"ANAGRAMS"

TEACHER DIRECTIONS:

PURPOSE: The purpose of doing this exercise is to expose students to unfamiliar words and then allow them to own those words by using them in a poem.
1. This vocabulary exercise can be used after reading Chapter 1 if you'd like to use it to introduce some of the themes that will later be encountered. It can also be used near the end of your study of the novel as a means of reviewing some of the novel's major themes and ideas.
2. Hand out assignment sheet. Read directions with students and clarify any questions. Give students 15-20 minutes to solve anagrams.
3. After 15-20 minutes, review the answers as a class. Hopefully, by this point, each anagram will have been solved by at least one or two students. As each word is reveled, take this opportunity to discuss the meaning of the word and its relevance in the novel. When possible, let students define the words.
4. Give them 15-20 minutes to start their poem. The poem should be based on a scene or character from the novel. It must include at least 10 words from the anagram list. Give students the 15-20 minutes to start the poem and then let them turn it in the next class period.
5. Assessment will be based on the students' correct use of their 10 words in the their poems. Does their usage of the word match the word's definition.

ANSWERS: 1. I in stool -- isolation

2. Charm I'd seen -- merchandise

3. A ram theft -- aftermath

4. Danny ham -- Handyman

5. Me pot -- tempo

6. A hip lost -- hospital

7. Anger blip me -- impregnable

8. Exalt ripe men -- experimental

9. I dice men -- medicine

10. I'm tin man -- imminent

11. As lucid I -- suicidal

12. Ow, bee gone -- woebegone

13. Pent gun -- pungent

14. Art and I -- radiant

15. Sue budd -- subdued

16. Yes I'm Dad -- dismayed

17. Rank Judy -- junkyard

18. Ye kind -- kidney

19. A gas mitt -- stigmata

20. I'm sick pest -- skepticism