Thursday, January 22, 2009

Answering my emails

Hi Gardenia! Sure I will write back. I always answer all emails I get. I am glad you liked reading East Side Dreams. In one of my other books, Those Oldies but Goodies I talk more about my kids. I had two boys the first time I was married. My first wife had a very tough childhood staying in foster homes with people who did bad things to her. So she had a lot of problems with everything. She felt she did not love the boys and did not want them. So I had custody of them. One was 6 years old and the other was 8 years old. Then I met my wife Flora and she had three young kids. She had a girl who was 4 years old, a girl who was 8 years old and a son 9. We were married and had five kids. Then we had three more of our own. I did not want my kids to have a hard life like I did, with all the heartache that comes with it. So I used to tell Flora, "We have to work hard with our kids because they are going to grow up and be men and women and are going to remember everything we did!" Well, they did, and they do remember everything. I am sure glad we did it right because all 8 of them grew up to love us very much and now I have 15 grand kids! They all come over to visit at least once or twice a week and people who live by me think I have a lot of parties! I have a good life with my family. But I have a bad life because of my health. When people tell you drugs are bad for you, believe them! I have lung problems now. I had open heart surgery this last May. I am 59 years old now. Plus I have other health problems.
No matter how many health problems I have I still go out and speak at schools at least three or four times a week. It makes me feel good that I could help young people think about their lives and what they need to do. When young people like you read my books, you think that you still have all of your life and there is a lot you can do. Having a little baby boy even more so. You want to take good care of him and teach him how to be happy and be a good person.
When my kids were young, I used to tell them my stories. I remember a friend told me I should not tell them because then they are going to want to do all the things I did. But I told him that no, I was also going to tell him what will happen to them if they do. Now that my children are grown, they appreciate the way I raised them. And now I tell all young people to learn about life though my stories. A person does not have to learn the hard way.
My business, Number "1" Disposal I sold three years ago. I sold it because I could not run it anymore. I was sick but the doctors did not know what was wrong with me. Three months after I sold it I had a heart attack. The put three stents in my heart thinking that was going to fix the problem. Then two years later I had another heart attack and had surgery.
Now I have my own book business, selling books and speaking to kids. I love doing that and that makes life good. Giving my advice to young people is a good feeling and hearing that kids change their lives because of my books really makes me feel good.
I hope you get a chance to read my other books. You will enjoy them just as much. Remember, everything you read in my books is true, nothing is made up.
Gardenia, thank you for writing to me and work hard in school because it is going to pay you back later. Ten years ago when I wrote East Side Dreams the only words I could spell were words like "is" "it" "and". if you were to ask me how to spell words like "there, what, that", I did not know. I learned it all with East Side Dreams.
Take care and work hard as I said.
Your Friend, Art

Hi Rebecca, thank you for your email. Let's see, where do I start. Yes, I am still married to Flora. I do not know if you read Those Oldies but Goodies but in that book I tell our story. And since I started writing life has been mostly good. My life as an author is doing great. My life as far as my health is concerned, is not too hot. I guess it was all the drugs I took when I was young that messed me up now. I had open heart this last May and I deal with bad lungs and a lot of other health problems. But I still am going and working hard with kids. I go to speak at middle and high schools about three or four times a week. I feel really good that because I wrote about my past that it has helped a lot of young people to look at their own lives and want to do better. When I raised all my children I used to tell them my stories and I used to tell them to learn from my life. I told them the things I did but then I told them what comes with it and all the heartache one has to deal with that comes with a life of partying. Now that my kids are grown and doing well, I tell all young people to read my books and learn about life from me.
Just like you, you are young and have all of your life a head of yourself. You said you do not like living with your mother, but it is going to be just for a while. Things change and time heals and before long you will look back and think about the good things in life. I know you want the best for your little girl. I remember when my first son was born. I could not believe that I made that little guy. I wanted him to have a better life than I had so I really worked with my family and did a lot of talking and working with them. When I married Flora I had two young sons, she had three young children and then we had three more. I used to tell her that we have to be careful how we raised these kids because when they grow up they are going to remember the good and bad things we did. Sure enough, the time is here. I am glad we really worked on them. Now I have 15 beautiful grand children. From babies to one as old as my youngest son, 21 and she was just married.
Have you read Forgotten Memories? If you have, the forward is for young people like you. Read it slowly and let it sink in.
I am glad you enjoyed reading East Side Dreams. Keep working hard in life!
Art Rodriguez

Thursday, September 25, 2008

This Was Created by Santa Clara University - Use What You Like From This.

Lesson Plan for Week 1 Day 1 Novel East Side Dreams 1
Standards Focus:
o Locate scenes and incidents in specific places
o Communicate the significance of the events to the audience
o Structure Ideas and arguments in a sustained and logical fashion
PREPARE
1. Background knowledge necessary for today’s reading
• Justice Requires Restraint
• San Jose, CA 1950 - 1990
2. Word Wall
Introduce 5 important, useful words from today’s reading.
janitor UFO smart alec stocky noble cause
•show, say, explain, expand, explode or buzz about the word briefly
•show, say and define the word quickly and add to the word wall
READ
3. Review the Timeline
Review the cover of the book. Make predictions about what the book will be about .
Create a KWL Chart for 1950’s San Jose
2
4. Read today’s story selection Title pp. 1-14.
Shared Reading RRP: Read, React, Predict every 2-3 pages
Tape Partner Choral Silent Round Robin Reading
Setting Characters pages
Redhead’s car Arturo, Mother, Tita, Eddie 1-3
Mt. Hamilton Arthur, policemen, 4-6
Richard’s house Eddie, Robert, Roy, Art J., Tino, Caesar,
Isaac, and Steve
6
House on Virginia
Pl.
Arturo, Indio, Noah, Caesar, Eddie, Rudy
and Joe, Tita
7-8
En route to party
near Happy Hollow
Park
Caesar, Isaac, Steve, Phillip, Arturo,
Eddie, Redhead
8-10
House at Keyes and
Senter St.
Arthur, Redhead, Eddie, Steve,
partygoers, and the guy that got run over
10-14
RESPOND
5. Add to the Timeline
Discuss the reading and add 3-5 events to the timeline
•discuss the story to fix the facts: who, what, when, where, why
•decide on the 3-5 most important events and add these to the timeline
Students might mention:
1. Redhead picks up Arthur. They go looking for fun.
2. Flashback to Mt. Hamilton and partying with buddies.
3. Flash Forward. Redhead and Arturo find Eddie- Arthur’s brother- and friends
in front of Richard’s house. Caesar and his friends pull up, asking for help
fighting some guys over on Virginia Pl.
4. Arturo flashes back to fighting Caesar’s friends, Indio and Noah.
5. Flash Forward to Virginia Place. There is a big fight with weapons. It is
suggested that some people may have died.
6. Add new information to ongoing whole class projects posted on the wall.
•new character information can be added to an Open Mind Portrait
•an answer can be added to a question from the KWL Chart
•a new location or change can be added to the map
3
EXPLORE
7. Explore today’s story with visual and oral language activities
One possible activity:
Create a setting map of Arthur’s neighborhood. Be sure to include, Arthur’s
house, Richard’s house, Mt. Hamilton, Virginia Place, Happy Hollow Park, and the
corner of Keyes and Center. You may want to add to or reference the map
throughout the course of the novel.
Other possible activities for a class group or individual
Bookmark Open Mind Portrait g6 Graphic Organizer
g7 Main Idea Graphic Organizer c1-12Cubing Postcard Prop
Poster Ad Map Retelling Reader’s Theatre Cartoon Rap
8. Bridge to a language building activity
Teach a Mini Lesson using Write AHEAD pages 101
[The Write Ahead Activities are on individual work-pages in a separate file]
9. Explore today’s reading
Key Questions
1. Who is the author of this book? Who is the main character?
2. Where does the book take place? What do you know about the setting of the
book?
3. What principles are important to you?
Remember to ask literal structural idea craft author literature life
evaluate and inference questions every day.
Key Paragraph –Pg. 10
“When you are young and dumb as I was, you don’t think of the consequences of
your actions. When I think back to this night, I think, ‘I didn’t even know Caesar well
enough to give my life for him, and what if we did kill someone? For what? For
someone I didn’t even know? For a cause that wasn’t even noble?’”
4
EXTEND
10. Prompt every student to write a short product tied to today’s reading
Often times, people will make exceptions to their rules or principles, for a
cause that is noble. Write about a time when you had to set aside a rule or principle
you believed in for a cause you believed to be noble. Describe the setting, the
people involved, and the situation. Explain logically why it made sense for you to set
aside your beliefs.
11. Close with a short summary
Extend the reading to the student’s lives or to the world
5
Lesson Plan for Week 1 Day 2 Novel East Side Dreams 2
Standards Focus:
o Communicate the significance of the events to the audience
o Support important ideas and viewpoints
o Use appeal to logic through reasoning
PREPARE
1. Background knowledge necessary for today’s reading
Justice Requires Restraint
Juvenile Crime/Juvenile Justice
Pause…Think Think Think…Then act
2. Word Wall
Introduce 5 important, useful words from today’s reading.
flagging surrounded harshly juvenile embarrassing
•show, say, explain, expand, explode or buzz about the word briefly
•show, say and define the word quickly and add to the word wall
READ
3. Review the Timeline
Start at the beginning and review the story so far
•mention the setting and main character
•point to each timeline item as you quickly review it
6
4. Read today’s story selection East Side Dreams pp. 15-28.
Shared Reading RRP: Read, React, Predict every 2-3 pages
Tape Partner Choral Silent Round Robin Reading
Setting Characters pages
Railroad tracks
back to Robert’s
house
Caesar, Arthur, Redhead 15-17
En route to the
hospital via Jackson
Ave.
Redhead, Arthur, and the police 17-19
Flashback- The
Jose Movie Theatre
Paul, Bobby and Arthur 20-23
Flashback –Virginia
Place
Paul, Bobby, The Lopez girls, Arthur, and
the police
23-25
The Hospital Arthur, Mother, and the police 25
Flashback – San
Fernando St.
