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What Does It Mean to Be Normal?
7th Grade- General Language Arts
Miss Patrick
English 395
TABLE OF CONTENTS
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Orange
Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Green
Calendar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yellow
Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Aqua
Week One . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Purple
Week Two . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Turquoise
Week Three . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pink
Week Four . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Blue
Introduction to the Unit
This unit is specifically designed for a 7th grade standard English/Language arts
class. At this age, students are going through the process of self-discovery and where they
fit into the world. This unit allows students to explore what it means to be normal and if
there really is a definition for normalcy. I want my students to be challenged to think
about who they are and how they want to allow life experiences shape their identities. By
studying Stargirl as the main text, students will be able to relate to the main character as
she tries to figure out her place in the world and how to form her own identity. Students
will explore how to grow as individuals.
As I was writing this unit, the two things I wanted students to explore was selfexploration and becoming more confident in themselves. By writing identity defining
poems and a memoir, students will have the opportunity to learn about themselves and
hopefully grow in the process.
I would like to begin or end the year with this unit. I believe students have a more
open mind during these times in regards to how they are changing because they are
making a large transition. Secondly, this unit must be taught after students have
experience writing some poetry and other works. The writing skills taught in this unit
build off of skills that students would have if they already knew how to format an
standard five-paragraph essay and the understanding of poetry.
Unit Goals
1. Students read a novel, poems, and short-stories to build an understand of
texts, of themselves, and of the culture of the United States; to acquire new
information; and for personal fulfillment. Among these texts are fiction,
non-fiction, poetry, and short-stories.
2. Students read literature from different genres to build an understanding of
human experience.
3. Students apply a wide range of strategies to comprehend, interpret,
evaluate and appreciate texts. They draw on their prior experience, their
interactions with other readers and writings, their knowledge of word
meaning and of other texts, and their word identification strategies.
4. Students adjust their use of spoken, written, and visual language to
communicate effectively with audiences.
5.Students employ different strategies as they write and use different writing
process elements to communicate with different audiences.
6. Students apply knowledge of language structure, language conventions,
and genre to create, critique, and discuss print and non-print texts.
9. Students develop and understanding of diversity in language use and
patterns across social roles.
12. Students use spoken, written, and visual language to accomplish their
own purposes (e.g., for learning, presenting, enjoyment, and exchange of
information.)
Unit Calendar
Day 1
Day 2
Day 3
Day 4
Day 5
Sentences of the Week
Vocabulary and
Journal- Feeling Left Out
Introduction to Author- Jerri
Spinelli
Main Ideas/Themes:
“Open Necktie”
Stargirl Perspective“Dear Diary”
Vocabulary Quiz
Journal- Favorite Memory
Index Card Discussion
HW: Vocabulary
Squares Worksheet
HW: Read Stargirl
-page 1-26
HW: Read Stargirl
-page 27-54
HW: Read Stargirl
-page 55-84
HW: Read Stargirl
-page 85-111
Day 6
Day 7
Day 8
Day 9
Day 10
Vocabulary and
Journal- How Others See You
Leo Perspective“Identity Divided”
Magazines/Media
definitions of Normal,
Popular, and Individual
Journal- Pictures and Words
Vocabulary Quiz
Describing Pictures
Describing Stargirl
Describing Yourself
Student Work Day
-Catching Up
Day 11
Day 12
Day 13
Day 14
Day 15
Vocabulary and
Journal- Importance of Names Writing Where I’m From
Writing Name Poems
Poems
Journal- Defining Moments
Learning and Reading
Memoirs
Vocabulary Quiz
HW: Vocabulary
Squares Worksheet
HW: Vocabulary
Squares Worksheet
Day 16
Day 17
Day 18
Day 19
Student Work Day
-Editing Memoirs
Presentations
-Coffee Shop Memoir
Reading
Presentations
-Coffee Shop Memoir
Reading
Presentations
-Coffee Shop Memoir
Reading
Student Work Day
-Writing Memoirs
Grading
In-Class Work/Homework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 points
Journal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 Points
Quizzes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Points
Memoir . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 points
Memoir Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 Points
Class Participation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 points
=500 Points
Week One - Lesson One
Focus: This lesson is intended for a 7th-grade general English/Language Arts class. Using
sentences and vocabulary from the novel, Stargirl, students will learn skills and language
to better their writing. This lesson is intended for a 50-minute class period.
Objectives:
1) Students will be able to demonstrate their understanding of the Sentence of the
Week structure by constructing their own sentences.
2) Students will be able to define and illustrate the vocabulary words for the
week.
Materials:
-Paper
-Writing Utensils
-Sentence of the Week Handouts
-Vocabulary Worksheets
-Vocabulary Square Worksheets
-Dictionaries
Strategies:
-Sentence of the Week
-Variation of the Box-it Vocabulary Strategy
Procedure:
1. Write Sentence of the Week sentences (Semicolon Usage) on the board.
A) Archie was not morbid; he was a paleontologist.
B) I had study hall coming up third period; I’d look into it then.
C) For years the strangers among us had passed sullenly in the hallways; now we
looked, we nodded, we smiled.
2. Pass out Sentence of the Week Handouts
3. Have students study the sentences and identify what they have in common.
4. Discuss the sentences with the students.
5. Model sentences for the students.
6. Have students imitate the sentences.
7. Have students share some of their imitation sentences on the board.
8. Pass out Vocabulary Worksheets
9. Allow students to use these as a way to study or write in the definitions if they choose.
10. Pass out Vocabulary Squares Worksheets
11. Have students look up definitions online or in dictionaries to fill out Vocabulary
Square Worksheets.
12. Have students work on Vocabulary Square Worksheets the remaining of the period.
*Sentence of the week adapted from Kelly Gallagher’s Write Like This. Typically, these
would be sentence structure problems pulled from student work to be taught as minilessons, but because I don’t have that option with student work as an example, I’m using
sentences from Stargirl that would be appropriate sentence structures for them to learn.
13. If students don’t finish worksheets, that will be their homework.
Assessment:
1) The teacher will assess the students’ knowledge of the Sentences of the Week
by walking around and observing as they write their imitation sentences. The
teacher will also assess their knowledge of the Sentences of the Week by listening
to them while they share some of their imitation sentences. Lastly, the teacher will
assess the students based on the imitation sentences they turn in.
2) The teacher will assess the students’ knowledge of the vocabulary by walking
around and observing the students as they work on their Vocabulary Square
Worksheets. The teacher will also assess the students’ work by reading through
the students’ Vocabulary Square Worksheets.
Name: _________________
Sentence of the Week
1. Archie was not morbid; he was a paleontologist.
2. I had study hall coming up third period; I’d look into it then.
3. For years the strangers among us had passed sullenly in the hallways; now we looked,
we nodded, we smiled.
What I Notice:
Imitate:
Name: _________________
Vocabulary
Onomatopoeia:
Memoir:
Nonconformity:
Elusive:
Saguaros:
Oratorical:
Acclamation:
Shunning:
Name: _________________
Word:
Picture:
Definition (in your own words):
In a Sentence:
Week One - Lesson Two
a video about Jerri Spinelli and excerpts from his autobiography Knots in My Yo-Yo
String, the students will learn about how an author’s life influences his work and the
difference between memoirs and autobiographies. This lesson will be taught in a 50minute class period.
Objectives:
1) Students will be able to relate the author’s life to the work an author produces
by reading and discussing Jerri Spinelli and his autobiography, Knots in My Yo-Yo
String.
2) Students will be able to compare their life events written in their journals to
the authors in order to determine whether or not they could be used as a memoir
topic.
3) Students will be able to discuss and give examples of the difference between an
autobiography and a memoir.
Materials:
-Student Journals
-Journal Handout
-Writing Utensils
-Jerri Spinelli Knots in my Yo-Yo String Handout
-Paper
Strategies:
-Group Discussion
-Pre-Write/Journaling
-Authors Chair
-Small-Group Discussion
Procedure:
1. Write Journal topic/question on the board.
-Describe or write about a time in which you felt like you didn’t fit in.
-Some things to think about:
-Why did you feel like you didn’t fit in?
-How did others treat you?
-How did this situation make you feel?
-Make sure you include one or more sentences in which you use semi-colons.
2. Have students answer the journal topic.
3. Take 2-3 volunteers to summarize or read what they wrote about in their journal.
4. Guide short class discussion about journal.
-What are some similarities in the way everyone felt when they were left out?
-What are some reasons people feel left out on a regular basis?
5. Wrap up discussion and lead into next activity.
-When you write, how important is it that you write about personal experiences?
