||“Flowers for Algernon”
by Daniel Keyes
I used these activities with my urban eighth grade students
as we read the short story version of "Flowers for Algernon". I have
also included other links I found that may be of interest. I hope you can
find something useful in these pages.
We discussed the definition of the root word “psych”.
I had previously taught character maps and had students complete character
maps for main characters.
I had also previously taught point of view and we reviewed it with this
We did a graph in conjunction with a math unit on graphing. It was
hard to do well because Charlie's intelligence was not often quantified
in the story.
Students compared and contrasted Charlie's writing style on April 15 and
May 15 using a Venn diagram.
I copied actual Rorschach inkblot cards from the school psychologist and
we did an inkblot test as a class. There are also
ink blots on the web. We discussed the differences in perception.
our own inkblots using tempera paint and white paper. (This can get
messy.) Students “tested” others then compared perceptions.
We had a good discussion about dramatic irony and teasing when Frank and
Joe were picking on Charlie and he didn't know it.
Students practiced editing/proofreading skills by correcting Charlie's
grammar from selected entries that I had copied from the story.
New York State standardized tests include a listening and writing portion.
I used notes from the teacher's edition about the Rorschach test and other
psychological testing as listening
pieces. Students responded
to the passages.
Our final discussion question was: Was Charlie a good subject?
Last updated 4/16/01