Unit
Fiction--Amigo Brothers--Short Story
Local Objective
At the end of this unit, students will be able to...
a. Understand characteristics of different forms of prose.
b. Analyze text structures.
c. Analyze the main conflict of the plot and the way it is resolved.
d. Determine the meaning of vocabulary.
Objective used to evaluate students
Yes
Assessment Activity
1. The students will be assessed by participating in classroom discussions (guiding questions located throughout teacher textbook and listed at end of EATonline printout) and completing independent activities on the objectives of understanding characteristics of different forms of prose, analyzing text structures, analyzing main conflict on the plot and its resolutions, and determine the meaning of the selection vocabulary terms (handout 129,19).
2. At the end of the selection, students will complete a selection test to evaluate the mastery of understanding characteristics of different forms of prose, analyzing
text structures, analyzing main conflict on the plot and its
resolutions, and determine the meaning of the selection terms.
Level of Expectation
80%
List of concepts and Evaluation Types
Concept | Evaluation Type |
"Response and Analysis" Questions | CR |
Selection Test | PE |
Vocabulary Check Worksheet | SR |
Plot Chart | CR |
Wall Chart of Story Elements | PE |
Learning Activity
The students will:
1. With a partner, complete a list titled "Rules for Competing Against a Friend." Participate in a class discussion about the rules chosen.
2. Read selection vocabulary, determine their meanings, and read sample sentences. Complete a vocabulary check worksheet. (handout 129,19)
3. Read the fiction, short story entitled "Amigo Brothers" by Piri Thomas. Participate in discussions during reading. Analyze text structure and main conflict throughout the story.
4. Complete a Venn diagram comparing and contrasting the two characters from the story. (handout 128)
5. Complete a "Response and Analysis" set of questions. (page 494) Retell the story events during the process.
6. Complete a plot chart. (general handout)
7. Complete a study guide. (handout)
8. Take a selection test of the story story entitled "Amigo Brothers"
9. As a group, students will complete wall chart covering story elements.
Instructional Method
The teacher will:
1. Guide students as they work with a partner to complete a list titled "Rules for Competing Against a
Friend." Guide students as they participate in a class discussion about the rules chosen.
2. Introduce the selection vocabulary, meanings, and sample
sentences. Assign vocabulary check worksheet.
3. Guide students as they read the fiction, short story entitled "Amigo Brothers" by Piri
Thomas. Gudie discussions throughout the reading. Help students as they analyze text
structure and main conflict throughout the story. Continue to develop vocabulary terms using vocabulary handouts.
4. Guide students as they complete a Venn diagram comparing and contrasting the two characters
from the story.
5. Discuss and model the "Response and Analysis" set of questions. (page 494)
Guide students in the retelling of the story events during the process.
6. Discuss and model how to complete a plot chart. (general handout)
7. Discuss the study guide for the selection test. (handout)
8. Review selection test and complete wall chart covering all story elements.
Content Standards
CA 1, CA 2, CA 4
Process Standards
1.5, 1.6, 2.4, 3.1, 3.4, 3.5, 3.7, 3.8
Resources
Holt Elements of Literature
Marker Board
Correction Exercise
tutoring
peer coaching
Enrichment Exercise
Independent Reading
Special Needs
Peer Coaching
Tutoring
Modified Assignments
GLEs v2.0 and CLEs
GLE Code | Discipline | Strand | Big Idea | Concept | Grade Level/Course | GLE |
CA/R/1/C/7/a. | Communication Arts | Reading | Develop and apply skills and strategies to the reading process | Phonics | 7th Grade | Apply decoding strategies to "problem-solve" unknown words when reading when needed |
CA/R/1/D/7/a. | Communication Arts | Reading | Develop and apply skills and strategies to the reading process | Fluency | 7th Grade | Read grade-level instructional text with fluency, accuracy and expression |
CA/R/1/D/7/b. | Communication Arts | Reading | Develop and apply skills and strategies to the reading process | Fluency | 7th Grade | Read grade-level instructional text adjusting reading rate to difficulty and type of text |
CA/R/1/E/7/b. | Communication Arts | Reading | Develop and apply skills and strategies to the reading process | Vocabulary | 7th Grade | Develop vocabulary through text, using context clues |