6. Show Eileen and Jerri Spinelli Video
-http://www.youtube.com/watch?v=utElvVRZA_o
7. Divide students into groups of 2 or 3.
8. Have students answer the following questions.
-What kind of stories does Jerri Spinelli say people want to read about? Why do
you think that is?
-What does Jerri Spinelli say is important about writing?
-Do you think what you wrote in your journal would be an example of what Jerri
Spinelli thinks is something good to write about?
9. Pass out excerpts from Knots in My Yo-Yo String.
10. Have students volunteer to read out loud.
11. Lead class discussion.
-Do you think Spinelli follows his own guidelines about writing about what’s
important? Why or why not?
-Although his stories are simple, what do you think the reader gains from them?
-Now that you see some of the things Jerri Spinelli writes about, do you think
your journal entries could be written about in a book? Why or why not?
12. Introduce Stargirl.
-As you saw in the video, Jerri Spinelli wrote Stargirl and states that his wife is
his inspiration for the book. This book is a memoir.
13. Explain difference between his book, an autobiography, and a memoir.
-an autobiography is written about oneself and is an account of
their life. A memoir is more about one specific time in one’s life.
14. Ask students the following about autobiographies and memoirs:
-if someone wrote a book about their entire life, what would it be called: an
autobiography or memoir?
-if someone wrote a book about their trip to Europe, what would it be called: an
autobiography or memoir?
15. Have students share examples of autobiographies and memoirs to the class.
16. Continue Stargirl introduction.
-We are going to read Stargirl to learn what it means to be an individual and
eventually use it as an influence to write your own memoir.
17. Read Stargirl out loud for the remaining of the period.
-Allow students to have the option of reading aloud or individually.
18. Have students read what we don’t finish for scheduled reading read for homework.
Assessment:
1) The teacher will assess the students’ understanding of the connection of an
author’s life to their work by listening to them discuss the video questions in their
small groups. The teacher will also assess the students understanding of an
authors life and their connection to their work by listening to the students share in
large class discussion.
2) The teacher will assess the students understanding of their relationship to the
author by listening to what they share in class discussion. The teacher will also
assess the students’ understanding by walking around and listening to what the
students share in small group discussion.
3) The teacher will assess the students understanding of the difference between
autobiography and memoir by listening to what they share in class discussion.
Name: ___________________
Journal #1
Describe or write about a time in which you felt like you didn’t fit in.
Some things to think about:
-Why did you feel like you didn’t fit in?
-How did others treat you?
Make sure you include one or more sentences in which you use semicolons.
Jerri Spinelli- Knots in My Yo-Yo String
I did not read. Not books, anyway. Now, cereal boxes—that was
another story. Every morning I pored over boxes of Wheaties and Cheerios
at the breakfast table. I looked forward to new cereals as much for a change
in reading material as for a change in breakfast fare.
And comics. I read them by the hundreds.
Mostly I read cowboy and war comics. I bought them at corner stores
and newsstands. Then when I was twelve, I got serious. I decided the comic
should come to me. I got my first subscription: Bugs Bunny. Once a month,
accom- panied by the metallic flapping of the front door mail slot, the
postman delivered Bugs’s latest adventures to me.
My favorite comic character of all, however, was neither man nor
rabbit. In fact, I’m still not sure what it was. All I know is that it was called
the Heap, and it looked something like a haystack. The Heap never spoke,
and the reader never saw it move, but the Heap appeared on the scene when
people were having problems. Somehow or other the Heap managed to solve
the problem, though it never got credit. As far as most of the people knew, it
was just another haystack in the field.
Of course, I read the newspaper comics too. While I never missed
“Dick Tracy,” “Little Lulu,” and “Mandrake the Magician,” my favorite of
all was “Alley Oop.”
Another part of the newspaper got my attention as well: sports.
Mostly I read the sports pages of the Times Herald. I especially liked
the clever writing of sports editor Red McCarthy in his daily column. Until
then I had thought there was only one English language—the language I
spoke and heard in the West End of Norristown. I was happily surprised to
discover that there was more than one way to say something, that the words
and their arrangement could be as interesting as the thing they said.
From April to September in the Sunday Philadelphia Inquirer, I read
the major league baseball batting statistics. They were printed in small type
in a long box, row after row of numbers and names, hundreds of them—
every player in the majors. To the non-baseball fan, they were as boring as a
page in a phone book. I loved it. I wallowed in the numbers. What was Ted
Williams’s batting average this week? Stan Musial’s? Richie Ashburn’s?
Was Ralph Kiner still the leader in home runs? Who had the most RBIs? Did
Mantle have a shot at the Triple Crown? Or Mays? It was like peeking at a
race once every seven days, watching the lead change places from week to
week.
Cereal boxes, comics, baseball stats—that was my reading. As for
books, I read maybe ten of them, fifteen tops, from the day I entered first
grade until graduation from high school. I remember reading a few Bobbsey
Twins adventures, and in junior high, sports stories about Chip Hilton, a
fictional high school hotshot athlete. I read The Adventures of Robin Hood, a
Sherlock Holmes mystery, and Kon-Tiki, the true story of a man who
crossed the Pacific in a raft. That’s about it.
Why didn’t I read more?
I could blame it on my grade school, which had no library. I could
blame it on the curriculum, which limited my classroom reading to “See
Dick run. See Jane run. See Spot do something on the rug.” I could blame it
on history, for enrolling me in life and school before the time of book fairs
and author visits. I could blame it on my friends, because like me, the only
books they read were comic books.
But I can’t do that.
It’s always handy to blame things on one’s parents, but I can’t do that
either. My father had his books on display in the dining room. Thirty times a
day I passed his collection of histories and Ellery Queen mysteries. Some of
my earliest memories are of my mother reading to me, stories like Babar and
The Little Engine That Could. My parents steered me in the right direction.
And the fact is, on those few occasions when I actually did read a
book, I enjoyed it. Yet for some reason I would not admit this to myself.
Instead of saying, Hey, that was good, that was fun, I think I’ll read
another—I would dump my baseball glove into my bike basket and head out
the path to the Little League field, and months would go by before I picked
up a book again. Reading a book was for times when I was totally bored and
lacking anything else to do.
And what about words, which, packed together, made up a book as
cells made up my body? I liked them. Yet this was such a naturally
occurring, unachieved sort of thing that if someone had asked me in those
days, “Do you like words?” I probably would have shrugged and blithely
answered, “No.”
Still, whether I knew it or not, words were claiming me. When I
visited Hartenstine Printing, where my father worked as a typesetter, I saw
words being created letter by letter, one thin slug of lead at a time.
!Once, in a comic book, someone with a bad heart was described as
having a bum ticker. That tickled me to no end. I kept whispering “bum
ticker” to myself for days.
Except for the Heap, my favorite comic book characters were Bugs
Bunny and Daffy Duck. I liked them as much for their words as their ways.
For me, the highlight of a scene was not what happened, but what Bugs or
Daffy said about what happened. This is probably why Mickey Mouse never
much appealed to me. His speech was too bland for my taste.
Occasionally I had to look up a word in the dictionary. Sometimes my
eye would stray to the surrounding words. Invariably it stopped at an
interesting one, and I read the definition. In one such instance I discovered
that I was a gossoon. I clearly remember two feelings attached to these
moments: (1) surprise that a dictionary could be so interesting, and (2) a
notion to sit down and look through more pages. I never did.
And then of course there was my success in spelling.
All of these items were indicators of an early leaning toward
language, but I failed to see them as such. The tickle of a rabbit’s wit, the
rattle of alphabet in a compositor’s drawer—they simply took their place
among the Popsicles and penknives and bike tires of my days.
With one exception.
In sixth grade our teacher assigned us a project: Make a scrapbook of
Mexico. I found pictures of Mexico in National Geographic and other
magazines and pasted them in my scrapbook, for which my father made a
professional- looking cover at the print shop. Then I did something extra. It
wasn’t part of the assignment. I just did it.
I wrote a poem.
Three stanzas about Mexico, ending with a touristy come-on: “Now,
isn’t that where you would like to be?” I wrote it in pencil, longhand, my
best penmanship, on a piece of lined classroom paper. I pasted it neatly on
the last page of my scrapbook and turned in my project.
Several days later my mother walked the three blocks to my school.
She met with my teacher, who told her she did not believe that my poem
about Mexico was my own work. She thought I copied it from a book. (Hah!
If she only knew how few books I read, and never one with poetry.) I was
suspected of plagiarism.
