Part 1:
Garriott/Maurer Questions: Has your view of people with disabilities shifted over this semester?
How does this book make us emphatic?
Discussion Director: Colleen Major
Literary Luminary-Tyler Bolger
“Reckless,” my mother called me. “Poor impulse control.” (2)
But when the thing is right there in front of me, and I can kick it, grab it, shout it out, jump into it, paint it, launch it, or light it on fire, it’s like I’m a puppet on a string, powerless to resist. I don’t think; I do. (2)
There was no logical explanation for what I did. It had to come from my DNA. (3-4)
They liked to watch me do stuff; they had a lot less interest in hanging around for the consequences. (8)
This letter is to inform you that DONOVAN has been selected to attend the Academy for Scholastic Distinction (ASD), a special program geared toward gifted and talented students, tailored to their exceptional abilities and extraordinary potential for academic achievement.... (25-26)
My eyes couldn’t get past words like excellence, distinction, gifted, and especially Donovan Curtis. (26)
How could I pile my own problems on top of that? Especially when Mom and Dad looked so proud—something that didn’t happen every day where I was concerned. (30)
There’s a price to being gifted. The cost is your life. You don’t die or anything like that. But you don’t live either. (31)
Donovan Curtis was normal. (36)
“I want you to mess with stuff. This is a place of tinkering, fiddling, experimentation. (39)
“Trying to control your own destiny. It’s not just hard; it’s impossible.” (42)
Mr. Del Rio, the principal, stood outside the automatic sliding doors greeting his students with handshakes. At Hardcastle Middle, you never saw the principal unless you did something wrong—which, in my case, was fairly often. (48)
After all, half of being gifted was just the fact that everybody expected you to be smart. (48)
I understood so little that it was impossible to know what a reasonable mistake might be. Even cheating was harder in this place. (50)
I wasn’t sent to the office; there was no detention; nobody even yelled at me, which was a first in my educational experience. Instead, my homeroom teacher, Mr. Osborne, came and suggested we take a walk. (52)
“This is a period of discovery,” he went on. “We’re getting to know you, and you’re getting to know us. And during that process, we’ll explore where your true gifts lie. (53)
If I didn’t know better, I’d swear that Donovan Curtis wasn’t gifted at all. (62)
“It’s humanized our entire program. The difference between dealing with an it and a him is a transformative concept.” (64)
“All our kids have strengths and weaknesses. We seem to have a good sense of Donovan’s weaknesses. It’s a start. Now we have to find his strengths. (66)
“I guess I was too distracted by other things.” She looked a little suspicious, so I added, “I really wanted to make it on my own. ADD doesn’t sound very gifted.” (78)
No wonder the gifted kids were different. They lived in a bubble. (81)
Then you step in and do something for everybody to feel good about. (82)
Call me crazy, but it sort of pleased me that the robot had a name thanks to me. Just like it pleased me that I was now Tin Man’s first-string driver for the robotics meet. (86)
nothing in common with my gifted classmates. But here they were just like me, getting jerked around because the school district had messed up. (88)
And what did Donovan get out of this? Nothing. He’d already taken Human Growth and Development, so he wouldn’t have to go to summer school. (93)
She was used to Donovan and, let’s face it, he was pretty different from the average gifted kid. (96)
There was another video called “Failing Schools,” but it turned out just to be this news story about how our education system isn’t any good. I could have told them that. And not for the reasons they gave. (101)
At the Academy, people cared too much, which was why we laughed so little. And unpressured was the last word you’d use to describe us. (103)
Donovan was like a human YouTube video—unpredictable. We could have worked on Tin Man for years, incorporating every refinement allowed by technology. But none of us could have envisioned that the greatest improvement of all would be simply in the way you drove it. (105)
“This is a good idea, people. We’re all so focused on our specialties that we tend to miss out on ordinary experiences. Having fun is part of an education too, you know.” (107)
“They’re not misfits,” I insisted. “They’re just—different. Supersmart. But dumb in a way, too. Like babies.” (111)
True, some of us were social outcasts—Noah Youkilis came to mind. But regular schools had those too. We were no different from the rest of humanity. And we were going to show that we were every bit as capable of having a good time. (122)
Hypothesis: Not everything needs to be measured by gifted standards. (126)
But the whole attitude—the idea that the gifted kids were here for the entertainment of the cool people—made me sick. (133)
“They’re just people,” I pleaded. “So what if they’re a little nerdier than the rest of us? I know you came here to make trouble. Please don’t.” (138)
That’s when it hit me. I did care. (144)
How does this book make us emphatic?
