A. Engage the Learner - RL.8.4 (5 minutes)

• Repeated routine: As students arrive, invite them to complete Entrance Ticket: Unit 1, Lesson 6 (see In Advance). Once all students are ready, invite them to share a suggested meaning for the word unfathomable (not able to be imagined or comprehended). Turn and Talk:

"How did you come up with that definition? What clues did the context give you?" (Student responses will vary, but may include the following: the way she says she "refused to admit" and called the situation "stupid" are the kind of things you say to yourself when a situation is unbelievable, so unbelievable works there.)

"What words could you replace it with to have a similar meaning?" (Unbelievable.)

• Invite a student to guide the class through checking the definition in a dictionary, and invite a student to add the word and definition to the domain-specific word wall, with translations in home languages where appropriate (not able to be imagined or comprehended).

• Add any relevant notes to the vocabulary strategies on the Close Readers Do These Things anchor chart.

• 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. Read Summer of the Mariposas, Chapter 4 Excerpt (20 minutes)

• Repeated routine: Follow the same process as with previous lessons for students to read chapter 4 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 4 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 Work Time A, invite students to sketch or act out the events in Summer of the Mariposas, Chapter 4 Excerpt after reading to help with comprehension.

Preselect texts for Independent Research Reading that are appropriate for the students' current levels of reading proficiency.

• Back-to-Back and Face-to-Face protocol: Conduct two or three rounds of this protocol after students have recorded their gist on sticky notes. In each round, prompt students to share their gist with a new partner.

• In the last round of the protocol, ask students to share an example of empathy they saw a character exhibit in chapter 4. Direct students to the Work to Become Ethical People anchor chart for reference. (Example of empathy in chapter 4: Odilia shows compassion for her sisters when she decides to believe in the cinco hermanitas and their mission. Instead of fighting or resisting them, she becomes their leader.)

• Gist: The Garza sisters getting into Mexico without border officials discovering they are transporting a corpse.

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

MEETING STUDENTS' NEEDS

During Work Time A, students may struggle to keep track of the multiple characters in the anchor text. Create a characterization anchor chart for each character in Summer of the Mariposas and track character traits and supporting evidence as they appear in the book. Also provide individual student copies, if helpful.

Provide an audiobook, if available, for students to follow along with as they read their Independent Research Reading texts to help facilitate comprehension.

B. Launch Independent Research Reading - RI.8.10 (15 minutes)

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

"I can select a research reading text that I want to read."

• Launch independent reading. There is a suggested independent reading launch in the Independent Reading Sample Plans.

• At the end of 5 minutes, distribute independent reading journals.

• Tell students they will use this journal to log their independent reading, both choice and research reading, and to answer reading prompts.

• Display the independent reading pages of the Homework Resources (For Families), and focus students on the information they need to record using the example on the same page.

• Model how to log independent reading without the prompt. Explain that students will log their research reading in the front of the book and choice reading in the back. Ensure that students understand the difference between independent research reading (topical texts) and choice reading (any texts they want to read).

• Explain that they will respond to a prompt for homework in the front of their journals, and show students where to find the prompts in the Homework Resources document.

A. Determine Meanings of Unfamiliar Words and Phrases

• Using Homework: Unfamiliar Vocabulary: Summer of the Mariposas, Chapter 4, students answer a combination of selected response and short constructed response questions that ask them to determine the meanings of unfamiliar words and phrases.

B. Independent Research Reading

• Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.

C. Preread Anchor Text

• Students should preread chapter 5 of Summer of the Mariposas in preparation for studying an excerpt from the chapter in the next lesson.