I don’t know what my mother said to her, but by the time she walked
out I was in the clear, legally at least. Five years would pass before I wrote
another poem.
Week One - Lesson Three
Stargirl, students will explore main themes and ideas presented in the text through
illustration. It will be taught in a 50-minute class period.
Objectives:
1) Students will be able to illustrate major themes and ideas of Stargirl by filling
in the Open Porcupine Necktie worksheet.
2) Students will be able to discuss the main ideas of Stargirl through class
discussion.
Materials:
-Writing Utensils
-Paper
-Open Porcupine Necktie Worksheet
-Colored Pencils, Markers, Crayons
-Stargirl by Jerri Spinelli
Strategies:
-Pre-Write
-Activating Prior Knowledge
-Small Group Discussion
-Class Discussion
-Guided Reading
-Visual Representation
Procedure:
1. Write the following questions on the board:
-What does it mean to be an individual?
-Who decides what is normal?
-Give examples of people in the past who have valued individuality.
2. Have students answer the pre-write questions.
3. Lead group discussion about pre-write.
4. Pass out Open Porcupine Necktie Worksheet
5. Explain the directions for the Open Porcupine Necktie Worksheet.
6. Have students popcorn read section of Stargirl that applies to the worksheet.
7. Have students fill in Open Porcupine Necktie Worksheet in regards to the reading.
8. Lead class-discussion on the most important themes/ideas of this excerpt.
Ask:
-Why do people not like Stargirl or think badly of her?
-What do you think of Stargirl’s actions?
-What are a few words you would use to describe Stargirl?
9. Have students write a 2-3 sentence explanation of their choices on the back of the
*The “Open Porcupine Necktie Worksheet” is adapted from the “Open Mind” activity.
The porcupine necktie is a object discussed in the book that I decided to use instead of
the mind!
worksheet.
10. Have students discuss their drawings in small groups.
11. Discuss trends in “Open Porcupine Necktie” worksheet in class discussion.
Ask:
-Does Stargirl’s eccentricities make her not normal?
-Is it important to have differences from everyone else? Why or why not?
-What are some things about yourself that you think make you different
like Stargirl?
12. Continue reading Stargirl as a class.
13. What reading the students don’t finish in class will be assigned as homework.
Assessment:
1) The teacher will assess the students’ depiction of major themes by walking
around and observing students as they work and share in small group discussions.
The teacher will also assess the students by listening to their explanations in
group discussion. Lastly, the teacher will assess the students’ work by reading
through the students’ explanations no the back of the worksheets.
2) The teacher will assess the students’ understanding and ability to discuss the
major themes of Victorianism by their involvement in class discussion. The
teacher will also assess the students by listening to their explanations in class
discussion. Lastly, the teacher will assess the students by reading their
explanations on the back of their worksheets.
Nakkia: __________________
Porcupine Necktie
Assignment: In the “Open Porcupine Necktie,” illustrate the main ideas or themes you
believe to be presented in Stargirl.
Week One - Lesson Four
Focus: This lesson is intended for a 7th-grade general English/Language Arts class. By
reading another story and writing diary entries, students will explore character
perspective and it’s influence on how a reader interprets a story. This lesson will be
taught in a 50-minute class period.
Objectives:
1) Students will be able to recognize the ways that someone’s perspective can
shift the way a story is told.
2) Students will be able to demonstrate their understanding of another character
perspective by writing a journal entry from another character’s point of view.
3) Students will be able to interpret the story from another character’s point of
view.
Materials:
-Seriously, Cinderella is SO Annoying!: The Story of Cinderella as Told by the
Wicked Stepmother (The Other Side of the Story) By Trisha Sue Speed Shaskan
-Diary Entry Worksheet
-Writing Utensils
Strategies:
-Activating Prior Knowledge
-Class Discussion
-Author’s Chair
Procedure:
1. Introduce Seriously, Cinderella is SO Annoying!
-How many of you have read or heard the story of Cinderella?
-What do you know about that story?
-Explain to the students that most of the time we hear the story of
Cinderella from only Cinderella’s perspective.
-Today we are going to get a chance to hear the Wicked
Stepmother’s point of view and hear what she believes to be the
true story.
2. Read Seriously, Cinderella is SO Annoying!
3. Divide the students into groups of 3-4 to answer the following questions.
-What’s different about the Wicked Stepmother’s story?
-Why do you think we always believe Cinderella’s point of view when there are
other people involved who might have a different story?
-Does the Wicked Stepmother’s perspective change the way you see Cinderella?
Why?
-Who’s story do you believe more? Why?
4. Have students share their thoughts and ideas in large class discussion.
5. Transition discussion to explain assignment.
-The way we read this book from a different character’s perspective is like the
assignment you’re about to do. You are going to write a diary entry as if you were
Stargirl. You must pick one thing Stargirl did and explain yourself to your diary.
6. Pass out Diary Entry Worksheet
7. Model assignment for students.
-For example, at the beginning of the novel, Stargirl brings a Ukulele to school
and sings happy birthday to students on their birthday. I might write this:
8. Give students the remaining time in the period to finish their diary entries.
9. As students finished, have a few students share what they wrote.
10. Have students turn in their work as they finished.
11. Explain that what they don’t finish in class must be finished at home.
Assessment:
1) The teacher will assess the students’ ability to recognize the ways that
someone’s perspective can shift the way the story is told by walking around and
observing and listening to the students share in small group discussion. The
teacher will also assess the students’ ability to recognize the ways that someone’s
perspective can shift the way a story is told by listening to them share in class
discussion.
2) The teacher will assess the students understanding of another character’s
perspective by walking around and observing and listening to the students share in
small group discussion. The teacher will also assess the students’ understanding
of another character’s perspective by listening to them share in class discussion.
Lastly, the teacher will assess the students understanding of another character’s
perspective by reading their Diary Entries.
3) The teacher will assess the students’ ability to interpret the story from another
character’s point of view by listening to students share their ideas in author’s
chair. The teacher will also assess the students’ ability to interpret the story from
another character’s point of view by reading their Diary Entries.
Name: ________________
Directions: For this assignment, you are writing a diary entry from Stargirl’s point of
view. You must pick one event in the book that we’ve read so far and explain why you
(Stargirl) behaved the way you did. Or, explain how a certain event in the book made you
feel. This is your opportunity to be Stargirl! Be creative and make it fun.
DearDiary:____________________
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Name: ________________
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Love,
Stargirl
Week One - Lesson Five
Focus: This lesson is intended for a 7th-grade general English/Language Arts class. This
lesson will contain a full and focused discussion about themes and issues presented in
Stargirl. Through class discussion, students will be able to share their thoughts and ideas
in a community classroom environment. This lesson will be taught in a 50-minute class
period.
Objectives:
1) Students will be able to discuss the main ideas/themes in Stargirl throughout
class discussion.
2) Students will be able to prioritize the importance of their thoughts and ideas by
limiting their responses in the class discussion.
3) 1) Students will be able to define the week’s vocabulary words.
Materials:
-Student Journals
-Journal Handout
-Writing Utensils
-Index Cards
Strategies:
-Journaling/Pre-Write
-Group Discussion
-Read Aloud
Procedure:
1. Pass out Quiz 1.
2. Have students complete Quiz 1.
3. Collect Quiz 1.
-What is your absolute favorite memory? Why?
Things to think about:
-What made this the best memory?
-Who was involved in this memory?
-Did this memory change you in any way or make you who you
are?
-Make sure you include one or more sentences in which you use semi-colons.
7. Wrap up discussion and lead into the next activity.
-Now that we’ve talked about something that’s important to us, lets take a closer
look at what we’ve been reading.
8. Explain the way discussion works.
-I will be reading off questions for you to answer. You have 2 index cards. Each
time you answer a question, you have to throw your index card in the circle. If
you want to reply to something someone else said, you will use an index card for
that as well. Once you have ran out of index cards, you can’t answer any more
questions or respond to anyone else.
9. Begin class discussion.
Questions:
-We, as readers, never get Stargirl’s direct point of view or thoughts.
Everything we know about her is told from Leo’s perspective. Why do
you think Jerri Spinelli did this? What point is he making by allowing us
to see Stargirl only as others see her?
-Why are we so often, like the kids in Stargirl, uncomfortable around
people who are different? How do you react when you encounter someone
who is different? What does that say about you?
-If someone like Stargirl were to come to our school, what do you think
might happen? And, thinking about the other characters in the novel, what
relationship would you have with that person? Would you make fun of
them, join them and make them your friend, or ignore them?
- How is the description of the desert frogs at the beginning of chapter
nine a metaphor for what is happening at MICA High School?
