A. Engage the Learner (5 minutes)

• Repeated routine: As students enter the classroom, invite them to respond to the questions on Entrance Ticket: Unit 1, Lesson 5.

• 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 terms central idea (the main point the author wants the reader to take away from reading the text), objective (not influenced by personal feelings or opinions), and summary (a short and comprehensive statement of what has been previously stated) in the learning targets and to use a dictionary to define the word. With students' support, record the meanings of the terms on the academic word wall. Invite students to record the terms in their vocabulary logs.

• Students may also use the vocabulary strategies on the Close Readers Do These Things anchor chart to deconstruct each term and add any relevant notes to the vocabulary strategies on this chart.

MEETING STUDENTS' NEEDS

Provide resources or examples that outline common affixes in students' home languages to build understanding of the linguistic concept of word parts, or have students generate lists of affixes with a group of students who share the same home language.

A. Close Read: The Latin American Story Finder Excerpt – RI.8.2 (25 minutes)

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

“I can determine a central idea and how it is developed in an excerpt from The Latin American Story Finder.”

• Focus students on the Close Readers Do These Things anchor chart, and ask:

“When reading the novel so far, what routines have we been following to help us better understand the text?” (Student responses will vary, but may include the following: finding the gist, determining the meaning of unfamiliar vocabulary, analyzing text in response to questions.)

• Update the Close Readers Do These Things anchor chart with student responses. See Close Readers Do These Things anchor chart (example for teacher reference).

• Move students into predetermined triads. Direct students to look at the Work to Become Ethical People anchor chart, and ask them to Think-Pair-Share about a habit of character they will work toward while in triads today.

• Display and distribute The Latin American Story Finder Excerpt.

MEETING STUDENTS' NEEDS

In Work Time A, highlight or underline key phrases in individual copies of the informational text in advance of the close read. If time is limited, focus on vocabulary from the first sentence of each paragraph in the "What Is in the Tales?" section to aid students in understanding the most essential ideas in the text (i.e., Latin American, tales, earthiness, fantasy, values, taboos, ancestors, spirits, resilience, economic, political, realities, indigenous).

• Use the Close Reading Guide: The Latin American Story Finder Excerpt to set the purpose of the close read and to guide students through a close read of this excerpt. Refer to the guide for how to integrate the Close Read: The Latin American Story Finder Excerpt note-catcher.

• Tell students that the purpose of the note-catcher is to help them track the development central idea through main ideas and supporting details. Explain to students that taking notes and writing down key ideas from the text on a graphic organizer will help them to process and remember important information while they read. The note-catcher divides the text into sections to help isolate essential information. For ELLs and students who require additional support, Close Read: The Latin American Story Finder Excerpt note-catcher ▲ can be used to aid students’ processing and comprehension by reducing linguistic barriers through images and selected response options.

• Refer to Close Read: The Latin American Story Finder Excerpt note-catcher (example for teacher reference) as necessary.

• After the close read, focus students on the Close Readers Do These Things anchor chart again, and ask:

“When reading this text, what did we do to help us better understand the text?” (Student responses will vary, but may include the following: rereading the text, digging into it more deeply through questions paragraph by paragraph.)

• Update the Close Readers Do These Things anchor chart with student responses. See Close Readers Do These Things anchor chart (example for teacher reference).

• With students’ support, record the meanings of vocabulary words in the Close Read (originated—started or began; resilience—ability to recover quickly from difficult situations; transformed: changed in a major way) on the academic word wall and the meaning of values (the ideas and ways of living that people care about, and guide how they live) 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 these words in their vocabulary logs.

MEETING STUDENTS' NEEDS

In Work Time A, provide a glossary with English and/or translated definitions of key vocabulary from the first sentence of each paragraph in the "What Is in the Tales?" section to aid students in understanding the most essential ideas in the text (i.e., Latin American, tales, earthiness, fantasy, values, taboos, ancestors, spirits, resilience, economic, political, realities, indigenous).

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

B. Language Dive: The Latin American Story Finder Excerpt – L.8.4 (10 minutes)

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

“I can identify strategies to determine the meaning of unfamiliar vocabulary.”

• Tell students they will now participate in a Language Dive to explore language structures used in the informational text and strategies for determining the meaning of unfamiliar vocabulary.

• Reread aloud the last paragraph of the excerpt from The Latin American Story Finder.

• Focus students on the sentence:
  
  As Juan Carlos Galeano writes, “Amazonian realities are still a present and active part of the lives of the non-indigenous, who now represent the majority of the population in most cities throughout the region.”

• Use Language Dive Guide: The Latin American Story Finder Excerpt, Page 1 (for teacher reference) to guide students through a Language Dive conversation about the sentence. Distribute and display Language Dive: The Latin American Story Finder Excerpt note-catcher, Page 1, and Language Dive: The Latin American Story Finder Excerpt, Page 1 sentence chunk strips.

• With students’ support, record the meanings of vocabulary words in the Language Dive (realities—an individual person’s actual experience in the world; non-indigenous—refers to people whose ancestors did not come from the place they now live) 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 these words in their vocabulary logs.

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

A. Make Connections between Texts (5 minutes)

• Invite students to reread the gist of each chapter they have read in Summer of the Mariposas so far. Think-Pair-Share:

"What connections are you making between the two texts?" (Student responses will vary, but may include the following: Summer of the Mariposas is about some girls who are of Latin American origin, one of whom has encountered a figure from Latin American folklore, which is what this informational text is about.)

• Ask students to reflect on the habit of character focus they set for their triad working groups. Turn and Talk:

"In what ways did you see your classmates show empathy, respect, integrity or compassion today while working in triads? How did this impact your work or progress?"

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