CA/R/1/G/7/a. | Communication Arts | Reading | Develop and apply skills and strategies to the reading process | During Reading | 7th Grade | During reading, utilize strategies to determine meaning of unknown words |
CA/R/1/G/7/b. | Communication Arts | Reading | Develop and apply skills and strategies to the reading process | During Reading | 7th Grade | During reading, utilize strategies to self-monitor comprehension |
CA/R/1/G/7/c. | Communication Arts | Reading | Develop and apply skills and strategies to the reading process | During Reading | 7th Grade | During reading, utilize strategies to question the text |
CA/R/1/G/7/d. | Communication Arts | Reading | Develop and apply skills and strategies to the reading process | During Reading | 7th Grade | During reading, utilize strategies to infer |
CA/R/1/G/7/e. | Communication Arts | Reading | Develop and apply skills and strategies to the reading process | During Reading | 7th Grade | During reading, utilize strategies to visualize |
CA/R/1/G/7/f. | Communication Arts | Reading | Develop and apply skills and strategies to the reading process | During Reading | 7th Grade | During reading, utilize strategies to paraphrase |
CA/R/1/G/7/g. | Communication Arts | Reading | Develop and apply skills and strategies to the reading process | During Reading | 7th Grade | During reading, utilize strategies to summarize |
CA/R/1/H/7/a. | Communication Arts | Reading | Develop and apply skills and strategies to the reading process | Post-Reading | 7th Grade | Apply post-reading skills to comprehend, interpret, analyze, and evaluate text: identify and explain the relationship between the main idea and supporting details |
CA/R/1/H/7/b. | Communication Arts | Reading | Develop and apply skills and strategies to the reading process | Post-Reading | 7th Grade | Apply post-reading skills to comprehend, interpret, analyze, and evaluate text: question to clarify |
CA/R/1/H/7/c. | Communication Arts | Reading | Develop and apply skills and strategies to the reading process | Post-Reading | 7th Grade | Apply post-reading skills to comprehend, interpret, analyze, and evaluate text: reflect |
CA/R/1/H/7/d. | Communication Arts | Reading | Develop and apply skills and strategies to the reading process | Post-Reading | 7th Grade | Apply post-reading skills to comprehend, interpret, analyze, and evaluate text: draw conclusions |
CA/R/1/H/7/e. | Communication Arts | Reading | Develop and apply skills and strategies to the reading process | Post-Reading | 7th Grade | Apply post-reading skills to comprehend, interpret, analyze, and evaluate text: paraphrase |
CA/R/1/H/7/f. | Communication Arts | Reading | Develop and apply skills and strategies to the reading process | Post-Reading | 7th Grade | Apply post-reading skills to comprehend, interpret, analyze, and evaluate text: summarize |
CA/R/1/I/7/a. | Communication Arts | Reading | Develop and apply skills and strategies to the reading process | Making Connections | 7th Grade | Compare, contrast and analyze connections: text to text (information and relationships in various fiction and non-fiction works) |
CA/R/2/C/7/b. | Communication Arts | Reading | Develop and apply skills and strategies to comprehend, analyze and evaluate fiction, poetry and drama from a variety of cultures and times | Literary Elements | 7th Grade | Use details from text to identify plot and sub-plot, mood, flashback, theme and types of conflict |
Objective Notes/Essential Questions
Date | Note/Question |
7/20/2010 1:06:31 PM | Guiding questions to be asked during reading:
1.Explain how the boys are similar..different.
2. Describe the internal conflicts they may result from both boys wanting the same thing.
3. What is the difference between a boxer and a slugger?
4. Summarize the internal conflicts that each boy feels.
5. How can you tell Antonio is trying to resolve an internal conflict?
6. Do the friends resolve their internal conflicts in the same way or differently? Explain.
7. Do you think Felix has completely resolved the conflict he feels about fighting Antonio?
8. How might this descriptive passage have been if told in a different genre?
9. Predict what will happen when the fight begins.
10. Describe the change in the conflict.
11. Make a comparison/contrast in the boys' fighting styles.
12. What is a haymaker?
13. How did the boys resolve their internal conflicts?
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