Gary Soto · Author Study: Gary Soto cort person educaton in or ts tes a rts resere Responding to literature pre-assessment 1/2 Poetry (and all good writing) has been defined as “putting

Gary Soto

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ISBN: 978-0-66364-804-7 1 2 3 4 5 6 7 8 9 10 14 13 12 11 10

Gary SotoResources

assessment and progress monitoringResponding to Literature (Pre-Assessment Prompt)Scoring GuideResponding to Poetry (Post-Assessment Prompt)Scoring Guide

lesson resourcesLesson 1: Class Reading ChartLesson 5: Identifying Characters’ RolesLesson 8: Sharing Information about BooksLesson 10: Book Discussion Group Meeting Reading Schedule Book Discussion CalendarLesson 11: Questions about “Oranges”Lesson 12: Book Discussion Group Tasks I Book Discussion Group Reflection ILesson 13: Fall ColorsLesson 14: Book Discussion Group Tasks II Book Discussion Group Reflection IILesson 15: Directions for Writing a Found PoemLesson 16: Book Discussion Groups Tasks III Book Discussion Group Reflection IIILesson 18: Book Discussion Group Tasks IV

Author Study: Gary Soto Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

Responding to literature

pre-assessment 1/2

Poetry (and all good writing) has been defined as “putting the best possible words in the best possible order.”1 Like all writers, Gary Soto chooses words carefully, and organizes them to share his insights with you, his reader.

In his poem, “Mating Season,” Gary Soto writes about the awkward conversations that boys and girls sometimes have. Read the poem (pages 12–13 of A Fire in My Hands) once to see how he presents this topic. As you read, ask yourself:

• Whatisthispoemabout?

• WhatisSotosayingaboutrelationshipsbetweenboysandgirls?

Then read the poem one or two more times to decide which parts of this poem are “the best possible words in the best possible order.” As you read, make notes about your initial responses, questions, and insights.

Use your notes to write a well-organized essay in which you explain what this poem is about. Support your explanation by referring to specific words, phrases, lines, stanzas, and sections where Gary Soto uses the “best possible words in the best possible order” to explain relationships between boys and girls, and be sure to explain why you chose these as the “best possible words.”

1 Adapted from Samuel Taylor Coleridge, in Table Talk, July 12, 1827.


Scoring Guide

pre-assessment 2/2

Student’s name: Student iD:

Read each of the statements below and circle the number on the scale that most accurately reflects your assessment of the paper.

4 = strong 3 = satisfactory 2 = somewhat weak 1 = weak

1. The paper clearly introduces the poem, the topic, and the author. 4 3 2 1

2. The paper explains what Soto is saying about relationships between boys and girls.

4 3 2 1

3. The paper cites several specific words, phrases, or lines to support the writer’s explanation of the poem.

4 3 2 1

4. The paper shows how the meaning of the words, phrases, and/or lines contributes to the meaning of the poem.

4 3 2 1

5. The paper explains how selected words, phrases, and/or lines are “the best possible words in the best possible order.”

4 3 2 1

6. The paper is clearly organized. 4 3 2 1

7. The paper moves smoothly from one idea to the next. 4 3 2 1

8. The paper uses terms that clearly communicate the ideas and information.

4 3 2 1

9. The paper includes a concluding statement or section that reiterates the connections between the language of the poem and its meaning.

4 3 2 1

10. The surface features (spelling, punctuation, and grammar) are reasonably accurate.

4 3 2 1


You may recall that poetry (and all good writing) has been defined as “putting the best possible words in the best possible order.” Like all writers, Gary Soto chooses words carefully and organizes them to share his insights with you, his reader.

In his poem, “How You Gave Up Root Beer,” Gary Soto writes about an embarrassing incident. Read the poem on pages 20–21 of A Fire In My Hands to see how he presents this topic. As you read, ask yourself:

• Whatisthepoemabout?

• WhatisSotosayingaboutrelationshipsbetweenboysandgirls?

Then read the poem one or two more times to decide which parts of this poem are “the best possible words in the best possible order.” As you read, make notes about your initial responses, questions, and insights.

