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Stargirl

Unit Plan

©2012

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StarGirl

Week 1

• KLW Chart • Youtube Clip • Read Ch. 1-2 • Vocab (s1)

• Stomp • Read Ch. 3-4 • Writing

exercise

• Meet the author clip

• Big Question essay

• HW Ch. 5

• POV clip • Read Ch.

6-7 • Vocab

Tech7u

Quiz#1

Week 2

• Ch. 8-9 • Conflict

game • Vocab (s2)

• Ch. 10-11 • Porcupine

Ties • Cheerfully

Puzzling

• Ch. 12 • Figurative

Language • HW:Ch. 13-

14

• Character

maps • Short

response questions

• Ch. 15

Quiz#2

Week 3

• Vocab

Velocity • Ch. 16-17 • Allusion

Clip • HW: allusion

WS

• Ch. 18-19 • The Big

Question Essay (theme)

• Ch. 20-21 • Ukulele

Code • Symbolism

• United Non-

Conformist Day

• Ch. 22-23

Quiz#3

Week 4

• Get the

Point • Ch. 24-25 • Vocab • HW: 26-27

• Star Notes • Compare/co

ntrast • Ch. 28-29

• Chart It • Ch. 30-31 • StarPuzzle

• Ch. 32-33 • The Big Q

Quiz#4

Monday Tuesday Wednesday Thursday Friday

Table of Contents

Lesson #1

KWL chart…… ……………………………………………………….1

YouTube Media Clip.…………………………………………………1

Read Chapters 1-2 (questions for discussion)…………………….2

Vocabulary Set 1 (s1)……………………………………………….. 27

Lesson #2

Stomp……………………………………………………………….…3

Writing Exercise……………………………………………………...4

Read Chapters 3-4 (questions for discussion) ………………..….4

Lesson #3

Meet the Author (clip)………………………………………………..5

Big Question Essay………………………………………………….5

Lesson #4

POV Media Clip……………..……………………………….………6

Read Chapters 6-7(questions for discussion)…………………….6

Vocab Tech…………………………………………………………..6

Lesson #5

Quiz #1…………………………………………………………..……33

Lesson #6

Read Chapters 8-9 (questions for discussion).............................6

The Conflict Game…………………………………………………...6

Vocabulary Set 2…………………………………………….……….28

Lesson #7

Read Chapters 10-11 (questions for discussion) ………..….…..8

Porcupine Ties……………………………………………………….26

Cheerfully Puzzling……………………………………………….....23

Lesson #8

Ch. 12 (questions for discussion)………………………………....9

Figurative Langauge....................................................................9

Lesson #9

Character Maps.........................................................................10

Short Response Questions…………………………….…….……10

Read Chapter 15 (questions for discussion)…………………….10

Lesson #10

Quiz #2……………………………………………….…….............34

Lesson #11

Vocab Velocity (s2)……………………………………………......11/29

Read Chapters 16-17(questions for discussion)…………..…...11

Allusion Media Clip…………………………………………….…..11

Allusion Worksheet………………………………………………..32

Lesson #12

Read Chapters 18-19(questions for discussion) ………….….12

The Big Question Essay (theme).……………… ………….….12

Lesson #13

Read Chapters 20-21…………………………….………………13

Ukulele Code………………………………………………….......25

Symbolism………………………………………..........……..….13

Lesson #14

United Non-Conformist Day…………...…………...……….….15

Read Chapters 22-23………………………………..……..…...15

Lesson #15

Quiz #3……………..………………………………………..……36

Lesson #16

Get the Point………………………………………………………16

Read Chapters 24-25 (questions for discussion)…..…………16

Vocabulary Set 4 (s4)…………………………………………….30

Lesson #17

Star Notes…………………………………………………………21

Compare/Contrast………………………………………………..18

Read Chapters 28-29…………………………………………....18

Chart It!...................................................................................18

Lesson #18

Read Chapters 30-31 (questions for discussion)……………..19

Star Puzzle…………………………………………………………24

Lesson #19

Read chapters 32-33……………………………………………..20

The Big Q………………………………………………………….20

Lesson #20

Quiz #4……………………………………………………………..38

[STARGIRL] Lesson Plans

1

StarGirl Lesson #1

KLW Chart

Objective: Pre-reading introduction

Evaluation: Completed Chart

**************************************************************************

Discuss the word: CONFORM. What does it mean? Using their skills with prefixes, then have them determine what the word NONCONFORM means.

Have students brainstorm in groups of 4-5 everything they know, want to know about the way people conform and are nonconforming. Distribute large chart paper and have the students draw a chart with the headers K (know) W (want to know) . Have group members put their names on the back as these will be revisited later on in the unit.

