriously?

Evaluation:

1. Predict the future for Paul Richardson.
2. Who deserves more blame for Paul’s situation: his mom or dad? Or, should Paul alone be blamed for his choices? Defend your position.

 

 

Multiple Intelligence Projects

Verbal/ Linguistic

Dialogue is an important literary element in this book. Trying to capture teen-speak is especially difficult. Write a scene between two or three friends, staying true to teen language and grammar. BUT, be sure to punctuate it correctly!

Logical/ Mathematical

If you were to divide this story into three acts where would each end? What is the turning point in the story? Where is there a major reversal for the main character? Graph the story in way that will help you remember the events in a chronological manner.

Visual/ Spatial

Using newspapers, magazines or any other print media, make a collage that represents the storyline of Breaking Point. Then, turn the artwork into a book poster. Be sure to include the title, author and other information.

Body/ Kinesthetic

In pairs or small groups, act out a scene from the book. You don’t have to say things verbatim, but the flavor of the scene should still be there. But, DON’T give away the ending!

Musical/ Rhythmic

Write an essay on whether you think music lyrics, violent video games, and other media promote teen violence today. Use examples from these areas to defend or support your position.

Interpersonal  (worksheet on separate page)

In careers, as well as just plain old life, it is important to be able to give constructive feedback, and even more, to receive it. So, after you’ve written a first draft of your essay about music, then trade essays with someone and give good feedback on their work using the peer edit sheet. Be sure that you are both positive and instructive. After you receive yours, write a brief and honest gut response to the peer edit. Then, wait at least a day, reread the suggestions, and write a new response to them on the back. You should notice that it is far less stinging, the second read. Learning to accept this kind of criticism as part of a process and NOT a personal attack is a valuable skill, especially as a writer.

Intrapersonal

Write a letter to a friend about Breaking Point. In it, make a pact, that if you ever reach your breaking point, that this will be the person you turn to before taking some drastic measure. Mail the letter, and even more important, keep the promise. Try to illicit one from your friend too.

 

Peer Edit                                          Writer________________

                                                                        Reader________________

Type of Paper__________________

1^st Draft due__/__/__

Final Copy due__/__/__

Standard	Peer’s Comments and Questions
LEAD: Uses a specific fact, detail or anecdote to grab attention. A clear directive to writing.
MIDDLE: Stays logical and organized. Uses transitions. Shows, doesn’t tell.
ENDING: Gives a sense of closure, doesn’t just stop. Makes reader want to read it again.
WORD CHOICE: Simple, clear and direct. Uses examples to support statements of fact or opinion.
PURPOSE: Circle One: Persuade         Inform Entertain         Describe Narrate
MECHANICS: Uses correct: spelling, mechanics, and grammar. Writing is blocked in meaningful paragraphs.
VOICE: Sounds like the writer. A unique perspective, interesting slant that holds the reader’s attention.

copyright: Tracie Vaughn Zimmer, 2002