StudySync Lesson Plan
The Whistle
Objectives
1.
Engage students in the language and life lesson found in “The Whistle” so that they are
prepared to discuss and write about Benjamin Franklin’s letter to Madame Brillon.
2. Practice and reinforce the following Grade 8 ELA Common Core Standards for reading
informational text, writing, speaking and listening, and language.
READING: INFORMATIONAL TEXT - RI.8.1-6, 8, 10
WRITING - W.8.1-10
SPEAKING AND LISTENING - SL.8.1-6
LANGUAGE - L.8.4-6
Time
120 minutes (with up to an additional 100 minutes of extension possibilities)
Materials
SyncTV Premium Lesson on Benjamin Franklin’s “The Whistle”
Overview
This letter, written by Benjamin Franklin to his dear friend Madame Brillon, lays out a lesson that
Franklin learned unexpectedly at a young age. Students will take from this letter the important
lesson of “not paying too much for the whistle,” as well as gain exposure to the insightful and
humorous writing for which Franklin is known. Close examination of this letter will offer students
the opportunity to engage with informative writing, and to write thoughtful, informed, and
textually-rooted responses, consistent with the ELA Common Core Standards for the eighth
grade.
Background (10 minutes)
1.
Watch the Preview (SL.8.1-2). As a group, watch the video preview of the premium lesson.
After viewing, use the following questions to spur discussion:
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Lesson Plan: The Whistle
a. What prior knowledge, if any, do you have of Benjamin Franklin?
b. What do you imagine the narrator means when he says, “Told he paid too much,
everything changes”?
c. The narrator refers to Ben Franklin’s account of his childhood experience as a
parable–a story that teaches a moral. What does this tell you about Franklin and
“The Whistle?”
Extension (additional 10 minutes)
d. Discuss (SL.8.1, 4). The preview hints at Ben Franklin having second thoughts
about purchasing his whistle. Ask students whether they have ever felt “buyer’s
remorse,” when they regretted a purchase they made, and why. Have students list
and save the reasons for their regrets for a future activity (see Further
Assignments).
Engaging the Text (110 minutes)
2. Read the Text (30 minutes)
a. Read and Annotate (RI.8.1-6, 10). Have students read and annotate the
introduction and text of “The Whistle.” If students are completing it as a homework
assignment, ask them to write any questions they have into the annotation tool.
These questions are visible to you after the students submit their writing
assignments or beforehand if you use the “Mimic” function to access the students’
accounts.
b. Discuss (SL.8.1, 3-4). Have students get into small groups or pairs and discuss the
questions and insights they had while reading. As a class, discuss the following:
How did one small purchase made in Franklin’s childhood change the way he
looked at all future purchases? What other types of “purchases” does he consider
in reminding himself not to pay too high a price?
Extension (additional 20 minutes)
c. Listen and Discuss (SL.8.1-2). As a class, listen to the audio reading of the text.
What new thoughts came from this second exposure to Franklin’s letter? In what
ways does this letter relate to the students’ experiences of “buyer’s remorse”?
Have they ever observed someone else paying too much for a “whistle”?
d. Comprehend (RI.8.1-4). Have students complete the multiple-choice questions.
Collect papers or discuss answers as a class.
3. Watch SyncTV (20 minutes)
a. Watch. Either watch the SyncTV discussion associated with “The Whistle” as a
class or ask students to watch it on their individual computers.
b. Focus (SL.8.1-3). Focus on the portion of the episode beginning at 2:30, where the
metaphor of the whistle is discussed, as well as the meaning behind Ben’s letter.
Have students consider the idea of a false estimate of value, as well as how they
judge the value of something.
c. Focus (SL.8.1 and L.8.4–6). Focus on the section of the episode beginning at 6:30.
