Novel Resource Guide for…

Smile

Author: Raina Telgemeier

Created By: Annette Bochenek

 Book Synopsis and Context Rationale
"Telgemeier's storytelling and full-color cartoony images form a story that will
cheer and inspire any middle-schooler dealing with orthodontia." — Booklist
Raina Telgemeir is a sixth grade girl from San Francisco who just wants to fit in.
This desire is heightened when she trips and falls, and consequently injures her two front
teeth. The story describes her long and frustrating journey with dental procedures,
surgery, ridiculous headgear, and a retainer with fake teeth attached to it. As if this were
not enough, she also details her experiences with a major earthquake, boy drama, puberty,
terrible friends who are left for new ones, and a search for personal happiness and
fulfillment.
This book is a true story and is based upon the life of the author. It is a graphic
novel, and tells the story of missing teeth through vivid and humorous pictures. The story
is set in the 1989, and several pop-culture references to the year are made throughout the
story. One important event includes the earthquake that occurred in San Francisco in
1989, and the devastating effect it had on parents, children, and educators. Another event
is the premiere of Disney’s The Little Mermaid, which Raina views and is inspired to
become an animator. Since we are reading her graphic novel, we know that she has
achieved her goal and dream of becoming an animator, and can definitely be an
inspiration to aspiring artists in the classroom.
Telgemeier’s book is about overcoming obstacles, and can certainly be utilized in
other content areas. I think that an art teacher would enjoy teaching this book, since it is
relevant to middle school students, and could probably recommend a list of other
worthwhile graphic novels. The pop-culture references could be utilized in a social
studies class or history class, and students could use the historical and cultural events in
this book to form a timeline about 1989, according to Raina’s experiences.
This book could is appropriate for students in grades 6 through 8. Although
teaching graphic novels is still a bit unconventional, I believe that there is a lot of
untapped worth in them. Most of the issues are highly relevant to this age group, and the
illustrations could definitely please and engage reluctant readers. The story is comical,
heartfelt, and could definitely cheer up any middle school student—particularly one who
has to wear braces, or one who is looking for a new group of friends as a support system.
 Things Students Need to Know
Before students begin to read this book, they will need to have an understanding
of orthodontics and dentistry. Raina’s experiences of losing her teeth lead her to visit
several different doctors who specialize in different areas of the mouth, beyond the
simple visit to the dentist. While some students may have had experiences with the
orthodontist, others may not have had to visit one just yet. In order to accomplish this, I
will have students choose between writing a brief half-page reflection on their visit to the
orthodontist. For students who have not visited an orthodontist, I will require them to
write a half-page reflection on a visit with the dentist. Depending on how many students
write each reflection, I will hopefully have an orthodontist-writer pair up with a dentist-
writer, so that they may share their findings with one another. If the split is not so even, I
will invite students from each option to share their writing. How are the visits similar?
How are the visits different? I will keep a list of the comparisons on the board, and allow
students to come up with a definition for each occupation as a class. Then, I will share the
actual definitions of each occupation, and explain that the main character of the story will
have experiences with each professional, and more.
 Writing Integration
Because this book is a graphic novel, writing integration will be all the more 
enjoyable. The story is told through pictures and speech bubbles, similar to comic books. 
However, the artistry in every frame can also be translated into a detailed piece of 
writing. For example, students can tell what emotions a character is feeling by the 
expression on his or her face, instead of reading through a lengthy description on 
emotional chaos. In order to implement writing, I will have the students choose five 
consecutive pages in the book per week, and translate them into a typical written work. 
Ideally, these written assignments should be about one to two pages in length. In addition
to implementing the dialogue into their writing, students will also be able to study what is
not being directly stated in the story, such as the setting, the attitudes and emotions of 
other characters (major and minor), as well as physical descriptions. With the basic 
foundation of the pictures, students can continue to build their strengths as writers by 
looking beyond the obvious. This assignment will allow students to reflect upon the 
story, as well as gain a deeper understanding of the different characters and elements 
being used to tell the story.
 Grammar Integration
This book is written in a style that is unique, and deviates from many traditional 
novels. However, grammar can still be taught through the use of this text. 
One of the best examples of grammar integration in a graphic novel is that the 
characters speak through speech bubbles. In a typical novel, however, the characters 
would be speaking in quotations. Because students will be translating parts of the graphic
novel into written text, it is important that they are taught the use of quotations. I could 
select a few frames from the story, and allow students to translate the dialogue from 
speech bubbles with my guidance. Additionally, the use of quotes lends itself to the use 
of adverbs. For example, if Raina says that she hates her braces, and has a frowning 
expression on her face, students may infer that she is feeling sad. The translation with the 
adverb would look like this:
“I hate my braces,” Raina said, sadly.
Tone can also be studied, as there are a broad range of characters and several 
different situations. Raina’s moods and the moods of the other characters in the story are 
constantly shifting, and are reflected in the dialogue. Even without the speech bubbles, 
the images themselves possess different tones, simply by the way different characters are 
being depicted.
Among other grammatical elements, onomatopoeia also occurs frequently in the 
different frames. It is used most often to portray the sounds of dental machinery, but 
could definitely be applied to other situations in daily life. Some examples from the text 
could be brought up on a projector when introducing the topic. Afterwards, students can 
gain firsthand experience with onomatopoeia through devising their own versions of the 
way everyday objects sound to them. They can then use their creations in a short creative 
writing piece that is filled with onomatopoeias. 
 Vocabulary Integration
Although this book is meant for middle school students, it does contain some 
words that may be unfamiliar to students within that age group, or students who have not 
had experiences with an orthodontist. In order to gain familiarity with these vocabulary 
words, they will be printed on a list for students to keep handy. Each word will be 
accompanied with a citation of where in the text it can be found. Students will study these
words through receiving and updating a packet of Concept of Definition Maps. When 
students read up to a vocabulary word, they will open up their packet and fill out the 
corresponding page. I like the use of Concept of Definition Maps, because it encourages 
students to think about what they know and to refine and extend that knowledge as they 
fill out the map. While every student will have their own copy of the map, they will be 
expected to work in pairs, so that they may benefit from each other’s ideas. 