Mother, Eddie, Tita, Victor, Father, and
Arthur
26-28
RESPOND
5. Add to the Timeline
Discuss the reading and add 3-5 events to the timeline
•discuss the story to fix the facts: who, what, when, where, why
•decide on the 3-5 most important events and add these to the timeline
Students might mention:
1. Redhead and Arthur take off down the railroad tracks to get away from the
police. They are stopped once by police, but released.
2. Upon arrival at Robert’s house to regroup, it
is suggested that Redhead drive Arthur to the emergency room. They are
intercepted by police.
3. Arthur flashes back to the first time he went to juvenile hall. He and two
friends had stolen a car.
4. At the hospital, Arthur laments how his actions will adversely affect his
mother for years.
5. Arthur flashes back to when he was four years old living with his family on
San Fernando St.
7
6. Add new information to ongoing whole class projects posted on the
wall.
•new character information can be added to an Open Mind Portrait
•an answer can be added to a question from the KWL Chart
•a new location or change can be added to the map
EXPLORE
7. Explore today’s story with visual and oral language activities
One possible activity:
Create an OMP for Arthur’s Mother. Write down everything she might say or
think about when she finds out her son is in the hospital and that the police are
involved.
Other possible activities for a class group or individual
Bookmark Open Mind Portrait g6 Graphic Organizer
g7 Main Idea Graphic Organizer c1-12Cubing Postcard Prop
Poster Ad Map Retelling Reader’s Theatre Cartoon Rap
8. Bridge to a language building activity
Teach a Mini Lesson using Write AHEAD pages 101
[The Write Ahead Activities are on individual work-pages in a separate file]
9. Explore today’s reading
Key Questions
1. Who is driving Arthur? Where are they going?
2. Do you think anybody died?
3. Would you have fought for Caesar?
4. What would you do in this situation?
5. What do you think is going to happen to Arthur?
Remember to ask literal structural idea craft author literature life
evaluate and inference questions every day.
8
Key Paragraph - 25
“My mother didn’t know what was in store for her, all the worrying she was going to
experience for the next few years.”
EXTEND
10. Prompt every student to write a short product tied to today’s reading
Sometimes when we make decisions, especially when it is in the heat of the
moment, we don’t consider all the possible people our actions might affect. This is
why it is often important to pause before reacting in an emotional situation. Pretend
you are the good angel on Arthur’s shoulder. Help him to see how his mother will be
affected if he involves himself in Caesar’s fight.
11. Close with a short summary
Extend the reading to the student’s lives or to the world
9
Lesson Plan for Week 1 Day 3 Novel East Side Dreams 3
Standards Focus:
o Communicate the significance of the events to the
audience
o Support important ideas and viewpoints
o Structure ideas and arguments in a sustained and
logical fashion
o Use appeal to logic through reasoning
PREPARE
1. Background knowledge necessary for today’s reading
Think things through before you act. What are the possible outcomes?
Trying a juvenile for murder
Vengeance…Revenge/avenge Is it justice?
Alternatives to violence
2. Word Wall
Introduce 5 important, useful words from today’s reading.
interrogation insisted praise anticipating prison jacket
•show, say, explain, expand, explode or buzz about the word briefly
•show, say and define the word quickly and add to the word wall
READ
3. Review the Timeline
Start at the beginning and review the story so far
•mention the setting and main character
•point to each timeline item as you quickly review it
10
4. Read today’s story selection East Side Dreams pp. 29-42
Shared Reading RRP: Read, React, Predict every 2-3 pages
Tape Partner Choral Silent Round Robin Reading
Setting Characters pages
The interrogation
room
Arthur, three detectives 29-32
Flashback – Lee
Matson Middle
School
Arthur, father, bully 8th grader 33-36
Police station Arthur, Redhead, police officers 36-38
Flashback – Alum
Rock Market
Arthur, Art, Bobby, Henry, and the police 39-42
RESPOND
5. Add to the Timeline
Discuss the reading and add 3-5 events to the timeline
•discuss the story to fix the facts: who, what, when, where, why
•decide on the 3-5 most important events and add these to the timeline
In addition, complete the final column on the 1950’s San Jose KWL and begin
another on Juvenile Justice
Students might mention:
1. The police take Arthur into an interrogation room. He is questioned most of
the night.
2. Arthur decides that it was after receiving positive feedback for attacking an
older, bigger kid that he came to like fighting.
3. In the morning, Arthur is placed under arrest for murder.
4. Arthur flashes back to the second time he went to juvenile hall after robbing
a market.
5. Arthur explains why he never told the truth about who else was involved in
the fight.
6. Add new information to ongoing whole class projects posted on the wall.
•new character information can be added to an Open Mind Portrait
•an answer can be added to a question from the KWL Chart
•a new location or change can be added to the map
11
EXPLORE
7. Explore today’s story with visual and oral language activities
One possible activity:
Make an advertisement for a positive activity you would like to participate in. It
might be something individual, like music lessons. Or it might be for a group of
people like a team sport. Provide a title, a visual, a slogan, and a one-to-two
sentence persuasive statement explaining the inherent good in participating.
Other possible activities for a class group or individual
Bookmark Open Mind Portrait g6 Graphic Organizer
g7 Main Idea Graphic Organizer c1-12Cubing Postcard Prop
Poster Ad Map Retelling Reader’s Theatre Cartoon Rap
8. Bridge to a language building activity
Teach a Mini Lesson using Write AHEAD pages 107
[The Write Ahead Activities are on individual work-pages in a separate file]
9. Explore today’s reading
Key Questions
1. What kind of justice is Arthur’s father trying to teach him?
2. What would be a better lesson?
3. Why do you think Arthur never fingers any of his friends as the one that killed
the boy? Why do you think the driver of Arthur’s car is referred to as Redhead?
4. Why do you think Arthur flashes back to the previous time he was in Juvenile
Hall?
5. What are you good at that has a positive influence on the world?
Remember to ask literal structural idea craft author literature life
evaluate and inference questions every day.
Key Paragraph -- 36
“Now, here I was, such a good fighter and loving it. Look where it got me—at the
police station being questioned for murder!”
12
EXTEND
10. Prompt every student to write a short product tied to today’s reading
Sometimes we receive affirmations from our peers for being good at something
that does not have a positive influence on the world, like fighting. Think about
something you are good at or that you like to do that IS positive. Describe it, and
explain its goodness.
11. Close with a short summary
Extend the reading to the student’s lives or to the world
13
Lesson Plan for Week 1 Day 4 Novel East Side Dreams 4
Standards Focus:
o Communicate the significance of the events to the audience
o Support important ideas and viewpoints
PREPARE
1. Background knowledge necessary for today’s reading
Justice equals compassion
Child abuse: past and present
2. Word Wall
Introduce 5 important, useful words from today’s reading.
agitated pretrial pleaded compassion tone
•show, say, explain, expand, explode or buzz about the word briefly
•show, say and define the word quickly and add to the word wall
READ
3. Review the Timeline
Start at the beginning and review the story so far
•mention the setting and main character
•point to each timeline item as you quickly review it
14
4. Read today’s story selection East Side Dreams pp. 43-57
Shared Reading RRP: Read, React, Predict every 2-3 pages
Tape Partner Choral Silent Round Robin Reading
Setting Characters pages
Flashback –
Juvenile Hall
Arthur and “The Fighter” 43-45
Juvenile Hall Arthur, detectives, Mr. Anderson, Steve,
Isaac, Phil, and mother
45-49
Elementary school Arthur, Mrs. Heagan, mother, father 49 -53
Arthur’s house, near
Virginia Pl.
Arthur, mother, father 53 -55
Jail Cell Arthur, compassionate guard, dentist 55-57
RESPOND
5. Add to the Timeline
Discuss the reading and add 3-5 events to the timeline
•discuss the story to fix the facts: who, what, when, where, why
•decide on the 3-5 most important events and add these to the timeline
Students might mention:
1. Arthur recalls his second trip to Juvenile Hall where he did nothing but
practice fighting with his roommate.
2. Arthur is visited by his lawyer who reassures him that he probably won’t get
the electric chair.
3. Arthur flashes back to elementary school with Mrs. Heagan. He says she
was the meanest teacher he ever had.
4. Arthur’s father beats him badly with a whip for doing poorly in school.
5. Arthur’s tooth dies in juvenile hall after causing him unbelievable pain for two
straight days.
6. Add new information to ongoing whole class projects posted on the wall.
•new character information can be added to an Open Mind Portrait
•an answer can be added to a question from the KWL Chart
•a new location or change can be added to the map
15
EXPLORE
7. Explore today’s story with visual and oral language activities
One possible activity:
Create an OMP for both Arthur’s Father and for the Chicano Guard. Include what
each one says as well as what you think each is thinking in terms of Arthur.
Other possible activities for a class group or individual
Bookmark Open Mind Portrait g6 Graphic Organizer
g7 Main Idea Graphic Organizer c1-12Cubing Postcard Prop
Poster Ad Map Retelling Reader’s Theatre Cartoon Rap
8. Bridge to a language building activity
Teach a Mini Lesson using Write AHEAD pages 117
[The Write Ahead Activities are on individual work-pages in a separate file]
9. Explore today’s reading
Key Questions
1. What happens to Arthur when he goes to Juvenile Hall the second time?
2. Who is the better father figure for Arthur? His dad? Or the Chicano guard?
Why?
3. What conclusions do you think the author hoped you would draw having read
today’s section?
Remember to ask literal structural idea craft author literature life
evaluate and inference questions every day.
Key Paragraph --55
“’Help! NO! STOP, DAD! Please! MON! MOM!’ No one came to my rescue. My
mother had a hard time because my father was so overpowering. She tried in the
past, but it only made things worse.”
16
EXTEND
10. Prompt every student to write a short product tied to today’s reading
In today’s reading, we meet two different paternal figures, Arthur’s dad and the
Chicano Guard. What do you think Arthur wants you to understand by juxtaposing
these two characters? Use a thesis statement. Back it up with two examples.
Conclude.