Discussion Director: Colleen Major
- How do schools typically treat students like Donovan was at the beginning of the book?
- How should we as teachers treat students who “do not think, just do”?
- Are we supposed to empathize with the main character or dislike him at the beginning?
- What is the significance of switching character views each chapter?
- How does Katie’s situation affect the family?
- How might the Academy school actually be good for Donovan?
- On page 34, it states “Is there a point where the robotics student becomes the robot?” Do you think this quote has to do partially with the front cover photo? How so?
- “I’d never met this new kid, but I already had him perfectly sized up in my mind” (36). How can it be a bad thing to size someone up before even meeting them?
- What does Chloe consider to be “normal”?
- Is it okay for Donovan to do the things he does to fit in at the Academy? Why or why not?
- “Zero is a four letter word” to the Academy students. What does this sentence mean in this instance?
- Is the amount of pressure the students receive okay to have?
- “All our kids have strengths and weaknesses. We seem to have a good sense of Donovan’s weaknesses. It’s a start. Now we have to find his strengths. He wouldn’t be here if they didn’t exist” (66). What would be your next move as a teacher or administer?
- You seem Donovan evolve as a character throughout the book. Do you believe that his troublesome behavior was more nature or nurture?
- What does Noah’s chapter, starting at page 100, show you about his character?
- On page 122, it is hypothesized that “Being gifted doesn’t automatically make people social outcasts.” How is this stereotype portrayed or neglected in the book?
- How did the Academy kids react to the school dance?
- What lessons has Donovan learned along the way?
Literary Luminary-Tyler Bolger
“Reckless,” my mother called me. “Poor impulse control.” (2)
But when the thing is right there in front of me, and I can kick it, grab it, shout it out, jump into it, paint it, launch it, or light it on fire, it’s like I’m a puppet on a string, powerless to resist. I don’t think; I do. (2)
There was no logical explanation for what I did. It had to come from my DNA. (3-4)
They liked to watch me do stuff; they had a lot less interest in hanging around for the consequences. (8)
This letter is to inform you that DONOVAN has been selected to attend the Academy for Scholastic Distinction (ASD), a special program geared toward gifted and talented students, tailored to their exceptional abilities and extraordinary potential for academic achievement.... (25-26)
My eyes couldn’t get past words like excellence, distinction, gifted, and especially Donovan Curtis. (26)
How could I pile my own problems on top of that? Especially when Mom and Dad looked so proud—something that didn’t happen every day where I was concerned. (30)
There’s a price to being gifted. The cost is your life. You don’t die or anything like that. But you don’t live either. (31)
Donovan Curtis was normal. (36)
“I want you to mess with stuff. This is a place of tinkering, fiddling, experimentation. (39)
“Trying to control your own destiny. It’s not just hard; it’s impossible.” (42)
Mr. Del Rio, the principal, stood outside the automatic sliding doors greeting his students with handshakes. At Hardcastle Middle, you never saw the principal unless you did something wrong—which, in my case, was fairly often. (48)
After all, half of being gifted was just the fact that everybody expected you to be smart. (48)
I understood so little that it was impossible to know what a reasonable mistake might be. Even cheating was harder in this place. (50)
I wasn’t sent to the office; there was no detention; nobody even yelled at me, which was a first in my educational experience. Instead, my homeroom teacher, Mr. Osborne, came and suggested we take a walk. (52)
“This is a period of discovery,” he went on. “We’re getting to know you, and you’re getting to know us. And during that process, we’ll explore where your true gifts lie. (53)
If I didn’t know better, I’d swear that Donovan Curtis wasn’t gifted at all. (62)
“It’s humanized our entire program. The difference between dealing with an it and a him is a transformative concept.” (64)
“All our kids have strengths and weaknesses. We seem to have a good sense of Donovan’s weaknesses. It’s a start. Now we have to find his strengths. (66)
“I guess I was too distracted by other things.” She looked a little suspicious, so I added, “I really wanted to make it on my own. ADD doesn’t sound very gifted.” (78)
No wonder the gifted kids were different. They lived in a bubble. (81)
Then you step in and do something for everybody to feel good about. (82)