Sample Cited Word List:
1. overwhelmed (14)
2. nauseous (21)
3. plaster (23)
4. permanent (26)
5. clamps (34)
6. Polaroid (39)
7. brackets (39)
8. subtle (44)
9. sympathy (45)
10. ointment (49)
11. voluntarily (67)
12. bolted (69)
13. chaos (72)
14. epicenter (72)
15. catastrophe (73)
16. temporary (84)
17. cosmetically (86)
18. prompted (132)
19. impression (135)
20. uptight (140)
21. consumed (155)
22. negligence (168)
23. sentimental (171)
24. spectacle (184)
25. amicable (193)

Concept of Definition Map
What is it? What is it like?

TARGET WORD
 What are some examples?

Discussion Generation: Themes/Ideas/Issues Raised by the
Story
1. Body Image

2. Identity
3. Peer Pressure

4. Self­Esteem

5. Support Systems

6. Social Status

7. Relationships

8. Fitting In/Acceptance

9. Loyalty vs. Betrayal

10.Suffering vs. Happiness

11.Perseverance/Determination

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 Pre-Reading Activity 1
This pre-reading activity involves students filling out an
opinionnaire. It is important that they take time to think about
their opinions before delving into the text. The opinionnaire also
previews some main points in the story.
Stundents will fill out the opinionnaire individually, and then
compare their answers with a partner. After partner comparisons,
the class will be called together to share their answers as a
whole. This way, students will be exposed to other ideas, and will
be able to strengthen or possibly reconsider their original
opinions.
After we have read the book, the same opinionnaire will be
distributed. However, students will be required to answer the
opinionnaire in the mindset of the main character, Raina. How
would she respond to some of these questions? Why? Again,
students will think-pair-share the opinionnaire.

Opinionnaire

Directions: Read each statement below and indicate whether you

agree (A) or disagree (D). Write your reason for your opinion as
well. There are no “right answers.”

___ I care about what other people think about me.

Your reason:

___ Pressuring someone into doing something that he or she does

not agree with is okay.
Your Reason:

___ Beauty is only defined through outside appearances, and

nothing more.
Your Reason:

___ You have a right to decide who your friends are.

Your reason:

___ You can never learn from a challenge or difficult time in your
life.
Your reason:

___ I would feel ridiculous if I lost my two front teeth at the same
time.
Your Reason:

Pre-Reading Activity 2
In this pre-reading activity, students will fill out a brief
student interest survey. Interest surveys are a helpful tool,
because it allows the teacher to view what topics students will
be most interested in. Additionally, it can determine how much
class time a teacher will want to spend on a specific topic or
event within the book. Assessing student interest is a good way
to preview how attentive students will be at certain points in the
text. Not only will the teacher receive a general idea of student
preferences, but he or she will also be able to note the range of
individual student interests.
After students complete their interest surveys, they will then
watch the official Scholastic Book Trailer for Smile. The video
will be played on the overhead and may be accessed here:
(http://www.youtube.com/watch?v=vjAmPnXq9Dc)
Have students discuss their interest surveys with a partner,
upon watching the video trailer. What are they most excited
about? Why?