11. Close with a short summary
Extend the reading to the student’s lives or to the world
17
Lesson Plan for Week 1 Day 5 Novel East Side Dreams 5
Standards Focus:
o Relate a sequence of events
o Locate scenes and incidents in specific places
PREPARE
1. Background knowledge necessary for today’s reading
Making Amends – Cleaning up your side of the street
Retributive Justice – Punishment for wrong-doing
Remedial Justice – Justice for the victim; setting things right
2. Word Wall
Introduce 5 important, useful words from today’s reading.
escorting dormitory boastfully prejudiced tract
•show, say, explain, expand, explode or buzz about the word briefly
•show, say and define the word quickly and add to the word wall
READ
3. Review the Timeline
Start at the beginning and review the story so far
•mention the setting and main character
•point to each timeline item as you quickly review it
18
4. Read today’s story selection East Side Dreams pp. 58-79.
Shared Reading RRP: Read, React, Predict every 2-3 pages
Tape Partner Choral Silent Round Robin Reading
Setting Characters pages
Arthur’s house on
Spencer St.
Arthur and dad 58-60
Juvenile Hall,
Arthur’s cell
Arthur, Isaac, Phillip, and the Chicano
Guard
61-62
Jail Arthur, Isaac, and Phillip 62-64
Flashback –
Outside Arthur’s
house
Arthur, dad, mom 65-66
Flashback – Park
near Meadow Faire
Arthur, Art, Ray, Bobby, Dennis, Las
Manos Negras, and the Meadow Faire
gang
70-75
Jail Arthur, Isaac, and Phil 76-79
RESPOND
5. Add to the Timeline
Discuss the reading and add 3-5 events to the timeline
•discuss the story to fix the facts: who, what, when, where, why
•decide on the 3-5 most important events and add these to the timeline
Students might mention:
1. Flashback – Arthur recalls stealing change from his parents to buy candy.
He got caught by his father.
2. Flash forward – Arthur, Isaac, and Phil are moved to county jail to be tried
as adults.
3. Flashback – Arthur’s father takes out his frustrations on Arthur at not being
able to speak English well.
4. Flashback – Arthur’s crew “Las Manos Negras” fights the guys from
Meadow Faire.
5. Flash forward – In jail, Arthur receives a visit from an angry mother of his
girlfriend on the outside.
19
6. Add new information to ongoing whole class projects posted on the
wall.
•new character information can be added to an Open Mind Portrait
•an answer can be added to a question from the KWL Chart
•a new location or change can be added to the map
EXPLORE
7. Explore today’s story with visual and oral language activities
One possible activity:
Make a postcard. On the front draw Arthur sitting in his cell. On the back
pretend you are Arthur. Write a brief letter to your mother.
Other possible activities for a class group or individual
Bookmark Open Mind Portrait g6 Graphic Organizer
g7 Main Idea Graphic Organizer c1-12Cubing Postcard Prop
Poster Ad Map Retelling Reader’s Theatre Cartoon Rap
8. Bridge to a language building activity
Teach a Mini Lesson using Write AHEAD pages 118-119
[The Write Ahead Activities are on individual work-pages in a separate file]
9. Explore today’s reading
Key Questions
1. Where is Arthur during today’s reading?
2. Where do his flashbacks take you?
3. How do you feel about Rodriguez’s use of flashbacks?
4. What mistake have you made that you would like to be able to make right?
5. What do you think Arthur ought to be thinking about while he is in his cell?
Remember to ask literal structural idea craft author literature life
evaluate and inference questions every day.
Key Paragraph -79
“I returned back to my cell and reflected on how much I missed my family. I lay
on my bed, thinking back to when I was growing up in my neighborhood.”
20
EXTEND
10. Prompt every student to write a short product tied to today’s reading
Write about a situation when you wished you could go back in time to relive
something in order to produce a different outcome. Explain the setting and the
situation.
11. Close with a short summary
Extend the reading to the student’s lives or to the world
21
Lesson Plan for Week 2 Day 1 East Side Dreams 6
Standards Focus:
o Communicate the significance of the events to the audience
o Structure ideas and arguments in a sustained and logical fashion
o Use appeal to logic through reasoning
PREPARE
1. Background knowledge necessary for today’s reading
District Attorney’s office
Plea Bargaining
CYA
2. Word Wall
Introduce 5 important, useful words from today’s reading.
crane tantrum obey furious plea bargain
•show, say, explain, expand, explode or buzz about the word briefly
•show, say and define the word quickly and add to the word wall
READ
3. Review the Timeline
Start at the beginning and review the story so far
•mention the setting and main character
•point to each timeline item as you quickly review it
22
4. Read today’s story selection East Side Dreams pp. 80-96.
Shared Reading RRP: Read, React, Predict every 2-3 pages
Tape Partner Choral Silent Round Robin Reading
Setting Characters pages
Field between San
Antonio and Virginia
Pl.
An old man, Arthur, Victor, kids, adults,
and the police.
80-84
Jail, Mini Row,
group cell
Isaac, phil and Arthur, Jerry, Tommy, and
Gene
84- 88
The Lopez Girls’
house
Sandy, Stella, Margie, Sylvia, Sarah,
Fred, Art, and Dennis
89-91
Mini Row Arthur, Isaac, Phil, Arthur’s Lawyer, The
Sheriffs
91-96
RESPOND
5. Add to the Timeline
Discuss the reading and add 3-5 events to the timeline
•discuss the story to fix the facts: who, what, when, where, why
•decide on the 3-5 most important events and add these to the timeline
Students might mention:
1. Flashback – Arthur recalls having a rock fight in the vacant field between his
neighborhood on Virginia Pl. and the neighborhood kids from San Antonio St.
Arthur’s little brother Victor got hit in the head.
2. Flash Forward- Arthur, Phil and Isaac are moved to a shared cell on minirow.
3. Three other juveniles are placed on mini-row, also facing murder charges.
4. Arthur recalls spending time at the Lopez girls’ house where he met new lifelong
friends, Art and Dennis.
5. Arthur cops a plea, and is sentenced to CYA. Issac, Phil and Arthur go to
separate facilities. Arthur never sees Phil again.
6. Add new information to ongoing whole class projects posted on the wall.
•new character information can be added to an Open Mind Portrait
•an answer can be added to a question from the KWL Chart
•a new location or change can be added to the map
23
EXPLORE
7. Explore today’s story with visual and oral language activities
One possible activity:
Create another OMP of Mom. Write in all the things she might say, think or feel
as her son is headed for prison.
Other possible activities for a class group or individual
Bookmark Open Mind Portrait g6 Graphic Organizer
g7 Main Idea Graphic Organizer c1-12Cubing Postcard Prop
Poster Ad Map Retelling Reader’s Theatre Cartoon Rap
8. Bridge to a language building activity
Teach a Mini Lesson using Write AHEAD pages 118-119
[The Write Ahead Activities are on individual work-pages in a separate file]
9. Explore today’s reading
Key Questions
1. What did the three new boys awaiting murder do?
2. From what Arthur says, do you think those boys are guilty?
3. To what extent do you think Arthur is guilty? What should be his punishment?
4. What is waiting for Arthur at Perkins? What different or added advice would
you give Arthur that he has not yet received about surviving CYA?
5. Based on what you read today, describe the mood inside the jail.
Remember to ask literal structural idea craft author literature life
evaluate and inference questions every day.
Key Paragraph - 96
“I wondered what was waiting for me at Perkins? Was I going to have to fight a lot
there? With whom? How much time would I have to do? Where would I go after
Perkins? All these questions were racing through my mind. Thinking about all these
things was kind of spooky – going somewhere I’d never been before and not
knowing what I was going to encounter in the unknown.”
24
EXTEND
10. Prompt every student to write a short product tied to today’s reading
Arthur has already received all the advice from his peers that he needs in order
to survive at Perkins and beyond. Pretend you are Arthur’s mother. You love him no
matter what and you just want to get your baby back as soon as possible. Give him
your advice on what he should do survive jail. Be logical in your approach. Reason
with him.
11. Close with a short summary
Extend the reading to the student’s lives or to the world
25
Lesson Plan for Week 2 Day 2 Novel East Side Dreams 7
Standards Focus:
o Locate scenes and incidents in specific places
o Support important ideas and viewpoints
PREPARE
1. Background knowledge necessary for today’s reading
Justice: Punishment vs. Rehabilitation
Preston CYA http://www.cya.ca.gov/About/locations/preston.html
2. Word Wall
Introduce 5 important, useful words from today’s reading.
unknown prolonged abandoned receiving whatsoever
•show, say, explain, expand, explode or buzz about the word briefly
•show, say and define the word quickly and add to the word wall
READ
3. Review the Timeline
Start at the beginning and review the story so far
•mention the setting and main character
•point to each timeline item as you quickly review it
26
4. Read today’s story selection East Side Dreams pp. 97-116
Shared Reading RRP: Read, React, Predict every 2-3 pages
Tape Partner Choral Silent Round Robin Reading
Setting Characters Pages
Spencer St. House Arthur, father, “monsters” 97-
100
Perkins Arthur, Locos, Straights, Bloods, and
Stone Outs
101-
105
Arthur’s house Eddie, Arthur 106-
108
Perkins Arthur, The Locos 108-
109
Preston, solitary Arthur, a “Blood,” a guard 110-
116
RESPOND
5. Add to the Timeline
Discuss the reading and add 3-5 events to the timeline
•discuss the story to fix the facts: who, what, when, where, why
•decide on the 3-5 most important events and add these to the timeline
Students might mention:
1. Flashback – Arthur’s Father sends him to the store at night. He is scared,
but overcomes his fear of the unknown.
2. Flash forward - Arthur arrives at Perkins. He makes friends, gets his teeth
fixed and breaks fingers on both hands trying to catch a ball.
3. Flashback – Arthur recalls shooting his brother with a BB gun.
4. Arthur arrives at Preston.
5. He picks a fight right away and is sent to lockup.
6. Add new information to ongoing whole class projects posted on the wall.
•new character information can be added to an Open Mind Portrait
•an answer can be added to a question from the KWL Chart
•a new location or change can be added to the map
27
EXPLORE
7. Explore today’s story with visual and oral language activities
One possible activity:
Create a postcard. On one side draw Arthur alone in his solitary cell at
Preston. Pretend you are Arthur. On the other side make a list of the positive things
you are going to do and the changes you are going to make when you get out.