-How important do you think it is that Stargirl is her own person? Should
she continue to act like she always has and be herself or should she try to
fit in and act like everyone else?
-Do you think Stargirl wants to be popular? How does she handle her
popularity? Why do so many people want to be popular in the first place?
Is it really so important to “fit in?”
-What's your favorite Stargirl quirk? Do you have any quirks like her?
-As the saying goes, “Love is blind.” How is this truly the case with Leo
and Stargirl? How can you tell that Leo is falling for her?
-What qualities about a person make them attractive? Why do you think
Stargirl is attracted to Leo? Why do you think Leo is attracted to Stargirl?
-“It was during one of these nightmoon times that it came to me that
Hillari Kimble was wrong. Stargirl was real.” What do you think Leo
means by this?
Assessment:
1) The teacher will assess the students’ understanding of the main ideas/themes by
listening to them as they share in the whole class discussion. The teacher will also
assess the students’ understanding by listening to what they share from their
journals. Lastly, the teacher will assess the students understanding of main
themes/ideas by reading their journals.
2) The teacher will assess the students’ ability to prioritize by observing their
participation in the whole class discussion.
3) The teacher will assess the students’ ability to define their vocabulary words by
grading their vocabulary quiz.
Name: ___________________
Journal #2
What is your absolute favorite memory? Why?
-What made this the best memory?
-Who was involved in this memory?
-Did this memory change you in any way or make you who you are?
Make sure you include one or more sentences in which you use semicolons.
Name:_______________________
Quiz One
Word Bank
_____1. a narrative composed from personal
experience
_____2. Difficult to find, catch, or achieve.
_____3. To avoid deliberately and especially
habitually
_____4. the art of public speaking, especially in
a formal and eloquent manner.
_____5. the naming of a thing or action by a
vocal imitation of the sound associated
with it.
_____6. Failure or refusal to conform to a
prevailing rule or practice.
_____7. a loud eager expression of approval,
praise, or assent
_____8. A giant cactus.
A. Onomatopoeia
B. Memoir
C. Nonconformity
D. Elusive
E. Saguaros
F. Oratorical
G. Acclamation
H. Shunning
Name:_______________________
Quiz One Key
Word Bank
B 1. a narrative composed from personal
experience
D 2. Difficult to find, catch, or achieve.
G 3. To avoid deliberately and especially
habitually
F 4. the art of public speaking, especially in
a formal and eloquent manner.
A 5. the naming of a thing or action by a
vocal imitation of the sound associated
with it.
C 6. Failure or refusal to conform to a
prevailing rule or practice.
H 7. a loud eager expression of approval,
praise, or assent
E 8. A giant cactus.
A. Onomatopoeia
B. Memoir
C. Nonconformity
D. Elusive
E. Saguaros
F. Oratorical
G. Acclamation
H. Shunning
Week Two - Lesson Six
Objectives:
week.
Materials:
-Paper
-Writing Utensils
-Dictionaries
Strategies:
Procedure:
1. Write Sentence of the Week sentences (Middle-Branch Sentencing) on the board.
A) The porch, bathed in the red-gold light of sunset, raced the Maricopas.
B) A senior girl, Anna Grisdale, lost her grandfather after a long illness.
C) The leading scorer, Brent Ardsley, seemed to have a golden glow about him as
he moved through the school.
Square Worksheets.
Assessment:
Name: _________________
1. The porch, bathed in the red-gold light of sunset, raced the Maricopas.
2. A senior girl, Anna Grisdale, lost her grandfather after a long illness.
3. The leading scorer, Brent Ardsley, seemed to have a golden glow about him as he
moved through the school.
What I Notice:
Imitate:
Name: _________________
Vocabulary
Oblivious:
Inquisition:
Impromptu:
Spiel:
Raucous:
Ferocity:
Excommunicated:
Introverted:
Name: _________________
Word:
Picture:
In a Sentence:
Week Two - Lesson Seven
discussing and interpreting the way others view you and other people in compared to the
way one may see themselves, students will explore how their identity may differ from the
way people may see them. This lesson will be taught in a 50-minute time period.
Objectives:
1) Students will be able to demonstrate their understanding of another character’s
perspective by writing a journal entry from another character’s point of view.
2) Students will be able to interpret the story from another character’s point of
view.
Materials:
-Journal Handout
-Journals
-Identity Divided Worksheet
Strategies:
-Free-Write/Journaling
-Class Discussion
-Drawing/Artistic Representation
Procedure:
-Write about a time you felt like you were being judged by others based upon who
you hang out with or spend your time with? Maybe a sibling or a friend.
-Some things to think about:
-Why do you think people were judging you?
-Is it fair that people make opinions of you based on who you’re
associated with.
-Make sure you include one or more sentences in which you use middle-branch
sentencing.
-What are some similarities in the way people felt judged or who lead them to be
judged?
-What are some reasons people judge others this way.
-When reading Stargirl, do you think it’s fair the way people judge Leo because
he is friends with Stargirl and likes her? Why or why not?
-Now that you are thinking about these things, we are going to use this a basis for
our next activity.
6. Pass out Identity Divided Worksheet
7. Explain directions of Identity Divided Worksheet
-After discussing how we think Leo feels from our journals, we are going to
depict those ideas by drawing them on this worksheet. Pretend you are Leo. You
are going to draw how the others see you on one side and how you see yourself on
the other.
8. Show example from The Absolutely True Diary of a Part-Time Indian by Sherman
Alexie.
-As you can see here, the main character from this book, Junior, has drawn
himself. Junior starts feeling like he is half Indian in one place and half white in
the other. The Indians think he’s a traitor whose red on the outside and white on
the inside. So like Leo, he is divided.
9. Allow students work on the Identity Divided Worksheet.
10. Have students write an explanation of what they drew on the back.
11. Divide students into groups of 3-4.
12. Allow students to share their ideas and drawings in their groups.
13. Have a students share in a class discussion some of the similarities or differences in
their work.
14. Have students answer the following question on the back of their worksheet.
-Ask: Does the way you see yourself differ from the way others see you? Explain.
15. Wrap up lesson.
-Now that we’ve talked about the ways in which people’s perspectives change
based on who you spend your time with, tomorrow we are going to discuss and
explore the ways in which society makes judgments of others and characterizes
them.
Assessment:
1) The teacher will assess the students understanding of another character’s
perspective by walking around and observing and listening to the students share in
small group discussion. The teacher will also assess the students’ understanding
of another character’s perspective by listening to them share in class discussion.
Lastly, the teacher will assess the students understanding of another character’s
perspective by reading their Identity Divided Drawings.
2) The teacher will assess the students’ ability to interpret the story from another
character’s point of view by listening to students share their ideas in author’s
chair. The teacher will also assess the students’ ability to interpret the story from
another character’s point of view by reading their Identity Divided Drawings.
Name: ___________________
Journal #3
Write about a time you felt like you were being judged by others based upon
who you hang out with or spend your time with? Maybe a sibling or a friend.
Some things to think about:
-Why do you think people were judging you?
-Is it fair that people make opinions of you based on who you’re
associated with.
Make sure you include one or more sentences in which you use middlebranch sentencing.
Name: _____________________
Identity Divided
Assignment: For this assignment, you will be taking on the role of
Leo. Below, on one side you will draw how the other students at
Mica High view Leo. On the other side you will draw how Leo
sees himself.
Week Two - Lesson Eight
Focus: This lesson is intended for a 7th-grade general English/Language Arts class. In
this lesson, the students will explore how society shapes the way we think about others
and present their ideas to the class. This lesson is intended for a 50-minute class period.
Objectives:
1) Students will be able to examine how society judges people and places them
into different categories/groups.
2) Students will be able to illustrate how society judges people and places them
into different categories/groups.
3) Students will be able to develop proper listening skills during a presentation.
4) Students will be able to practice speaking in front of an audience.
Materials:
-Magazine Identities Worksheets
-Magazines
-Poster Boards
-Markers
-Question/Comment Presentation Worksheets
Strategies:
-Group Work
-Visualization
-Public Speaking
-Class Discussion
Procedure:
1. Explain Magazine Identities Worksheet/Presentations
- For this assignment, you will be divided into groups. Each group will be
designated: popular, normal, or individual. Once with your groups, you will be
given magazines to cut images from. You will need to pick 25 photos to cut out
and glue to your poster board that you think belong to your assigned category. At
the end of class, you will present your poster and explain why you picked the
photos you did.