**As an added bonus modern music can be played to give the students a sense of time passing and set the tone for the story that they will be reading about. Free music can be found via: sounddogs.com, or Limewire.

**************************************************************************

Media Clip

Objective: setting reason for reading

Evaluation: teacher observed

Watch the clip and have students answer the following questions: http://www.youtube.com/watch?v=p7O8xN-_JHk&feature=related

Stargirl Overview

1. What is one thing that sounds interesting about this book? 2. Do you think the story will be told in first or third person? Which way would be best? 3. Do you automatically love or hate any of the characters?

*****************************************************************************

http://www.youtube.com/watch?v=p7O8xN-_JHk&feature=related�


2

Reading Chapters 1-2

Questions for discussion:

1. From the beginning, Stargirl sticks out at Mica High School. What are some of the ways that it was easy to tell immediately that she was ‘different’ from other students.

2. Why does Hilary act like she does toward Stargirl? What would you do if you went to Mica High and observed Hilary acting in this way?

3. How do the characters of Leo and Stargirl compare and contrast to one another?

******************************************************************************

Vocabulary: See SET ONE (s1)

******************************************************************************


3

Lesson #2

STOMP: vocabulary game

Objective: reinforcement of the meanings of the words

Evaluation: students effectively identify the words as they are spoken in a sentence.

Game

Materials needed: sentence strips with one vocab word printed on them. You may have to give several students the same words if there are not enough vocab words to go around.

Game Directions:

The teacher tells the students that as they hear their word show up in the passage that is read, they are to stomp their feet, clap their hands, snap their fingers…whatever they choose (except for NOTHING). Once their word shows up in the passage they can flip their sentence strip over on the desktop. This allows the teacher to keep track of who has been paying attention and who has not.

Teacher reads: As I read your words out loud, I want you to practice noticing your word. When I read your word outloud, wave it in the air. Do it with some ‘flair’. Ukelele, spectacular, slouching, hoax, maroon, boggle, gawk, sneer, absurdity, serenade, plaited, nonconformity.

Now I am going to read a passage. Listen for your word to show up again. When you hear your word appear in the passage, you can respond by waving it in the air again, stomping your feet, snapping your fingers, whistling, whatever floats your boat. Once you’ve done that simply place your sentence strip face down on the desktop. But beware…sometimes I use them MORE than ONCE!

There I was with my little Ukelele. It was a spectacularUkelele and though some people may sneer at the fact that I have it, I never miss a chance to serenade anyone I believe needs a good song in their life. In fact, it may boggle your mind, may make you gawk with sheer amazement, to hear my little Ukelele play. It’s the real thing, not a hoax. From the strings on the front to the plaited strap around my shoulders, the absurdity of a teacher playing an Ukelele, will certainly keep you from slouching in your seats, or might make you want to maroon me on a desert island. That’s my bit of nonconformity for you. I’ll take my little Ukelele over a guitar any day.

*To take it up a notch, and after students have become comfortable with moving with their words, have students exchange words with someone else. Before starting the exercise, have each person state what their word means (definition). Additionally, you can make this a group exercise by having everyone jump at the same time whenever ANY of the vocab words are spoken.

*****************************************************************************


4

Read Chapters 3-4


1. Why doesn’t Leo want to sign Stargirl up for the Hotseat segment anymore? 2. How does Stargirl’s choice for a pet (a rat) tie in with her nonconformist ways? 3. What did Wayne Parr say was his hero or role model on the Hot Seat segment? 4. How does Wayne Parr’s choice of a hero reinforce his character’s nature?

*****************************************************************************

Writing Exercise

Read an excerpt from Thoreau’s On Walden Pond:

"If a man loses pace with his companions, perhaps it is because he hears a different drummer. Let him step to the music which he hears, however measured, or far away."

Objective: Discussing on paper their thoughts about ‘fitting in’ and conformity versus nonconformity.

Evaluation: Completed short response essay.

Prompt: Everyone likes to have friends and to be liked by their peers. Think about some people you may know that go overboard to be popular or to be liked. Next, think about those who do NOT go out of their way to be like everyone else. Now, write to explain what qualities and characteristics make a person willing to choose a different direction from the rest of the group.

**Take it up a notch by playing pastoral music, nature inspired music while they plan and write their essays. Free music can be found on audiolicense.net.