Use your notes to write a well-organized essay in which you explain what this poem is about. Support your explanation by referring to specific words, phrases, lines, and sections where Gary Soto uses the “best possible words in the best possible order” to explain relationships between boys and girls and be sure to explain why you chose them as the “best possible words.”

Responding to Poetry

post-assessment 1/2


Scoring Guide

post-assessment 2/2

Student’s name: Student iD:

Read each of the statements below and circle the number on the scale that most accurately reflects your assessment of the paper.

4 = strong 3 = satisfactory 2 = somewhat weak 1 = weak

1. The paper clearly introduces the poem, the topic, and the author. 4 3 2 1

2. The paper explains what Soto is saying about relationships between boys and girls.

4 3 2 1

3. The paper cites several specific words, phrases, or lines to support the writer’s explanation of the poem.

4 3 2 1

4. The paper shows how the meaning of the words, phrases, and/or lines contributes to the meaning of the poem.

4 3 2 1

5. The paper explains how selected words, phrases, and/or lines are “the best possible words in the best possible order.”

4 3 2 1

6. The paper is clearly organized. 4 3 2 1

7. The paper moves smoothly from one idea to the next. 4 3 2 1

8. The paper uses terms that clearly communicate the ideas and information.

4 3 2 1

9. The paper includes a concluding statement or section that reiterates the connections between the language of the poem and its meaning.

4 3 2 1

10. The surface features (spelling, punctuation, and grammar) are reasonably accurate.

4 3 2 1


Dates: _____________–_____________

Student’s name

Book/Page Book/Page Book/Page Book/Page Book/Page

class Reading chart

lesson 1 •IntroducingGarySoto1/1


Name: _______________________________________________________________

Quarter: (Circle one) 1st 2nd 3rd 4th

Book titleSun

Date:

Mon

Date:

tues

Date:

Wed

Date:

thurs

Date:

Fri

Date:

Sat

Date:

Weekly Reading log

lesson 1 •IntroducingGarySoto1/1


Three tasks:

1. Understand what happens in Scene 3.

2. Collect your favorite lines.

3. Decide who is the main character and who are the secondary characters. You should be able to explain your decisions after you finish reading. You may want to use the following sentence frame to focus your thinking:

“ In Scene 3, the main character is _______. I know this because _______. The secondary characters are _______, and their role in the story is different from that of the main character in the following ways: _______.”

identifying characters’ Roles

Lesson 5 • Identifying Main and Secondary Characters 1/1


• Decidewhowilltalkabouthisorherbookfirst.

• Thatpersonshould:

– Introduce the book by telling the title and author

– Give a brief overview of the situation or topic

– Tell about the theme of the book

– Choose at least one of the sections that revealed this theme to read aloud

– Explain how the piece that is read aloud is connected with the overall theme

– Choose who will be the next person to share

• Repeattheprocessuntilallgroupmembershavesharedtheirbooks,themes, and read alouds.

Sharing information about Books

Lesson 8 • Extending Themes 1/1


Talk about the book so far, and complete the “Plot Structure” charts.

• Whatcharactershavebeenintroduced?Whicharemaincharacters?Secondarycharacters?Minorcharacters?Howdotheyknow?

• Whatisthesetting?

• Whatseemstobetheproblem?

• Whatepisodesshouldbeincludedonthe“PlotStructure”charts?

Collaborate on a Reading Schedule

• DecidehowmanypagesorchaptersyourgroupwillreadbeforethenextBook Discussion Group meeting during Lesson 12.

• ThendecidehowmanyyouwillreadbyLessons14,16,and18.

Remember:

You must finish the entire book by lesson 18.

Book Discussion Group Meeting

Lesson 10 • Planning the Reading 1/1


Today: Lesson 10


Lesson 11 Lesson 12


Lesson 13 Lesson 14


Lesson 15 Lesson 16


Lesson 17 Lesson 18

last Book Discussion

Group Meeting: Book Must Be

Finished

Post-Assessment:

In-class Writing Day

Reading Schedule


Name ___________________________________________________________________________

Book Title _______________________________________________________________________

Number of Chapters ________ Number of Pages ________


Currently, we have read about ____ pages, and we think that the

Main character is:

Setting is:

Problem will be:

Here’s our evidence (lines/sections of the book, with page numbers)

Main character:

Setting:

Problem:

We plan the following goals for our meetings:

By Lesson 12, we will read through page _________, to the end of chapter _____.