Interest Survey

Raina has many different interests and events that are

discussed in Smile. How does she relate to you? Please read
through the list and number the following BLANKS in order of
interest to you. (1=most interesting)

___ Family
___ Boys/Girls as Love Interests
___ Video Games
___ Fashion Mishaps and Embarrassing Moments
___ Scouts and Extracurricular Activities
___ Earthquakes
___ School Anxiety
___ Dental Drama
___ Art
___ Music
___ Movies
 Pre-Reading Activity 3
Text impressions are a great way to create interest among
students, because it activates their curiosity. Because they do
not share everything that happens in the story, text impressions
increase motivation and anticipation prior to covering the
material.
Choose several words from the text and arrange them into a
list. Make sure that they offer a good impression of the text, but
do not offer a complete picture of what occurs in the story. Write
the words on the board, and ask students to use them in a brief
writing assignment, in which they will guess what occurs in the
story. Students should write their brief passages individually.
They do not have to use the words in the order that they are
written in.
When students finish writing their short passages, invite
them to share what they have written with the class. After
sharing, present the actual content. While doing so, encourage
students to make a Venn diagram to keep track of the similarities
and differences between their text impressions and the actual
text. Students will be more engaged while listening to the actual
text and determining any similarities and differences.

Sample Word List:

Smile
Braces
Metal-mouth
Scout meeting
Popcorn
Rotten egg
Tooth
AAAAAAA!!!
Accident
Cast
Class
 During-Reading Activity 1
Because there are a lot of pictures to ponder in this story, I
would recommend that students read Smile individually. This
way, they will be able to form their own opinions and connections
regarding the main character and events in the story, before
sharing with anyone else.
Reviewing a reading assignment is a great way to reinforce
its message among students. Gallagher’s “One Question and One
Comment” is a during-reading activity that can be used in the
classroom, in order to clarify the text for students.
Students are asked to come to class with one question and
one comment that arose while they were completing the reading
assignment. In either small groups or as a class, students are
invited to share their one question or one comment regarding the
reading. The next student is to respond to the comment or
answer the question, depending upon what the previous student
chose to share. He or she may also branch out with his or her
own question or comment.
By creating a steady flow of discussion based upon
questions and comments constructed by the students, peers are
able to help one another to better understand the text and reflect
upon the story. The question opportunity also gives struggling
students the chance to get some clarification regarding the text.
Through this in-depth discussion guided by student questions
and comments, all students will be exposed to fresh ideas about
the text and will learn something new.
 During-Reading Activity 2
Concept Maps are a great way to keep student information
and ideas organized. They allow students to see the relationships
between several different factors, and challenge students to
think about how one item may affect another.
In Smile, many different themes and issues are addressed at
several points during the story. It is important that students gain
an understanding of each of these themes, and that they cite or
keep track of how often examples of these themes occur.
Pick one theme that is relevant to the story and pass out the
concept map to each student. Once each student has a copy of
the handout, put one up on the projector and complete it as a
class. Allow students to collectively come up with a definition of
the theme, and compare it to the actual definition. As a group,
answer the following questions: What is it? What is it like? What
are some examples within the story?
Students are encouraged to hold on to this concept map, as
it can become a great study tool. It can be used as notes for a
written assignment, a study guide, notes for a speech, etc. Feel
free to review it in the classroom when it is beneficial.
(Concept map below)
 Spider Concept Map

What is it? What is it like?

Self­Esteem
Examples
 During-Reading Activity 3
In order to establish the relevance of the lesson, allow the
real world to speak for itself. One of the best ways of bringing
real-world situations into the classroom is to bring in a guest
speaker With Smile, I would recommend inviting a dentist or
orthodontist into the classroom to do a presentation for the
students.
Plan ahead of time with the guest speaker and explain the
nature of the material and how it a visit would help with your
lesson. Have students prepare questions for the speaker at least
one day in advance. Give your speaker undivided attention and
have students complete a form regarding the guest speaker visit.
Additionally, allow the students to pose their questions to the
speaker. This captures students’ attention and keeps their
interest.
Thank your speaker for visiting, and be sure to have your
students do the same.