****************************************************************************

Vocabulary: See SET TWO (s2)


5

Lesson #3

W.O.W. Puzzle (world of wonder)

See appendix for puzzle that reinforces vocabulary words

*****************************************************************************

Meet the Author: Jerry Spinelli

http://www.youtube.com/watch?NR=1&feature=endscreen&v=Fv8uUevERTE

Have students watch this media clip and answer the following questions:

1. What made him think about becoming an author full time? 2. What is this author’s reaction to the popularity of his books? 3. What does he say about the job of being a writer? 4. What did he think he was going to be when he grew up? 5. When did he begin writing?

*****************************************************************************

Big Question Essay

Prompt: You have become the impromptu director of the Hot Seat for one episode. You have chosen someone that your friends might not like. Argue to persuade your classmates about your choice of interviewees.

************************************************************************************

HOMEWORK: Have students read Chapter 5 on their own and write a short summary.

http://www.youtube.com/watch?NR=1&feature=endscreen&v=Fv8uUevERTE�


6

Lesson #4

Objective: Learning about POV

Evaluation: Correct identification of POV of Stargirl

Media Clip: Have students watch the following clip, taking notes as they do so. After the movie have the students analyze the point of view of Stargirl. Why is it told in first person by a male character? What advantage does this give the reader? What disadvantage?

Point of View Clip: http://player.discoveryeducation.com/index.cfm?guidAssetId=6F5E1849-B578-49DE-ACB5-F4DAA54D7B2B&blnFromSearch=1&productcode=US

Read Chapters 6-7

Questions for Discussion:

1. Who is Archie? 2. Why do the kids like to go and visit him? 3. What do they tell Archie about Stargirl? 4. What does Archie say about her? Why?

******************************************************************************

Vocab Tech

Objective: vocabulary practice

Evaluation: correct definitions for 70% of the words

Materials Needed: Internet connection, projector, Quizlet set up

*Quizlet is a free service that allows teachers to go in before class and enter the vocabulary words and their definitions. This free software creates flashcards that can be used in several games. Divide the class into teams and let them compete against each other in a timed trial. Give them time to study the definitions in between each round. Offer a small reward for being the team with the quickest time.

Quizlet: www.quizlet.com

****************************************************************************

Lesson #5

QUIZ 1 (see appendix for the test)

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7

Lesson #6

Read Chapters 8-9

Questions for Discussion:

1. Do you think that Stargirl really wants to be popular? 2. Do you think she should have become a cheerleader? 3. How does she continue to be unique even while being a cheerleader? 4. What does it mean: “And the trouble with bad times is that you can’t sleep through

them.” ?

*****************************************************************************

Conflict Game

Show the media clip: http://player.discoveryeducation.com/index.cfm?guidAssetId=C7D86B21-9985-4F24-9591-5BB98B9A5C46&blnFromSearch=1&productcode=US

Discuss the four types of conflict: man v man, man v nature, man v society, man v self

Then divide the classroom into four teams. Each team is given a strip of paper with one of the types of conflict on it and they must act it out for the class. They are not allowed to tell the group which type of conflict they have. The fun is in the guessing.

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Vocab (s2)

******************************************************************************

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8

Lesson #7

Read Ch. 10-11


1. Why would someone tape the declaration about the way Stargirl said the Pledge for everyone to see?

2. Who do you think put it up there? Why? 3. Why do you think she went to the Grisdale’s funeral? 4. Where do you think she got the money for the bike for Danny? 5. What is ironic about what the Pikes did with the bike? What did they give Danny

instead? 6. Why did people not like the way Stargirl cheered? 7. Why did she upset the cheerleaders and the crowd? 8. What did the cheerleader and football players do to get back at Stargirl?

****************************************************************************

Porcupine Ties

Using the template in the Appendix, run off enough copies for all of your students. Have them select a vocabulary word that they like. Have them write the vocab word on the tie in bold letters, then in some way incorporate the definition somewhere on the tie. They should decorate the tie with porcupine symbols and details. Display them proudly.

*****************************************************************************

CHEERfully Puzzling

Use the puzzle in the Appendix as homework, or as an additional reinforcement for vocab words.


9

Lesson #8

Read Chapter 12

1. While Stargirl is in the Hot Seat what does she say her real name is? 2. Why did she change it to Stargirl? 3. If you decided to change your name, what would you change it to? Why would you

change it?

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Figurative Language

Watch the media clip on figurative language.

http://player.discoveryeducation.com/index.cfm?guidAssetId=48362CBA-237D-0718-D8C3-FC5572C474DF&blnFromSearch=1&productcode=DEMS

Next, have the students find a partner, then go through chapters 1-12 writing down all of the examples of figurative language in the story. A prize is given to the team that has the most correct examples.

************************************************************************************

Homework: Chapters 13-14

Have students write a summary about what they read.

