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Quit it is a charming, and very engaging story about a young 7th grade girl named Carrie who is diagnosed with Tourette Syndrome (TS). TS is a neurological disorder characterized by uncontrollable movements and vocalizations referred to as motor and vocal tics. The novel characterizes the conflicts that face this young girl each day as she struggles, like all 7th graders, to fit in. There is a wonderful moral and social message to be learned as the relationship between the main characters in the story develops and as the other students learn to accept Carrie despite her disability.
Quit it was chosen by the Bank Street College of Education as one of the best books of 2003!
Quit it author Marcia Byalick is a freelance writer. She is the content editor for beinggirl.com a web site aimed at girls ages 10-15. She has also contributed to The New York Times, Newsday and Family Circle.
Sample Lesson Plan for Quit it (Unit 1 of 4) 
This unit is designed to include independent reading, group reading and discussion, small group work, and independent work. The unit could be broken up into several days if the teacher wanted more time for discussion or writing. The teacher could vary the manner of classroom reading to include silent reading, students reading aloud, or the teacher reading aloud to students.
Book to be Read: Quit it - by Marcia Byalick
Grade Level: 5 - 9
Subject(s): Language Arts, Health, Character Education
Duration: Four to five 40 - 60 minute sessions
Description: This is an interdisciplinary unit in language arts/character education/health designed to allow students to examine literary elements such as character, setting, plot, character traits and conflict in the fictional novel, Quit it. It is also designed to educate the students involved about the neurological disorder, Tourette Syndrome.
Goals:
1. Students will develop a deeper understanding of literary elements such as character, setting, plot, and conflict
2. Students will be able to identify character/personality traits of the lead characters in the story
3. Students will also build an awareness of Tourette Syndrome and other neurological disorders
Objectives:
1. Students will be able to read, comprehend, and discuss Quit it by Marcia Byalick
2. Students will be able to demonstrate an understanding of literary elements such as characters, plot, setting, and conflict/resolution
3. Students will be able to recognize character traits and relationships among characters in the story
4. Students will be able to recognize changes in traits and relationships as the book progresses
5. Students will be able to use the writing process to write in a variety of forms (journal entries, essay responses)
Copyright © 2003 by the Tourette Syndrome Association, Inc. 718-224-2999
Sample Lesson Plan for Quit it (Unit 2 of 4)
1. Initial Learning Experience: Day 1
A. Have the students write on paper (using the web technique) at least six character traits that they have. Explain that these are things about themselves that make them unique individuals. Model this part of the lesson by doing a web of yourself. Require at least eight responses for this initial activity. (Four of these responses must be traits that cannot be visibly seen by others, e.g. kind, creative, etc.)
B. When they have finished, ask them to put a red line under any response they have that cannot be SEEN by another person. Model on your web. For example, "blonde hair", can be seen, so it would not be underlined. However, "creative" cannot be seen, so it will be underlined. Point out that the underlined items are character traits, and the ones not underlined are physical traits.
C. Give each student an index card on which to list the character traits they have written about themselves. Tell them to write their names on the card. If some students have not written any traits that would be characterized as character traits, give them a minute or two to think of some. Take the card up to use on the following day.
2. Application Experience: Day 2
A. Using the overhead or board, list all of the main characters of the story. Be sure to include the teachers.
B. In this stage of the lesson, you will make a circle map with all lead characters' names written in circles going in clockwise direction. For example, if you start with "Carrie" in the circle on the upper left-hand corner, draw a line to the right to connect to the next circle. Have the students pick out one or two characters and write down at least five character traits and physical traits. Using two different colors for this activity will add to its value by reinforcing the difference in the two types of traits. On the line write one of Carrie's character or physical traits. When the students supply one of her traits, ask if you would be able to SEE that trait just by looking at her. For example, if the students said that she was "kind", write it on the line. Then ask them to find another character who was also kind. That character's name would go in the next circle. Think of another character trait for that character to write on the next line. Continue around the circle. When you get to the last circle, think of a trait to connect back to the first character. Try not to repeat the same character trait on any of the lines.
C. Use this as an opportunity to discuss what are the most important of the traits, the physical traits or the character traits. Ask them if there is much we can do to change our physical traits. The discussion may also include having them decide which character they would prefer to have as a friend, the one with the "unusual" physical traits like Carrie with her many tics or the one with the better character traits and why.
Copyright © 2003 by the Tourette Syndrome Association, Inc. 718-224-2999
Sample Lesson Plan for Quit it (Unit 3 of 4)
3. Enhancing/Expanding Learning Experience (Cooperative Learning Groups or Partners): Days 3, 4, 5 (Suggested Activities):
A. (You would have made a master list of the traits the students wrote on the index cards, keeping each student's responses separate, and assigning each list with a different letter instead of the name). Give each group a list of the students' character traits. Have the students make a web like the one done in class the day before, connecting the students in the same manner. Instead of names, they will write the identifying letter that is on each list.
B. When the groups have completed the webs, discuss the fact that this circle web shows how students in the class have certain traits in common. Then give them the student names to replace with the identifying letters. They may be surprised to see who they share common traits with.
C. Identify some of the problems (conflicts) that arose in the story. Why do you suppose Carrie's parents had such a hard time discussing Tourette Syndrome with their daughter?
D. Possible topics for cooperative learning activity: Discuss the introduction of Carrie's character and the students' impressions of her character. Discuss the topic of prejudice and whether or not the other students have judged Carrie fairly.
E. Possible topics for daily journal entries: in what way is Carrie different from the other students? In what way is Clyde different? Does being different contribute to Carrie and Clyde's friendship? Why or why not?
F. Daily Journal Prompts: What have you learned about Tourette Syndrome by reading this book? Can you think of other physical traits that cause people to stick out in the crowd and possibly be teased. What have you learned from this story?
G. You might want your students to change a character trait of the main character and decide how that might change the story.
H. Have the students select their favorite character and write a BIO POEM that is to be shared with all or part of the class.
Copyright © 2003 by the Tourette Syndrome Association, Inc. 718-224-2999
Sample Lesson Plan for Quit it (Unit 4 of 4)
BIO POEM
First name
Four traits
Related to
Cares deeply for
Who feels
Who needs
Who gives
Who would like to see
Example of a BIO POEM
Cinderella
Beautiful, giving, loving, unhappy
Her wicked stepmother
The prince
Very overworked and ugly
The love of a Prince
Love and attention to her step sisters
Everyone being fair and kind to each other
Be sure to have a discussion about Tourette Syndrome and what it means to have this disorder. The national Tourette Syndrome Association has videos and children's stories which would be excellent to use as a supplement to this lesson. Contact TSA, Inc. at 718-224-2999 or visit the web site at http://tsa-usa.org for more information and resources.
Assessment
This unit can be assessed using four categories, worth 25% each.
* formal assessment using extended response
* journal entries (nine total)
* writing assignments - essay
* class participation (participation in class, keeping up with reading assignments, etc.)
Conduct a Jeopardy-type review for the final assessment. Divide students into groups of five and have them take turns answering questions regarding characters, setting, major events, etc. Award any type of prize you feel appropriate for the team with the most points.
Copyright © 2003 by the Tourette Syndrome Association, Inc. 718-224-2999
Quit it is available in our Online Store. Click here.
©2007 Tourette Syndrome Association, Inc. 42-40 Bell Boulevard / Bayside NY 11361 / 718-224-2999