Call me crazy, but it sort of pleased me that the robot had a name thanks to me. Just like it pleased me that I was now Tin Man’s first-string driver for the robotics meet. (86)
nothing in common with my gifted classmates. But here they were just like me, getting jerked around because the school district had messed up. (88)
And what did Donovan get out of this? Nothing. He’d already taken Human Growth and Development, so he wouldn’t have to go to summer school. (93)
She was used to Donovan and, let’s face it, he was pretty different from the average gifted kid. (96)
There was another video called “Failing Schools,” but it turned out just to be this news story about how our education system isn’t any good. I could have told them that. And not for the reasons they gave. (101)
At the Academy, people cared too much, which was why we laughed so little. And unpressured was the last word you’d use to describe us. (103)
Donovan was like a human YouTube video—unpredictable. We could have worked on Tin Man for years, incorporating every refinement allowed by technology. But none of us could have envisioned that the greatest improvement of all would be simply in the way you drove it. (105)
“This is a good idea, people. We’re all so focused on our specialties that we tend to miss out on ordinary experiences. Having fun is part of an education too, you know.” (107)
“They’re not misfits,” I insisted. “They’re just—different. Supersmart. But dumb in a way, too. Like babies.” (111)
True, some of us were social outcasts—Noah Youkilis came to mind. But regular schools had those too. We were no different from the rest of humanity. And we were going to show that we were every bit as capable of having a good time. (122)
Hypothesis: Not everything needs to be measured by gifted standards. (126)
But the whole attitude—the idea that the gifted kids were here for the entertainment of the cool people—made me sick. (133)
“They’re just people,” I pleaded. “So what if they’re a little nerdier than the rest of us? I know you came here to make trouble. Please don’t.” (138)
That’s when it hit me. I did care. (144)
Connector: Patrick Conway
“Come on! Let’s get out of here!” (Korman 4)
Friends always convince other friends to do dumb stuff.
“Call me Oz” (Korman 54)
Always that teacher that says to go by a shorter name.
“Noah may have started the day a YouTube novice, but by the end of the period, he could have written a doctoral dissertation on it.” (Korman 70)
Everyone knows that one person that sees something and gets hooked right away.
“Well it’s just that I have ADD.” (Korman 78)
Three of my best friends in high school have ADD and they were all pretty smart.
“I’m entitled to a life too, you know!” (Korman 111)
Parents reaction when they see a picture of them on their children’s instagram/twitter/snapchat.
“Almost fourteen years old, and the only real party I’d attended was the kind where your parents are there and you have to waltz with your cousin.” (Korman 122)
Retweet. Middle School was a dark time
Robby Joe Underwood Summarizer
Donavan is a regular education middle school child who may struggle with ADHD. Donavan often likes to get into trouble with his friends. One day he gets a detention for making fun of the school’s basketball team on the intercom. During this detention, Donavan sneaks, out to the school statue hitting it with a branch, breaking part of the statue off which rolls to the gym and destroys the middle school gym. The district’s superintendent sees Donavan and puts his name down on a piece of paper. The superintendent though, does not realize though that he accidently put Donavan’s name down on the list of students invited to the gifted school. When Donavan gets invited to the gifted school he sees the superintendent’s mistake and hides out there so he will not be caught. During Donavan’s time at the gifted school he gets to meet the kids in the gifted program and he realizes their differences. Donavan learns to gradually teach the kids at the gifted school what kids in regular classes do. Over the course of the year the teachers at the gifted school wonder what Donavan’s gifts are if he has any. While Donavan is at the gifted school he learns how to appreciate the differences in each student.
Word Wizard - Riley Strauss
-Troglodyte (52) I had never heard this word (which was probably Korman's intention) but I was interested by it when Chloe uses it against Donovan. It's defined as a hermit or someone who is deliberately ignorant or old-fashioned, so Chloe is either calling Donovan a reject or oblivious to others around him.
-Cocoon (73) Mr. Osborne uses this word to describe Noah's life, saying that even though he's incredibly smart, he doesn't know how to interact socially. We talked about how people interact socially in class and that some people don't know how to translate their thoughts into a socially appropriate way.