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http://player.discoveryeducation.com/index.cfm?guidAssetId=48362CBA-237D-0718-D8C3-FC5572C474DF&blnFromSearch=1&productcode=DEMS�


10

Lesson #9

Character Maps

Objective: Character analysis

Evaluation: completed and correct graphic organizer

**See Appendix for graphic organizer

Directions: Have students list out traits for each major character in the book. Have them compare their charts to their neighbors charts. Why do some people have different traits listed on their charts? This is an opportune time to speak about the theme, again, of nonconformity and everyone’s uniqueness.

*************************************************************************************

Short Response Questions

Using the ROPE formula (Restate the question, Opinion, Proof, End it) have students answer ONE of the three questions posed.

1. Stargirl managed to give gifts to people she didn’t know, went to funerals of people she had never met, and rooted for the opposing team when she cheered. At first her differentness was attractive to everyone and they wanted to be ‘unique’ too. Why did they become frightened of her in these newest chapters?

2. This book asks the question in every chapter (not outright but implies it) that everyone is different in some way and that it is better to be true to yourself. Write what it must be like to be Stargirl and why it is better for her to be herself than to try and conform to the ways of everyone else in the school.

3. What does the author mean when he writes: "we quickly snap back into place, like rubber bands"?

*************************************************************************************

Read Chapter 15

1. What does Stargirl give to everyone in her homeroom? 2. Why is Leo embarrassed about it? 3. How have Leo’s feelings changed toward Stargirl?

*************************************************************************************

QUIZ 2 (see appendix for the test)


11

Lesson #11

Vocab Velocity

Objective: fluency and recognition of vocab words

Evaluation: Completed Arrays

**See appendix for arrays

Directions: Cut out the arrays, separating the word from the definition. Then place them into an envelope. These are the game ‘pieces’. Have students form teams, then give each an envelope. The first team to assemble the vocab words with their corresponding definition is the winner. For added difficulty, cut the vocabulary words in half to facilitate spelling.

*****************************************************************************

Read Chapters 16-17

1. What is the big news regarding Stargirl and the cheerleaders? 2. Why does Leo go to Stargirl’s house at nighttime? 3. What is Leo beginning to realize in regard to his feelings toward Stargirl?

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Allusion

Have students view the Allusion Media Clip:

http://player.discoveryeducation.com/index.cfm?guidAssetId=851FE8FB-697F-4339-9251-5FE30E5F64B7&blnFromSearch=1&productcode=US

Place this example on the board: “While Sun Valley’s team was not as good as ours, they did have one thing we did not: asuperstar. A kid named Ron Kovac. He stood six-foot-eight and averaged thirty points per game. Our players looked like Davids flailing against Goliath.”

Have students point out the allusion. What is it referring to? (Bible characters)

Next, have students go to Chapter 14-17. Working in groups, how many allusions can they find and document in a given time span (10 minutes+). The winner is the one that has the most allusions.

**********************************************************************************

Homework

See Appendix for Allusion Worksheet (homework)

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12

Lesson #12

Read Chapters 18-19

1. What does Leo notice is going on as he’s walking in the hallway with Stargirl? 2. Who are the only people that sit with Stargirl at lunch now? 3. What is Archie’s advice to Leo? 4. What does Archie mean when he says, “I feel as if she should be teaching me”? 5. Who does Archie consult outside his home and what Question does he give Leo?

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The Big Question Essay

This story’s theme is about conformity and nonconformity. Think about times when you’ve been a nonconformist, and when you’ve been a conformist. Write to explain which way you would you like to live your life?


13

Lesson #13

Read Chapters 20-21

1. What tournament has Stargirl been involved in? 2. What does Stargirl say she wants to be when she grows up? 3. Who is the person that left the porcupine necktie on Leo’s doorstep? 4. Stargirl never leaves a note with the gifts she leaves for people. Why? 5. What part of the newspaper does Stargirl like to read? Why? 6. What is the ‘card game’?

*****************************************************************************

Symbolism

Objective: recognizing and analysis of symbols

Evaluation: correct identification, completed notes

Directions: Explain what Symbolism is to the class. On the board have displayed the following symbols, then have students attempt to explain what the words represent in the novel.

Stargirl

Leo

Rat

Ukelele

Stargirl’s Clothes

Stargirl’s Cards

The desert

Mica High School

Stargirl: represents that part of all of mankind that longs to be free to do as they please, without worry about what others will think. She is our own best nature.

Leo: represents the reality of how most people live. There are short intervals where he, too, is like Stargirl. But, usually, reality and his inability to not care what others think draw him back into conformity.