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Lesson Plan: The Whistle
In this segment, the word, “corporeal” is discussed by the students because it was
unfamiliar to one of them while reading the letter. Use this opportunity to discuss
any words that were confusing or unfamiliar to your students.
d. Discuss (SL.8.1-4). After watching the model discussion, have a conversation with
the class about the ideas discussed in the SyncTV episode that stood out the
most. What new thoughts do they have after hearing the students' discussion?
Next, divide students into small groups (3-4 students). Move around the room
monitoring the groups as students follow the SyncTV model to discuss some of
the following questions:
1.
What do all of Ben Franklin’s different roles—writer, publisher,
inventor, statesman, scientist, observer—make you think he
valued?
2. How does Franklin’s sharing of his own experience at the
beginning of his letter add to your understanding of his message?
How would his message have been different without that story?
3. Which of Franklin’s examples of individuals who “paid too much for
their whistles” can you most relate to and why? Has Franklin’s
advice given you second thoughts about the value of something
you possess or would like to own? Explain.
4. What sentences or words stand out for you in the letter? Why?
What do these parts of the letter mean to you?
Extension (additional 30 minutes)
e. Write (W.8.2-5, 9). Have students think of something that they really wanted,
tangible or intangible, and then acquired or achieved. How did they feel after
attaining it? Was the value they paid (in money, time, effort) equal to the value of
the prize? Were they ultimately unhappy with their “whistle”? What contributed to
their satisfaction or dissatisfaction? Have students write a letter to a friend
describing their experience, using descriptive details and language. Remind
students of examples in Franklin’s letter as well as the ice skater in the SyncTV
episode. Students can complete the assignment as a quick write activity or go
through the writing process of planning, drafting, revising, editing, and publishing.
Be sure to plan time for students to share their final letters with the class.
4. Think (10 minutes)
a. Respond (W.8.2–4). Ask students to read the “Think” questions, watch the
corresponding video clips, and respond to the questions, either in class or for
homework. For Question 2, students may wish to draw from their letter in the
above extension activity.
5. Write (50 minutes)
a. Discuss (SL.8.1). Read the prompt you have chosen for students, and allow time
for questions regarding the prompt and the assignment expectations. Make sure
students have a clear understanding of the expectations and the rubric by which
you and the other students will be evaluating them.
b. Organize (RI.8.1-6, 10 and W.8.1-2, 4). Ask students to go back and annotate the
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Lesson Plan: The Whistle
text with the prompt in mind. They should be organizing their thoughts and the
points they’ll address in their writing as they make annotations. They should apply
any outlining or organizational tools you have been working on as a class.
c. Write (W.8.1-6, 9-10). Have students go through the writing process of planning,
drafting, revising, editing, and publishing their writing responses.
d. Review (W.8.4-6). Use the StudySync “Review” feature to have students complete
one to two evaluations of their peers’ work based on your chosen rubric. Have
students reflect upon the peer evaluations of their writing. If time allows, have
students write a final revised version of their responses based on peers’
suggestions.
Extension (additional 40 minutes)
e. Write (W.8.1-6, 9-10). For homework, have students write an essay using one of
the prompts you did not chose to do in class. Students should publish their
responses online.
f.
Write (W.8.1-4.9–10). Have students write a letter to a friend or relative who they
feel has “paid too much for their whistle.” Students should clearly state what price
has been paid and why that price was higher than the value of the whistle.
g. Diagram and Discuss (W.8.1–2, SL.8.1). Choose something of value that is relevant
to the lives of your students, such as popularity, playing a sport that requires a
large time commitment, or having an after-school job. Have each student make a
two-column chart, citing pros and cons of attaining the valued item. Students
should decide whether they would be paying too much if they chose this
“whistle.” Come together as a class and share responses. Emphasize that there is
no one correct response. Discuss whether anyone’s mind has changed after
hearing a classmate’s thoughts on the issue.
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Lesson Plan: The Whistle
SUPPLEMENTARY MATERIALS
Key Vocabulary
1.
vexation (n.) – the state of being vexed or irritated.