Other possible activities for a class group or individual
Bookmark Open Mind Portrait g6 Graphic Organizer
g7 Main Idea Graphic Organizer c1-12Cubing Postcard Prop
Poster Ad Map Retelling Reader’s Theatre Cartoon Rap
8. Bridge to a language building activity
Teach a Mini Lesson using Write AHEAD pages 118-119
[The Write Ahead Activities are on individual work-pages in a separate file]
9. Explore today’s reading
Key Questions
1. What is the big deal about what Arthur’s father made him do?
2. What do you think Arthur learned about life from that?
3. What lesson could Arthur apply from that night when he was four to his present
situation as he travels to Preston?
4.How would you be classified? Leader? Follower? Or Con?
5. Are you going to live your life, or just imagine it?
Remember to ask literal structural idea craft author literature life
evaluate and inference questions every day.
Key Paragraph - 116
“Once in my room, I was reminded of Juvenile. There was nothing to do. At least in
Juvenile, if I were a good reader, I could have read. In lockup there was nothing to
read, not even a magazine. I had a small window with nothing to see but a wall of
the building. What I learned to do really well was use my imagination. I could go
anywhere I wanted and be anyone I wanted to be. Of course, I thought of things I did
when I was home and things I was going to do when I returned.”
28
EXTEND
10. Prompt every student to write a short product tied to today’s reading
Imagine you are Arthur, laying in this cell thinking about what you are going to
be on the outside. Write a plan for what is going to be different. How are you going to
change your life? What are you going to do differently?
11. Close with a short summary
Extend the reading to the student’s lives or to the world
29
Lesson Plan for Week 2 Day 3 Novel East Side Dreams 8
Standards Focus:
o Relate a sequence of events
o Support through accurate and detailed reference to the text
o Clarify and defend positions with precise and relevant evidence
o Relate a personal anecdote, ,or case study, or analogy
PREPARE
1. Background knowledge necessary for today’s reading
Realities and the mundane existence of prison life.
2. Word Wall
Introduce 5 important, useful words from today’s reading.
committee country club confined disagreed trades
•show, say, explain, expand, explode or buzz about the word briefly
•show, say and define the word quickly and add to the word wall
READ
3. Review the Timeline
Start at the beginning and review the story so far
•mention the setting and main character
•point to each timeline item as you quickly review it
30
4. Read today’s story selection East Side Dreams pp. 117-130.
Shared Reading RRP: Read, React, Predict every 2-3 pages
Tape Partner Choral Silent Round Robin Reading
Setting Characters Pages
Spencer St. Eddie, Arthur, mother 117-
119
Preston, Company I Arthur, Locos, Ernie, Mr. Campbel, and
Richard
119-
125
Near Lee Matson
School
Arthur and Billy 126-
128
Preston Arthur, Chuco from San Jo, Richard, and
Ernie
128-
130
RESPOND
5. Add to the Timeline
Discuss the reading and add 3-5 events to the timeline
•discuss the story to fix the facts: who, what, when, where, why
•decide on the 3-5 most important events and add these to the timeline
Students might mention:
1. Arthur flashes back to Spencer St. where he got hit by a car and spent
several days in the hospital.
2. Arthur is released from lockup and returns to his company. The Locos
accept him.
3. Arthur isn’t getting along with one of the Locos, so he stages a fight with
him.
4. Arthur recalls starting a fire in the field near his house when he was a kid.
He was so scared he was going to get caught, he hid in his room for several
days.
5. Arthur continues to do time, surviving, plotting, taking trade school classes,
making purses, waiting for visits…
6. Add new information to ongoing whole class projects posted on the wall.
•new character information can be added to an Open Mind Portrait
•an answer can be added to a question from the KWL Chart
•a new location or change can be added to the map
31
EXPLORE
7. Explore today’s story with visual and oral language activities
One possible activity:
Imagine you are a movie director. You have created a movie out of today’s
reading. Create a movie poster for your movie. The poster ought to have a title plus
five images representing different situations in your movie (similar to the montage on
the cover of the book). Because it is a movie, you must also state what movie star
has been chosen to play each of the important roles. Finally, include a quote from
today’s reading that represents the tone, mood, or theme of the film.
Other possible activities for a class group or individual
Bookmark Open Mind Portrait g6 Graphic Organizer
g7 Main Idea Graphic Organizer c1-12Cubing Postcard Prop
Poster Ad Map Retelling Reader’s Theatre Cartoon Rap
8. Bridge to a language building activity
Teach a Mini Lesson using Write AHEAD pages 118-119
[The Write Ahead Activities are on individual work-pages in a separate file]
9. Explore today’s reading
Key Questions
1. What does Arthur mean when he says there were no homeboys in the group?
2. What does Rodriguez want you to understand about life in CYA?
3. What mood does the author create at Preston?
Remember to ask literal structural idea craft author literature life
evaluate and inference questions every day.
32
Key Paragraph 129
“Time went by slowly. Everybody told me it should be going by fast, but it wasn’t. I
received letters from home all the time. My mother would be coming to see me soon.
My poor mother wanted to see me every week, but money was the problem. Later
on I learned my mother paid half of the lawyer’s fee; my father the other half. She
came to visit every few months, not too often. I didn’t realize it then, but it was better
that way. Guys who had a lot of visits had a harder time. They saw their families
often and missed home even more. Some guys received packages every week, full
of cartons of cigarettes and canned foods.”
EXTEND
10. Prompt every student to write a short product tied to today’s reading
Jail life is often glamorized in the movies. Use examples from what you have
read today to argue that it is in fact, unglamorous. Try to use at least one direct
quote from the text to back up your argument.
11. Close with a short summary
Extend the reading to the student’s lives or to the world
33
Lesson Plan for Week 2 Day 4 Novel East Side Dreams 9
Standards Focus:
o Structure ideas and arguments in a sustained and logical fashion
o Use specific rhetorical dev ices
o Use appeal to logic through reasoning
o Relate a personal anecdote, or case study, or analogy
o Clarify and defend positions with precise and relevant evidence
PREPARE
1. Background knowledge necessary for today’s reading
The dangers of Sentimentality: Using emotions to manipulate or get what you want.
Respecting the rights of others
The ends rarely justify the means
2. Word Wall
Introduce 5 important, useful words from today’s reading.
innocently deaf barbed confidently wailed
•show, say, explain, expand, explode or buzz about the word briefly
•show, say and define the word quickly and add to the word wall
READ
3. Review the Timeline
Start at the beginning and review the story so far
•mention the setting and main character
•point to each timeline item as you quickly review it
34
4. Read today’s story selection East Side Dreams pp. 131-145.
Shared Reading RRP: Read, React, Predict every 2-3 pages
Tape Partner Choral Silent Round Robin Reading
Setting Characters pages
Lee Matson, outside
the shower room
Arthur, Billy, Coach 131-
132
Preston School Arthur, Mr. Williams 132-
138
Preston Company I Arthur, Locos, Chuco de San Jo 138-
139
“Blow Your Horn” Arthur, Eddie, Victor, Tita, mother 139-
144
Preston, Visitor’s
area
Arthur, Tita, Victor, mother, father 144-
145
RESPOND
5. Add to the Timeline
Discuss the reading and add 3-5 events to the timeline
•discuss the story to fix the facts: who, what, when, where, why
•decide on the 3-5 most important events and add these to the timeline
Students might mention:
1. Arthur manipulates the situation to stay out of trouble when he and his
friend, Billy are caught looking into the girl’s shower room.
2. Arthur manipulates the elderly teacher, Mr. Williams into signing off on his
high school diploma, even though he never completed the work. He can’t even
read!
3. Chuco de San Jo arrives and provides Arthur with a “homeboy.”
4. Arthur recalls the time his brother, Eddie got left behind at “Blow Your Horn.”
He had to walk all the way home.
5. Arthur’s mother comes to visit. Victor tells Arthur that his mother cries for
him every night. A few months later, his father came to visit.
6. Add new information to ongoing whole class projects posted on the wall.
•new character information can be added to an Open Mind Portrait
•an answer can be added to a question from the KWL Chart
•a new location or change can be added to the map
35
EXPLORE
7. Explore today’s story with visual and oral language activities
One possible activity:
Create OMPs for Arthur and Father. Provide each the opportunity air his
grievances, to accept responsibility for his actions, and to suggest what might set
things right.
Other possible activities for a class group or individual
Bookmark Open Mind Portrait g6 Graphic Organizer
g7 Main Idea Graphic Organizer c1-12Cubing Postcard Prop
Poster Ad Map Retelling Reader’s Theatre Cartoon Rap
8. Bridge to a language building activity
Teach a Mini Lesson using Write AHEAD pages 120
[The Write Ahead Activities are on individual work-pages in a separate file]
9. Explore today’s reading
Key Questions
1. Why do Arthur and Billy get in trouble?
2. Why does Billy get into more trouble than Arthur? Is that right? Is it just?
3. What would you tell Arthur about the High school Diploma he received?
4. Do you think Rodriguez will ever go back to school?
5. What do you think Arthur’s father should be sorry for? What should Arthur be
sorry for?
Remember to ask literal structural idea craft author literature life
evaluate and inference questions every day.
36
Key Paragraph 145
“Walking into the visiting center, I looked around for my mother. She was nowhere to
be found. At first, I thought it had to be a mistake; no one was there to visit me. The
visiting center was a very large room, like a big hall with a lot of people. As I stood
there trying to see if I could recognize anyone before turning around and walking
back, I saw my father stand up. I couldn’t believe it. My father was there! I didn’t
think he would come all the way to California, to see little old me. I didn’t think I was
that important since I didn’t think my father cared much for me. He and I had
experienced a lot of problems before he left for Mexico.”
EXTEND
10. Prompt every student to write a short product tied to today’s reading
This is Arthur’s father’s first attempt at making things up to Arthur for the way
he used to treat him. From Arthur’s tone, one can tell that it means a lot to him. For
Arthur, there are at least a few people with which he needs to fix things. Choose one
and describe what you think he ought to do to repair things. Explain the situation. Be
logical in your plan.
11. Close with a short summary
Extend the reading to the student’s lives or to the world
37
Lesson Plan for Week 2 Day 5 Novel East Side Dreams 10
Standards Focus:
o Identify and assess the impact of perceived ambiguities, nuances, and
complexities within the text.
o Support important ideas and viewpoints
o Structure arguments in a sustained and logical fashion
o Use appeal to logic through reasoning
PREPARE
1. Background knowledge necessary for today’s reading
The dangers of “Sentimentality” – using your emotions to manipulate others.
