The+Blue+Helmet


 * __“The Blue Helmet” by William Bell__**
 * __Andrew Bellissimo__**

· The story begins when the protagonist, Lee, is arrested when he attempts to rob a local auto shop. · He does so because he is adamant that Hamilton’s most dangerous gang, the Tarantulas, accept him as a member. · A tumultuous childhood forces Lee down a crooked path into his teens. Out of warnings, he is sent to live with his aunt Reena in New Toronto. · Lee works as a delivery boy for his aunt’s café and meets several unique people along the way, among them, Bruce Cutter. · Bruce, an otherwise private man, accepts Lee into his life and the two build a strong friendship. · It is only after Bruce’s suicide that Lee discovers Bruce's past and why Bruce is the way he is. · Bruce's past forces Lee to confront his own past and decide who he really wants to be. · //The Blue Helmet// is a story of amending relationships, and choosing the correct life path. · The novel presents various life conflicts that a number of teenagers encounter on a daily basis. · Challenged by the destruction of violence, a lesson is presented through the consequences Lee suffers because of his own aggression.
 * // Synopsis: //**

· English, Grade 11, University Preparation (ENG3U) · English, Grade 12, University Preparation (ENG4U) · Studies in Literature, Grade 12, University Preparation (ETS4U)
 * // Course/Level/Grade: //**

· The novel presents challenging vocabulary and complicated social issues, and thus the novel would be best suited for senior students preparing for university.

· Reading for meaning: read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of strategies to construct meaning. · Understanding form and style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning.
 * // Curriculum Expectations: //**
 * Reading and Literature Studies**:


 * // Novel Perspectives: //**
 * Topical Perspective:**

· The novel covers topics in areas such as youth, abuse, peace and war. · Lee faces these issues head on and the novel is about the ways in which he deals with these conflicts. · Introduce the students to the topic before study of the novel begins. · Lee, culture absent from his life, is searching for a sense of belonging. · The Tarantulas present to Lee an opportunity to belong to a culture. · “…and if you belonged you didn’t need to worry about anything. They took care of their own. You always had a place to go, someone to turn to. Nobody crossed a Tarantula without the whole crew coming after him.” (p. 5) · Lee compares being a member of the Tarantulas as being “like a Catholic” (p. 5). · Violence being the only culture Lee knows, is sent to New Toronto. · The book focuses on introducing to Lee that there is a culture outside the realm of violence. · Each character Lee meets along the way teaches him valuable lessons. · Based on these lessons, Lee integrates himself into their culture. · By the end of the novel, Lee appreciates the value of hard work, friendship, and family. · Discuss in detail aspects of Lee’s culture in New Toronto. · What lessons does he learn from the characters he comes across? · Green Helmet = violence – Blue Helmet = Peace · The text portrays the burden that violence places on society. · Lee, guilty of physically assaulting an ex girlfriend, realizes the hardships it causes when he witnesses his aunt Reena falling victim to it. · Through various conflicts, Lee learns to channel his violence and chooses the blue helmet. · He sets out on a mission to repair any relationships that his aggression has ever destroyed. · By the end of the novel, Lee is determined to continue Bruce’s peacekeeping journey. · Discuss the ways in which Bruce Cutter introduces Lee to a peaceful approach to life. · The text has various narrative styles. · Lee tells his own story in first person narrative and tells Bruce’s story in third person narrative. There is also a section of the book that tells a story through journal writing. · There are also various parodies throughout the novel. The beginning of each part is introduced by a quote from a piece of famous literature. The significance that each of these has on the overall novel could be an area of focus. · The intended audience is adolescents and adults as it tackles serious issues such as abuse, war, homelessness, death, and insanity.
 * Cultural Perspective:**
 * Social Perspective:**
 * Textual Perspective:**

· “And this also,” said Marlow suddenly. “Has been one of the dark places on earth” (Joseph Conrad, //Heart of Darkness//). In journal perspective, part three of the novel titled “Mootwa” journeys us through Bruce’s time with the United Nations Protection Force fighting for peace in the Balkans. · Throughout reading the novel, have students submit their own journals outlining their feelings on the book. Topics of discussion could be abuse, gangs, peacekeeping, death, etc.
 * // Assignments: //**
 * Assignment #1**

· Put the students into groups of four or five. · Have them create their own gang that promotes a welcoming and peaceful atmosphere away from violence. · Each group should: a) Creatively name their gangs b) Create a gang logo c) Writing activity:  - Three pages in length   - Outline each member’s role within the gang   - Discuss the ways in which your gang will welcome new members.   - Discuss the way in which your gang will battle violence and promote peace.   - Discuss ways that your gang will help those who are victims of violence.  d) Individual Analysis: - Students will also prepare a two page summary of what the novel has taught them on the various social issue presented.
 * Assignment #2**

· There are points in the novel where the vocabulary is explicit and I would have to ensure that my students are mature enough to handle it. · There are very sensitive social issues that the novel covers and could make students who have experienced similar issues very emotional.
 * // Challenges Teaching this Text: //**