2. Answer any questions/concerns.
3. Divide students into 3 groups.
4. Allow students to work on their posters.
5. Have student groups present.
6. As each group presents, have students write down questions/comments for class
discussion at the end.
7. Begin classroom discussion about the things each group found.
Ask:
-Are these labels widely accepted by society or are they applied according
to what each individual perceives popularity/normality/individuality to be?
-Do you think some of the pictures from other groups could be on your
poster?
-Did your group have differing opinions on what should be included?
-What do you think these words are based on? Society? Opinions? Why?
8. Have students bring in 2-3 pictures of themselves/days that are important to them.
Make sure they understand that they will be TAPED into their journal.
Assessment:
1) The teacher will assess the students’ ability to examine how society judges
people and places them into groups by observing them as they work in their
groups and listening to the discussion they are having. The teacher will also assess
the students’ ability to examine how society judges people and places them into
groups by listening to their presentations. Lastly, the teacher will assess the
students’ by listening to them share in class discussion.
2) The teacher will assess the students’ ability to illustrate how society judges
people and places them into different categories/groups by watching them put
together their presentation posters. The teacher will also assess the students by
watching them present their posters.
3) The teacher will be able to assess the students’ ability to develop proper
listening skills by observing them as they watch each others’ presentations. The
teacher will also assess the students’ ability to develop proper listening skills by
listening to them ask questions and comment during class discussion. Lastly, the
teacher will assess the students’ by picking up and reading their
question/comment sheets.
4) The teacher will assess the students’ ability to practice speaking in front of an
audience by watching them present their posters.
Name: ________________
Magazine Identities
Directions: For this assignment, you will be divided into groups. Each
group will be designated: popular, normal, or individual. Once with your
groups, you will be given magazines to cut images from. You will need to
pick 25 photos to cut out and glue to your poster board that you think belong
to your assigned category. At the end of class, you will present your poster
and explain why you picked the photos you did.
Name: _______________
Questions/Comments Sheet
Questions/Comments Sheet
Name: _______________
Week Two - Lesson Nine
Focus: This lesson is intended for a 7th-grade general English/Language Arts class. In
this lesson, students will explore description and eventually how to describe themselves.
This lesson is intended for a 50-minute class period.
Objectives:
1) Students will be able to describe pictures, Stargirl, and themselves.
2) Students will be able to compare how to describe pictures in the way the
characters describe Stargirl in the novel.
3) Students will be able to discuss the way in which they describe pictures and
Stargirl.
Materials:
-Student Journals
-Journal Handout
-Put It Into Words Worksheet
-Magazine Pictures
-Paper
Strategies:
-Group Work
-Class Discussion
-Guided Reading
Procedure:
- Using the pictures you brought from home, tape them in your journal. Then
describe each picture with 5 words. After describing them, explain why you
picked those 5 words.
-Things to think about:
-What’s happening in the photo?
-What’s important about this photo?
-Why did you pick this picture?
-Make sure you include one or more sentences in which you use middle-branch
sentencing.
2. Have students take out their pictures they brought from home.
-if students forgot pictures, have them use one from a magazine.
3. Have students answer journal topic.
4. Ask 2-3 students to summarize or read what they wrote in their journals.
5. Lead into activity.
-now that we’ve described our own pictures, lets try our hand at something else.
6. Pass out Put it Into Words Worksheet
7. Explain Put It Into Words Worksheet
-Each group will be given five pictures. For each picture, they must come up with
20 words to describe each picture.
8. Divide students into groups of 4-5.
9. Have students work on Put It Into Words Activity
10. Have each group share what photo was hardest for them to come up with 20 words
and why.
11. Have each group share what photo was easiest for them to come up with 20 words
and why.
12. Have students turn to page 102 in Stargirl.
13. Have students read passage containing the phrase, “She’s not easy to put into words,
is she?”
-Why do you think this is a description of Stargirl?
14. Have each group come up with 10 words that describe Stargirl.
15. Have groups present their words and why they chose them.
16. Discuss choices as a class.
-Why do you think it’s so difficult to describe Stargirl?
-How do the more difficult pictures compare to Stargirl?
-Do you think it’s a good or bad thing that Stargirl is hard to describe? Why?
17. Have students take out a sheet of paper.
-Describe yourself in 5 words. Why did you pick those words?
-What about those words make you normal?
18. Wrap up discussion and lead into next lesson.
-Now that we know how to describe others and ourselves, tomorrow we will be
learning more about everyone else in the classroom!
19. Have students turn in their self-descriptions.
Assessment:
1) The teacher will assess the students’ ability to describe pictures, Stargirl, and
themselves by listening to them work in their groups. The teacher will also assess
the students’ ability to describe each thing by listening to them share in class
discussion. Lastly, the teacher will assess the students’ ability to describe
themselves by reading their self-descriptions.
2) The teacher will assess the students’ ability to compare description between
their activity and the novel by listening to them work in their groups. The teacher
will also will assess the students’ ability to compare description between their
activity and the novel by listening to them share in class discussion.
3) The teacher will asses the students’ ability to discuss description by listening to
them work in their groups. The teacher will also asses the students’ ability to
discuss description by listening to them share in class discussion.
Name: ___________________
Journal #4
Using the pictures you brought from home, tape them in your journal. Then
describe each picture with 5 words. After describing them, explain why you
picked those 5 words.
-What’s happening in the photo?
-What’s important about this photo?
-Why did you pick this picture?
Make sure you include one or more sentences in which you use middlebranch sentencing.
Names: _______________
Put It Into Words
Directions: For this assignment you will be put into groups. You will be
given 4 pictures to examine. For each picture, your group must work
together to describe each picture with 20 words. Once we’re finished, we
will share our words and ideas with the class, so make sure you write them
all down! This will be turned in.
Picture One:
Picture Two:
Picture Three:
Picture Four:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
What was the hardest picture to describe in twenty words? Why?
What was the easiest picture to describe in twenty words? Why?
Week Two - Lesson Ten
Focus: This lesson is intended for a 7th-grade general English/Language Arts class.
Because a lot goes on in the first two weeks, students will have the opportunity to catch
up on any late work, reading, or missed classes. This lesson is intended for a 50-minute
class period.
Objectives:
1) Students will be able to assess their work in the class.
Materials:
-Paper
-Writing Utensils
Strategies:
-Student/Teacher Conferences
Procedure:
1. At the beginning of the period, explain that today is a workday. If students have any
work that they need to catch up on in this class, they will have the opportunity to do so. If
students have everything turned in, they may have a free period.
2. Meet with students to discuss their current grades.
Assessment:
1) The teacher will assess the students’ ability to assess their own work in the
class by meeting with them throughout the period. The teacher will also assess the
students’ ability to asses their own work by walking around and observing them
work.
Week Three - Lesson Eleven
Objectives:
week.
Materials:
-Paper
-Writing Utensils
-Dictionaries
Strategies:
Procedure:
1. Write Sentence of the Week sentences (Colons) on the board.
A) Then, little by little, the plants of the desert begin to identify themselves: the
porcupiny yucca, the beaver tail and prickly pear and barrel cacti, buckhorn and
staghorn and devil’s fingers, the tall, sky-reaching tendrils of the ocotillo.
B) You’d be walking or riding along, and there would be this stone marker with a
brass plate: “Enchanted Site. U.S. Department of Interior.”
C) Walking the halls between classes, I didn’t have to see her, I knew she was
there: unseen in the mob heading my way, about to turn a corner five classrooms
down.
Square Worksheets.
Assessment:
Name: _________________
1. Then, little by little, the plants of the desert begin to identify themselves: the
porcupiny yucca, the beaver tail and prickly pear and barrel cacti, buckhorn and staghorn
and devil’s fingers, the tall, sky-reaching tendrils of the ocotillo.
2. You’d be walking or riding along, and there would be this stone marker with a brass
plate: “Enchanted Site. U.S. Department of Interior.”
3. Walking the halls between classes, I didn’t have to see her, I knew she was there:
unseen in the mob heading my way, about to turn a corner five classrooms down.
What I Notice:
Imitate:
Name: _________________
Vocabulary
Tentative:
Gander:
Festooned:
Obscured:
Primordial:
Wistful:
Sprightly:
Masochist:
Name: _________________
Word:
Picture:
In a Sentence:
Week Three - Lesson Twelve
writing personal poetry, the students will explore their identities and what defines them.
This lesson is intended for a 50-minute class period.
Objectives:
1) Students will be able to create a Name Poem.
2) Students will be able to compare and contrast their Name Poems with the other
students’ Name Poems.
3) Students will be able to examine personal qualities that define themselves by
writing Name Poems.