Remedial Justice – Justice for the victim
2. Word Wall
Introduce 5 important, useful words from today’s reading.
despise although furious aftertaste stone-faced
•show, say, explain, expand, explode or buzz about the word briefly
•show, say and define the word quickly and add to the word wall
READ
3. Review the Timeline
Start at the beginning and review the story so far
•mention the setting and main character
•point to each timeline item as you quickly review it
38
4. Read today’s story selection East Side Dreams pp. 146-160
Shared Reading RRP: Read, React, Predict every 2-3 pages
Tape Partner Choral Silent Round Robin Reading
Setting Characters pages
San Jose Arthur and father 146-
148
Visiting Area at
Preston
Arthur and father 148-
149
Preston, Company I Arthur, Mr. Gorman 149-
152
Preston, Parole
Board
Arthur, Parole Board 152-
157
Leather Shop Arthur, Locos 158-
160
RESPOND
5. Add to the Timeline
Discuss the reading and add 3-5 events to the timeline
•discuss the story to fix the facts: who, what, when, where, why
•decide on the 3-5 most important events and add these to the timeline
Students might mention:
1. Arthur recalls the big fight he had at fifteen with his father. They both said
they hated the other, and Arthur ran away.
2. Now his father was visiting him in Preston- all the way from Mexico.
3. Arthur decides to try to manipulate a guard, Mr. Gorman, into recommending
he be released early for good behavior.
4. Arthur recalls the time when Inestia, the maid lived with them. She tried to
get them in trouble and to unjustly punish the kids. She finally moved away
because she was in love with Arthur’s father.
5. Following a riot, and time spent with Mr. Gorman, Arthur goes before the
parole board. They give him another year and dismiss him reminding that
“murder is a serious crime.”
39
6. Add new information to ongoing whole class projects posted on the
wall.
•new character information can be added to an Open Mind Portrait
•an answer can be added to a question from the KWL Chart
•a new location or change can be added to the map
EXPLORE
7. Explore today’s story with visual and oral language activities
One possible activity: Use the 6c12 Cube to plan a persuasive essay that begins
with the thesis, “Murder is a serious crime.”
Other possible activities for a class group or individual
Bookmark Open Mind Portrait g6 Graphic Organizer
g7 Main Idea Graphic Organizer c1-12Cubing Postcard Prop
Poster Ad Map Retelling Reader’s Theatre Cartoon Rap
8. Bridge to a language building activity
Teach a Mini Lesson using Write AHEAD pages 120
[The Write Ahead Activities are on individual work-pages in a separate file]
9. Explore today’s reading
Key Questions
1. Why do you think the author has neglected to mention the victims he is serving
time for?
2. How do you think the victim’s family feels about Arthur?
3. What do you think Arthur could do to make things right with the victims’
families?
4. What lessons do you think Arthur should learn before he is released from
Preston?
5. How much longer do you think he will be in Preston? 1 year? 5 years? A
decade?
Remember to ask literal structural idea craft author literature life
evaluate and inference questions every day.
40
Key Paragraph 157
“After ninety days I went to the board on the date I was originally supposed to go. I
thought for sure I was going to be released. I entered the room and sat down. One of
the board members looked up at me and said, ‘Murder is a very serious crime. We’re
going to give you another year.’ I almost fell off my chair. I didn’t know if I could take
another year at Preston. I wanted to go home right then!”
EXTEND
10. Prompt every student to write a short product tied to today’s reading
So far, this is the most that has been said about the kid(s) that died that day at
the party. Pretend you are on the parole board. First think about what you want
Arthur to learn about justice and restraint while he is incarcerated. Then, complete
your lecture to Arthur that begins, “Murder is a very serious crime.” Be logical in your
approach. Reason with Arthur.
11. Close with a short summary
Extend the reading to the student’s lives or to the world
41
Lesson Plan for Week 3 Day 1 Novel East Side Dreams 11
Standards Focus:
o Locate scenes and incidents in specific places
o Structure ideas and arguments in a sustained and logical fashion
o Use appeal to logic through reasoning
PREPARE
1. Background knowledge necessary for today’s reading
Accessory to crime
The dangers of sniffing and huffing
2. Word Wall
Introduce 5 important, useful words from today’s reading.
commotion nauseated plague exploratory derby
•show, say, explain, expand, explode or buzz about the word briefly
•show, say and define the word quickly and add to the word wall
READ
3. Review the Timeline
Start at the beginning and review the story so far
•mention the setting and main character
•point to each timeline item as you quickly review it
42
4. Read today’s story selection East Side Dreams pp. 161-176
Shared Reading RRP: Read, React, Predict every 2-3 pages
Tape Partner Choral Silent Round Robin Reading
Setting Characters pages
Preston Arthur, Freddie, Nacho, the old man in
black
161 -
164
Perkins Arthur, nurse, doctors 165-
165
Preston Arthur, The Board 165
Home on Emory St. Arthur, Eddie, Bob, mom, Art, and
Dennis
165-
176
RESPOND
5. Add to the Timeline
Discuss the reading and add 3-5 events to the timeline
•discuss the story to fix the facts: who, what, when, where, why
•decide on the 3-5 most important events and add these to the timeline
Students might mention:
1. Arthur sniffs glue with his buddies. One buddy, Nacho, died from glue
poisoning. The other, Freddie, was never heard from again. Arthur suggests
that the angel of death also visited him in the hospital.
2. Arthur survives the glue, no one finds out about it, and the board grants his
release.
3. Arthur arrives at the bus station in San Jose, where Eddie picks him up and
takes him to their new house on Emory St.
4. Arthur and Eddie defend their mother’s honor when they beat up her
abusive boyfriend.
5. Arthur gets arrested along with Art and Dennis for theft.
6. Add new information to ongoing whole class projects posted on the wall.
•new character information can be added to an Open Mind Portrait
•an answer can be added to a question from the KWL Chart
•a new location or change can be added to the map
43
EXPLORE
7. Explore today’s story with visual and oral language activities
One possible activity:
Postcard: Depict Arthur sitting in the same jail cell he sat in over two years ago. On
the other side, write a short letter to the judge about having made a mistake and
become an accessory to a crime you did not intend to be a part of.
Other possible activities for a class group or individual
Bookmark Open Mind Portrait g6 Graphic Organizer
g7 Main Idea Graphic Organizer c1-12Cubing Postcard Prop
Poster Ad Map Retelling Reader’s Theatre Cartoon Rap
8. Bridge to a language building activity
Teach a Mini Lesson using Write AHEAD pages 121
[The Write Ahead Activities are on individual work-pages in a separate file]
9. Explore today’s reading
Key Questions
1. What alternatives did Arthur and his brother have to beating up their mother’s
boyfriend?
2. Explain how Arthur has found himself back in Jail?
3. What do you think Arthur is guilty of?
4. Do you think he will go back to CYA or prison?
5. Describe the inside of the jail cell.
Remember to ask literal structural idea craft author literature life
evaluate and inference questions every day.
44
Key Paragraph 176
“As I stepped in, I just couldn’t believe it. Again! I looked up at the ceiling and what
did I see up there etched in the wall? ‘ART WAS HERE.’ It sent a chill up my back!
Bringing my hands up to my face once again rubbing them against it and feeling
frustrated, I sat on the bottom bunk. I couldn’t believe I was back for some dumb
crime. I stood up and looked at the top bunk to see if any one else was there. I
thought I heard somebody breathing. Someone was sleeping all wrapped up in his
blanket.”
EXTEND
10. Prompt every student to write a short product tied to today’s reading
Arthur’s life has come full circle. Some would say that he is just a victim of
circumstance – in the wrong place at the wrong time. While to an extent that might
be true, Arthur cannot afford to find himself in this position anymore. Explain why
being an accessory to a crime is still a criminal act. Write a thesis. Provide a logical
argument. Conclude.
11. Close with a short summary
Extend the reading to the student’s lives or to the world
45
Lesson Plan for Week 3 Day 2 Novel East Side Dreams 12
Standards Focus:
o Communicate the significance of the events to the audience
o Relate a sequence of events
PREPARE
1. Background knowledge necessary for today’s reading
Growing up
Setting Goals; Following through
2. Word Wall
Introduce 5 important, useful words from today’s reading.
spoiled unfavorably wealthy unanimous
•show, say, explain, expand, explode or buzz about the word briefly
•show, say and define the word quickly and add to the word wall
READ
3. Review the Timeline
Start at the beginning and review the story so far
•mention the setting and main character
•point to each timeline item as you quickly review it
46
4. Read today’s story selection East Side Dreams pp. 177-185
Shared Reading RRP: Read, React, Predict every 2-3 pages
Tape Partner Choral Silent Round Robin Reading
Setting Characters pages
San Jose, Arthur’s
childhood
Tita, Arthur, father 177-
178
County Jail Arthur, Detective 179
Master Metal
Products
Arthur, workers 180-
181
L.A.
Arthur, Tita, Eddie, Victor, Dad
181-
182
Mom’s house Arthur, Eddie, Richard 182-
185
RESPOND
5. Add to the Timeline
Discuss the reading and add 3-5 events to the timeline
•discuss the story to fix the facts: who, what, when, where, why
•decide on the 3-5 most important events and add these to the timeline
Students might mention:
1. Arthur gets released from jail without further explanation.
2. Arthur buys a car and gets a job across the street from his house at Master
Metal Products.
3. The kids visit their father in L.A. Arthur reflects that this was a good thing for
their relationship.
4. One day after returning from LA, Arthur encounters an old enemy, Richard.
5. Instead of fighting, the two become friends.
6. Add new information to ongoing whole class projects posted on the wall.
•new character information can be added to an Open Mind Portrait
•an answer can be added to a question from the KWL Chart
•a new location or change can be added to the map
47
EXPLORE
7. Explore today’s story with visual and oral language activities
One possible activity:
Make a sketch at the top of your paper or book mark that symbolizes where you
want to be in life in 10 years. Number your paper or bookmark from 1-10. Record the
steps you need to take to reach your goal.
