October 9, 2014

Post date: Oct 9, 2014 11:01:18 AM

Objective:

  1. Students will have examined Gary Soto's writing style for how he usesPoint of View/Memoir, Imagery and Sensory Details, and Tone.
  2. Students will apply the lessons from Tom Sawyer and One Last Time to their book reviews and their short short.
    1. Section 1: Students will use context clues to determine the missing word in Completing the Sentence.

Warm up: Tell me something good

Lesson:

  1. Continue to examine passages from the story using a question sheet that must be completed and handed in. (See below)
  2. Work time.
    1. You can work on your KBAR for the week
    2. You need to have your hook and summary for your book review by tomorrow.
    3. You can write your short story

Question Sheet

One Last Time by Gary Soto

Focus:

Citing Evidence

Point of View/Memoir

Imagery and Sensory Details

Tone- expresses the writer’s attitude toward his/her subject: angry, sad, humorous, etc.

1. Reread lines 2–7, focusing on the description of the workers. To what sense or senses does the description appeal? What impact does the description have on the tone or feeling of the text?

2. Reread lines 11–18. What key concept does Soto develop? How do the sentences in lines 11–18 build on that idea?

3. Reread lines 63–79. What evidence in the text suggests how Soto and his mother are feeling? What conclusion can you draw about the work they are doing?

4. Reread lines 97–108. What metaphor does Soto use to explain how he feels as he begins the second half of his workday? What is the impact of his metaphor on the tone or feeling of the text?

5. Reread lines 120–132 to find evidence of how Soto’s first day of work has affected him. What conclusion can you draw based on that evidence?

6. Reread lines 133–135 to identify Soto’s use of imagery and simile. What is the impact of these word choices?

Section 1 finished to here.

7. Reread lines 153–162 to find evidence of the expectations for the children in Soto’s family. What conclusion can you draw about what Soto’s mother provided for the children?

8. Reread lines 217–224 to identify descriptive words and phrases the author uses to describe what he can see from the field. To what sense do these descriptions appeal? How does Soto’s description impact the tone or feeling in the text?

9. Reread lines 256–266 with a focus on what Soto says about his home life. What conclusion can you draw from the evidence in the text about problems Soto had at home?

10. Reread lines 279–291 and identify similes and imagery Soto uses. How does Soto’s description impact the tone?

11. Reread lines 311–322 to identify the imagery and descriptive details Soto uses to describe his return to Fresno after a day’s work in the fields. How do these details impact the tone or feeling of the text?

Common Core Standards in this lesson

CC.8.R.L.2 Key Ideas and Details: 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.

CC.8.R.L.6 Craft and Structure: 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.

CC.8.R.L.4 Craft and Structure: 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.