A. Engage the Learner (5 minutes)

• Repeated routine: As they arrive, students complete Entrance Ticket: Unit 1, Lesson 12.

• 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.

MEETING STUDENTS' NEEDS

Add additional run-on sentences for students to analyze to deepen students' understanding of sentence structure and to provide further opportunity for practice.

• Repeated routine: Follow the same routine to focus students on the word themes (the messages of the story, lessons, or truths that can apply to the story itself and to the world outside of the book) and develops (builds over time) and to use a dictionary to define the words or the vocabulary strategies on the Close Readers Do These Things anchor chart. With students' support, record the meaning of themes on the domain-specific word wall and the meaning of develops on the academic word wall. Invite students to record the words in their vocabulary logs.

MEETING STUDENTS' NEEDS

Have students work in groups to generate run-on sentences for their classmates to edit. Working in this way will require students to think carefully about the structure of sentences and how we use punctuation to communicate ideas clearly.

A. Read Summer of the Mariposas, Chapter 10 Excerpt (15 minutes)

• Repeated routine: Follow the same process as with previous lessons for students to read the excerpt of chapter 10 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 within the allotted reading time, distribute Synopsis: Summer of the Mariposas, Chapter 10 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 gist on sticky notes using the following resources as appropriate: vocabulary logs and Work to Become Ethical People anchor chart.

MEETING STUDENTS' NEEDS

In advance, write themes from the Summer of the Mariposas on sticky notes and read them aloud to students while distributing them. ELLs can choose ones that they feel apply to the discussion. For example:

Culture shapes who we are.

Things are not always at they seem.

Bonds between siblings are important.

• Gist: How the sisters meet the seer, who tells them they will face three big trials on their journey.

• Prompt students to Turn and Talk about aspects of Habits of Character they read about in Chapter 10. Refer to the Work to Become Ethical People anchor chart, as needed.

"In what ways do the characters behave with integrity or compassion in this chapter?" (Answers will vary, but might include when Odilia guides the sisters to Teresita's house and shows bravery as she takes them on the next unknown step of their journey, she is being compassionate to her sisters. )

MEETING STUDENTS' NEEDS

Invite students to orally "complete" the Determine Themes: Summer of the Mariposas anchor chart in home language small groupings. Then they can write notes in their home language or English or make sketches as placeholders, and, finally, discuss in English with the whole class.

B. Introduce Themes: Summer of the Mariposas - RL.8.2 (20 minutes)

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

"I can identify themes in Summer of the Mariposas and how they have developed over the course of the text."

• Introduce the Determine Themes: Summer of the Mariposas anchor chart, and invite a student to read aloud the definition. Provide the example "appearances can be deceiving" that could be developed in a novel as a character encounters other characters throughout a novel that behave differently to what their appearance suggests.

• Focus students on the non-examples, and invite students to make other suggestions of non-examples.

• Distribute index cards. Explain that students are going to work in pairs to identify a theme in Summer of the Mariposas and that they are going to record this theme on their index cards.

• Remind students of the Entrance Ticket they completed at the beginning of the lesson:

"I am being rude I have not introduced myself."

"This is a run-on sentence. What do you think a run-on sentence is? How would you revise this to not be a run-on sentence?"

• Remind students that a run-on sentence has two parts that could each be their own sentence. The revision should look like this: "I am being rude. I have not introduced myself." Tell students that as they write on their index cards, if writing sentences, they should avoid run-ons.

• Invite students to pair up and to go back through their sticky note gist statements for each chapter and to talk with a partner about some of the recurring ideas in the text, conflicts or changes Odilia and her sisters have experienced and learned from, and any advice the girls have received from older characters. Provide the expectation that each pair should come up with one theme and two places in the novel where this theme is evident.

• Circulate to support students as they analyze the text. Listen for any misconceptions and clarify.

• After 10 minutes, invite students to share out to the whole group and to suggest where in the book this theme is evident. Clarify misconceptions, and record appropriate student ideas on the Determine Themes: Summer of the Mariposas anchor chart. See Determine Themes: Summer of the Mariposas anchor chart (example for teacher reference), and ensure the suggested themes are represented in preparation for Unit 2.

• If productive, use a Goal 1 Conversation Cue to encourage students to expand their ideas by giving examples

"Can you say more about that?"

"Can you give an example?"

A. Reflect on Learning Targets (5 minutes)

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

• Incorporate reflection on and awareness of the following academic mindsets: "I belong in this academic community," and "This work has value for me."

• Ask students to Turn and Talk:

"How did you contribute to this learning community today? How were the tasks you completed valuable to you?" (Possible responses: I shared my ideas with my classmate and helped him/her to understand something new. Working with my partner helps me to learn how to collaborate well.)

MEETING STUDENTS' NEEDS

Invite students to reflect on the learning targets by writing a short paragraph. Reinforce work with run-on sentences in earlier portions of the lesson by having students exchange paragraphs in a strategically arranged triads with mixed-ability levels. Invite them to revise any run-on sentences in their peers' writing. This will allow students to see examples of both strong and developing writing and require them to think critically about language while also considering the reading skills targeted in the lesson. Set the tone for this activity by reminding students of habits of character to ensure compassionate and supportive collaboration.