Rat: The rat represents, on one level, the uniqueness of Stargirl. She finds a loveable pet among a type of animal that most would shun. Additionally, she sees the beauty in something as unlovable as a rat.


14

Ukelele: This instrument is often used in traditional ways to bring people together, in a gathering, and for celebration.

Stargirl’s clothing: It is an outward reflection of her personality. When her style changes the reader can see that she’s beginning to change as well.

Stargirl’s Cards: The cards represent her good intentions and how being generous and caring has its own rewards. When Leo assists her in handing out cards, he also feels good about it.

The desert: represents a dry nothingness at first, and is an apt symbol for the school and for Leo. Both the school and Leo were going on being quite normal and quite boring. When Stargirl enters the equation, all of a sudden, Leo notices life in the desert, and there’s life that begins in the high school.

Mica High School: the element ‘mica’ is a type of mineral that is hard and inflexible. This was chosen to show that the people in the school, or the student body, will never change or relax their rigid standards.

****************************************************************************

Ukelele Code: Puzzle

**See appendix for puzzle

*****************************************************************************


15

Lesson #14

United Nonconformists Day

Objective: Students will determine what sort of events, traditions, foods, and songs should accompany such a celebration.

Evaluation: Completed itinerary for National Nonconformists Day

Plan to Celebrate the occasion after the Quiz 3 tomorrow.

*****************************************************************************

Read Chapter 22-23

1. Where does Leo go for dinner? 2. Why is he shocked at Stargirl’s parents? 3. What does Stargirl keep in a wooden bowl under her bed? 4. When Leo lies in bed at night, what does he wish for Stargirl and the students at the

school?

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Quiz 3 (see appendix for the test)


16

Lesson #16

Get the Point?!

Using the above diagram, place a similar diagram on the board. Have students suggest the most recent film that they watched. Analyze it based on this model. Have students break up into groups and analyze a movie, game plot, book plot, or television show.

Each story, whether it is on television, in a book, or on film follows this formatting. It is the analysis that screenwriters, storyboard artists, even gamers use to create a plotline that readers, viewers, players will enjoy.

Next, as a class, take the plot of Stargirl and see how much of the plot can be placed into the diagram.

******************************************************************************

Read Chapters 24-25

1. What does Stargirl do that embarrasses Leo in front of the whole school? 2. Who is Renshaw and what does Leo do to him in the courtyard? 3. What is the heart to heart talk that Leo has with Stargirl?

Inciting Incident

Rising Action

CLIMAX

Falling Action

Resolution


17

Vocab s4

***************************************************************************

Homework: Read Chapters 26-27


1. Leo says that Stargirl vanished, but did she really? What happened? 2. How does it make you feel that Stargirl became this way? 3. What does Stargirl think will make the students love her again?

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18

Lesson #17

Star Notes


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Compare/Contrast

In the story, Dori is upset with Stargirl for changing her name back to Susan and dressing like everyone else. Doris is upset because she believes Stargirl has become a conformist and isn’t being true to herself. Think about what being popular means and then write to compare and contrast Susan to Stargirl. OR, you can choose to compare LEO, to Stargirl.

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Read Chapter 28-29

1. When Stargirl gets on stage to give her speech, what does she do differently? 2. During the second round how does the audience react to her speech? 3. When Susan/Stargirl wins the oratorical contest what does she hope will be waiting for

her at the school when they return? 4. How does it make you feel that she would be treated like this?

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Chart It!!

Materials needed: Internet connection, or computer lab

Directions: Have each student assigned to a computer, then tell them that there is a list of people on the board. They should choose one of the names on the board, and then decide how these people were nonconformist, and why they felt that they had to act differently.

Rosa Parks

Martin Luther King

Gandhi

Mother Teresa

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19

Lesson #18

Chapters 30-31

1. When none of the students showed up to cheer for her after her oratorical win, what did Susan/Stargirl do the following Monday?

2. What does Stargirl say to Leo that makes him hate her? 3. His inability to deal with her return to Stargirl ‘ways’ makes Leo’s life miserable. Why? 4. Why won’t Leo invite Stargirl to the Ocatillo ball? 5. Stargirl goes to the Ocatillo ball by herself and does what? 6. Who slaps Stargirl at the dance?

*****************************************************************************

StarPuzzle


****************************************************************************


20

Lesson #19

Chapters 32-33

1. What does Archie mean when he says that Leo will be lucky to meet another star person?

2. What does Archie say Stargirl gave up for Leo? 3. What did Leo see in Stargirl’s ‘office’? 4. What is the author trying to tell the reader when he says that the Enchanted place had

become an elementary school, and Archie’s house was for sale?

