Schmidt, Gary D.. The Wednesday Wars. 1 ed. New York: Sandpiper, 2009. Print.
It is the year 1967 and Holling Hoodhood is a seventh grader in a school that is primarily made up of Catholic and Jewish students. Holling, however is neither. Wednesday afternoons, the Catholic and Jewish students take religious classes, and Holling stays behind with his teacher, Mrs. Baker. She reads and teaches him Shakespeare, and Holling learns to actually enjoy Shakespeare, much in the same way that he begins to appreciate Mrs. Baker instead of feeling that she has a continuous vendetta against him. Holling's parents are pretty indifferent toward him and whatever he does. Later, Holling finds that he enjoys cross country and trains with Mrs. Baker. Holling learns a great deal about himself as navigates the awkward time of young, teenage years.
Electronic Resources:
Anticipation Guide
This link will provide an example anticipation guide for The Wednesday Wars, as well as provide teachers with a guide on how to create their own anticipation guide for other texts.
Meet Gary D. Schmidt
This link provides a brief biography/interview of Gary D. Schmidt. This was compiled by Calvin College, as Gary is an English professor there. Here, there are additional links that may prove useful when examining his novels.
Teaching Suggestions:
Key Vocabulary:
| alliance allusion architect assassination bar mitzvah blithe careened casualty clichés demonic | ducats eminent gilt harrow hawking incinerated insubstantial jousting malice menorah |
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Before Reading:
Ask students to think about a time when the felt like the odd ones out. Perhaps there was a time when they felt like the odd one out in their family, on a team, or even with a group of friends. They should reflect on that experience and how that made them feel so that they may connect with Holling Hoodhood as they navigate The Wednesday Wars.
Responding to the Text:
Ask students to reflect on The Wednesday Wars and think about an instance in the text where Holling was proven wrong. Perhaps they could think about when Holling had a change of heart for Shakespeare or Mrs. Baker. They could reflect on Holling's success in cross country. Encourage students to make connections to other texts, and personal experiences regarding Holling's change of heart. They should think about what makes the change of heart so significant for Holling: does their connection have a significant change of heart, as well?
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