A. Return the Mid-Unit Assessments and Engage the Learner (5 minutes)

• As students enter the classroom, invite them to complete Entrance Ticket: Unit 1, Lesson 16 using their Mid-Unit 1 Assessments with feedback on their desks.

MEETING STUDENTS' NEEDS

Return Mid-Unit 1 Assessments, keeping in mind that ELL writing might contain a multitude of language errors and extensive error correction may be overwhelming and unproductive. Focus on one or two pervasive errors that interfere with the meaning, like word choice, incomplete ideas expressed in sentence fragments, and critical verb tense issues. If patterns emerge among multiple students, address some of these as a class.

• Circulate as students review their feedback, and offer guidance and support as necessary.

• Once all students are ready, invite them to share their "stars" and "steps" with a partner. Remind students that everyone is working toward individual goals and that learning is about continued growth and development.

• 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

Invite students to turn to an elbow partner and paraphrase the learning targets. Have them share out and give them feedback on their language use and the accuracy of the paraphrase. Then, invite them to turn to their partner and summarize once again, this time in 30 seconds or less. Repeat the feedback process. This will help to reinforce the purpose of the assessment and to focus students' attention on speaking skills before engaging in the text-based discussion.

A. End of Unit 1 Assessment: Aspects of Character: Summer of the Mariposas (20 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 End of Unit 1 Assessment: Aspects of Character: Summer of the Mariposas.

MEETING STUDENTS' NEEDS

During the End of Unit 1 Assessment, encourage students to take notes as they listen to their classmates' contributions to the discussion to track the evidence that is incorporated and to build listening skills through note-taking and written processing.

• Read aloud the directions for the assessment as students read along silently. Read, reread, and rephrase. Answer clarifying questions.

• Remind students that this is an assessment. Ensure all students understand the assessment directions. Answer their questions, refraining from supplying answers to the assessment questions themselves.

MEETING STUDENTS' NEEDS

During the End of Unit 1 Assessment, 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?").

• Invite students to begin working on the assessment.

B. Text-Based Discussion - SL.8.1 (15 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: respect, compassion, and empathy in preparation for the discussion. 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 and then they are done. 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 (see Unit 1, Lesson 15, Work Time C, and Teaching Notes) by inviting students to share their responses to the following questions:

"What does the encounter with the nagual reveal about Odilia and Juanita?"

• If productive, use a Goal 1 Conversation Cue to encourage students to expand their responses to the text-dependent questions by giving examples.

"Can you say more about that?"

"Can you give an example?"

A. Reflect on Learning Targets (5 minutes)

• Invite students to reflect on their progress toward the relevant learning target, using a checking for understanding technique —for example, thumbs-up or traffic-light signal cards. Scan student responses, and make a note of students who might need support. Check in with them moving forward.

• Invite students to reflect on the habits of character focus in this lesson, discussing what went well and what could be improved next time.

MEETING STUDENTS' NEEDS

If students seem unsure of how to respond to the open-ended questions on the Track Progress: Collaborative Discussion handout, provide examples of statements that answer the questions about previous improvements and goals for future improvement that are directly connected to the criteria within the handout. This helps students create clear self-reflection and concrete, attainable personal targets (e.g., "I have improved at referring to evidence on the topic, text, or issue." "In the future, I will improve at acknowledging new information that others express").