Materials:
-Student Journals
-Journal Handout
-Name Poem Worksheet
-Name Poem Example
Strategies:
-Free-Write/Journaling
-Class Discussion
-Authors Chair
Procedure:
-If you could change your name to something else, like Stargirl, what would you
change it to and why? Why do people have names? What would the world be like
if we didn’t have names? What if everyone were named the same thing?
Things to remember:
-Your name must describe the type of person you are
-What qualities do you have that would make your name different?
-Why doesn’t the name you have work?
-Make sure you include one or more sentences in which you use colons.
-When Stargirl was on the Hot Seat, Kevin asked her why she changed her name.
-Do you accept her reason why she did this?
-How is "Stargirl" an ideal name for her?
-Do you think your name defines who you are?
-Thinking about the ideas we’ve just discussed, we are going to work on Name
Poems.
6. Pass Out Name Poem Worksheet
7. Explain Name Poem directions.
-For this assignment, you will be writing a Name Poem. I will provide an example
and model a few lines of this type of poem with you in class. What you need to do
is write your first name vertically down the left side of this worksheet. After I
model this poem with you, you’ll be able to complete your own Name Poem.
8. Model Name Poem for students.
9. Show students Name Poem example.
10. Allow students to work on Name Poems.
12. Have students volunteer to read their Name Poems.
13. Lead class discussion about Name Poems.
-Why are our Name Poems so different? Like your name, do the qualities that set
you aside from others make you normal or different? Is that good or bad?
14. Have students write what makes their qualities different than the other students based
on what they’ve heard read in class. Also have them write whether or not they think they
are “normal?” Is that a good or bad thing? Why?
15. Have students turn in Name Poems.
Assessment:
1) The teacher will assess the students’ ability create a Name Poem by walking
around and observing them as they write. The teacher will also assess the
students’ ability to create a Name Poem by listening to them share with the class.
Lastly, the teacher will assess the students’ ability to create a Name Poem by
reading their Name Poems when they turn them in.
2) The teacher will assess the students’ ability to compare and contrast Name
Poems by listening to them in class discussion. The teacher will also assess the
students’ ability to compare and contrast Name Poems by reading what they write
on the back of their Name Poems.
3) The teacher will assess the students’ ability to examine personal qualities that
define themselves by watching them and discussing their poems with them as they
write their Name Poems. The teacher will also assess the students’ ability to
examine personal qualities by listening to them share their poems with the class.
Lastly, the teacher will assess the students’ ability to examine personal qualities
that are defining by reading their Name Poems when they turn them in.
Name: ___________________
Journal #5
If you could change your name to something else, like Stargirl, what would
you change it to and why? Why do people have names? What would the
world be like if we didn’t have names? What if everyone were named the
same thing?
Things to remember:
-Your name must describe the type of person you are
-What qualities do you have that would make your name different?
-Why doesn’t the name you have work or why don’t you think it
describes you?
★Make sure you include one or more sentences in which you use colons.
Name: _______________
Name Poem
Directions: For this assignment, you will be writing a Name Poem. I will
provide an example and model a few lines of this type of poem with you in
class. What you need to do is write your first name vertically down the left
side of this worksheet. After I model this poem with you, you’ll be able to
complete your own Name Poem.
Name Poem
M is for mindful, always looking out for others.
I is for intelligent, trying to learn as much as possible.
S is for silly, constantly making jokes.
S is for sappy, tearing up at even the happiest of times.
P is for patience, trying to always take a deep breath.
A is for artistic, being creative in life.
T is for teacher, my favorite job.
R is for realistic, keeping the end point in mind.
I is for interested, paying attention to the small details.
C is for creative, especially with my favorite hobbies.
K is for kin, my family that keeps me feeling loved.
Week Three - Lesson Thirteen
Objectives:
1) Students will be able to create a Where I’m From Poem.
2) Students will be able to compare and contrast Where I’m From Poems with
other students’ poems.
3) Students will be able to examine life events that define them by writing a
Where I'm From Poem.
Materials:
-Where I’m From Poem Worksheet
-Where I’m From Poem Model
Strategies:
-Class Discussion
-Authors Chair
Procedure:
1. Pass out Where I’m From Poem Worksheet
2. Explain Where I’m From Poem Directions.
-For this activity, we will be writing another poem. But this poem is much
different. For this poem, we will be writing about things in our lives that make us
who we are. Each line will start with the words “I am from…” I will read you a
poem I have written and we will practice writing a stanza together. Then you will
be able to write your own Where I’m From Poem.
3. Read example poem out loud.
4. Model a few lines with the students.
5. Allow students to work on Where I’m From Poems.
6. Have students volunteer to read Where I’m From Poems to the class.
7. Lead class discussion about Where I’m From Poems.
-What do you think makes your who you are? Big things or little things? Both?
Why?
-Hearing these things about others, what do you think makes you normal? Do you
think you’re normal? Why?
8. Have students write on the back of their papers:
-Pick one event or thing that you think defines you the most. Why?
-As you read other people’s poems, do you think they’re normal? What makes
you think that?
9. Have students turn their poems in.
Assessment:
1) The teacher will assess the students’ ability to create a Where I’m From Poem
by walking around and observing the students as they write. The teacher will also
assess the students’ ability to create a Where I’m From Poem by listening to them
as they share their poems with the class. Lastly, the teacher will assess the
students’ ability to create a
2) The teacher will assess the students’ ability to compare and contrast their
Where I’m From Poems with the other students’ poems by listening to them talk
about their poems in class discussion. The teacher will also assess the students’
ability to compare and contrast Where I’m From Poems by reading what they
write on the back of their poem worksheets.
3) The teacher will assess the students’ ability to examine life events that define
themselves by observing them and asking them about their poems as they write
their poems. The teacher will also assess the students’ ability to examine life
events by listening to them share their poems with the class. The teacher will also
assess the students’ ability to examine life events by reading their poems when
they turn them in.
Name: ________________
Where I’m From Poem
Directions: For this activity, we will be writing another poem. But this
poem is much different. For this poem, we will be writing about things in
our lives that make us who we are. Each line will start with the words “I am
from…” I will read you a poem I have written and we will practice writing a
stanza together. Then you will be able to write your own Where I’m From
Poem.
Where I’m From
I am from black shutters.
I am from white walls and carpets.
I am from green grass
and from trees too tall to climb.
I am from parks and playgrounds.
I am from football games.
I am from fields of corn
and jars of lightening bugs.
I am from beef stew
and green beans and potatoes on cool days.
I am from cheesecake.
I am from grandma’s never-ending iced tea.
I am from smile and be nice.
I am from respect your elders.
I am from patience is a virtue
and I love you.
I am from my mother’s laugh and smile.
I am from my father heart.
I am from my grandmother’s wisdom
and my siblings’ love.
By Miss Patrick
Week Three - Lesson Fourteen
reading memoirs and discussing them as a class, students will explore the aspects of
memoirs and generate their own ideas to write a Memoir of their own. This lesson is
intended for a 50-minute class period.
Objectives:
1) Students will be able discuss the characteristics of a Memoir.
2) Students will be able to identify the characteristics of a Memoir.
2) Students will be able to generate Memoir topic ideas.
Materials:
-Memoir Examples
-Memoir Worksheet
-Memoir Project Handout
-Memoir Brainstorming Handout
-Uncle Jed’s Barbershop by Margaree King Mitchell
Strategies:
-Guided Reading
-Mentor Text
-Class Discussion
Procedure:
1. Read Uncle Jed’s Barbershop to students
2. Ask them questions about the book.
-Who is the story about?
-What is the relationship between the subject and the writer?
-What is the writer’s purpose? In other words, what does the writer want you to
know about this relationship?
-What is the one impression that the writer wants you to have about his/her
subject?
-How does the writer show you how important his/her subject is in the piece?
Through his/her thoughts? Through his/her feelings about the subject? Through
the details and description?
-Does he/she share memories of experiences or events that he/she shared with the
person?
-Where is this person now?
-What are the writer’s thoughts or feelings about this person now? (These are
his/her insights.)
-What about this book do you think makes it a memoir?
-if they don’t know qualities of a memoir, go through those characteristics
on Memoir Characteristics Worksheet.
3. Have students identify these qualities as we read Uncle Jed’s Barbershop.
4. Pass out Memoir Project Handout.
-Explain that the students will be writing a memoir of their own.
5. Pass out Memoir Brainstorming Handout.
6. Have students fill out Memoir Brainstorming Handout.
7. Have students turn in Memoir Brainstorming Handout.
Assessment:
1) The teacher will assess the students’ ability to discuss the characteristics of a
memoir by listening to them share in class discussion.
