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

• Repeated routine: As they arrive, students complete Entrance Ticket: Unit 1, Lesson 7.

• Once all students are ready, invite them to share how they broke down the word disappeared, and complete an example on the board:

Prefix : ___________________

Root: ____________________

Suffix: ___________________

“What do you think the meaning of the word is from analyzing the affixes and roots?” (Student responses will vary, but may include the following: vanished, because dis means the opposite of, and appear means to come into view, so the opposite of coming into view is vanishing. If you replace disappeared with vanished the sentence still makes sense.)

“How did breaking down the word into affixes and roots help you determine the meaning?” (Student responses will vary, but may include the following: finding the meaning of parts of the word helped to figure out the meaning of the whole word.)

• 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.

• Have students use the word disappeared in a new sentence on their Entrance Ticket 1, Lesson 7 to reinforce understanding of the word’s meaning. ▲

• Invite students to Think-Pair-Share their new sentences including the word disappeared with a partner.

• 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 5 Excerpt (15 minutes)

• Repeated routine: Follow the same process as with previous lessons for students to read the excerpt of chapter 5 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 5 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

Model strategies for understanding text-dependent questions (e.g., underlining key vocabulary; looking up the meaning of unfamiliar words in a dictionary; paraphrasing the question silently, orally, or in writing) and for finding answers to questions in text (e.g., referring to gist sticky notes, highlighted vocabulary, and annotations).

• Gist: The sisters begin journey through Mexico and have some conflict on the way.

• Prompt students to think about examples of Habits of Character they read about in chapter 5. Direct students to Turn and Talk about challenges the characters faced to show empathy to each other.

"Where were characters challenged to show empathy, compassion, integrity or respect to one another in this chapter?" (The girls had many arguments and were often challenged to show their best to one another; for example, Pita bit Velia's arm when Pita was scared and upset. But Odilia shows compassion for Pita when she returns from the store and cares for her.)

• Note that in chapter 5 of Summer of the Mariposas, the girls tell lies to hide their story. This is an opportunity to discuss the potential consequences of lying and to reinforce the idea that what the girls are doing could get them into a lot of trouble.

MEETING STUDENTS' NEEDS

If students are struggling to respond to question 4 Parts A, B, or C on Text-Dependent Questions: Summer of the Mariposas, Chapter 5, provide hints on sticky notes to help direct students to relevant paragraphs, sentences, and key vocabulary on pages 76-77 of the text:

Part A: page 76, paragraph 4

Part B: page 77, paragraph 2: mysterious; paragraph 3: suspicious

Part C: page 77, paragraph 3

B. Analyze Point of View: Summer of the Mariposas, Chapter 5 Excerpt - RL.8.6 (15 minutes)

• Group students strategically into triads, and display and distribute Text-Dependent Questions: Summer of the Mariposas, Chapter 5. Read aloud each of the questions as students read along silently, and explain that students will work together to answer the questions focused on point of view.

• Focus students on the Analyze Point of View anchor chart, and briefly review what they learned in the previous lesson, particularly revealing what the narrator is thinking or feeling that that the other characters in the novel don't know.

• Remind students to use their affix lists and the Strategies to Answer Selected Response Questions anchor chart where necessary and to record the gist on sticky notes.

• Direct students to Turn and Talk about their understanding of the word spurted by asking the following questions.

"What is your understanding of the meaning of this word, and how could you use it in an additional sentence?

A. Review Answers: Point of View: Summer of the Mariposas, Chapter 5 – RL.8.6 (10 minutes)

• Repeated routine: Refocus all students. Use Text-Dependent Questions: Summer of the Mariposas, Chapter 5 (answers for teacher reference) to review answers to questions with students. Update the Analyze Point of View anchor chart accordingly. See Analyze Point of View anchor chart (example for teacher reference).

MEETING STUDENTS' NEEDS

Use the discussion to promote speaking and listening skills development, including attentive listening and retelling. Invite students to paraphrase what a peer says to model peer language. Because students are accustomed to sharing out their own answer, explain that this is helpful for building oral skills. Display a frame on the board or an overhead display: "(Name of student) said . . ."

In advance, prepare selected response answers to share with the class as options while reviewing the text-dependent questions if it becomes clear that students have struggled to generate correct answers.

• With students’ support, record the meanings of vocabulary words in the Text-Dependent Questions (spurted—suddenly and forcefully; blighted—spoiled, ruined, or destroyed; coltish—like a young horse) 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.