It Wasn'T Me: An Educator's Guide To
It Wasn'T Me: An Educator's Guide To
It Wasn'T Me: An Educator's Guide To
An Educator’s Guide to
IT WASN’T ME
by Dana Alison Levy
Aligned to the Common Core for Grades 5, 6, and 7
2) Read the book’s cover blurb to the class then ask, what do readers think? Do they
have a different opinion of what the various emojis might mean? Do they want to guess
who’s lying when they say “It wasn’t me”?
The Format
Discuss the format of the book, how most of it is told in Theo’s voice, but that there are
written assessments that the five other characters answer each day. What might be the
reason for including those sections? What can the author use them to tell us?
end of the book, how do their earlier opinions of the characters shift? Discuss how
viewing each character from Theo’s biased perspective impacts how readers see the
characters.
Vocabulary Words
Have readers keep a list of interesting and unfamiliar words they come across in the
text. They should include the page number and their best guess on the word’s meaning,
based on the context in the book. Then have them look up the words and compare the
dictionary meaning to what they hypothesized. Have them discuss why an author might
choose one specific word rather than another with a similar meaning. Does it reveal
anything about the character who used it?
RL 5.4, 6.4, 7.4; RF 5.4; SL 5.1, 6.1, 7.1; L 5.4, 5.5, 6.4, 6.5, 7.4, 7.5
Use pages 13-14 as one example. How does each character respond to Mrs.
Lewiston’s request to move their desks into a circle. What does that say about each of
them?
4
Understanding Theo
Have the readers work together to illustrate how the author portrays Theo. Using each
of the four elements above, have readers list what they know about him. How do others
view Theo? How does he view himself? What do his clothing or style choices tell us?
How do his actions match up with these other elements?
RL 5.1, 5.3, 6.1, 7.1; W 5.4, 6.4, 7.4; SL 5.1, 6.1, 7.1
Point of View
It Wasn’t Me is mostly written in the first person, with Theo telling his own story. Can
readers think of other books told in this point-of-view? As a class, discuss the benefits
and challenges of telling a story this way. What do they like about first-person stories?
What would be different if this was told from a third-person point of view?
RL 5.1, 5.5, 5.6, 6.1, 6.5, 6.6, 7.1, 7.3, 7.6; W 5.3, 5.4, 5.5, 5.6, 5.10, 6.3, 6.4, 6.5, 6.6,
6.10, 7.3, 7.4, 7.5, 7.6, 7.10; SL 5.1, 6.1, 7.1
Themes
Have a class discussion about what some of the main themes of It Wasn’t Me might be.
How does the plot underscore those themes? How do the characters’ actions express
them? Have readers identify what they believe is one of the most important themes of
the book, then explore that theme using the graphic organizer provided. Readers can
use examples from the text to illustrate how the authors uses plot, character
development, and description to show the importance of this theme. Consider having
readers use the graphic organizer to write an essay further exploring the theme and
discussing what the author might be trying to say about it. Working in pairs or small
groups, have readers share their work and revise based on peer feedback.
RL 5.1, 5.2, 6.1, 6.2, 6.5, 7.1, 7.2; W 5.1, 5.4, 5.5, 5.10, 6.1, 6.4, 6.5, 6.10, 7.1, 7.4, 7.5,
7.10; SL 5.1, 6.1, 7.1
character. Compare how Theo thinks of his fellow students at the beginning of the book,
in the middle of the book, and at the end of the book. How have their outside interests
changed his perspective?
RL 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 6.5, 7.1, 7.2; SL 5.1, 6.1, 7.1
Humor
It Wasn’t Me is full of humorous moments, from slapstick physical humor to wordplay.
RL 5.1, 6.1, 7.1; W 5.1, 5.4, 5.10, 6.1, 6.4, 6.10, 7.1, 7.4, 7.10; SL 5.1, 6.1, 7.1
Serious Topics
While It Wasn’t Me uses humor throughout, it also touches on more serious issues. For
much of the story Theo acts as though he is not really affected by the vandalism, but by
the end he admits, to himself and others, how hurt and upset he really is. Other
7
characters also share more personal information about painful and challenging subjects.
What changes throughout the book that allows Theo and the other characters to
address these serious issues? How does Ms. Lewiston’s Justice Circle help them talk
about them? If you were in the Justice Circle with them, do you think you would have
been willing to share personal information by the end? Why or why not? Are there
places in real life where that kind of honest sharing can happen? Why or why not? What
does Theo mean at the end when he writes, “We got to the truth, and the truth isn’t as
simple as it seems.”?
RL 5.1, 5.2, 5.6, 6.1, 6.2, 6.3, 6.5, 7.1, 7.2, 7.3; SL 5.1, 6.1, 7.1
Using a pinhole camera (see below), or a conventional one, have students take photos
of things that are important to them, and that help symbolize their identity. These photo
collections will form a kind of self-portrait. Present each collection anonymously, and
have the class try to guess who made each portrait. Discuss how much students really
know about their classmates, and whether they had made assumptions that may not
have been true.
9
There are numerous resources online for making pinhole cameras. Below are some
links, as well as a basic set of instructions.
From Wikihow:
https://www.wikihow.com/Make-a-Pinhole-Camera
Did you know that you can make a working camera out of items that you probably
already have lying around the house? While they seem complex, cameras are, at the
most fundamental level, dark boxes with a small hole for transferring light from an
outside subject to a light-sensitive material. Follow the steps below to make a cardboard
or metal pinhole camera.
or cut a perfect circle out of cardboard and attach it to the rear viewfinder. Again,
secure it with strong tape or hot glue.
