The Pigman New York: Harper Trophy, 2005 Four Corners Strategy Teacher Instructions Context: This strategy should be used before reading the novel, The Pigman, and even before giving any background. It will direct students’ thinking to important issues that they will read about during their study of the novel. Purpose: The Four Corners strategy allows the reader to make predictions about the text by helping them to understand what issues are prevalent and where they themselves stand on those issues. Some of these issues include the role of choice versus fate, the difference and relationship between adults and teens, and the effect of loneliness. This guide is a way to prepare a reader prior to reading the novel, by asking them to react to a series of statements related to the key concepts that the novel focuses on. Materials: See step 2 and prepare 8/11 pieces of paper with the statements written on them. Post these papers around the classroom before class. Also be sure to have enough markers for the whole class, with an even amount of three different colors. Directions: This activity should take about 30 minutes, including the discussion and exit slip. STEP 1: Before students enter the classroom, post each statement (listed at the end of this document) in a visible location around the room. Statements can each be written on 8x11 pieces of paper. STEP 2 Explain to students that they will receive 3 different colors of crayons or markers. A student will use the green marker to make a small green dot if he wishes to answer yes or agree with the statement. Red is used to disagree or answer no to the statement. Yellow is to be used if the student is unsure or is neutral in response to the statement. If it is too difficult to find enough red, green, and yellow crayons or markers, symbols can be used instead (ie. a star, check mark, and a smiley face). Keep in mind though, that colors are easier to see from far away and it will be easier for the discussion that follows at the end of the activity. STEP 3 Instruct students to silently walk around the room and mark their response to the statement printed on each of the 15 papers. Allow the students to ponder the questions and have time to thoughtfully answer. STEP 4

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After the students have had the chance to respond with their beliefs and personal experiences to the statements, have them return to their desks. Address the results of the survey, carefully discussing the statements and the students’ responses. Statements: 1. I believe that we have no control over our destiny. 2. Most of what happens is merely coincidence. 3. Individual choice changes ones fate. 4. I believe that omens indicate real future occurrences. 5. I have personally experienced omens leading to real events. 6. Parents are the source of some kids problems. 7. Life is what each of us makes it. 8. If something goes wrong in my life, I am the one to blame, not someone else. 9. I do not understand my parents, and they do not understand me. 10. There are adults in my life that I can pattern my life after. 11. Adults and teenagers are very different. 12. I am afraid of loneliness. 13. Death is something to be scared of. 14. I know what love is. Discussion: 1. How do we know how responsible we are for our own circumstances? 2. What evidence do we see today of people not taking responsibility of their actions? 3. What role do parents and/or family play in our present and future? 4. Why is being lonely scary, or is it? 5. What is love? 6. Is death scary? Why?

ASSESSMENT Have students write a paragraph (exit slip) on what they learned about themselves and their beliefs. This slip will not be read but checked for completion. POST ASSESSMENT When the unit of The Pigman is complete, post the same statements around the room and ask students to engage with the statements. Conduct a class discussion to assess if the students’ perspectives have changed. Assign a reflection and ask the students to judge how their perspective has changed and why. They will need to talk about their feelings before having read the novel, and compare that to how they feel now about any one issue that has been discussed in class.

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POST‐ASSESSMENT DISCUSSION: 1. What events from the novel, or which circumstances trigger the idea of death and loneliness for John and Lorrain? a. The death of Bobo b. The previous death of Mr. Pignati’s wife: finding her obituary in his house c. Lorraine’s mom working for old people 2. What events or circumstances cause John and Lorraine to question what constitutes a fulfilling family relationship? a. Lorrain’s mother being over‐protective b. Lorrain’s mother’s divorce c. John’s parents as distant participants in his teenage life d. Both not feeling they can talk to their parents like adults 3. When does their view of what a family can be like begin to change and why? a. When they listen to Mr. Pignati talk about his wife, they recognize the value of the kind of marriage that he had. 4. How does individual choice affect the plot of the novel? a. Beginning of novel: they choose to be pranksters, which changes their classroom experience and affects what kinds of friends they have. b. They choose to have the party at Mr. Pignati’s house and reap the negative consequences. c. They choose to be honest with Mr. Pignati and they become friends 5. What choices could they have made that may have changed the sad ending to the novel?

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Name____________________ Date_ ___________________ Four Corners For The Pigman By Paul Zindel Directions: Before reading The Pigman, complete the following worksheet. In the blanks underneath the word “You” write and “A” if you agree with the statement or a “D” if you disagree with the statement. After reading The Pigman, we will fill in the blanks underneath the word “Author” according to what we discovered about the author’s intent or opinion. You

Author

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Choice determines outcome

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Destiny is pre‐determined

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Different generations should not mingle

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True love is possible If something goes wrong, it is usually someone else’s fault Most things that happen are coincidence The success of a relationship depends on both people

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