Materials Required: Class copies of Al Capone Does My Shirts, literary bookmarks
Standards:
7-1.1 Analyze literary texts to draw conclusions and make inferences.
7-1.3- Interpret devices of figurative language (including extended metaphor and oxymoron).
7-1.4- Analyze an author's development of the conflict and the individual characters as either static, dynamic, round, or flat in a given literary text.Essential Questions/Concept:
What is the plot of Chapter 12 in Al Capone Does My Shirts?
What is the setting of Chapter 12 in Al Capone Does My Shirts?
What is your favorite part of Chapter 12 in Al Capone Does My Shirts?
What is the mood of Chapter 12 in Al Capone Does My Shirts?
Topic/Strand:
Chapter 12 Al Capone Does My Shirts
Skills:
TSWBAT summarize the events (plot) of Chapter 12.
TSWBAT identify the setting of Chapter 12.
TSWBAT tell their favorite part of Chapter 12.
TSWBAT identify the mood of Chapter 12.
Teacher Assessments:
Informal teacher observation and questioning
Student oral responses
Lesson Plan/Activities - Introductory Activity:
Review Chapters 11 of Al Capone Does My Shirts. Teacher asks students to summarize the events of the story so far and discuss the conflicts Moose is facing (Piper pressuring him to join her in her "project" that he knows he would get in trouble for; Natalie being sent home from the EPM).
Lesson Plan/Activities - Direct Instruction:
Read-aloud Chapter 12 Al Capone Does My Shirts (students follow along and read, also do some round-robin). Teacher will point out and explain difficult vocabulary ("mercilessly"- discuss use of context clues to define vocab) Teacher will periodically ask comprehension questions to make sure students understand text
Lesson Plan/Activities - Guided Practice:
Each student has a literary bookmark in their books (Plot, Setting, Favorite Part, Mood). Students are prompted to answer their literary bookmark's question. Teacher and students will orally discuss each for comprehension.
Lesson Plan/Activities - Independent Practice:
Teacher asks comprehension questions to individual students to check for understanding. Teacher analyzes each student's response to determine student's comprehension.
Lesson Plan/Activities - Focus and Review:
Ask students to summarize chapter and include their personal input- i.e. did they like it, what did they think about the way Moose and Piper interact with each other, how do they feel about Natalie being sent home from boarding school? Students will predict what will happen in the next chapter.
Resources:
Al Capone Does My Shirts (ch 12)
Literary bookmarks (attached)