-Bubble (82) Much like how Oz describes Noah, this is the word Donovan uses to describe the gifted students. Although these students excel greatly in academics and skills, they are closed off from the average students. Because of this, they're only taught academic skills while not aware with how to interact in the outside word.
-Pressure (101) I thought this was an interesting word for Noah to use to describe his life. Although he is the smartest character in the book, he doesn't want to utilize his full potential 24/7. He feels pressure because everyone expects him to perform well, even though he doesn't want to work incredibly hard every hour of every day.
“Come on! Let’s get out of here!” (Korman 4)
Friends always convince other friends to do dumb stuff.
“Call me Oz” (Korman 54)
Always that teacher that says to go by a shorter name.
“Noah may have started the day a YouTube novice, but by the end of the period, he could have written a doctoral dissertation on it.” (Korman 70)
Everyone knows that one person that sees something and gets hooked right away.
“Well it’s just that I have ADD.” (Korman 78)
Three of my best friends in high school have ADD and they were all pretty smart.
“I’m entitled to a life too, you know!” (Korman 111)
Parents reaction when they see a picture of them on their children’s instagram/twitter/snapchat.
“Almost fourteen years old, and the only real party I’d attended was the kind where your parents are there and you have to waltz with your cousin.” (Korman 122)
Retweet. Middle School was a dark time
Robby Joe Underwood Summarizer
Donavan is a regular education middle school child who may struggle with ADHD. Donavan often likes to get into trouble with his friends. One day he gets a detention for making fun of the school’s basketball team on the intercom. During this detention, Donavan sneaks, out to the school statue hitting it with a branch, breaking part of the statue off which rolls to the gym and destroys the middle school gym. The district’s superintendent sees Donavan and puts his name down on a piece of paper. The superintendent though, does not realize though that he accidently put Donavan’s name down on the list of students invited to the gifted school. When Donavan gets invited to the gifted school he sees the superintendent’s mistake and hides out there so he will not be caught. During Donavan’s time at the gifted school he gets to meet the kids in the gifted program and he realizes their differences. Donavan learns to gradually teach the kids at the gifted school what kids in regular classes do. Over the course of the year the teachers at the gifted school wonder what Donavan’s gifts are if he has any. While Donavan is at the gifted school he learns how to appreciate the differences in each student.
Word Wizard - Riley Strauss
-Troglodyte (52) I had never heard this word (which was probably Korman's intention) but I was interested by it when Chloe uses it against Donovan. It's defined as a hermit or someone who is deliberately ignorant or old-fashioned, so Chloe is either calling Donovan a reject or oblivious to others around him.
-Cocoon (73) Mr. Osborne uses this word to describe Noah's life, saying that even though he's incredibly smart, he doesn't know how to interact socially. We talked about how people interact socially in class and that some people don't know how to translate their thoughts into a socially appropriate way.
-Bubble (82) Much like how Oz describes Noah, this is the word Donovan uses to describe the gifted students. Although these students excel greatly in academics and skills, they are closed off from the average students. Because of this, they're only taught academic skills while not aware with how to interact in the outside word.
-Pressure (101) I thought this was an interesting word for Noah to use to describe his life. Although he is the smartest character in the book, he doesn't want to utilize his full potential 24/7. He feels pressure because everyone expects him to perform well, even though he doesn't want to work incredibly hard every hour of every day.
GROUP DISCUSSION - 3/13/17
- Which character battles with a disability? Donovan (ADHD or ADD) or Noah
- Is Donovan liable for the school's damages, Robby Joe says no because of Donovan's circumstances such as age and those around him (Daniels).
- Noah is a very likable character - you feel compassion for him even if he acts abnormally. He feels very pressured because of his intelligence. Just because he's smarter than the average person doesn't mean that he has the will to excel all the time.
- Neither of the Daniels are very likable, they go in phases of seeming compassionate and coming off as jerks
- Noah and Jenny (?) don't know how to act socially, even though they seem to have the idea of how to in their heads.
- Some kids (like those that have ADHD or ADD or other disabilities) have trouble listening to directions, wanting to do or say whatever their brain is telling them.
- Book is like "Wonder" where the main character (August or Donovan) is originally rejected but then welcomed by their peers.
