A. Engage the Learner (5 minutes)

• Repeated routine: As they arrive, students complete Entrance Ticket: Unit 1, Lesson 15.

• Invite students to Turn and Talk about their answers to the entrance ticket and to share their goals for the discussion. Prompt students to think about how focusing on their norms will support the class discussion overall.

• 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.

• Repeated routine: Follow the same routine to focus students on the word text-based (found in a book or a written/digital work) and to use a dictionary to define the word or the vocabulary strategies on the Close Readers Do These Things anchor chart. With students' support, record the meaning of text-based on the domain-specific word wall. Invite students to record the word in their vocabulary logs.

A. Read Summer of the Mariposas, Chapter 12 Excerpt (15 minutes)

• Repeated routine: Follow the same process as with previous lessons for students to read chapter 12 of Summer of the Mariposas, using the Text Guide: Summer of the Mariposas (for teacher reference). Instruct students to read the chapter 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 12 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.

• Gist: Nagual tries to kill them, but they are saved by Tonantzin when they sing cave song.

MEETING STUDENTS' NEEDS

Before Work Time A, complete portions of the Aspects of Character Graphic Organizer - Chapter 12 to create an information gap activity. Prepare three different versions for the class (with varied information included on each version), and distribute at random. Allow students to mingle, asking questions about their gaps (e.g., "What can you tell me about Odilia?"). Encourage students to first share the information orally, then write the answers independently, and finally add their own additional information individually or in small groups to complete the organizer.

B. Analyze Aspects of Character – RL.8.3 (10 minutes)

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

“I can analyze how incidents in Summer of the Mariposas reveal aspects of the characters.”

• Distribute and display the Aspects of Character: Summer of the Mariposas, Chapter 12 graphic organizer.

• Explain that students will fill out a graphic organizer in order to help them analyze how events in chapter 12 of Summer of the Mariposas reveal aspects of Odilia’s and Juanita’s character. Tell students that in the end of unit assessment in Lesson 16, they will respond to a similar prompt. Remind students that organizing their thinking on a note-catcher is a way to review what they read and deepen their understanding. For ELLs and students who require additional support, the Aspects of Character: Summer of the Mariposas, Chapter 12 graphic organizer ▲ can be used to help guide students’ thinking through modeling and gradual release.

• Read the following question aloud:

“What does the encounter with the nagual reveal about Velia, Delia, and Pita?”

• Invite students to work in independently to add more details, evidence, and aspects of character to the Aspects of Character: Summer of the Mariposas, Chapter 12 graphic organizer.

MEETING STUDENTS' NEEDS

During Work Time B, it may take longer for some students to process language and follow the conversation during the text-based discussion. Encourage students to speak up when they would like to hear something repeated. Display questions students can ask to regulate the pace of the conversation (e.g., "Can you please repeat what you said?" "Can you please speak more slowly?").

• Circulate to support students as they complete their note-catchers, reminding them to include evidence. Look for any common misconceptions to use as whole group teaching points.

• Invite students to think about ways in which the characters showed aspects of compassion, integrity, respect, or empathy as they worked to escape the nagual. Have students Pair-Share their ideas.

C. Text-Based Discussion - SL.8.1 (10 minutes)

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

"I can come to a discussion prepared and draw on that preparation by referring to evidence on the text and topic."

"I can follow discussion norms to have an effective text-based discussion."

• Focus students on all of the characteristics on the Work to Become Ethical People anchor chart in preparation for working independently on Part II of the assessment. Review what each characteristic looks like and sounds like.

• Focus students on the Discussion Norms anchor chart, specifically on the cues and responses. Remind them that a discussion is not just about saying what they want to say. Effective participation is about listening to others and asking and answering questions to be completely clear about what others are saying and to clarify their own points.

• Facilitate a brief Socratic Seminar discussion:

1. Invite students to form a circle.

2. Once the seminar begins, all students should be involved and should make sure others in the group are drawn into the discussion.

3. Begin the discussion with the open-ended question designed to provoke inquiry and diverse perspectives. Inner circle students may choose to move to a different question if the group agrees, or the facilitator may pose follow-up questions.

4. The discussion proceeds until you call time. At that time, the group debriefs their process.

• Invite students to share their responses to the following questions:

"What does the encounter with the nagual reveal about Velia, Delia, and Pita?"

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

A. Peer Feedback - SL.8.1 (5 minutes)

• Ask:

"What is one Discussion Norm that your partner did well? What is one Discussion Norm they could work on?"

• Guide students through an intentional, but quick, Think-Pair-Share, ensuring that partner A and partner B both have think time, both get to say the question aloud to the other, and both have allocated time to respond and then to discuss to build deeper understanding.

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

MEETING STUDENTS' NEEDS

Provide sentence frames to help students navigate the peer feedback discussion:

I noticed you . . .

_________ was a really important idea to mention. Good job!

I suggest you consider . . .

Create a short rubric based on discussion norms that students can complete for their partner in writing before engaging in the peer feedback discussion. This will help students to process their feedback before sharing orally and to process the feedback they receive from peers both during the peer feedback exchange and afterwards, for further reflection.