****************************************************************************

The Big Question: Essay

Everyone has a little Stargirl in them. Think about a time when you wanted to do something different from the crowd. Think about why you did or didn’t do it, then write to explain what being unique and true to yourself means.

*****************************************************************************

Quiz 4 (See appendix for test)


21

Appendix

Stargirl 1 Q O Q L R B U K X H O X N Y P H S R M S A E A F E N O C T L E L G G O B E H D R N X P I A G F R A L U C A T C E P S D I U N W J Y U N Q O C A E U R T Y K I K P E D N B U U W N U E H I W H R B F Z K N Y X B S D H A S E C O U K E L E L E B U G I S O R U M G O S Q I P A X Y Y N M L A O D L J A T O L A P L I H R A D L H Q N N D D O P T H O T V T H S F K A Q V H Y Y O L K O S E L T X T G W B D N U E M Y L R E V E J R R Z I U P P O G A L T J T G G K F ABSURDITY BOGGLE GAWK HOAX ISOLATE MAROON NONCONFORMITY PLAITED SERENADE SLOUCHING SNEER SPECTACULAR UKELELE


22

Puzzle One: Solution

Solution

+ + + + + + + + + + + + N Y P + + + + + + + + + E + O + T L E L G G O B + + D R N + + I A G + R A L U C A T C E P S D I + N + + + + N + O + + E + R T + + I K + E + N + + + + N U E + I W H R + F + + + + + + S D + A S E C O U K E L E L E B + G + S O R U M + + + + + + A X + + + M L A O + + + + + + + A + + I + R A + L + + + + + + O + T + O + + T + S + + + + + H Y + O + + + + E + + + + + + + + N + + + + + + + + + + + + + + + + + + + + + + + + + + + +


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Puzzle Two

Stargirl 2

Across 1. to break apart 4. tarry wait around 6. to stand over something 8. approaching the same point from different directions Down 2. to look over 3. slight grin 5. blissfully 7. strikingly unconventional odd 9. stared at wonderingly as with the mouth wide open


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Puzzle 3

Stargirl 3

Across 5. hard to catch 7. to come together 9. never ending 11. never stops talking 13. wait around Down 1. of epic proportions 2. scornful 3. a journey 4. bigger than life 6. odd 8. stared at wonderingly 10. to be in charge or control 12. to move in one direction


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Stargirl 4


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Name _________________________

Porcupine Tie


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Vocabulary Sets

Set ONE

Ukulele: 4 stringed instrument popular in Hawaii Spectacular: amazing Slouching: not standing or sitting straight Hoax: fake Maroon: isolate; set apart from everyone else Boggle: awe or astonishment Gawk: stare Sneer: mean expression with curled upper lip Absurdity: foolishness Serenade: to sing to someone Plaited: braided Nonconformity: not following the usual conventions and rules Saguaro: a type of cactus

Sleazy: inappropriate

Conceive: to think of

Vague: unclear

Amok: disturb, go wrong

Perpetual: never ending

Elusive: hard to catch

Trek: a journey

Veer: turn in a direction


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Monumental: of epic proportions

Yammer: talk excessively

Disdainful: to look down on someone

Reign: to be in charge

Set Two Gaped: stared at wonderingly as with the mouth wide open

Converging: approaching the same point from different directions

Linger: tarry wait around

Bizarre: strikingly unconventional odd

Loomed: to stand over something

Smirk: slight grin

Blithely: blissfully

Scanned: to look over

Burst: to break apart

Morbid: curiosity about the dark, sad, disgusting

Knapsack: backpack

Convened: to come together

Bafflement: puzzled

Merely: insignificant

Ovation: to stand in approval

Oratorical: to give a speech

Charade: conveying meaning without words

Conferring: to meet with someone


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Acclamation: praise

Set THREE

Dormant: not active

Empathies: feels someone else’s pain

Acknowledged: to recognize

Sullenly: angry to do something

Reluctance: hesitant to do something

Flinging: to throw without care

Banish: to send away

Impact: to strike

Mortified: highly embarrassed

Mourners: person who goes to a funeral

Suppress: to hold back

Oblivious: to not be aware of something

Rabid: raging

Detested: hate or dislike greatly

Massacre: a large defeat

Devised: to plan

Impromptu: done on the spur of the moment

liven : to make more alive

queasy: nauseous

astute : sharp


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daft : stupid

lanky: slender and awkward

reprobate : someone in trouble

rile: to make angry

cuffing: strike about the head or shoulders

penance : to show one is sorry

Set FOUR

dote : feel devoted to something

cavorting : frolic

coddle: to baby someone

gauge: to judge

ledger : an account

laggard : lazy

rapacious : vicious

abuse: harshly treat someone

garment : clothes


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Name_______________________

Character Map Choose two dynamic characters and map their changes, thus far.

