Lesson Plan
Bell ringer:
Students will answer the following question in their reading journal and then share their responses with the class.
Have you ever watched a sibling or a close friend get hurt? How did that make you feel?
"I do":
Teacher will read aloud Chapter 1 of Brothers in Arms.
Stop at the following points for class discussion:
*Pg. 2: "I don't run from anyone, not principals or kids like Steve Morris who give me trouble. That's part of my problem." What does this tell us about Martin Luna's personality? Why is this detail important?
*Pg. 7: "All the kid wanted was to be with me, and there I was sending him away." What does this tell us about the relationship between Martin and Huero? Why is this detail important?
*Pg. 10: "This wasn't happening. It couldn't be. Not to my brother." What does this tell us about Martin's thoughts in this moment? How does he react to his brother getting hurt?
"We do":
In pairs, illustrate the closing paragraphs of chapter 1. Annotate the illustration by noting emotion words that correspond with the imagery (example: black hole = sorrow; blood = anger).
Students will then share their annotated illustrations with the class.
"You do":
Using evidence from the chapter, explain the importance of the following quote: "But inside, I knew he was gone. And, in a way, so was I." What does that quote tell us about Martin Luna?
Exit slip:
On a notecard, students will note three adjectives that succinctly describe Martin Luna and how he feels about what has happened to his brother.
LINK TO BOOK: http://www.townsendpress.com/store/product/brothers-in-arms/