We will finish the book by Lesson 18.

Group members : _________________________________

_________________________________

_________________________________

Book Discussion calendar


Book Title _______________________________________________________________________


Whatcolorsareinthispoem?

WhymightSotohavecontrastedthesecolorsinthispoem?

Whatmightthiscontrastimplyabouttheboyandthesetting?

Questions about “Oranges”

Lesson 11 • Asking Questions about Poetry 1/1


Work together to:

1. Draw a large copy of the Plot Structure chart in the “Notes and Responses” section of your Reader’s Notebook. Use the chart from Novio Boy as a model.

2. Identify the main character(s) of the book.

3. List the episode(s) that have happened so far.

4. Note the main character’s response to these episodes.

5. Ask and explore the questions that your group has about the book so far.

Book Discussion Group tasks i

Lesson 12 • Discussing the Introduction and Rising Action 1/1


Reflect on your meeting by listing:

3 new insights

Share three insights you gained about Gary Soto’s writing. These may be insights into his characters, setting, language, images, or themes. They may also be about the ways in which his writing connects with other writing or movies or with life itself.

2 Questions

List two questions you now have about the book, Gary Soto, or his writing.

1 Risk

Describe one risk you took in the group. For example, you may have been shy about sharing your question—but you did it! Or you might have been unsure about what “episode” meant, and you asked the group and they helped you. You can share anything that you did that was new and maybe a little scary.

Book Discussion Group Reflection i

Lesson 12 • Discussing the Introduction and Rising Action 1/1


Fog hanging like old coats between the wintry trees

Trees turning red

Lawns brown

Pomegranates heavy with fruit

Autumn is when you hold hands.

Frenchee oh wewe

gee in September

My breath before me

Then gone

Frost cracked beneath my steps

Just level with her.

Tell her

you’re sorry

you look like you do.

Yeah, that’s me

the boy in a green sweater

turning red

Fall colors

Lesson 13 • Questioning Poetry and Collecting Lines 1/1


Work together to:

1. Take turns reading aloud the reflection that you just wrote in your Reader’s Notebooks.

2. Update your Plot Structure chart by listing the episode(s) that have happened since you last met.

3. Note the main character’s responses to these episodes on the chart.

4. Explore the possible answers to the questions that each person prepared for this meeting.

5. If there is time, speculate about how this book will end. What will happen?

Book Discussion Group tasks ii

Lesson 14 • Discussing Characters and Rising Action 1/1


Reflect on your meeting by listing:

1 thing

Share one thing that went more smoothly in this second meeting than in the first meeting. People might have talked more or they might have shared more interesting insights or comments. It might have been more comfortable or something else might have just worked better this time.

1 Risk

Describe one risk you took in the group this time. It may have been a little uncomfortable for you to read your reflection aloud, but you did it—or you may have wondered if your thoughts about someone’s question made sense, but you went ahead and answered.

Once again, list anything that you did that was new and maybe a little scary.

Book Discussion Group Reflection ii

Lesson 14 • Discussing Characters and Rising Action 1/1


Directions for Writing a Found Poem

Lesson 15 • Creating Poetry 1/2

“The joy of being a writeris to take things I see and hear

and then rearrange them.I like to tamper with reality,

and create new possibilities.”

– Gary Soto

1. Collect interesting words, phrases, and lines from Gary Soto’s writing. These may be lines that you have identified by placing sticky-notes next to them. They may also be lines that come from the book that you are reading with your group or from the other poems or short stories in your books.

Look for 20–25 lines that stand out in some way. They may be funny. They may be connected to a topic or theme. They may be powerful or interesting in some way. They should somehow reflect your reactions to and/or knowledge of Gary Soto’s writing.

2. Write these words, phrases, and lines on separate half sheets of paper. (For example, O’Hagan wrote the first line on one piece of paper because it was from “Oranges.” The next three lines came from a sentence in “La Bamba,” and he wrote them on a different piece of paper. The “French” words, of course, were written on yet another half sheet.)