- The Gifted school in the book offers more opportunities (like Robotics) than the regular school does, but is this exclusive and not good for students because then the kids at the regular school don't have the same opportunities to excel in.
Illustrator: Lars Forner
Part 2:
Garriott/Maurer Questions: While reading this book, where could you empathize the easiest? Why?
Where was it hardest to empathize? Why?
Discussion Director: Colleen Major
Connector: Patrick Conway
“Pregnant? Beatrice?” (Korman 168)
My cousin’s dog got pregnant and it was a huge surprise to them as well.
“I text Chloe. I had the answer I needed within thirty seconds.” (Korman 188)
My brother literally responds to me within 30 seconds everytime I text him, it’s insane.
“And give you brainiacs another chance to make him feel stupid? No way!” (Korman 225)
Your friends are always there to have your back.
“Your girlfriend is going to be really mad.” (Korman 234)
Everytime I talk to a girl my friends would freak out like the Daniels are.
Where was it hardest to empathize? Why?
Discussion Director: Colleen Major
- How have the other students’ lives changed because of Donovan?
- Why did Donovan choose to compare himself to his relative, James Donovan, so often?
- Should the students have been helping Donovan cheat to stay at the Academy? Why/why not?
- Is it acceptable that Noah gets A’s despite failing tests?
- Was Donovan “ruining the Academy’s expectations like Ms. Bevelaqua thinks? Abigail also thought “his presence lowered Academy standards for every one of us” (217). Is this true?
- What did Donovan realize about friendship? (214)
- Why does Noah want so badly out of the Academy?
- Chloe believes that the students at the Academy “had become more like Donovan” (260). How is this accurate?
- How would you describe Donovan? What characteristics?
- Were you surprised that Abigail helped cheat for Donovan? Why/why not?
- What is the significance of Noah being wrong?
Connector: Patrick Conway
“Pregnant? Beatrice?” (Korman 168)
My cousin’s dog got pregnant and it was a huge surprise to them as well.
“I text Chloe. I had the answer I needed within thirty seconds.” (Korman 188)
My brother literally responds to me within 30 seconds everytime I text him, it’s insane.
“And give you brainiacs another chance to make him feel stupid? No way!” (Korman 225)
Your friends are always there to have your back.
“Your girlfriend is going to be really mad.” (Korman 234)
Everytime I talk to a girl my friends would freak out like the Daniels are.
Word Wizard: Riley Strauss
-Unforeseeable (Korman 151). Noah was fascinated by the "riot" at the school dance because they are unforeseeable. I thought this was an interesting word to use because it captures what interests Korman's smartest character: that which is unpredictable. I feel like this is a good lesson in life, that not everything will go according to plan so we must expect and accept that which may be unexpected.
-Suspected (Korman 209). I chose this word because it definitely makes an impact on Donovan. He realizes that his parents and sister never were completely confident that he was able to attend the Academy. They created generalizations of him, something we see a lot of in reading books dealing with disabilities.
-Normal (Korman 260). Something I thought was interesting in this book is that it seems to put the idea of being normal on a pedestal. Compared to "Wonder" where the abnormal was seen as better, in "Ungifted," most of the characters strive to be normal and figure out how to interact in the real world.
