1. Short Story – LaBamba By Gary Soto
English 6
Short Story – LaBamba
By Gary Soto

2. Learning Objective:
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.

3. Previewing/Visual Literacy Clues
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?

4. Genre: Short Story: Realistic Fiction
LaBamba page 49
Poem: Stars
Gary Soto
Tough life
Paid college
Writes about his life
Uses humor, emotion

5. 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.

6. POEM: sTAR I get a gold star for reading a book
and a red star for math.
I got a bronze star
for remembering six of the nine planets above .
I peeled it off my test
And wore it home on my knee.

7. I got stars for my handwriting
and stars for spelling hippopotamus
With 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.

8. 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 store
Or 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.

9. 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.

10. 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 walls
All shiny, all floating, all orbiting my sleep!

11. Reading Process Previewing Selecting … visualizing Questioning
Predicting … Inferring
Summarizing
Confirming

12. Previewing: Unit title Title Illustrations: introduction photographs,
drawings,
caption
introduction

13. Previewing 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?

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

15. Selecting/Inferring
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

16. Infer Character Trait Manuel

17. Character Traits Trait Proof – Text Evidence
Fiction Writer’s Goals/Techniques

18. Summarizing
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?

19. Learning Objective:
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?

20. Fiction writers goals/Techniques
In groups, select visual example and prove with story “Eleven.”
Introduce the character: Birthday
Create the setting: school

21. Developing Character Analysis
Character actions
Character motivations
Character inner thoughts
Character emotions

22. LO
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?

23. Theme Debate
Bullying
Family

24. Learning Objective
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?

25. Vocabulary in Action

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

27. Constructed Response: Describe how the action of our character Rachel prove a character trait.
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.

28. anuel

29. Story Map
Character

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

31. Literary Tools of Fiction
Tool Visual Label

32. 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?

33. 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?

34. Dave Mathews Comparison

35. DOL – Add Quotes Direct Quote: Dialogue, First Person I
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.

36. Quotes
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.

37. 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"?

38. Literary Response How does Rachel feel about the sweater?
Make a personal connection:
Compare how you feel about:
some thing some thing that
that occurred in occurred in sixth grade fifth grade

39. Dave Mathews 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

40. Values – Theme or Central Idea
Active
Hope - window
Window of opportunity
Being her own person
Woman’s rights
Independence
Dave Mathews: Drunken Sailor

41. Literary response My Name
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.

42. Hotdogs
What is a connection to our author?

43. 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?