2. chagrin (n.) – distress of mind caused by a failure of aims or plans, want of appreciation,
mistakes, etc.
3. repose (n.) – quietness, ease, peace, calmness.
4. miser (n.) – a person who hoards money rather than spending it.
5. laudable (adj.) – worthy of being lauded; praiseworthy; commendable.
6. corporeal (adj.) – material; tangible; physical; of, or pertaining to, the body.
Reading Comprehension Questions
1.
Ben Franklin states that the most unhappy people are the ones who:
a. pay too much for electricity
b. pay too much for groceries
c. pay too much for whistles
d. pay too much for insurance
2. When young Ben’s pockets were full of “coppers,” they were full of:
a. candy
b. pennies
c. frogs
d. wires
3. After hearing how much Ben had spent on his new whistle, his brothers, sisters and
cousins:
a. told him he’d spent four times what the whistle was worth
b. told him what else he could have bought with the rest of the money.
c. laughed at him
d. all of the above
4. After Ben’s experience with the whistle as a young boy, he would think about each
purchase he made and tell himself:
a. to spend because he works hard.
b. not to give too much for the whistle.
c. it’s not as good as the whistle.
d. it’s better than the whistle.
5. In paying too much for his whistle, the miser gave up:
a. his friendships.
b. his privacy.
c. his toothbrush.
d. his riches.
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6. What does Ben conclude is a great part of the miseries of mankind?
a. Mosquito bites
b. Being poor
c. Overestimating value
d. Growing old alone
7. What does Ben say might tempt him to once again pay too much for his whistle?
a. The apples of King John
b. A better whistle
c. Independence from Britain
d. both b and c
8. How old was Ben when he bought his whistle?
a. 10
b. 15
c. 5
d. 7
9. After Ben tells himself not to give too much for his whistle, he:
a. bargains for a better price.
b. throws it away.
c. buys a flute instead.
d. saves his money.
10. As Ben grew older, did he find others who “paid too much for the whistle?”
a. Yes, just a few
b. Yes, the woman he married
c. Yes, many others
d. No, he was the only one
Answer Key
1. C
2. B
3. D
4. B
5. A
6. C
7. A
8. D
9. D
10. C
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Lesson Plan: The Whistle
Further Assignments
1.
Have students refer back to the reasons for “buyer’s remorse” that they listed before
reading “The Whistle” (see Background). Have them write a short piece comparing a time
they regretted a purchase because of its lack of material value, and a time a “purchase”
caused them regret because of its effect on their values. Students can refer back to the
discussion on SyncTV regarding the difference between value and values, if needed.
(W.8.1-4)
2. Have students research Poor Richard’s Almanack. Have them choose another virtue or
saying credited to Ben Franklin (e.g., “Hunger never saw bad bread” or “Great Talkers,
Littler Doers”) and writes their own interpretation of what it means, using examples from
their own lives, if possible. (RI.8.2, 4 and W.8.2-4, 7-9)
3. Review the statement made by one of the students on SyncTV: “Can anyone judge what
is right for another person?” Have students write a response opposing or supporting
Franklin’s assertion that all of the individuals in his letter have paid too much for their
whistles. (W.8.1, 4)
4. Have students research the time period (1770s) when Franklin wrote his letter to answer
the question: How do the “whistles” (tangible and intangible) that people acquired in
Franklin’s time compare to the “whistles” people acquire today? Students can do an oral
or written presentation of their research. (W.8.2, 4, 7–9 and SL.8.2, 4–5)
5. Have students write their own cautionary tales about paying more than an item is worth
for a younger audience. They can create characters or write from the first-person. If
desired, have them illustrate their stories and even read them to younger students, if
possible. (W.8.3-4)
6. Ask students to go back through the letter and list any words that are unfamiliar to them.
Define these words together. Then, if possible, go back through the list and come up with
synonyms for each of the words. Read back through the letter together, plugging in the
synonyms where appropriate. (ELL) studysync.com
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Lesson Plan: The Whistle