Other possible activities for a class group or individual
Bookmark Open Mind Portrait g6 Graphic Organizer
g7 Main Idea Graphic Organizer c1-12Cubing Postcard Prop
Poster Ad Map Retelling Reader’s Theatre Cartoon Rap
8. Bridge to a language building activity
Teach a Mini Lesson using Write AHEAD pages 121
[The Write Ahead Activities are on individual work-pages in a separate file]
9. Explore today’s reading
Key Questions
1. What do you think Arthur’s buddies told the detectives to make them let him off
like that?
2. What is the significance of the fact that Arthur did not fight Richard? His old
enemy?
3. Why do you think he chose to juxtapose this with the positive reunion with his
father?
4. Do you think Arthur or his father will ever apologize to each other?
5. What advice would you give Arthur to help him stay out of trouble?
Remember to ask literal structural idea craft author literature life
evaluate and inference questions every day.
48
Key Paragraph
“The detective continued, ‘And as far as your parole officer is concerned, you don’t
have to tell hem anything, because we’re not going to notify him. Your two buddies
told us what went down.’ He stood up from his chair. I also stood up and shook his
hand, thanking him for the break. I also asked him to thank the other cops for
releasing me. Before walking out, he told me to keep out of trouble. ‘That is a hard
thing for me to do,’ I said to myself.”
EXTEND
10. Prompt every student to write a short product tied to today’s reading
What should Arthur do to stay out of trouble? In a paragraph, describe at least
three things Arthur needs to stop (or start) doing to change his life.
11. Close with a short summary
Extend the reading to the student’s lives or to the world
49
Lesson Plan for Week 3 Day 3 Novel East Side Dreams 13
Standards Focus:
o Support important viewpoints and ideas.
o Support through accurate and detailed reference to the text or other works
o Structure ideas and arguments in a sustained and logical fashion
o Relate a personal anecdote, or case study, or analogy
PREPARE
1. Background knowledge necessary for today’s reading
Substance Abuse: Short-term, Long-term effects
2. Word Wall
Introduce 5 important, useful words from today’s reading.
consisted alternative routine persuasion sarcastically
•show, say, explain, expand, explode or buzz about the word briefly
•show, say and define the word quickly and add to the word wall
READ
3. Review the Timeline
Start at the beginning and review the story so far
•mention the setting and main character
•point to each timeline item as you quickly review it
50
4. Read today’s story selection East Side Dreams pp. 186-193
Shared Reading RRP: Read, React, Predict every 2-3 pages
Tape Partner Choral Silent Round Robin Reading
Setting Characters pages
King road,
Tropicana Foods,
Burger Bar
Arthur, Art, Mom 186-
189
Los Angeles Arthur, Aunt Connie, Uncle Ray, Aunt
Mary Anne, Uncle Alfred, Uncle Joe
190-
193
RESPOND
5. Add to the Timeline
Discuss the reading and add 3-5 events to the timeline
•discuss the story to fix the facts: who, what, when, where, why
•decide on the 3-5 most important events and add these to the timeline
Students might mention:
1. Arthur recalls being about 15, hanging out with Art, on King Rd.
2. One night after stealing whiskey from the Tropicana Foods, Arthur’s mother
catches him drunk in front of the burger bar.
3. Arthur believes he learned to like drinking so much from hanging out with his
uncles who lived in Los Angeles.
4. Arthur recalls visiting them at the age of 13, being allowed to drink, smoke
and fight with them.
5. Many years later, Uncle Joe committed suicide, and Uncle Alfred died of
Liver complications.
6. Add new information to ongoing whole class projects posted on the wall.
•new character information can be added to an Open Mind Portrait
•an answer can be added to a question from the KWL Chart
•a new location or change can be added to the map
51
EXPLORE
7. Explore today’s story with visual and oral language activities
One possible activity:
Write an acrostic poem using the phrase “alcohol abuse.” In an acrostic poem
each line begins with the next letter in the word or phrase, and each line has to do
with the topic. You may wish to use decorative lettering and borders.
Other possible activities for a class group or individual
Bookmark Open Mind Portrait g6 Graphic Organizer
g7 Main Idea Graphic Organizer c1-12Cubing Postcard Prop
Poster Ad Map Retelling Reader’s Theatre Cartoon Rap
8. Bridge to a language building activity
Teach a Mini Lesson using Write AHEAD pages 122
[The Write Ahead Activities are on individual work-pages in a separate file]
9. Explore today’s reading
Key Questions
1. How would you describe Arthur’s mother? How do you think Arthur feels about
her?
2. Do you think Arthur’s Uncles were good role models?
3. Were you a good role model today?
4. Nearly every situation we read about today had to do with drinking alcohol.
what lesson does Arthur want you to learn about drinking?
Remember to ask literal structural idea craft author literature life
evaluate and inference questions every day.
Key Paragraph -- 193
“Uncle Joe shot himself in the head a few years later, having become depressed
with life. Later on Aunt Maryann divorced Uncle Alfred. A few years after that, Uncle
Alfred died from a bad liver, the result of living a wild life. Uncle Ray died years later,
also from the same illness, a bad liver.”
52
EXTEND
10. Prompt every student to write a short product tied to today’s reading
Write a persuasive paragraph against abusing alcohol. Write a thesis. Back it up with
anecdotal evidence from today’s reading. Integrate a quote from the text. Create an
argument based on reason. Conclude.
11. Close with a short summary
Extend the reading to the student’s lives or to the world
53
Lesson Plan for Week 3 Day 4 Novel East Side Dreams 14
Standards Focus:
o Communicate the significance of the events to the audience
o Support through accurate, detailed reference to the text
o Use Appropriate rhetorical devices
o Clarify and defend positions with precise and relevant evidence
PREPARE
1. Background knowledge necessary for today’s reading
Marijuana: Short-term and long-term effects
Justice: What is worth sacrificing your own freedom for? The good of society?
Protecting your children from harm?
Investigate the alternatives
2. Word Wall
Introduce 5 important, useful words from today’s reading.
anglos khaki anticipation threshold spectators
•show, say, explain, expand, explode or buzz about the word briefly
•show, say and define the word quickly and add to the word wall
READ
3. Review the Timeline
Start at the beginning and review the story so far
•mention the setting and main character
•point to each timeline item as you quickly review it
54
4. Read today’s story selection East Side Dreams pp. 194-205.
Shared Reading RRP: Read, React, Predict every 2-3 pages
Tape Partner Choral Silent Round Robin Reading
Setting Characters Pages
Los Angeles,
Grandpa’s
Apartment
Arthur, Grandfather, Uncle Ray, Uncle
Alfred, Uncle Joe,
194-
201
San Jose, guest
house behind moms
house
Arthur, Eddie, Mom, Ventura 202-
203
Taylor Street, San
Jose,
Arthur, police 204-
205
RESPOND
5. Add to the Timeline
Discuss the reading and add 3-5 events to the timeline
•discuss the story to fix the facts: who, what, when, where, why
•decide on the 3-5 most important events and add these to the timeline
Students might mention:
1. Arthur went to visit his Uncles in LA again after he got out of Preston.
2. Arthur involved himself in a brawl with his uncles and grandfather against
the police in his grandfather’s apartment.
3. All of his uncles and his grandfather were arrested. They did time in jail.
Arthur managed to stay out again.
4. Back in San Jose, Arthur and his friends are getting deeper into drug use.
5. On Taylor Rd. Arthur gets pulled over with Marijuana in the car. He tries to
swallow it and nearly chokes to death.
6. Add new information to ongoing whole class projects posted on the wall.
•new character information can be added to an Open Mind Portrait
•an answer can be added to a question from the KWL Chart
•a new location or change can be added to the map
55
EXPLORE
7. Explore today’s story with visual and oral language activities
One possible activity:
Create an OMP for Arthur. Create thought and speech bubbles that allow him
to understand that backing up his uncles is not a good reason to go back to jail.
Other possible activities for a class group or individual
Bookmark Open Mind Portrait g6 Graphic Organizer
g7 Main Idea Graphic Organizer c1-12Cubing Postcard Prop
Poster Ad Map Retelling Reader’s Theatre Cartoon Rap
8. Bridge to a language building activity
Teach a Mini Lesson using Write AHEAD pages 122
[The Write Ahead Activities are on individual work-pages in a separate file]
9. Explore today’s reading
Key Questions
1.What happened when Arthur went to his grandfather’s house?
2. How did Arthur escape arrest?
3. What alternatives did Arthur have to fighting alongside his uncles?
4. Will Arthur straighten out his life? If yes, when?
5. Will he eventually get caught for some of the things he has been doing? Will he
end up back in jail? Will he end up dead?
Remember to ask literal structural idea craft author literature life
evaluate and inference questions every day.
56
Key Paragraph
“They didn’t take me in, but they did take all my uncles. It was no light matter. My
uncles had to go to court many times, for months. They had to hire lawyers, and it
cost them a lot of money. Finally the court process was over. They all had to pay
fines and go to jail for a while. It sure wasn’t worth it, beating up the cops and having
to pay so much. I was having a difficult time staying out of trouble. Would I straighten
out my life? If I did, when? Would I get caught for some of the things I was doing and
be sent back to jail? Would I end up dead like a lot of my old friends? Some of my
friends were living on the streets. Others overdosed on drugs. Still others were killed.
How was I going to end up?”
EXTEND
10. Prompt every student to write a short product tied to today’s reading
Arthur knows he has to stay out of trouble with police. In today’s reading,
Arthur decides that “backing up” his uncles and grandfather is a “noble cause.” Use
your own words as well as some from the paragraph above to explain that upon
further investigation the cause was in fact not a noble one at all. Explain what he
ought to do next time he finds himself in a similar situation.