Current attitudes, actions Changed attitudes, actions

Current attitudes, actions Changed attitudes, actions


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Vocabulary Array: Make as many sets as are needed for the game. Can play same game with other vocabulary sets.For use with Lesson #11. Vocab set 2.

Gaped stared at wonderingly as with the mouth wide open

Converging approaching the same point from different directions

Linger

wait around

Bizarre

odd

Loomed

to stand over something

Smirk

To grin slightly

Blithely

blissfully

Scanned

to look over

Burst

to break apart

Morbid

curiosity about the dark, sad, disgusting

Knapsack

backpack

Convened to come together Bafflement

puzzled

Merely

insignificant

Ovation

to stand in approval

Oratorical

to give a speech

Charade

conveying meaning without words

Conferring

to meet with someone

Acclamation praise


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Allusion Worksheet

Name_________________________________________________ Date____________

Allusion - a literary device that provides a brief reference to a person, event, place, or phrase.

Here are some examples: Her Uncle Tom was a huge as Bigfoot…and just as hairy. OR She’s a Scrooge with her money, so don’t bother asking for a loan.

The allusions were to known characters, such as scrooge, or to a legendary beast like Bigfoot.

1. Read the following passages, then determine where the allusion came from.

“While Sun Valley’s team was not as good as ours, they did have one thing we did not: a

superstar. A kid named Ron Kovac. He stood six-foot-eight and averaged thirty points per game.

Our players looked like Davids’ flailing against Goliath.”

The allusion is made to __________.

a. a Christian Bible character

b. a children’s character

c. the movies

d. a legend

2. Create an allusion of your own on the spaces provided:

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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Quiz #1 Name_________________

1. From the beginning, Stargirl sticks out at Mica High School. What are some of the ways that it was easy to tell immediately that she was ‘different’ from other students. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Why does Hilary act like she does toward Stargirl? What would you do if you went to Mica High and observed Hilary acting in this way? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. How do the characters of Leo and Stargirl compare and contrast to one another? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Who is Archie? ________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. Why do the kids like to go and visit him? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. What do they tell Archie about Stargirl? ________________________________________________________________________________________________________________________________________________________________________________________________________________________

7. What does Archie say about her? Why? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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Quiz #2 Name___________________

2. Do you think that Stargirl really wants to be popular? Why or why not? ________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Do you think she should have become a cheerleader? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. How does she continue to be unique even while being a cheerleader? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. What does it mean: “And the trouble with bad times is that you can’t sleep through them.” ? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. Why would someone tape the declaration about the way Stargirl said the Pledge for everyone to see? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

7. Why do you think she went to the Grisdale’s funeral?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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8. What is ironic about what the Pikes did with the bike? What did they give Danny instead? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

9. Why did people not like the way Stargirl cheered? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

10. What did the cheerleader and football players do to get back at Stargirl?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

11. Why did she change her name to Stargirl?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

12. What does Stargirl give to everyone in her homeroom? ______________________________________________________________________________

13. Why is Leo embarrassed about it? ______________________________________________________________________________

14. How have Leo’s feelings changed toward Stargirl? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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Quiz #3 Name___________________

1. What is the big news regarding Stargirl and the cheerleaders? ________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Why does Leo go to Stargirl’s house at nighttime? ________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. What is Leo beginning to realize in regard to his feelings toward Stargirl? ________________________________________________________________________________________________________________________________________________

4. What does Leo notice is going on as he’s walking in the hallway with Stargirl? ________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. Who are the only people that sit with Stargirl at lunch now? ________________________________________________________________________

6. What is Archie’s advice to Leo? ________________________________________________________________________________________________________________________________________________________________________________________________________________________

7. What does Archie mean when he says, “I feel as if she should be teaching me”? ________________________________________________________________________________________________________________________________________________________________________________________________________________________

8. What does Stargirl say she wants to be when she grows up? Why? ________________________________________________________________________________________________________________________________________________________________________________________________________________________

9. Who is the person that left the porcupine necktie on Leo’s doorstep? ________________________________________________________________________

10. Stargirl never leaves a note with the gifts she leaves for people. Why? ________________________________________________________________________________________________________________________________________________

11. What part of the newspaper does Stargirl like to read? Why? ________________________________________________________________________________________________________________________________________________________________________________________________________________________