3. Reread your half sheets and cross out anything that is boring or that just does not seem right somehow.

4. Choose a line, word, or phrase that seems like it should be used at the beginning of your poem.

5. Then arrange other pieces in an order that makes sense to you. Read your poem again and again, and move the papers around until the poem sounds right and makes sense to you. Give yourself plenty of time on this step. You really want to get it right. (It took O’Hagan about 45 minutes for this part.)

6. You may not add any words. You may, however, cut words out and/or use repetition. (O’Hagan repeated “turning red.”)

7. When you think you have it right…when you think you have written a poem that sounds right and makes sense, copy it onto a piece of paper. As you copy it, think about where you want the lines to break and how you want to use space. (Look to see what O’Hagan did with the sentence from the story, “La Bamba”: But summer was giving way to fall: the trees were turning red, the lawns brown, and the pomegranate trees were heavy with fruit.)


Directions for Writing a Found Poem (cont’d.)

Lesson 15 • Creating Poetry 2/2

Once again, give yourself plenty of time to play with the sound and rhythm of the language. (O’Hagan decided to make a new stanza at the end of the poem. You can break your poem into stanzas, too!) You can also:

• Put key words on lines by themselves

• Play with using different fonts—bold, all capitals, italics, different sizes of letters

• Space the words far apart or run them together to change the pace of the reading

• Test the line breaks by pausing slightly when you read it. If it sounds good, keep it. If it doesn’t, remove the break.

• Vary your lines; have some long, some short

(By the way, it took O’Hagan about 45 more minutes for this part because every time the poem was read, it sounded different. This part was fun…like writing rap.)

8. When you think you have it right, give your poem a title that reflects the theme or meaning of the poem.

9. Your final poem should have 10–25 lines. (“Fall Colors” has 17.)

10. Copy your final draft onto a clean piece of paper for display. You may want to illustrate your poem.

11. At the bottom of the poem, add your attribution:

By ______________, based on the writings of Gary Soto.

the final draft of your poem is due at the beginning of lesson 18.

(your name)

Date (month, day, year)


Lesson 16 • Discussing Characters and Rising Action (Cont’d) 1/1

Work together to:

• Taketurnsreadingaloudthereflectionthatyoujustwrote in your Reader’s Notebook.

• UpdateyourPlotStructurechartbylistingtheepisode(s)thathavehappened since you last met.

• Notetheresponsesofthemaincharacter(s)totheseepisodesonthechart.

• Explorethepossibleanswerstothequestionsthateachpersonprepared for this meeting.

Book Discussion Group tasks iii


3 new insights

Share three insights you gained about Gary Soto’s writing. These may be insights into his characters, setting, language, images, or themes. They may also be about the ways in which his writing connects with other writing or movies or with life itself.

2 Questions

List two questions you now have about the book, Gary Soto, or his writing.

1 Risk

Describe one risk you took in the group. You may have been unsure, for example, about asking a question, sharing your opinion, or making the prediction about the end of the book. You might have disagreed with someone and yet found a way to share the disagreement and still maintain a comfortable conversation. You might have been confused about something in the book and yet found a way to ask for help and still feel comfortable. Book Discussion Groups are places to take risks—without everyone taking small risks, the conversations just get boring.

Book Discussion Group Reflections iii

Lesson 16 • Discussing Characters and Rising Action (Cont’d) 1/1


Work together to:

• UpdateyourPlotStructurechartbylistingtheepisode(s)that have happened since you last met.

• Notetheresponsesofthemaincharacter(s)totheseepisodes on the chart.

• Rereadyourchart:

– Howdidthemaincharacter(s)change?Whatdidtheylearn?

– In what way(s) were they different at the end of the book from the way theywereatthebeginning?

• Explorethepossibleanswerstothequestionsthateachpersonpreparedfor this meeting.

• Talkabouttheendofthebook:

– Wasita“good”ending?Why?

• Inasinglesentence,identifyathemethatSotosharesthroughthisbook.

Book Discussion Group tasks iV

Lesson 18 • Discussing Crisis Points and Resolutions 1/1

Documents

Gary Soto · Author Study: Gary Soto cort person educaton in or ts tes a rts resere Responding to literature pre-assessment 1/2 Poetry (and all good writing) has been defined as “putting