Guest Speaker Form

Name of Speaker: _________________________________

Date: ___________
Purpose of Visit: ___________________________________

Unique Experiences:

Connections:

Questions:

Answers:
 Discussion Activity 1
In order to facilitate whole-group discussion about a
theme, it is important to have students formulate their opinions
first. One great way to begin organizing a variety of different
opinions is through a Chalk Talk.
On the board, start off by creating what looks like the
beginning of a concept map. Pose some questions in order to
begin the activity, and allow students to approach the board and
write down their thoughts. This activity is done in silence, so that
students may work at various areas of the board and would not
have to focus their attention on only one view at a time. Allow
students to branch off of different opinions, and respond to the
points made by their peers.
Afterwards, call the class back together in order to
discuss the statements made on the Chalk Talk. Were any
statements similar or different from others? Were any statements
surprising? Why or why not? Allow students to discuss their
views and other views that were encountered. By doing so, you
will allow students to argue or support their opinions, as well as
exposing them to new or conflicting ideas.

Do I have 
personal  Peer 
experiences  Pressure
that can relate 
to Raina’s? 

How does Raina 
experience and 
deal with…

Body 
Self­Esteem Image
 Discussion Activity 2
Another way to initiate a whole-group discussion
regarding the themes in this book is to execute a Fishbown
Discussion. In order to do this, you must first select one of the
themes or issues raised in this book. The more relevant and
charged the issue, the more engaged your students will be.
Begin by asking students a question, such as: Raina
experiences a lot of peer pressure from her friends. How does
this affect her? Have you ever been affected by peer pressure?
How?
Select about five voluntters, and ask them to take turns
speaking to their peers, in order to share their ideas and opinions
regarding the issue. The remaining students in the classroom
should be allowed to take notes as viewpoints are exchanged,
and may create questions and comments to share afterwards.
After five minutes or until everyone has shared their opinions
within the volunteer group, the rest of the classroom may share
their notes, questions, and comments.
After sharing, start the process over again by calling
together another group of five volunteer students. Continue the
process with a new question or issue, and utilize this technique
until every student has had the chance to discuss in the
volunteer group.
 Assessment 1: Letters to Raina
Raina deals with a great deal of stressful situations
throughout many different points in the story. They range from
dental devices, trouble with friends, stresses at school, peer
pressure, and just trying to be a normal teenager.
Have students choose three instances where Raina deals
with a difficult situation. However, they should pick just one of
them to share with a classmate, and read it aloud. Next, students
will discuss the following items with a partner: Why did you
choose to share this part of the text? How does it make you feel?
Why?
Although students do not personally know Raina, how would
their feelings change if Raina were a best friend or fellow
classmate? How would they feel if they were in her situation? Do
they know of anyone struggling with similar issues? How does
Raina view herself? How do others view her? Allow students to
discuss these items with the same partner.
Individually, have students write one letter to Raina, in
which they pretend to be friends of hers and offer some support.
Students should relate to your personal experiences and views
about regarding the themes and issues raised in this book. Be
sure to have students consider how Raina’s story connects to
what they see in school and within their community. The letter is
meant to be a response to the three situations that students
selected earlier.
Collect the letters to Raina, and distribute them to
students. Make sure that students do not receive the letter that
they originally wrote. At this point, students must respond to a
peer’s letter to Raina, and pretend to be the main character.
Students should respond to the themes and issues addressed,
while experimenting with tonal use and vocabulary words
covered earlier in the unit.
Both the letters to and from Raina may be evaluated and
graded based upon their content and reflection of knowledge
gained from the story.

Assessment 2: Reformed Raina

As the story continutes, Raina goes through many
changes in her life that serve to redefine her identity. The Raina
that readers are introduced to at the very beginning of the story
evolves into a new character who is much more comfortable with
who she is based upon the choices she makes.
One of the best ways to assess the growth or downfall of
a character is through the utilization of a Venn diagram. Allow
students to work in groups of two in order to create a
posterboard of a Venn diagram. On one side of the diagram, have
students list the characteristics of the initial Raina, as depicted
at the beginning of the story. They are welcome to use cited
quotes and pictures from the story throughout the diagram.
To aid with this process, ask students to consider the
following questions: How does Raina view herself? How is she
viewed by others? What makes her happy? What makes her
uncomfortable? What are her likes and interests? Is she able to
fully partake in them? Why or why not? Who does she turn to for
support? Who values her?
On the other side of the diagram, students should list the
characteristics of Raina towards the end of the story. Again, they
may turn to the questions previously mentioned for more ideas
on how to complete this side of the diagram. In the center, have
students list any similarities that they have observed between
the initial and changed Raina.
When students have completed their posterboards, allow
each pair to share what they have come up with. While one pair is
presenting, the rest of the class must write a brief response to
their presentation with constructive criticism: one thing they
liked, one thing that could be improved upon. This way, students
are engaged and attentive while their peers are presenting.
In both assessment ideas, be sure to monitor students
and be able to answer any questions. Assessment is an ongoing
process, and both the means and end are important to
demonstrating an understanding of the lesson.