Short Story – LaBambaBy Gary Soto

CCRL2; Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

AIM: How can we apply the reading process, previewing and visual literacy, to our reading of a short story “LaBamba.”

What do you notice our visuals?

What is a talent show?

LaBamba page 49

Poem: Stars

Gary Soto◦ Tough life◦ Paid college◦ Writes about his life◦ Uses humor,

emotion

His honors include the Andrew Carnegie Medal, the United States Award of the International Poetry Forum, The Nation/“Discovery” Prize, and the Bess Hokin Prize and the Levinson Award fromPoetry magazine. He has also received fellowships from the California Arts Council, the Guggenheim Foundation, and the National Endowment for the Arts.

• I get a gold star for reading a bookand a red star for math.

I got a bronze star for remembering six of the nine planets

above .I peeled it off my testAnd wore it home on my knee.

• I got stars for my handwriting and stars for spelling hippopotamusWith my eyes closed.I like the light these foil stars give off shinny as spoons.My homework piles up a galaxy of stars.I’m good at school.I bet I could even get a star for eating my

lunch – my sandwich sticking to the roof of my

mouth.

• Where do stars come from from a blast of light in outer space?From billions of years of heavenly flight?No, they come from the storeOr so I learned.Now I have my own box of stars.Every time I feel bad I can lick a star.And just press it to my bedroom wall.

• When I forget to pick up my socks, I get a star.

When I spill my milk, I get a star.When someone calls me a name, I get a star right where it hurts on my heart.Stars for kickball and when I feel good.Stars for when I jump from the chicken coop.Stars when I clap my hands and my cat

meows from the roof.Stars when my kite swings its moon face in

the air.

• I’m my own teacher, my own student. I can speak in Spanish, I can say Las estrellas danzan en mis

paredes,

This happens when I turn the light At night I blink my flashlight,And a hocus-pocus of stars comes alive on

the wallsAll shiny, all floating, all orbiting my sleep!

Previewing Selecting … visualizing Questioning Predicting … Inferring Summarizing Confirming

Unit title Title Illustrations:

◦photographs, drawings,

caption introduction

What is a talent show?◦Kid performing play, ◦Your perform your talent in front of

audience◦Your skill in front of audience◦Capacity◦Capability◦gift

HW: Flip through the pages of your life and: If you were in a talent show, what would you do?

Aim: How does reviewing character emotions and actions support our understanding of Character Traits?

Aim: How does reviewing character emotions and actions support our understanding of Character Traits?◦ Draw plot mountain◦ Plot beginning, exposition◦ Plot first event◦ Homework: Eleven: Same activity

Manuel

Trait Proof – Text Evidence

Fiction Writer’s Goals/Techniques

AIM: How does summarizing our story events contribute to our understanding of character development and change?

Summarize an event in the story. How does this event prove our character trait for Manuell?

CCRL2; Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

Aim: How does identifying fiction writers goals help us interpret character?

In groups, select visual example and prove with story “Eleven.”

Introduce the character: Birthday

Create the setting: school

Character actions Character motivations Character inner thoughts Character emotions

RL.2: Students will be able to determine a theme or central idea of a text and how it is conveyed through particular details.

AIM: How does review of story theme of our story contribute to our understanding?

Bullying Family

CCRL3: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

AIM: How does clue vocabulary words help us understand our character?

AIM: Determine the meaning of words and phrases as they are used in a text, including figurative language.

Rachel is an eleven year old girl in our short story “Eleven.” Shy is a character trait that describes her. She is in her classroom at school and the teacher is forcing her to take a sweater that is not hers Rachel does not speak up to tell the teacher.

Character

Mood/tone/setting◦ School room◦ Desk◦ Red sweater◦ Uncomfortable◦ How she feels to be eleven

Tool Visual Label

LO: RL. 6 Explain how an author develops the point of view of the narrator or speaker in a text.

AIM RL1: How does the character’s dialogue (quotes) and narration or specific text evidence in our story contribute to the author’s point of view or attitude?

What comparison does Dave Mathews make in his perspective on life?

What do these comparisons tell us about him as a person and his values in life?

That’s not. I don’t, you’re not …. Not mine, I finally say in a little voice that was maybe me when I was four.

Only today I wish I did not have only eleven years rattling inside me line pennies in a tin Band-Aid box. Today I wish I was one hundred and two.

Whose is this Mrs. Price says, and she holds the red sweater up in the air for all the class to see.

It has to belong to somebody.

Essential Questions: What did you learn about how our author's

feels about the social issue bullying? How is Sandra attitude about how we

should treat others conveyed in our story "Eleven"?

What does our author feel about "age" in our story "Eleven"?

How does Rachel feel about the sweater? Make a personal connection:

Compare how you feel about:

some thing some thing thatthat occurred in occurred in

sixth grade fifth grade

Beautiful day

hungry

Broken heart

Soldier’s last breath

Funny the way it is

Sirens, fire engines, house burning

Eating out

Someone’s favorite song

Baby born

No right or wrong

Active Hope - window Window of opportunity Being her own person Woman’s rights Independence Dave Mathews: Drunken Sailor

AIM: How can we identify the value in “MY Name” by Sandra Cisneros?◦ Read chapter excerpt.

What does her name, Esperanza mean to her and why? What do you know about your name?

HW- Personal Connection: My name is French When I was in sixth grade, my teacher, Mr.

Keller, called me Antoinette. I never corrected him. My name is different and I feel I am a leader, not a follower. The name helps me fulfill this trait.

What is a connection to our author?

LO: RL.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

AIM RL1: How does the character’s dialogue (quotes) and narration or specific text evidence in our story contribute to the author’s point of view or attitude?