2) The teacher will assess the students’ ability to identify characteristics of a
Memoir by listening to them share in class discussion.
3) The teacher will assess the students’ Memoir topic ideas by reading through the
Memoir Project Brainstorming Handout. The teacher will assess the students’
ability to generate Memoir topics ideas by discussing their topic ideas with them
in class while they write.
Memoir characteristics Worksheet:
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CDMQ
FjAA&url=http%3A%2F%2Fteachersites.schoolworld.com%2Fwebpages%2FEReardon
%2Ffiles%2FCHARACTERISTICS%2520of%2520Memoirs%2520KEY.pdf&ei=BfS8
UImrBqPxygGot4CoDg&usg=AFQjCNGmCLnKB6YCCN_PyszxaJ7nhlOBA&sig2=dg6pl3Z7MnGGhP3KYsqfBg&cad=rja
Name: ___________________
Journal #6
Write about one time in your life that changed who you are/defines you.
This moment should be something that changed the person you are or makes
you see your life different.
-This can be something happy or sad.
-Make this personal, it’s supposed to be.
-Try to explain WHY it changed you.
★Make sure you include one or more sentences in which you use colons.
Memoir Project
For this assignment, you will be writing your very own memoir! Using one
of the brainstormed topics, you will write about a moment, person, or aspect
of your life that defines you. Your memoir must meet the following
requirements.
-Your memoir must be 3 pages, double-spaced.
-Memoir must be based on a truthful personal story.
-Must show that you learned something from the event you’re writing
about.
-Must be focused on one specific event.
-Must have proper grammar/mechanics.
CHARACTERISTICS of
Memoirs
1. The writer tells a personal story based on the truth
2. The story is significant; it shows what the author learned
from the experience
3. Other names for memoirs include: personal narrative,
autobiography
4. A story is shared about the relationship between the
author and another person
author and a place
author and an animal
author and an object
8. A memory, a description from the past
9. Focused on one event; about one point in the author’s life
10. About the author’s experience, more than the event itself
Name: ________________
Memoir Brainstorming
Directions: Below, you will list 3 ideas you have about writing your own
Memoir. You can use some of the things we’ve written about in our journals
or talked about in class. Think of a moment in your life that is important to
you. When you’ve listed your idea, provide a few details about what you
have in mind so I can see what direction you’re going.
1.
2.
3.
Week Three - Lesson Fifteen
During this lesson, students will choose their memoir topic and begin working on their
final project for this unit. This lesson is intended for a 50-minute class period.
Objectives:
1) Students will be able to define the week’s vocabulary words.
2) Students will be able to produce a Memoir.
Materials:
-Quiz 3
-Memoir Project Brainstorming Handout
Strategies:
-Vocabulary Quiz
-Student-Teacher Conferences
-Independent Writing
Procedure:
1. Pass out Quiz 3.
2. Have students complete Quiz 3.
3. Collect Quiz 3.
4. Pass back Memoir Project Brainstorming Handout
5. Have students read over feedback and choose one topic.
6. Allow time for any questions or concerns about feedback.
7. Allow students to work on Memoirs the remaining class period.
8. Meet with students individually to discuss ideas or concerns throughout the period.
9. Remind the students that their Memoir will be due at the end of the period the next
day.
Assessment:
1) The teacher will assess the students’ ability to define their vocabulary words by
grading their vocabulary quiz.
2) The teacher will assess the students’ ability to produce a Memoir by walking
around and observing them while they work in class. The teacher will also assess
the students’ ability to produce a Memoir by meeting with them and discussing
their memoirs during class.
Name:_______________________
Quiz Three
Word Bank
_____1. Look, glance.
_____2. First created or developed.
_____3. A person who is gratified by
pain, degradation.
_____4. Adorn (a place) with chains,
garlands, or other decorations.
_____5. Having or showing a feeling
of vague or regretful longing.
_____6. Not fully worked out or
developed.
_____7. Lively; full of energy.
_____8. Make unclear and difficult to
understand.
A. Tentative
B. Gander
C. Festooned
D. Obscured
E. Primordial
F. Wistful
G. Sprightly
H. Masochist
Name:_______________________
Quiz Three Key
Word Bank
B 1. Look, glance.
A. Tentative
E 2. First created or developed.
B. Gander
H 3. A person who is gratified by
pain, degradation.
C. Festooned
C 4. Adorn (a place) with chains,
garlands, or other decorations.
F 5. Having or showing a feeling
of vague or regretful longing.
A 6. Not fully worked out or developed.
G 7. Lively; full of energy.
D 8. Make unclear and difficult to
understand.
D. Obscured
E. Primordial
F. Wistful
G. Sprightly
H. Masochist
Week Four - Lesson Sixteen
During this lesson, students will be continuing their work on their Memoir’s. This lesson
is intended for a 50-minute class period.
Objectives:
1) Students will be able to produce a Memoir.
2) Students will be able to assess each others’ work.
Materials:
-Memoir Project Presentation Handout
-Peer Editing Worksheet
Strategies:
-Peer Editing
Procedure:
1. Allow students to continue to work on Memoirs the remaining class period.
2. Remind students that their Memoir Rough Draft will be due at the end of the period.
3. Meet with students individually to discuss ideas or concerns throughout the period.
4. Have students trade their memoir with one other student and provide feedback on the
Peer Editing Worksheet.
4. Collect Memoir Rough Draft at the end of the period.
Assessment:
1) The teacher will assess the students’ ability to produce a Memoir by walking
around and observing them while they work in class. The teacher will also assess
the students’ ability to produce a Memoir by meeting with them and discussing
their memoirs during class. Lastly, the teacher will assess the students’ ability to
produce a memoir by reading their Memoirs.
2) The teacher will assess the students’ ability to assess each others work by
walking around and observing and listening to them as their peer edit each others’
papers. The teacher will also assess the students’ ability to assess each others’
work by reading their Peer Editing Worksheets.
PEER CONFERENCING FORM
Date: ___________________________________
Author’s Name____________________________
Conference Partner’s Name__________________________
Topic of Writing Piece_______________________
PRAISE: W
! hat I liked about this piece was...
QUESTIONS
How come. . . ?
Who is...?
Where did...?
PROMPTS
I don’t understand...!
I want to know more about...
Week Four - Lesson Seventeen
During this lesson, students will make changes to their memoirs and begin selecting a
section to present to the class for presentations. This lesson will be taught in a 50-minute
time period.
Objectives:
1) Students will be able to incorporate the teacher’s feedback and apply it to their
Memoirs.
2) Students will be able prepare an effective sample of their Memoir to present to
the class.
Materials:
-Memoir Project Presentation Handout
-Student Memoirs
-Memoir Project Presentation Sign-Up Sheet
Strategies:
Procedure:
1. Pass back Memoirs and feedback.
2. Pass out Memoir Presentation Handout.
3. Explain Memoir Presentations.
-For our Memoir Presentations, we will be having a coffee house reading. You
will present a selection of your memoir to the class and we will all listen while
drinking hot chocolate and having snacks. We will provide each author with
feedback and share our stories with each other in a positive environment.
4. Have student work on editing their memoirs.
5. Meet with each student to discuss the selection of the presentation sections.
6. Have students sign up for their presentation day.
Assessment:
1) The teacher will assess the students’ ability to incorporate feedback by
discussing their Memoirs with them. The teacher will also be able to assess the
students’ ability to incorporate feedback by reading the final draft of their
Memoirs.
2) The teacher will assess the students’ ability to prepare an effective sample of
their work for presentations by walking around and observing and listening to
them as they work on their Memoirs. The teacher will also assess the students’
ability to prepare an effective sample of their work for presentations by meeting
with them during class to discuss their presentation sections.
Memoir Presentation
Now that you have written your own Memoir, you will be reading part of it
in front of the class. We are going to have a Coffee House Presentation so
we can share our writing in a positive, relaxing environment. You
presentation should meet the following requirements:
-Your reading should be 4 minutes long.
-You reading should make sense to the audience. Make your selection
keeping this in mind.
-You need to be excited to share your story! Make sure you make
good eye contact with the audience and speak well while reading.
-As a listener, you need to be paying attention. We will be evaluating
everyone’s reading and you will have a worksheet to turn into me.
-Be positive. If we have any problems with this in the classroom, you
will automatically receive a zero for your presentation score.
Good luck!