11. Close with a short summary
Extend the reading to the student’s lives or to the world
57
Lesson Plan for Week 3 Day 5 Novel East Side Dreams 15
Standards Focus:
o Communicate the significance of the events to the audience
o Locate scenes and incidents in specific places
o Identify and assess the impact of perceived ambiguities, nuances, and
complexities within the text
PREPARE
1. Background knowledge necessary for today’s reading
Don Juan
Accepting responsibility for our actions
Doing the right thing – simply because it is right
2. Word Wall
Introduce 5 important, useful words from today’s reading.
habits dormitory discouragement devoted pleasant
•show, say, explain, expand, explode or buzz about the word briefly
•show, say and define the word quickly and add to the word wall
READ
3. Review the Timeline
Start at the beginning and review the story so far
•mention the setting and main character
•point to each timeline item as you quickly review it
58
4. Read today’s story selection East Side Dreams pp. 205-215
Shared Reading RRP: Read, React, Predict every 2-3 pages
Tape Partner Choral Silent Round Robin Reading
Setting Characters pages
Rainbow Dance
Hall
Arthur, Noah, and Art 205-
206
Master Metal
Products
Arthur, the manager, and Mom 206-
207
Owens-Illinois Arthur and Cathy 206-
209
Redondo Beach Arthur, Uncle Ray, Aunt Connie, and
several doctors
210-
214
American Can Co. Arthur and coworkers 214-
215
RESPOND
5. Add to the Timeline
Discuss the reading and add 3-5 events to the timeline
•discuss the story to fix the facts: who, what, when, where, why
•decide on the 3-5 most important events and add these to the timeline
Students might mention:
1. Arthur runs into Noah, an old enemy (pg. 7), at the Rainbow Dance Hall.
2. Arthur is high on LSD and doesn’t realize that Noah is considering stabbing
him.
3. Arthur gets fired from his job at Master Metal. His mother kicks him out of
the house. He gets married.
4. At his new job at Owens-Illinois, Arthur apologizes to Cathy for cat-calling to
her. She and her husband come over to his house to discuss religion,
something Arthur ‘knows is good for him.’
5. Arthur has to move to Wilmington with his uncles to stay out of trouble. He
injures himself badly at Redondo Beach.
6. Add new information to ongoing whole class projects posted on the wall.
•new character information can be added to an Open Mind Portrait
•an answer can be added to a question from the KWL Chart
•a new location or change can be added to the map
59
EXPLORE
7. Explore today’s story with visual and oral language activities
One possible activity:
Create a postcard. On one side draw Arthur and the guys cat-calling to Cathy.
Turn the card over. Pretend you are Arthur and write an apology to her. In it, Accept
responsibility for you actions; state how you harmed her, and what you intend to do
to set things right.
Other possible activities for a class group or individual
Bookmark Open Mind Portrait g6 Graphic Organizer
g7 Main Idea Graphic Organizer c1-12Cubing Postcard Prop
Poster Ad Map Retelling Reader’s Theatre Cartoon Rap
8. Bridge to a language building activity
Teach a Mini Lesson using Write AHEAD pages 123
[The Write Ahead Activities are on individual work-pages in a separate file]
9. Explore today’s reading
Key Questions
1. What almost happened to Arthur because he was on drugs?
2. Why do you think the author chooses to say so little about his wife?
3. What causes Arthur to apologize to Cathy?
4. What do you think Arthur is looking for from Cathy and Mr. Goreman?
5. Talk about a time when you were able to repair a broken relationship.
Remember to ask literal structural idea craft author literature life
evaluate and inference questions every day.
60
Key Paragraph --206
“The next morning, my friend Art told me Noah had a knife about eight inches long.
He had been holding it under his shirt. Art told me he thought I was going to be
stabbed. I became really upset. ‘Today I’m not loaded. I don’t like that guy anyway.
I’m going to get him for pulling a knife on me!’ I went looking for Noah in the
neighborhood and was planning to fight him. Later we met, but nothing happened.
We both felt everything was over between us, and that’s where it stayed.”
Or
“ ‘Hey man did you guys know she is a very religious person?” I felt my heart fall to
my feet.
‘What?’ I asked shamefully. Instantly I thought back to somebody I cared
about, Mr. Goreman.”
EXTEND
10. Prompt every student to write a short product tied to today’s reading
As Arthur grows older he is beginning to realize that his actions affect others.
He is also learning that sometimes you can go back and right the wrongs you have
committed. He is beginning to realize how it frees him to move on with his life. Think
about your own life. Discuss a wrong you committed and explain what you did to
make it right. Then reflect on how you feel about it now. It doesn’t have to be a
crime, just a relationship you needed to repair.
11. Close with a short summary
Extend the reading to the student’s lives or to the world
61
Lesson Plan for Week 4 Day 1 Novel East Side Dreams 16
Standards Focus:
o Communicate the significance of the events to the audience
o Locate scenes and incidents in specific places
o Clarify and defend positions with precise and relevant evidence
PREPARE
1. Background knowledge necessary for today’s reading
Entrepreneurship
Pride as a virtue/ Pride as a vice
2. Word Wall
Introduce 5 important, useful words from today’s reading.
warehouse scam vented merchandise cologne
•show, say, explain, expand, explode or buzz about the word briefly
•show, say and define the word quickly and add to the word wall
READ
3. Review the Timeline
Start at the beginning and review the story so far
•mention the setting and main character
•point to each timeline item as you quickly review it
62
4. Read today’s story selection East Side Dreams pp. 216-227
Shared Reading RRP: Read, React, Predict every 2-3 pages
Tape Partner Choral Silent Round Robin Reading
Setting Characters pages
American Can Co. Arthur and Sal 216-
217
Long Beach Arthur and the con man 218-
220
San Gabriel Arthur and his father 221-
222
Downtown LA,
warehouse
Arthur, father, Max 222-
225
Hotel Alexandra Arthur, Pepe, and the business men 225-
227
RESPOND
5. Add to the Timeline
Discuss the reading and add 3-5 events to the timeline
•discuss the story to fix the facts: who, what, when, where, why
•decide on the 3-5 most important events and add these to the timeline
Students might mention:
1. While Arthur is living in LA and working at the American Can Co., he
decides he is going to make some radical life changes.
2. One day on his way to work Arthur gets conned into buying two sweaters
that he promptly resells at work for a profit.
3. After picking up his father in San Gabriel and taking him to Max’s warehouse
in downtown LA, Arthur finds out that the sweaters are worth no more than
$1.50.
4. Max, the warehouse man, tells Arthur that his father is proud of him.
5. Arthur watches his father make a business deal that nets a $10, 000 profit.
6. Add new information to ongoing whole class projects posted on the wall.
•new character information can be added to an Open Mind Portrait
•an answer can be added to a question from the KWL Chart
•a new location or change can be added to the map
63
EXPLORE
7. Explore today’s story with visual and oral language activities
One possible activity:
Use the basic cube on page 15 of the Classroom Activities section of the CBL
Sourcebook. In each square, write down a different event from the novel that either
Arthur or his father needs to apologize to the other for.
Other possible activities for a class group or individual
Bookmark Open Mind Portrait g6 Graphic Organizer
g7 Main Idea Graphic Organizer c1-12Cubing Postcard Prop
Poster Ad Map Retelling Reader’s Theatre Cartoon Rap
8. Bridge to a language building activity
Teach a Mini Lesson using Write AHEAD pages 123
[The Write Ahead Activities are on individual work-pages in a separate file]
9. Explore today’s reading
Key Questions
1. Where does Arthur move to when he has to leave San Jose?
2. Why does he leave San Jose?
3. Do you think Arthur will succeed at making the radical changes he envisions?
4. What changes would you like to make?
5. If you were Arthur’s father, what would you say to Arthur?
Remember to ask literal structural idea craft author literature life
evaluate and inference questions every day.
Key Paragraph --223
“My father was proud of me? I always had the impression he didn’t love me. Maybe I
was always wrong. My father gave me a look of approval. A second later he turned
his attention to Max.”
64
EXTEND
10. Prompt every student to write a short product tied to today’s reading
Pretend you are Pepe’. Apologize to your son for one of the times you unjustly
punished him. Describe the situation. Admit what you did wrong. Explain what you
want to do to make it right. Ask for your son’s forgiveness.
11. Close with a short summary
Extend the reading to the student’s lives or to the world
65
Lesson Plan for Week 4 Day 2 Novel East Side Dreams 17
Standards Focus:
o Communicate the significance of the events to the audience
o Structure ideas and arguments in a sustained and logical fashion
o Clarify and defend positions with precise and relevant evidence
PREPARE
1. Background knowledge necessary for today’s reading
The Value of hard work
2. Word Wall
Introduce 5 important, useful words from today’s reading.
engulfed subside foreman recession salvage
•show, say, explain, expand, explode or buzz about the word briefly
•show, say and define the word quickly and add to the word wall
READ
3. Review the Timeline
Start at the beginning and review the story so far
•mention the setting and main character
•point to each timeline item as you quickly review it
66
4. Read today’s story selection East Side Dreams pp. 228-240
Shared Reading RRP: Read, React, Predict every 2-3 pages
Tape Partner Choral Silent Round Robin Reading
Setting Characters pages
San Jose, Emory
St.
Arthur, Uncle Bob, son, Daniel 228-
229`
Owens-Corning
Fiberglass and the
Dump
Arthur, Landfill worker 230-
231
Apricot Orchard Eddie, Arthur, father, foreman 232-
235
Mack Truck Co. Arthur, the boss, and Junior 235-
237
A garbage co. Arthur and Leo 238-
240
RESPOND
5. Add to the Timeline
Discuss the reading and add 3-5 events to the timeline
•discuss the story to fix the facts: who, what, when, where, why
•decide on the 3-5 most important events and add these to the timeline
Students might mention:
1. Arthur moves back to San Jose to fix up his mother’s house.
2. He begins working for Owen’s Corning Fiberglass. He then moves to
another company where teaches himself to drive a Mack Truck.
3. Arthur flashes back to when he was a kid and his father made Arthur and
Eddie pick peaches for a day to teach them the value of hard work.
4. Arthur gets a new job for a garbage co.
5. He learns he can make extra money on the side salvaging materials from
the dump and re-selling them.
6. Add new information to ongoing whole class projects posted on the wall.
•new character information can be added to an Open Mind Portrait
•an answer can be added to a question from the KWL Chart
•a new location or change can be added to the map
67
EXPLORE
7. Explore today’s story with visual and oral language activities
One possible activity:
You are going to create a layout for the cover of a new magazine about work.
Create a title for the magazine. Then come up with a title for the cover story on the
many jobs of Arthur Rodriguez. Sketch or otherwise construct three images from
today’s reading portraying three different work scenes involving Arthur Rodriguez.
Arrange everything to create and aesthetic cover design.
