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April 7-11

WEEKLY LESSON PLAN

Section 7-1, 3, 5

Common Core Standards


Reading Literature
1) Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2) Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

Essential Questions
1. 2. 3. 4. Where do Leos emotions towards Stargirl come from? What is Stargirls lasting effect on Leo and the student body? What are star people? Has Leo made the right choice in abandoning Stargirl?

Writing
3) Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. 4) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 13 above.) 10) Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Materials and Resources


Texts Stargirl Handouts Quote Quiz; Vocab Quest; Harkness discussion expectations; Tracker sheets; Questions handout Bunny Hop video Projector Smartboard Speakers Tape Half sheets of paper

Speaking and Listening


1) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grade 7 topics, texts, and issues, building on others ideas and expressing their own clearly.

Language
5) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Skills
Vocabulary Pulling direct textual evidence Text analysis Figurative language

Enduring Understandings
- The importance of individuality and confidence - The effects of projecting expectations onto others - The impact of relationships on adolescent development

Assessments
Informal Assessment journaling; classroom discussion; in-class activities Formal Assessment Quote Quiz; Vocab Quest; Harkness discussion

April 7-11

WEEKLY LESSON PLAN

Section 7-1, 3, 5

Periods 1: Stargirl
Quote Quiz; chapters 28-30 SWBAT assess their ability to pull direct evidence from the text; interpret Stargirls fall from stardom and Leos bheavior Quote Quiz (15 min) o Distribute quiz Discuss chapters 24-26 (10 min) 7-3 only o Use discussion questions from last week track the downfall of Leo and Stargirls relationships Chapters 28-30 (35 min) o Discuss: 15 min What happens at the oratorical contest? Compare and contrast the audience at the oratorical contest with the student body. Who are they? How do they feel about Stargirl? What do they experience in her presence? Why is the oratorical contest not enough for Stargirl to regain not just popularity but acknowledgment? Do you think that Stargirl really expected to be welcomed back? What do you make of her conversation with Leo in the car? Use of figurative language why does Spinelli keep making basketball metaphors? Why does Susan transform back into Stargirl? Discuss: I realized what I should do. I should go out there and stand in front of them and applaud. I should show Stargirl and the others that I wasnt like the rest of them, that I appreciated her, that I celebrated her and her insistence on being herself. o Emotions activity 20 min Students will be divided into 6 groups: stunned, embarrassed, hate, cowardice, anger, not wanting to show approval In their groups, students will come up with explanations for Leos emotions. Why does he feel what he feels? What does the group think of this feeling? Wrap up (1 min) o Homework ensure all journal checkpoints have been submitted; refresh memory on rest of the novel

Period 2: Stargirl
Chapter 31 and 32 SWBAT discuss Stargirls effect on the student body at the Ocotillo Ball Journal (6 min) Continue chapters 28-30 (15 min) o Advice Column Imagine that Leo is writing to an advice column for help about Stargirl. He presents the problem mentioned in the previous quote, and desperately needs your advice. You are familiar with Stargirls rise and fall from popularity. Half of the class will write from the advice columns perspective, and half will write from Kevins perspective Students have 7-10 minutes to write Swap n Share Students will crumple their advice columns and throw them into the middle of the room. Students will then pick up another classmates work and read it aloud. Chapter 31 (15 min) o Watch Bunny Hop video for reference o Discuss: She is no ones child. She is the girl they have heard about. As she passes by she makes no attempt to avoid their eyes. On the contrary, she looks directly at them, turning to one side, then the other, looking into their eyes and smiling as if she knows them, as if they have shared grand and special things. Why do you think Raymond Studemachers date suggested he dance with Stargirl? What happens at the dance? Why does everyone join Stargirl? What are the people who stay behind feeling? Chapter 32 (15 min) o Discuss: Nothing had changed. Everything had changed. What has stayed the same? What is different? o What is Stargirl made of? What does Archie mean by, primitive? o What is a lovely treason?

April 7-11
Period 3: Stargirl
Chapters 33-MTS

WEEKLY LESSON PLAN


Period 4: Stargirl
Whole-novel discussion

Section 7-1, 3, 5

SWBAT analyze the lasting effects Stargirl has on the student body and Leo Journal (6 min) Introduce Harkness discussion (10 min) o Distribute Harkness handout o Explain parameters: Full round-table discussion everyone in the class gets the same grade. That grade is dependent on how many people participate (if everyone participates, everyone gets a 100%) Students will have 7 minutes to jot down answers to the discussion questions before the discussion begins Fishbowl rules are still in effect: Respect each other, Share the floor, and Encourage classmates Although everyone gets the same grade, anyone heckling another student or badgering them to speak will have points docked from their grade Four trackers these students do not have to speak, but must take careful notes on their tracking sheets or their grade will be harmed Chapters 32-MTS (35 min) o Discuss: (20 min) Why does Archie bury Barney? What is Stargirls legacy on the school? What is Stargirls legacy on Leo? Does Leo regret dumping Stargirl? Is he fulfilled, or is he lonely? o Activity: The Recycler of our Garbage (15 min) What do Archies names for Stargirl mean? Students will have 5 minutes to come up with their own label for Stargirl. They will write these on a half sheet of paper and tape them to the walls. Students will circulate around the room and choose a label that they like the best (other than their own) Students will share these aloud why do they like it? Collect labels Wrap-up o Prepare for Harkness tomorrow refresh your memory on the novel!

SWBAT engage in a whole-class cooperative discussion about Stargirl Journal (6 min) Move desks (5 min) Harkness discussion Stargirl (40 min) o Review Harkness discussion parameters o Post questions on board; distribute questions handout; students have 7 minutes to write answers/thoughts about the discussion questions o Discussion begins (25 min) o Wrap-up (5 min) Collect tracker sheets Discuss discussion what was easy, what was difficult, what can be improved for next time?

Homework/Reminders bring your journal pieces to school tomorrow and Friday

April 7-11
Period 5: Stargirl
Vocab Quest; Work period

WEEKLY LESSON PLAN


Period 6: Stargirl
Work period final project

Section 7-1, 3, 5

SWBAT engage in productive independent work for their Diary final assessment Journal (6 min) Vocab Quest (25 min) o Distribute vocab quest o Students taking Version B should return their Stargirl quest with their vocab quest Work period (20 min) o Students have the remaining period to work independently on their Diary final assessment o I will be available for consultation o Students should ensure that they have selected their persona, artifacts, and journal entries. They should work on creating artifacts or writing journal entries.

SWBAT engage in productive independent work for their Diary final assessment Journal (6 min) Work period (45 min)

o o

Students have the remaining period to work independently on their Diary final assessment I will be available for consultation Students should ensure that they have selected their persona, artifacts, and journal entries. They should work on creating artifacts or writing journal entries.

April 7-11

WEEKLY LESSON PLAN

Section 7-1, 3, 5

Period 7: SSR Notes Students should have 3 periods to work on their project mostly next week Mon

7-1

7-3

7-5

Period 1 +2

Period 1 + 2

Period 1

Tue

Period 3

Periods 3 + 4

Period 2

Period 4

Period 5

Periods 3 + 4

Wed

Thur

Period 5

Period 6

Period 5

Fri

Periods 6 + 7

Period 7

Periods 6 + 7