Presentation Sign-up Sheet
Day One
Day Three
1. _______________
2. ______________
3. ______________
4. ______________
5. ______________
6. ______________
1. _______________
2. ______________
3. ______________
4. ______________
5. ______________
6. ______________
Day Two
1. _______________
2. ______________
3. ______________
4. ______________
5. ______________
6. ______________
Week Four - Lesson Eighteen
presenting their memoirs, students will be able to get experience presenting to the
classroom. This lesson will take place in a 50-minute time period.
Objectives:
2) Students will be able to express themselves and their creativity by presenting a
personal project.
Materials:
-Student Memoirs
-Peer Evaluation Worksheet
-Presentation Rubric
-Memoir Rubric
Strategies:
-Public Speaking
-Class Discussion
Procedure:
1. Pass out Peer Evaluation Worksheets.
2. Explain the Peer Evaluation Worksheet.
-When filling out this worksheet, you are to provide good feedback to the
presenter. Tell them specifically what you liked and why. If you think they could
have improved upon something, kindly tell them. You will turn these into me
after presentations are over. If you don’t fill one out or if you answer the
questions poorly, you’re presentation grade will be effected.
3. Have students present their memoirs in the assigned order from Week 3-Lesson 15.
4. After each presenter, have students share what they liked and things the presenter
could improve upon.
5. Repeat presentations and comments until the end of the class period.
Assessment:
1) The teacher will assess the students’ ability to speak in front of an audience by
watching their presentation of their memoir. The teacher will also assess the
students’ public speaking according to the Presentation Rubric.
2) The teacher will assess the students’ ability to express themselves and
creativity by listening to the presentations of their memoir.
3) The teacher will assess the students’ listening skills by watching the students as
they listen to the presentations. The teacher will also assess the students’ listening
skills by listening to them share their comments in class discussion. Lastly, the
teacher will assess the students’ listening skills by reading their Peer Evaluation
Works
Peer Presentation Evaluation
Presenter Name: ___________________________________
Evaluator Name: ___________________________________
Rank:
1
2
3
☹
4
☺
What did the presenter do well?
What could the presenter improve upon?
Peer Presentation Evaluation
Presenter Name: ___________________________________
Evaluator Name: ___________________________________
Rank:
1
2
☹
What did the presenter do well?
What could the presenter improve upon?
3
4
☺
Student: _________________
Presentation Rubric
4
3
2
1
Time/Length
Presentation is
within 30 seconds of
required time.
Presentation is
within 1 minute of
required time.
Presentation is
within 2 minutes of
required time.
Selection
Student presents an
appropriate selection
of their Memoir that
the audience can
understand and
makes sense.
Presentation does not
meet required time or
exceeds required
time by more than 2
minutes.
Student presents a
selection of their
Memoir that cannot
be understood or
followed by the
audience.
Non-Verbal
Skills
Student presents a
Student presents a
selection of their
selection of their
Memoir that is
Memoir that is
mostly understood
difficult to
and has few places
understand or
where it’s hard to
followed by the
follow.
audience.
Student makes
Student makes
Student makes little Student makes little
excellent eye contact
proficient eye
eye contact with the
to no eye contact
with the audience
contact with the
audience and appears
with the audience
and appears to be
audience and appears somewhat nervous
and doesn’t seem
comfortable speaking
somewhat
speaking in front of comfortable speaking
in front of the class. comfortable speaking
the class.
in front of the class.
in front of the class.
Student: _________________
Speaking
Skills
Student speaks
clearly, at an
appropriate pace and
volume. Enthusiastic.
Student speaks
clearly in all aspects
but has a few
unpolished points
and seems interested
in audience attention.
Student speaks at an
uneven pace and
lacks proper
projection/volume,
and seems mildly
uninterested in
speaking.
Students speaks
inaudibly or too
loud, rate is to fast or
too slow, and lacks
enthusiasm.
Student: ___________________
Memoir Rubric
4
3
2
1
Genre Characteristics
The project meets
the characteristics
of a memoir. There
is a clear unifying
theme that focuses
the details on the
subject’s life.
The project meets
most of the
characteristics of a
memoir, but the
unifying theme
needs to be stronger
and more explicit.
The project simply
catalogues events
from the subject’s
life. There is no
unifying theme to
the presentation.
The project does
not meet the
characteristics of a
memoir; or the
project is
incomplete.
Grammar/Mechanics
Excellent language
and mechanics.
Well organized.
The ideas within
and behind the
work are well
developed.
Language and
mechanics are
proficient. Ideas
may not be fully
developed, but the
piece has direction,
and most critical
details are included.
Mechanical and
usage errors. Ideas
are not fully
developed. Critical
information may
be missing.
Includes many
details and a great
deal of information
that is irrelevant to
the focus of the
piece.
Many mechanical
and usage
errors. Τhere is
little or no control
over structure or
ideas. Piece is not
organized.
**The Memoir characteristics and Imagery aspects of this rubrics were adapted from Read.Write.Think.
www.readwritethink.org/files/resources/lesson_images/.../rubric.pdf
Student: ___________________
Voice/Authenticity
Imagery
Details in the
memoir provide
background and
insight on the
subject’s life. The
memoir is true to
the author.
Details in the
memoir provide
background or
insight, but there
are places where
more vivid details
would improve the
piece
Few details are
included about the
subject’s life.
While the memoir
seems genuine,
more detail is
needed.
Little or no detail
on the subject’s life
is included. The
memoir does not
seem genuine.
The project
includes powerful
aspects—words,
sentences, images,
and so forth. The
elements of the
memoir are strong
and memorable.
The project
includes some
powerful aspects,
but the elements of
the memoir are not
as strong as
possible.
The project
includes a few
powerful aspects,
but they are the
exception. The
details could be
stronger and more
memorable.
The project
includes only two
or fewer powerful
aspects. Little
attention has been
given to strong or
memorable images.
**The Memoir characteristics and Imagery aspects of this rubrics were adapted from Read.Write.Think.
www.readwritethink.org/files/resources/lesson_images/.../rubric.pdf
Week Four - Lesson Nineteen
Objectives:
personal project.
Materials:
-Student Memoirs
- Memoir Rubric
Strategies:
-Public Speaking
-Class Discussion
Procedure:
could improve upon.
Assessment:
Works
Week Four - Lesson Twenty
Objectives:
personal project.
Materials:
-Student Memoirs
- Memoir Rubric
Strategies:
-Public Speaking
-Class Discussion
Procedure:
could improve upon.
Assessment:
Worksheets.
Summaries
Stargirl by Jerri SpinelliStargirl. From the day she arrives at quiet Mica High in a burst of color and sound, the
hallways hum with the murmur of “Stargirl, Stargirl.” She captures Leo Borlock’s heart
with just one smile. She sparks a school-spirit revolution with just one cheer. The
students of Mica High are enchanted. At first.
Then they turn on her. Stargirl is suddenly shunned for everything that makes her
different, and Leo, panicked and desperate with love, urges her to become the very thing
that can destroy her: normal. In this celebration of nonconformity, Newbery Medalist
Jerry Spinelli weaves a tense, emotional tale about the perils of popularity and the thrill
and inspiration of first love.
Knots in My Yo-Yo String by Jerri Spinelli"A master of those embarrassing, gloppy, painful, and suddenly wonderful things that
happen on the razor's edge between childhood and full-fledged adolescence" (The
Washington Post), Newbery medalist Jerry Spinelli has penned his early autobiography
with all the warmth, humor, and drama of his best-selling fiction. From first memories
through high school, including first kiss, first punch, first trip to the principal's office, and
first humiliating sports experience, this is not merely an account of a highly unusual
childhood. Rather, like Spinelli's fiction, its appeal lies in the accessibility and
universality of his life. Entertaining and fast-paced, this is a highly readable memoir-- a
must-have for Spinelli fans of all ages.”
Seriously, Cinderella Is SO Annoying!; The Story of Cinderella as Told by
the Wicked Stepmother (Other Side of the Story) by Trisha Sue Speed
Shaskan and Gerald GuerlaisOF COURSE you think Cinderella was the sweetest belle of the ball. You don't know the
other side of the story. Well, let me tell you...
Jerri and Eileen Spinelli VideoIn an intimate portrayal, authors Eileen & Jerry Spinelli, discuss the craft of writing; its
hardships and triumphs. Join Eileen and Jerry to learn about the inspiration and history
behind Stargirl, Milkweed, Summerhouse Time, Knots in My Yo-Yo String and to the
most recent Today I Will.
Summaries for books used from Amazon.com
Summary for video used from Youtube.com

here - my Welcome Page

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