April 7-11 WEEKLY LESSON PLAN Section 7-1, 3, 5

Essential Questions
1. Where do Leos emotions towards Stargirl come from?
2. What is Stargirls lasting effect on Leo and the student body?
3. What are star people?
4. Has Leo made the right choice in abandoning Stargirl?
Materials and Resources
Texts Stargirl
Handouts Quote Quiz; Vocab Quest; Harkness discussion expectations;
Tracker sheets; Questions handout
Bunny Hop video
Projector
Smartboard
Speakers
Tape
Half sheets of paper
Skills
Vocabulary
Pulling direct textual evidence
Text analysis
Figurative language
Assessments
Informal Assessment journaling; classroom discussion; in-class activities
Formal Assessment Quote Quiz; Vocab Quest; Harkness discussion
Common Core Standards
Reading Literature
1) Cite several pieces of textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
2) Determine a theme or central idea of a text and analyze its development over the
course of the text; provide an objective summary of the text.

Writing
3) Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.
4) Produce clear and coherent writing in whichthe development, organization, and
style are appropriate to task, purpose, and audience. (Grade-specific expectations for
writing types are defined in standards 13 above.)
10) Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.
Speaking and Listening
1) n!a!e effectively in a ran!e of collaborative discussions "one#on#one$ in !roups$
and teacher# led) with diverse partners on grade 7 topics, texts, and issues, buildin!
on others% ideas and expressin! their own clearly.
Language
&) Demonstrate understandin! of fi!urative lan!ua!e$ word relationships$ and nuances
in word meanin!s.
Enduring Understandings
- The importance of individuality and confidence
- The effects of projecting expectations onto others
- The impact of relationships on adolescent development
Period 2: Stargirl
Chapter 31 and 32
SWBAT discuss Stargirls effect on the student body at the Ocotillo Ball
Journal (6 min)
Continue chapters 28-30 (15 min)
o Advice Column
Imagine that Leo is writing to an advice column for help
about Stargirl. He presents the problem mentioned in the
previous quote, and desperately needs your advice. You
are familiar with Stargirls rise and fall from popularity.
Half of the class will write from the advice columns
perspective, and half will write from Kevins perspective
Students have 7-10 minutes to write
Swap n Share
Students will crumple their advice columns and
throw them into the middle of the room. Students
will then pick up another classmates work and
read it aloud.
Chapter 31 (15 min)
o Watch Bunny Hop video for reference
o Discuss:
She is no ones child. She is the girl they have heard
about. As she passes by she makes no attempt to avoid
their eyes. On the contrary, she looks directly at them,
turning to one side, then the other, looking into their eyes
and smiling as if she knows them, as if they have shared
grand and special things.
Why do you think Raymond Studemachers date
suggested he dance with Stargirl?
What happens at the dance? Why does everyone join
Stargirl? What are the people who stay behind feeling?
Chapter 32 (15 min)
o Discuss: Nothing had changed. Everything had changed. What
has stayed the same? What is different?
Periods 1: Stargirl
Quote Quiz; chapters 28-30
SWBAT assess their ability to pull direct evidence from the text; interpret Stargirls fall
from stardom and Leos behavior
Quote Quiz (15 min)
o Distribute quiz
Discuss chapters 24-26 (10 min) 7-3 only
o Use discussion questions from last week track the downfall of Leo
and Stargirls relationships
Chapters 28-30 (35 min)
o Discuss: 15 min
What happens at the oratorical contest?
Compare and contrast the audience at the oratorical
contest with the student body. Who are they? How do
they feel about Stargirl? What do they experience in her
presence?
Why is the oratorical contest not enough for Stargirl to
regain not just popularity but acknowledgment?
Do you think that Stargirl really expected to be
welcomed back? What do you make of her
conversation with Leo in the car?
Use of figurative language why does Spinelli keep
making basketball metaphors?
Why does Susan transform back into Stargirl?
Discuss:
I realized what I should do. I should go out there
and stand in front of them and applaud. I should
show Stargirl and the others that I wasnt like the
rest of them, that I appreciated her, that I
celebrated her and her insistence on being
herself.
o Emotions activity 20 min
Students will be divided into 6 groups: stunned,
embarrassed, hate, cowardice, anger, not wanting to show
Period 4: Stargirl
Whole-novel discussion
SWBAT engage in a whole-class cooperative discussion about Stargirl
Journal (6 min)
Move desks (5 min)
Harkness discussion Stargirl (40 min)
o Review Harkness discussion parameters
o Post questions on board; distribute questions handout; students
have 7 minutes to write answers/thoughts about the discussion
questions
o Discussion begins (25 min)
o Wrap-up (5 min)
Collect tracker sheets
Discuss discussion what was easy, what was difficult,
what can be improved for next time?
Homework/Reminders bring your journal pieces to school tomorrow and Friday
Period 3: Stargirl
Chapters 33-MTS
SWBAT analyze the lasting effects Stargirl has on the student body and Leo
Journal (6 min)
Introduce Harkness discussion (10 min)
o Distribute Harkness handout
o Explain parameters:
Full round-table discussion everyone in the class gets
the same grade. That grade is dependent on how many
people participate (if everyone participates, everyone gets
a 100%)
Students will have 7 minutes to jot down answers to the
discussion questions before the discussion begins
Fishbowl rules are still in effect: Respect each other, Share
the floor, and Encourage classmates
Although everyone gets the same grade, anyone heckling
another student or badgering them to speak will have
points docked from their grade
Four trackers these students do not have to speak, but
must take careful notes on their tracking sheets or their
grade will be harmed
Chapters 32-MTS (35 min)
o Discuss: (20 min)
Why does Archie bury Barney?
What is Stargirls legacy on the school?
What is Stargirls legacy on Leo?
Does Leo regret dumping Stargirl? Is he fulfilled, or is he
lonely?
o Activity: The Recycler of our Garbage (15 min)
What do Archies names for Stargirl mean?
Students will have 5 minutes to come up with their own
label for Stargirl. They will write these on a half sheet of
[Type text] [Type text] [Type text]
April 7-11 WEEKLY LESSON PLAN Section 7-1, 3, 5
Period 6: Stargirl
Work period final project
SWBAT engage in productive independent work for their Diary final assessment
Journal (6 min)
Work period (45 min)
o Students have the remaining period to work independently
on their Diary final assessment
o I will be available for consultation
o Students should ensure that they have selected their
persona, artifacts, and journal entries. They should work on
creating artifacts or writing journal entries.
Period 5: Stargirl
Vocab Quest; Work period
SWBAT engage in productive independent work for their Diary final
assessment
Journal (6 min)
Vocab Quest (25 min)
o Distribute vocab quest
o Students taking Version B should return their Stargirl quest
with their vocab quest
Work period (20 min)
o Students have the remaining period to work independently
on their Diary final assessment
o I will be available for consultation
o Students should ensure that they have selected their
persona, artifacts, and journal entries. They should work on
creating artifacts or writing journal entries.
Period 7: SSR
Notes
Students should have 3 periods to work on their project mostly next week
Mon
Tue
Wed
7-1 7-3 7-5
Period 1 +2 Period 1 + 2 Period 1
Period 3 Periods 3 + 4 Period 2
Period 4 Period 5 Periods 3 + 4