Taking Sides - Chapter 1 Lesson Plan

North Dorchester Middle School Standard Lesson Plan Format Pre-Reading/During Reading Taking Sides: Chapter 1

Name: Cook School: North Dorchester MS Date: Subject: Language Arts Grade: 6th Certification: Time: Unannounced: # of Students:

SC Objective with 1.E.2.c Make predictions and ask questions about the text Assessment Limits 1.E.3.a-j Use strategies to make meaning from text (during reading) Lesson Objective: SWBAT use pre-reading strategies in order to make predictions about Taking Sides. SWBAT use active reading strategies (questioning and predicting) in order to better understand chapter 1 of Taking Sides. Formative Constant questioning by instructor. Assessment: Create a prediction for Taking Sides. Warm-Up: It was time to get out, she said one day when she came home from work and found her planter box tipped over, her snapdragons stomped, and her small Victorian flat ransacked. AM In which sentence does the word flat mean the same as the sentence above?

a. Microsoft will never fall flat in the business world with so many bright employees. b. “You all sound flat and are not matching the pitch I am playing,” Ms. Martin said. c. An artist will rent a small flat in the San Francisco area for business. d. The landscaper had to make the area flat before installing the drain system. Answer – c. An artist will rent a small flat in the San Francisco area for business.

It was time to get out, she said one day when she came home from work and found her planter box tipped over, her snapdragons stomped, and her small PM Victorian flat ransacked. Ransack means ______. a. to make a mess b. to search thoroughly c. to clean up oneself d. to plod around Answer – b. to search thoroughly Explicit Instruction: Before Reading Direct Instruction – 1-warm-up “I Do” 2-review objective 3-I will pass out information about the author Gary Soto. We will read each of the paragraphs and then you will write down key information what you have learned about the author and how his life influenced his writings. 4-Students will then use their key information notes to write a paragraph telling about the author. Paragraphs should include a topic sentence, 5 or more details with supporting examples, and a concluding sentence. 5- Pass out book, study guides, vocabulary, and preview 6-Point out Glossary of Spanish Terms on pages 7-9. As we are reading the novel, you will refer back to the glossary to help your understanding of the reading. 7- The story will include slang and idioms Define idiom-A figure of speech that belongs exclusively to a particular language, people, or region and whose meaning cannot be understood, and might even appear ridiculous, by simply joining the meanings of the words composing it. You would be using an idiom if you said you “caught a cold.” Examples: . butterflies in my stomach – I can’t sing a solo w/o getting… . button your lip – be quiet . out on a limb . get up on the wrong side of the bed -Ask students if they can think of any idioms. ______1-warm-up 2-review objective 3-Begin reading chapter 1 of Taking Sides 4-Set in chunks, read aloud, check predictions, purpose for reading 5-Teacher Model opening chunk of text using the question and prediction strategies; turn-and-talk 6-Gradual Release of Reading 7-Independent Reading

MODEL 1st Portion of Text:  I will read the story aloud to the students, in order to capture the setting and mood in the short story. Periodically I will stop to summarize the events of the story discuss and clarify the information. Students will follow along and participate in the discussion. (Page 1 – Page 2 “...to Columbus Junior High.”  Question – I wonder why is it going to be a problem for Lincoln to play his old school in a basketball game?  Critical Thinking –What type of community is the Mission District? How does it compare to Sycamore?  Prediction – I predict _____ because ______.  Purpose – To find out ______. Guided Practice – 2nd Portion of Text: “We Do”  Rest of Page 2 – Page 3 “…but couldn’t promise.”  Question – I wonder why ______.  Prediction – I predict _____ because ______.  Purpose – To find out ______.

3rd Portion of Text:  Bottom of Page 3 – Bottom of Page 4  Question – I wonder why ______.  Prediction – I predict _____ because ______.  Critical Thinking – Describe how the author makes Franklin Junior High seem like such a nice place.  Purpose – To find out ______.

You DO 4th Portion of Text:  Bottom of Page 4 – Bottom of Page 5  Question – I wonder why ______.  Prediction – I predict _____ because ______.  Critical Thinking – Describe Lincoln’s mom’s new job and lifestyle.  Purpose – To find out ______. Summary/Closure: Today you have discussed some of the themes that will be associated with the novel, Taking Sides. What were some of those themes? . ethnic differences . being the new kid . taking sides . basketball . crime - We have looked at biographical information about the author, Gary Soto. What are five facts that we have learned about the author? 1. 3rd generation Mexican American 2. Born in 1952 in Fresno, California 3. father died in factory accident 4. laborers – picking oranges, grapes, and cotton 5. writing career started when he read a poetry book and thought he could write it 6. he has won many awards 7. he uses images of where he used to live in his writings 8. he thinks it is important to make connections from one piece of literature to another.

Questioning: Chapter 1 1-Explain why Lincoln is having second thoughts about the move to Sycamore. (4) (I) 2-Compare/contrast Mission District and Sycamore. (p 1-2) (L) 3-Compare/contrast Franklin Junior High and Columbus Junior High. (p2) (L) 4-Explain the idiom, “crack those books,” on page 1. 5-Explain the expression, “smashin’ the boards,” from page 2. 6-Choose three (3) adjectives that you would use to describe Beatrice Mendoza’s character. For each adjective, provide an action and an explanation to support your choice (3) 7-How does Linc feel about his new basketball coach? (2) (L) 8-Explain why Linc and his mother moved from the Mission District. (1-2) (L) 9-Write a physical description of Lincoln. (p 1) 10-What conclusion can you draw about Linc and Tony’s relationship. (I)

Chapter 2 1-Describe Columbus Jr. High 2-How does Lincoln dress and why? 3-What classes does Lincoln have at school? 4-What do Lincoln and Monica have in common? 5-How long had Monica attended Franklin?

Differentiated HIGHLY ABLE: Instruction: - Students will independently fill in Study Guide as they are reading. STRUGGLING LEARNERS: - Students will use active reading guide while reading Warm-up It was time to get out, she said one day when she came home from work and found her planter box tipped over, her snapdragons stomped, and her small Victorian flat ransacked.

In which sentence does the word flat mean the same as the sentence above?

a. Microsoft will never fall flat in the business world with so many bright employees. b. “You all sound flat and are not matching the pitch I am playing,” Ms. Martin said. c. An artist will rent a small flat in the San Francisco area for business. d. The landscaper had to make the area flat before installing the drain system. Warm-up # 2 It was time to get out, she said one day when she came home from work and found her planter box tipped over, her snapdragons stomped, and her small Victorian flat ransacked. Ransack means ______. a. to make a mess

b. to search thoroughly

c. to clean up oneself

d. to plod around