 IRONMAN Teaching and Discussion Guide Jane O. Wassynger, Greenville, SC. Adult Published Read an Excerpt About the book, in the classroom (activities), thematic connections, interdisciplinary connections, vocabulary, Excerpt About this Book High-school-student Bo Brewster writes to talk show host Larry King to share his feelings about training for a triathlon and about his broken relationship with his father. With the help of his swim coach, Mr. Serbousek, and his anger-management coach, Mr. Nak, Bo strives to win the biggest reward of his life--the love of his father. In the Classroom Suggested Classroom Activities Pre-Reading Activity Have students list names of talk show hosts. Then allow students to choose one host with whom they would feel comfortable talking. What is it about this particular host that makes them feel comfortable? Ask students why they think there are so many talks shows on the air today? What does this say about our society? Thematic Connections Anger -- When Bo learns that he must join Mr. Nak's Anger Management Group in order to avoid being expelled from school, he is upset (p. 19). What did Bo gain from being in Mr. Nak's group? How did Bo contribute to the well-being of the other members? How would the outcome of the Yukon Jack's Triathlon have been affected if Bo had never been a member of Anger Management? Courage and Honor (Fear) -- Mr. Nak tells Bo that anger is a cover for fear (p. 143). He said to "think of fear as a person who's going to be around whether he's invited or not (p. 144)." Have students draw an outline of a person. Ask them to segment the outline and label each segment with one of Bo's fears, and to write a short paper explaining to what degree Bo has conquered his fears by the end of the novel. Trust -- Compare Bo's understanding of trust at the beginning of the novel with his understanding at the end of the novel. Bo mentions publishing a self-help manual for teenagers entitled Teens Who Trust Too Much (p.18). Have students design a self-help pamphlet that Bo might have designed at the end of the story. What might Bo warn teenagers about in this pamphlet? What suggestions would he offer for developing and recognizing trust in a relationship? Family and Relationships -- Bo's father thinks that Mr. Nak has "no sense of what a father-son relationship truly is; how tightly the band between the two needs to be stretched so that the son does not take over" (pp. 158-159). To what lengths does Mr. Brewster go to make sure that his son does not take over? Compare Mr. Brewster's behavior to that of his own father. On the last page of the book, we learn that Mr. Brewster goes back to the psychologist. Have students write a script of the conversation that might have taken place between the counselor and Mr. Brewster which they can act out. Prejudice -- When Mr. Serbousek reveals to Bo that he is homosexual, Bo turns his back on him. How does Bo come to terms with this discovery? What does he learn about prejudice and bigotry from Mr. Nak and from Mr. Serbousek? What other examples of prejudice are found in the novel? What steps can teenagers take to make prejudice less prevalent in their schools? Interdisciplinary Connections Physical Education -- Bo says that "a true Ironman participates in the Hawaiian Ironman contest, where he or she swims about two-and-a-half miles, bikes a hundred, and runs a full marathon..." (p. 12). Have students research the Hawaiian Ironman contest. When does it take place? How do people train for it? Have students compare this contest to Yukon Jack's Eastern Washington Invitational Scabland Triathlon. In what ways would Bo need to change his training in order to be prepared for the Hawaiian Ironman contest? Design a workout that Bo might follow in order to be ready for the Hawaiian Ironman. Art -- Mr. Nak says that Valentine's Day is the most important holiday for the Anger Management group because "it's supposed to be a celebration of people's good feelings for one another" (p. 127). Have students choose a member of the Nak Pack and create his or her Valentine's Day box that reflects the personality of that group member. Have students write Valentine's Day cards to the other participants from the perspective of their chosen person. Music -- The members of the Nak Pak chose music and recorded inspirational messages for Bo to listen to as he competed in the Yukon Jack's Triathlon. Have students choose songs with messages and beats that they think would be beneficial for a competing triathlete. Instruct students to record their selections and to write a paper explaining the reasons for their choices. Allow them to share their tape with the class. Social Studies -- In one of his letters to Larry King, Bo imagines talking with him about Constitutional Rights for kids. Have students create a questionnaire for adults that focuses on Constitutional Rights for kids. Compare the adults' responses with what Bo thinks most adults would say. Ask students themselves to look closely at the statement. Are there times when teenagers are impulsive and adults should intervene? How can Constitutional Rights for kids and the role adults need to play in their children's lives be compatible? Language Arts -- Choose a passage from the novel, perhaps the first paragraph of Bo's initial letter to Larry King. Rewrite the paragraph so that all words run together and there is no punctuation, (i.e. At4:30eachmorningIawakentoyourvoice Ilietransfixeduntilfive...etc). Ask a volunteer to read the passage so that it makes sense. Then let students divide into pairs and rewrite the paragraph using the correct punctuation. Allow students to compare their paragraphs with each other before they check it with the original. Ask students what they learned about the importance of punctuation in a passage. What are the differences in the pauses people make when they encounter a comma, period, semi-colon, etc.? Vocabulary/Use of Language Upon Mr. S's request, Bo researches the meaning of the word Stotan. He discovers that a Stotan is "a cross between a Stoic and a Spartan" (p. 80). He also learns that the term was "coined by an Australian track coach named Perciville Cerruti about thirty or so years ago in describing Herb Elliot, world record holder in the mile" (p. 80). Have students define Stoic and Spartan. Based on their knowledge of these two words, have them write a new definition of Stotan. Allow students to discover why Herb Elliot was referred to as a Stotan. Who were the Stotans in Bo's life? In what way do they fit the definition? Ask students to consider who might be the Stotans in their own lives and why? Teachings Ideas prepared by Jane O. Wassynger, English teacher, Greenville Middle School, Greenville, SC. |
| < Prev | Next > |
|---|