Literary Luminary- Tyler Bolger
If it isn’t on YouTube, it might as well have never happened. (150)
“A lot of kids have an attitude about the gifted program. And those guys definitely have an attitude now that I’m in it. Look at this place—Hardcastle’s an ancient ruin compared to here. They’ve got about a sixteenth of the stuff we do. They may call us nerds, but it’s pretty cool having your own robot.” (150)
“There are two ways it can go. It can either fit or not fit.” “A probability analysis?” I mused. He shrugged. “I can’t say for sure it’ll work. But I guarantee that if we don’t at least try, that bucket of bolts will have no lift motor. What have we got to lose?” (152)
“It’s obvious to everybody he isn’t gifted. They gave him a few weeks to prove himself, and he didn’t.” “He’s proved himself a million different ways,” Chloe argued. (155)
“How much?” In my case, they’d probably just take the opportunity to give me extra credit. The whole system was against me. (158)
a few of those kids are so smart that we’re not even smart enough to understand how smart they are. So leave them alone. And definitely leave their robot alone.” (165)
Another human being cared enough to want to keep me at the Academy! Most of my classmates were so wrapped up in their own skills and talents that they barely noticed anybody else existed. Yet someone had noticed me. (172)
But that student was diluting the standards of the gifted program for everybody. Not to mention that Donovan was learning absolutely nothing here. He was entitled to a real education at his own level. (177-178)
I noted that they were grateful to their lab rat—but most of that gratitude was heaped on Donovan himself. And it wasn’t only gratitude. It was genuine affection. Noah regarded him with nothing less than worship. Chloe cast him soulful glances that might have indicated a crush. Even Abigail seemed to have softened her attitude toward him. (179)
They love him. And it isn’t just because of his sister and the way he drives the robot. He’s normal, he’s casual, he’s capable of having a good time. He’s everything they can’t seem to master, despite all their brains.” (181)
Until Human Growth and Development I hadn’t realized how alone I was, even among my own family. (188)
They need you, so they’re stuck with me, regardless of how ungifted I am.” (193)
I was thunderstruck, staring at my idiot brother with a new respect. This was the first indication I’d ever had that Donnie was aware of anybody besides himself. (194)
He’s good at a lot of things I’m not. (200)
“Donovan might not be gifted in the same way as the rest of us, but he’s the heart and soul of our team! He’s the heart and soul of our class!” (205-206)
As of today, I wasn’t gifted anymore. (208)
What matters—the only part I really care about—is that you’re happy.” (210)
The halls rang with the voice of an assistant principal, chewing out some poor kid over a random offense. Nobody took you for a cooling-off walk and a philosophical discussion at Hardcastle. (211)
Funny—I’d been convinced I was friendless at the Academy. But I’d felt more a part of things in Oz’s robotics lab than anywhere here at Hardcastle. (214)
“What did he do when he was here?” I countered. “He brought us to life! He turned Tin Man from a nameless machine into a part of the family! We got a spirit from him that we don’t have anymore! (220)
It could never happen at my school. You were famous for what you knew, or what you could do, or what you might become. (223)
“And give you brainiacs another chance to make him feel stupid? No way! He’s miserable enough!” (225)
He should have been here. Donovan. And not just because he drove Tin Man better than anybody else. My group was unmatched in ability level, but it took Donovan to make them a team. (242)
The impulsive act was over, but the consequences had not yet descended on my head. (255)
It hit me just then how different we all were since Donovan had been mistakenly sent to the Academy. The mayhem that had ended the robotics meet would have freaked us out a few weeks ago. Now we were gloating over having destroyed our enemy. (259)
I could be wrong, though. After all, I’ve been wrong before. (269)
Challenge isn’t going to come from any curriculum, no matter how hard they make it. It’s going to come from life.” (273)
It was the same wild impulse that could make a guy whack a statue in the butt, setting off a chain of events that reshaped the world—or at least my little corner of it. (282)
Summarizer: Robby Joe Underwood
After a fiasco at the dance where the two Daniels damaged Tin Man (the robot for the robotics team at the gifted school,) Tin Man’s engine was damaged. Donavan gets the idea to steal the engine from the custodians and even though some of the students are hesitant to follow they help Donavan take it and put it in Tin Man. All is going well for the students at the gifted school as they prepare for the robotics competition with Donavan taking the wheel. Then, the school decides to retest Donavan for the gifted test having all the students including Donavan to expect immediate failure. Then, one of the students helps Donavan cheat on his test so he can stay at the gifted school. Even though Donavan passed the teachers at the school start to suspect that someone helped Donavan cheat on his exam leading to an investigation. As this is going on the robotics competition is coming up, but the superintendent finds Donavan and takes him out of the gifted school, giving him twenty hours of community service for destroying the school gym. The gifted students then become distracted as the robotics tournament nears because they miss Donavan. The team is trailing during their competition but then Donavan comes in to save the day. Tin Man gets attacked by another team and then they attack the other team’s robot leading to one of the gifted team’s students, Noah destroying the other team’s robot. The gifted school gets disqualified for their actions but then Donavan’s sister has a baby and Donavan reunites with the gifted students. It turns out that Donavan in the end gets to go to school at his original school but he gets to join the robotics club at the gifted school three times a week.
Illustrator: Lars Forner