• For taking photos of subjects closer than five feet away, position your subject low in
the viewfinder to account for the difference between your perception and the angle
of the pinhole.
• Make sure that the emulsion side of the paper is facing the pinhole. You can tell
which side is the emulsion side of photographic paper from its shiny appearance.
The emulsion side of film is the side rolled up on the inside of the spiral as you unfurl
it. (If you are having trouble determining the emulsion side, wet your finger and touch
either side of your paper or film in the corners. The side which feels sticky to the
touch is the emulsion side.)
• Close up your camera. Make your camera completely light-proof by ensuring that
any cracks or openings are completely covered by black paint, aluminum foil, or
black tape. Any unwanted light that gets through could ruin your picture.
Taking a Photo
• Place the camera on a flat surface. You can either simply set it on a table, counter,
any other completely flat surface, or attach it to a tripod using rubber bands or tape.
Because of the sensitivity of the shutter, you need the camera to be extremely still as
you take photos.
• Determine the exposure time. For film, you only need to expose the camera to light
for a few seconds, but photographic film can take up to a few minutes.
• If using film, the duration of exposure depends on the ISO of the film. The higher the
ISO, the shorter the exposure time. For 400 ISO film, you will expose it to light for
between 2 and 12 seconds depending on the brightness of the external light. For
100 ISO film, the exposure time can range between 8 and 48 seconds, and for 50
ISO film, the exposure time may range between 16 seconds and 1 minute and 36
seconds.
• If using photographic paper, the exposure time will most likely range from one
minute to several minutes, though there are photo paper products made specifically
for longer exposures, even up to several months!
• You will have to practice to determine the exposure time that works for you, but
remember the general rule of thumb for exposure time: the brighter the external light,
the shorter the exposure time.
• Point the camera at your subject. Remember to account for the distance between
the pinhole and the viewfinder by aiming a bit lower than you might perceive.
• Open the shutter flap. Pull the bottom tape up to allow light to stream through the
pinhole. Do so very carefully so as not to shake the rest of the camera.
• If your exposure time is several minutes or hours, you can carefully tape the shutter
open so that you don't have to hold it open manually.
• You can also place some sort of weight such as a rock or a shoe on top of the
camera if it is windy where you are photographing.
12
• Close the shutter. Once you've held the shutter open for the desired exposure time,
retape the flap down to prevent any more light from entering through the pinhole.
During the time that the shutter was open, an image was created on the film or
photographic paper. All that's left to do is develop your photo.
Developing a Photo
• Choose whether to develop your photos yourself or take them to a developer.
Developing your own photos takes a considerable amount of resources, including
several chemicals and solutions, a darkroom, and (if using film) an enlarger. Film
and photo paper from a pinhole camera can be taken in to a photography store and
developed just like any other type of film. If you choose to develop your film yourself,
however, read on to find out what you'll need.
• Learn how to develop black and white film. The basics of film developing include
three solutions: developer, stop bath, and fixer.
• Gather your developing materials. In addition to a darkroom, you will need developer
solution, fixer solution, water, tongs, towels, a sheet of glass, and a safe light in you
dark room. Your darkroom must be completely black other than having the safe light
on.
• You can also use orange LED halloween bulbs as safe lights.
• You will also need three plastic dish washing tubs. Fill one with about two inches of
developer, the second with about two inches of water (called a stop bath) to stop the
developing process, and the third with fixer solution.
• Take the film or photo paper out of the camera. Only do so once you are in a
darkroom lit only by a safelight. White light will destroy your photo.
• Use a photo enlarger to transfer the negative to photo paper. If you used photo
paper in your camera instead of film, skip this step. Otherwise, place your negative
on the negative slide, turn the enlarger on, and choose the appropriate f/stop for
your photo.
• You may want to create a contact sheet to test out different f/stops before settling on
an f/stop. Do so by covering the paper with a piece of black cardstock and gradually
uncovering it while changing the f/stop in order to create strips of different
brightness.
• Place your photo paper into the developer. Once you have transferred the negative
image to photo paper, place it in the developer using a pair of tongs. Watch as the
image appears on the paper and take the image out of the solution using tongs as
soon as it is as dark as you want it to be.
• Gently rock the tray back and forth to spread the solution over the photo paper.
13
• Keep in mind that the image will appear a bit darker in white light once you are
outside of the darkroom.
• Transfer the photo paper to the stop bath for about ten seconds. The stop bath
should consist of room temperature water.
• Using tongs, place the photo paper in the fixer for two minutes.
• Remove the photo and rinse over running water for two minutes. Allow the photo to
hang dry completely or dry with a hair dryer
This guide was created by the author in collaboration with Ann Braden, former middle school
educator and author of The Benefits of Being an Octopus.
Visit the Common Core State Standards website to read about the individual standards
listed in this guide: http://www.corestandards.org/the-standards
Reader’s Assessment IT WASN’T ME by Dana Alison Levy
Do you have the same opinion as you did after finishing the previous day’s section?
Why or why not?
Name: __________________________________________________________________________________________________________________
Specific Examples from the Plot Specific Examples from the Characters
List 3 examples from the plot that demonstrate this List 3 examples from the characters that
theme (cite page numbers if possible): demonstrate this theme (cite page numbers):
1)_________________________________________ 1)_________________________________________
__________________________________________ __________________________________________
__________________________________________ __________________________________________
2)_________________________________________ 2)_________________________________________
__________________________________________ __________________________________________
__________________________________________ __________________________________________
3)_________________________________________ 3)_________________________________________
__________________________________________ __________________________________________
__________________________________________ __________________________________________