Other possible activities for a class group or individual
Bookmark Open Mind Portrait g6 Graphic Organizer
g7 Main Idea Graphic Organizer c1-12Cubing Postcard Prop
Poster Ad Map Retelling Reader’s Theatre Cartoon Rap
8. Bridge to a language building activity
Teach a Mini Lesson using Write AHEAD pages 124
[The Write Ahead Activities are on individual work-pages in a separate file]
9. Explore today’s reading
Key Questions
1. Where did Arthur start working every summer?
2. How did Arthur get a job driving a Mac Truck? Should he have lied?
3. What is more important, doing the right thing, or getting the desired result? Do
the ends ever justify the means?
4. In reading today’s selection, what lessons about work does the author want
you to learn?
5. Do you have a work ethic? What is it?
Remember to ask literal structural idea craft author literature life
evaluate and inference questions every day.
Key Paragraph --235
“When we got in the car and drove off, we knew we did all right. My father was in a
pleasant mood. From that year on we worked in the fields every summer.”
68
EXTEND
10. Prompt every student to write a short product tied to today’s reading
Explain why you think Arthur Rodriguez includes the flashback about working
in the fields along with Arthur’s descriptions of working at Owens Corning and
Driving a Mack Truck. Use a thesis, construct an argument to back it up. Use an
example from the text. Conclude.
11. Close with a short summary
Extend the reading to the student’s lives or to the world
69
Lesson Plan for Week 4 Day 3 Novel East Side Dreams 18
Standards Focus:
o Support important ideas and viewpoints
o Use appeal to logic through reasoning
PREPARE
1. Background knowledge necessary for today’s reading
The role of labor unions.
Competition in a market economy
2. Word Wall
Introduce 5 important, useful words from today’s reading.
route tarp composure circuit boards persistent
•show, say, explain, expand, explode or buzz about the word briefly
•show, say and define the word quickly and add to the word wall
READ
3. Review the Timeline
Start at the beginning and review the story so far
•mention the setting and main character
•point to each timeline item as you quickly review it
70
4. Read today’s story selection East Side Dreams pp. 240-253
Shared Reading RRP: Read, React, Predict every 2-3 pages
Tape Partner Choral Silent Round Robin Reading
Setting Characters Pages
The Garbage Co. Arthur, Pawnbroker, 240-
242
House on Emory Arthur, new wife, Flora, Tito, Gina, Elise,
Artie, and Daniel
242-
243
Santa Rosa Arthur, truck seller 244
The Garbage Co. Arthur, Rick, Jane, and the union
representative
245-
248
The Garbage Co. Arthur, Rick, and the Union Rep 249-
251
At home Arthur, union rep., and John 252-
253
RESPOND
5. Add to the Timeline
Discuss the reading and add 3-5 events to the timeline
•discuss the story to fix the facts: who, what, when, where, why
•decide on the 3-5 most important events and add these to the timeline
Students might mention:
1. Arthur found that he could salvage circuit boards and sell them for the gold.
He was making good side money.
2. Arthur buys a used garbage truck as an investment.
3. The garbage co. finds out and the boss fires him, thinking that Arthur is
going to go into competition with him for business.
4. While Arthur and the union is fighting for his job, Arthur is beginning to build
a business of his own.
5. Friends that he has made in the business over the years are extending their
hands to help Arthur in ways that surprise him.
6. Add new information to ongoing whole class projects posted on the wall.
•new character information can be added to an Open Mind Portrait
•an answer can be added to a question from the KWL Chart
•a new location or change can be added to the map
71
EXPLORE
7. Explore today’s story with visual and oral language activities
One possible activity:
Make a picket sign or a poster that lists what you think ought to be the five
most important rights for workers.
Other possible activities for a class group or individual
Bookmark Open Mind Portrait g6 Graphic Organizer
g7 Main Idea Graphic Organizer c1-12Cubing Postcard Prop
Poster Ad Map Retelling Reader’s Theatre Cartoon Rap
8. Bridge to a language building activity
Teach a Mini Lesson using Write AHEAD pages 124
[The Write Ahead Activities are on individual work-pages in a separate file]
9. Explore today’s reading
Key Questions
1. How does Arthur make extra money?
2. Why does Arthur’s boss want to know what he is going to do with the truck he
bought?
3. Do you think it was right for Arthur’s boss to fire him?
4. Do you think he should get his job back?
5. What clues in the text signal to you how Arthur feels about losing his job?
Remember to ask literal structural idea craft author literature life
evaluate and inference questions every day.
Key Paragraph
“ ‘What I want you to do right away, Art is paint them your color. I don’t want them to
look like my dumpsters. I’ll sell them to you for $100.00 each, and you can pay me
later when you have the money.’
What a generous man! “
72
EXTEND
10. Prompt every student to write a short product tied to today’s reading
Pretend you are Arthur’s Union representative. Explain why it is unjust to fire
Arthur. Create a logical argument, using at least one concession. Use information
from the book to back up your argument.
11. Close with a short summary
Extend the reading to the student’s lives or to the world
73
Lesson Plan for Week 4 Day 4 Novel East Side Dreams 19
Standards Focus:
o Support important ideas and viewpoints
o Support through accurate and detailed reference to the text
o Clarify and defend positions with precise and relevant evidence
o Address readers’ concerns and counterclaims
PREPARE
1. Background knowledge necessary for today’s reading
Forgiveness
Mending broken relationships before it is too late
2. Word Wall
Introduce 5 important, useful words from today’s reading.
expressway mumbled attorney receptionist anxiety
•show, say, explain, expand, explode or buzz about the word briefly
•show, say and define the word quickly and add to the word wall
READ
3. Review the Timeline
Start at the beginning and review the story so far
•mention the setting and main character
•point to each timeline item as you quickly review it
74
4. Read today’s story selection East Side Dreams pp. 254-266
Shared Reading RRP: Read, React, Predict every 2-3 pages
Tape Partner Choral Silent Round Robin Reading
setting Characters pages
Capitol Expressway Arthur, Highway Patrol, Manuel 254-
257
Attorney’s office Arthur, the attorney 257-
258
The garbage co. Union leaders, union members 259
Home Uncle Tommy, Arthur 259
Mexico Arthur and his father 260
The dump- many
years ago
Arthur, Phillip and Arthur’s father 261-
265
Mexico The doctor, Eddie, Victor, Tita 265
RESPOND
5. Add to the Timeline
Discuss the reading and add 3-5 events to the timeline
•discuss the story to fix the facts: who, what, when, where, why
•decide on the 3-5 most important events and add these to the timeline
Students might mention:
1. Arthur crashes his one and only garbage truck.
2. No one gets hurt and his truck is repairable.
3. Arthur never gets his job back at the Garbage Co., most likely because the
union sold him out in a backroom deal.
4. Arthur’s father dies of a heart attack in Mexico.
5. Arthur remembers the last time he saw his father- they were bumping down
the road together in the garbage truck and Arthur knew his father was proud.
6. Add new information to ongoing whole class projects posted on the wall.
•new character information can be added to an Open Mind Portrait
•an answer can be added to a question from the KWL Chart
•a new location or change can be added to the map
75
EXPLORE
7. Explore today’s story with visual and oral language activities
One possible activity:
Draw a heart. In it write down all the fond memories you have of your father, or
sketch a collage of visual representations of those memories.
Other possible activities for a class group or individual
Bookmark Open Mind Portrait g6 Graphic Organizer
g7 Main Idea Graphic Organizer c1-12Cubing Postcard Prop
Poster Ad Map Retelling Reader’s Theatre Cartoon Rap
8. Bridge to a language building activity
Teach a Mini Lesson using Write AHEAD pages 125
[The Write Ahead Activities are on individual work-pages in a separate file]
9. Explore today’s reading
Key Questions
1. Why didn’t Arthur get his job back?
2. Do you agree or disagree with Arthur’s statement about his father? “He was a
good man. He had a good heart. He just had his ways and was brought up in a
hard way.”
Remember to ask literal structural idea craft author literature life
evaluate and inference questions every day.
Key Paragraph
“I was shocked! I couldn’t believe it at that instant. It took a few seconds for it to sink
in. Then I cried and cried and cried. So did my brothers and sister. We grew to love
my father a lot. Even though he was abusive when we were young, he was a good
man. He had a good heart. He just had his ways and was brought up in a hard way”
76
EXTEND
10. Prompt every student to write a short product tied to today’s reading
Pretend you are Arthur. Write a letter to your father to bury him with. In it
forgive him for the way he treated you as a child. Express your understanding that
he did the best that he could. You may wish to address possible concerns or
counterclaims as well. Evaluate your paragraph using the Assessment Rubric on
page 125 of Write AHEAD.
11. Close with a short summary
Extend the reading to the student’s lives or to the world
77
East Side Dreams DAY 20
Final Written Assignment
On page III, the Acknowledgments page in East Side Dreams, Rodriguez writes, “I
would like to apologize to anyone who was affected in a negative way or pained as a
result of my actions during my youth.”
1. Imagine you are Arthur Rodriguez today. Your views have changed a lot since the
days of Perkins and Preston. You have learned a lot and wish to share it with kids so
that they don’t have to make the same mistakes you made. Write a persuasive
essay from his point of view on the dangers of- and alternatives to- violence. You
should use information, examples, and quotations from the text to back up your
arguments. You may also choose to reference more current information and your
own opinions. You must provide a clear opinion-based thesis. Include both logical
and anecdotal arguments, and be sure to provide at least one concession. You may
wish to refer to previous snapshot journals as well as to appropriate Write AHEAD
lessons, such as those on using graphic organizers (122) adding support, and
making concessions (124). You will be evaluated using the Write AHEAD Rubric on
page 125.
OR
2. Imagine you are Arthur’s father, Pepe. In the years before your death, you thought
a lot about how you raised your children. While you did some things well, like love
them, you know there were some things you did that were harmful. Write a
persuasive essay for young parents in support of positive, structured parenting while
at the same time discouraging abuse. You should use information, examples, and
quotations from the text to back up your arguments. You may also choose to
reference more current information and your own opinions. You must provide a clear
opinion-based thesis. Include both logical and anecdotal arguments, and be sure to
provide at least one concession. You may wish to refer to previous snapshot journals
as well as to appropriate Write AHEAD lessons, such as those on using graphic
organizers (122) adding support, and making concessions (124). You will be
evaluated using the Write AHEAD Rubric on page 125.
OR
3. Write a persuasive essay on some other topic that has been approved by your
teacher.