Freak+the+Mighty

Freak the Mighty
Novel by Rodman Philbrick Novel Assessment by Rachelle Stinson

ED/EN 3051 November 15th 2010 

__**Introduction and Brief Synopsis **__

Focussing on the unique friendship that develops one summer between two unique twelve-year-old boys, Philbrick's //Freak the Mighty// would be an excellent novel to teach in a language arts class at the grade 7 or 8 level. The central characters are Max and Kevin, both of whom are marked and often tormented by a stigma of difference. The first is a boy plagued by a learning disability as well as a troubling resemblance to his murderous father, who is incarcerated at the start of the novel; the second is a boy with a terminal physical disability who subverts the reality of his situation by immersing himself in knowledge and books and by transforming his life into a fantasy where his courage and ambition more than make up for the physical limitations of his body. Together, with Kevin perched atop Max's shoulders,they are "Freak the Mighty" a super-human with equal parts intellect and strength, and the narrative follows as they embark on various "quests" around their neighbourhood including confronting bullies, seeking treasure, and of course returning to school. Though the action and mood of the story is at times intense, such as when Kevin saves Max from near strangulation at the hands of his father, and even becomes quite sombre when Kevin eventually dies, the lingering messages of courage, tolerance, and friendship make this an inspiring choice for students in the intermediate level. Here is how I would teach this text. ..

__**Topics / Issues of Focus **__

Discussing this novel, I would emphasize this topic first because it is the social relationship that is most prominently displayed in the book, and second because it is a topic that should be very accessible to an intermediate class. I would argue that if there is one thing that students are very aware of at this age, it is the social identification of friends, best-friends, and non-friends. I would introduce the topic by asking students to define friendship; what does it mean to them? I would then ask students to explain how this novel understands the idea of friendship, prompting them to recognize that dependance, self-improvement, and shared experiences, among other factors all play a role in the friendship between Max and Kevin. As an interesting reflection question, I might ask the students whether they think that the friendship in the novel has more to do with the similarities or the differences between the two boys. This topic should be emphasized because it is a core theme of the novel, inextricably linked to the messages of tolerance, understanding, and self-worth as well as to the characters of Kevin and Max. As a teacher who uses a wheelchair I have a particular interest in this topic, and especially in how students understand it. I would hope that referencing myself on occasion as various questions/issues arise in the class discussion would give the issue an immediacy and a physical presence and would thus facilitate a better learning experience for the students. I would break down discussion of this topic as follows:
 * **Social Topic: Friendship **
 * **Social Topic: Disability in Society and Media **

//Disabled vs. Differently Abled //- I think it would be fruitful to first encourage students to discuss what disability means in society and to them. Secondly, dissecting the term "dis" abled and introducing the term "differently abled" should prompt students to reconsider social labels and identities and question the use of a term denoting negativity and lacking. How does this novel promote the reality of the "differently abled" rather than the "disabled"? I would encourage students to study the characters of Max and Kevin in this light, i.e. what strengths and abilities they possess in abundance that make them unique rather than "dis"abled. In considering this, it would be interesting to note Max's own attitude toward Kevin: for example he refuses to call him "poor Kevin" like everyone else and often treats him as a superior being.

//<span style="color: #c22929; font-family: 'Comic Sans MS',cursive;">Disabled People as Incomplete //<span style="font-family: 'Comic Sans MS',cursive;">- Key question to discuss: Why do Max and Kevin create "Freak the Mighty"?? What does it give them? While this novel does promote the notion of the "differently abled", it also seems to suggest that disabled people are incomplete in some way and that Max and Kevin can only succeed in life by joining forces and completing eachother (i.e. Max = body, Kevin = brain). I would ask students what they think about this theory.

//<span style="color: #c22929; font-family: 'Comic Sans MS',cursive;">Disabled People as Freaks / Outcasts //<span style="font-family: 'Comic Sans MS',cursive;">- Even before they form "Freak the Mighty", Max and Kevin are both victimized and treated as outcasts at school because of their disabilities. For this topic I would ask students to consider other disabled people in the media (movies, books, tv shows) who are also victimized because of their differences. Why does this happen? What is it about difference that makes people afraid? Do Max and Kevin fight the identity of the outcast/monster, or do they embrace it? I would prompt students to recognize that the boys do sometimes embrace this social identity (see "Mad Max"'s violent behaviour, Kevin as "Robot Man", and of course "Freak the Mighty"), and I would encourage them to consider why they do so. It would also be effective at this point to examine Max's unique struggle in dealing with a pre-determined identity as his father's son; does he fight this identity? As a way of reflecting internally, drawing from their own experiences, I would ask students whether they themselves have ever assumed an identity simply because it is what others expected them to be.

<span style="font-family: 'Comic Sans MS',cursive;">I would ideally save this topic for the end of my lessons on the novel because it ties in with a written project that I would assign afterwards (detailed below). For this topic students should understand that the novel is told in first person narration, with all events told from Max's point of view. The conceit, revealed at the end of the novel, is that //Freak the Mighty// is the book that Max writes after Kevin dies. In considering Max's narration, I would focus on developing students' understanding of tone and style. Tone: Does Max speak formally or informally to the reader? What is his attitude toward the events that he shares (ironic, sarcastic, solemn, excited, cautious)? Style: What type of language does Max use to tell his story (formal, colloquial, slang)? Finally, who is Max's intended audience?
 * **<span style="font-family: 'Comic Sans MS',cursive;">Textual Topic: Narrative Voice **

__**<span style="font-family: 'Comic Sans MS',cursive;">Possible Assignment: What Would Kevin Say? **__

<span style="font-family: 'Comic Sans MS',cursive;">For this novel I would assign a written project (1-2 pages) where students must pick either a chapter or a significant event from the book and rewrite it from Kevin's point of view. An interesting example might be to consider Max's abduction and eventual rescue from Kevin's point of view; how would Kevin express his feelings, and what are the events leading up to the rescue? Students would have to consider how Kevin's personality and style of speech differs from Max's in order to complete this assignment properly.

<span style="font-family: 'Comic Sans MS',cursive;">This assignment would successfully fulfill requirements under the 'Writing' strand for both the grade 7 and grade 8 curriculum. For both grades, students are required to demonstrate their "knowledge of using form and style" in writing. Specifically, in relation to voice and point of view, students must "establish a distinctive voice in their writing appropriate to the subject and audience" as well as evaluate and acknowledge other points of view. Additionally, this assignment aligns perfectly with a specific grade 8 requirement where students must write "a narrative in the style of a particular author, adding to or extending a text by that author" (//The Ontario Curriculum Grades 1-8: Language// 131, 145).

__**<span style="font-family: 'Comic Sans MS',cursive;">Challenges and Final Thoughts **__ <span style="font-family: 'Comic Sans MS',cursive;">In my initial assessment of this novel as an education tool I had some doubts, wondering whether the violent or disturbing scenes and subject matter might be too challenging to digest in a classroom discussion. Upon further thought, however, my doubts have been dispelled. //Freak the Mighty// is relatively tame compared to many of the fantasies and romances that kids read today, and the difficult issues it addresses - disability, bullying, domestic violence, death - are effectively offset by positive messages of self-empowerment, friendship, courage, and the importance of creating purpose and meaning in one's life. The only real issue I see, and it is still rather minor, is that the novel does not include any young female characters for students to relate to. Despite this small oversight however, I still maintain that //Freak the Mighty// is an excellent text to study with intermediate-level students. It showcases perspectives and topics that are often ignored, and offers many opportunities for thought-provoking discussion. What I like about this novel the most is that it promotes transforming difference into greatness, which is a message that cannot be told often enough.