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12. What is the ‘card game’? ________________________________________________________________________________________________________________________________________________________________________________________________________________________

13. What does Stargirl keep in a wooden bowl under her bed? ________________________________________________________________________

14. When Leo lies in bed at night, what does he wish for Stargirl and the students at the school? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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Quiz #4 Name___________________

1. What does Stargirl do that embarrasses Leo in front of the whole school? ________________________________________________________________________________________________________________________________________________

2. Who is Renshaw and what does Leo do to him in the courtyard? ________________________________________________________________________________________________________________________________________________

3. What is the heart to heart talk that Leo has with Stargirl? ________________________________________________________________________________________________________________________________________________

4. Leo says that Stargirl vanished, but did she really? What happened? ________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. What does Stargirl think will make the students love her again? ________________________________________________________________________________________________________________________________________________

6. When Susan/Stargirl wins the oratorical contest what does she hope will be waiting for her at the school when they return? ________________________________________________________________________________________________________________________________________________

7. How does it make you feel that she would be treated like this? ________________________________________________________________________

8. What does Archie mean when he says that Leo will be lucky to meet another star person? ________________________________________________________________________________________________________________________________________________

9. What does Archie say Stargirl gave up for Leo? ________________________________________________________________________________________________________________________________________________________________________________________________________________________

10. What did Leo see in Stargirl’s ‘office’? ________________________________________________________________________________________________________________________________________________________________________________________________________________________


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11. What is the author trying to tell the reader when he says that the Enchanted place had become an elementary school, and Archie’s house was for sale? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Common Core State Standards Alignment Grid

Grades 8-10

The following grid indicates which of the Common Core State Standards are covered in this unit plan. You may find that you also cover other standards not listed or checked while teaching this unit. This list is not meant to be exhaustive or restrictive, but is intended as a basic reference for teachers and administrators needing to confirm that the lessons and activities in this unit conform to the curriculum prescribed by the Common Core State Standards.

Standards Alignment Grid: Grade 8

Reading: Literature and Informational Text

Key Ideas and Details

RL.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

RL.8.2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

RL.8.3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

Craft and Structure

RL.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

RL.8.5. Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

RL.8.6. Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

Integration of Knowledge and Ideas RL.8.7. Analyze the extent to which a filmed or live production of a story or drama stays faithful

to or departs from the text or script, evaluating the choices made by the director or actors.

RI.8.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

RL.8.9. Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

Range of Reading and Level of Text Complexity

RL.8.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.

Writing

Text Types and Purposes W.8.1. Write arguments to support claims with clear reasons and relevant evidence.

W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Text Types and Purposes (continued) W.8.3. Write narratives to develop real or imagined experiences or events using effective

technique, relevant descriptive details, and well-structured event sequences.

Production and Distribution of Writing

W.8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

W.8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

Research to Build and Present Knowledge

W.8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

W.8.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

W.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing

W.8.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two.

Speaking and Listening

Comprehension and Collaboration

SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

SL.8.2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

SL.8.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

Presentation of Knowledge and Ideas

SL.8.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Language

Conventions of Standard English

L.8.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.8.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language

L.8.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Vocabulary Acquisition and Use

L.8.4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

L.8.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.8.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Standards Alignment Grid: Grades 9-10

Reading: Literature and Informational Text

Key Ideas and Details

RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Craft and Structure

RL.9-10.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

RL.9-10.5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

RL.9-10.6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Integration of Knowledge and Ideas

RL.9-10.7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

RI.9-10.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

RL.9-10.9. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

Range of Reading and Level of Text Complexity

RL.9-10.10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Writing

Text Types and Purposes

W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.9-10.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Text Types and Purposes (continued) W.9-10.3. Write narratives to develop real or imagined experiences or events using effective

technique, well-chosen details, and well-structured event sequences.

Production and Distribution of Writing

W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

W.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Research to Build and Present Knowledge

W.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

W.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing

W.9-10.10. 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 tasks, purposes, and audiences.

Speaking and Listening

Comprehension and Collaboration

SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

SL.9-10.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Presentation of Knowledge and Ideas

SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

SL.9-10.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

SL.9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Language

Conventions of Standard English

L.9-10.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.9-10.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language

L.9-10.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Vocabulary Acquisition and Use

L.9-10.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

L.9-10.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.9-10.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

opasdfghjklzxcvbnmqwertyuiopasdfgh ...englishunitplans.com/wp-content/uploads/2014/02/Stargirl-Unit-Plan.pdf · Ch. 8 -9 • Conflict game • Vocab (s2) •Ch. 10 11 ... Ch. 12 (questions

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