A. Engage the Learner (5 minutes)

• Repeated routine: As they arrive, invite students to complete Entrance Ticket: Unit 1, Lesson 10.

• Repeated routine: Follow the same routine as with the previous lessons to review learning targets and the purpose of the lesson, reminding students of any learning targets that are similar or the same as in previous lessons.

A. Language Dive Part II: Summer of the Mariposas, Page 110 - RL.8.4 (10 minutes)

• Review the learning target relevant to the work to be completed in this section of the lesson:

"I can determine the meaning of figurative language in Summer of the Mariposas."

• Tell students they will now participate in Part II of a two-part Language Dive to explore language structure used with figurative language.

• Reread aloud page 110 of Summer of the Mariposas.

• Focus students on the sentence:

"Pita was all bug-eyed and big-eared, nodding like a ratoncita, nervous as a little mouse sitting on the edge of a wooden trap."

• Use the Language Dive Guide: Summer of the Mariposas, Page 110 to guide students through a Language Dive conversation about the sentence. Distribute and display the Language Dive: Summer of the Mariposas, Page 110 note-catcher, and the Language Dive: Summer of the Mariposas, Page 110 sentence chunk strips.

• Repeated routine: Invite students to reflect on their progress toward the relevant learning targets.

B. Read Summer of the Mariposas, Chapter 8 Excerpt (25 minutes)

• Repeated routine: Follow the same process as with previous lessons for students to read the excerpt of chapter 8 of Summer of the Mariposas, using the Text Guide: Summer of the Mariposas (for teacher reference). Instruct students to read the excerpt independently and support struggling students as needed. If students do not finish reading the chapter excerpt within the allotted reading time, distribute Synopsis: Summer of the Mariposas, Chapter 8 to each student to review the key details from the chapter. Then have students identify the meaning of unfamiliar vocabulary, add words to the chart paper of Spanish words, reflect on their reading as they choose, and record the chapter gist notes on sticky notes using the following resources as appropriate: vocabulary logs and Work to Become Ethical People anchor chart.

MEETING STUDENTS' NEEDS

During Work Time B, as in Lesson 3, provide students with a sentence frame to use in the Think-Pair-Share:

I think La Llorona is helpful in Summer of the Mariposas rather than scary because . . .

This not only helps ELLs navigate the discussion, but it also draws attention to the structure of statements based on questions, which is an important linguistic feature of English.

• Gist: The girls try to travel to the grandmother's but encounter Cecilia, who lures them to her house and drugs them into a slumber.

• Focus students on the question in Entrance Ticket 1, Lesson 10 and use cold-calling or equity sticks to select students to share their responses with the whole group:

"La Llorona is a significant character who appears throughout Summer of the Mariposas. What part does she play in the novel?" (Student responses will vary, but may include the following: she usually helps Odilia and provides Odilia with guidance.)

• Tell students that the way Guadalupe Garcia McCall includes La Llorona in the novel is called an allusion, which is a reference to something else. Remind students of the way La Llorona's hair was compared to the serpents on Medusa's head, which was also an allusion. Explain that students might hear the phrase, "He/she alluded to the idea that . . . ," which means he or she was referencing an idea. With students' support, record the meaning of allusion on the domain-specific word wall, with translations in students' home languages. Write synonyms or sketch a visual above each key term to scaffold students' understanding. Invite students to record this word in their vocabulary logs.

• Think-Pair-Share:

"Given what you know about the folklore story of La Llorona from reading the novel, why do you think La Llorona is helpful in Summer of the Mariposas rather than scary?" (Student responses will vary, but may include McCall is trying to reveal a different side of La Llorona's story and character.)

MEETING STUDENTS' NEEDS

To connect and reinforce students’ work with figurative language in and similes during the Language Dive in Work Time A, provide simile sentence stems that students can use during Work Time B as they discuss La Llorona:

La Llorona is _________ like a . . .

La Llorona is __________ as . . .

• Repeated routine: Invite students to reflect on their progress toward the relevant learning targets.

A. Exit Ticket: Analyze Point of View: Summer of the Mariposas, Chapter 8 - RL.8.6 (5 minutes)

• Review the learning target relevant to the work to be completed in this section of the lesson:

"I can explain what effect is created by differences in the points of view of the characters and the reader in chapter 8 of Summer of the Mariposas."

MEETING STUDENTS' NEEDS

Invite a student to paraphrase the events of chapter 8 of Summer of the Mariposas in more comprehensible language for those who need heavier support. Students need to have a solid understanding of the events in this chapter in order to fully understand the events in chapter 9, which is the basis of content on the Mid-Unit 1 Assessment in the next lesson.

• Remind students of the definitions and content already recorded on the Analyze Point of View anchor chart. Display and distribute Exit Ticket: Analyze Point of View: Summer of the Mariposas, Chapter 8, and read the questions aloud. Invite students to respond to the questions on their own and submit.

MEETING STUDENTS' NEEDS

Underline key terms in the Exit ticket questions (i.e., infer, effects, supports, point of view) and review the questions together as a class before students begin responding. This will help to ensure that students clearly understand the questions so that they can focus their cognitive processing and attention on the writing they will carry out in the task.

• Repeated routine: Invite students to reflect on their progress toward the relevant learning targets.

• Collect exit tickets as students leave.