A. Engage the Learner (5 minutes)

• Repeated routine: As they arrive, students complete Entrance Ticket: Unit 1, Lesson 8.

• Once all students are ready, invite them to share their responses. Confirm that the words evil owls help us understand the meaning of lechuzas, and explain that lechuzas are monsters from Latin American folklore.

• 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.

• Repeated routine: Follow the same routine to focus students on the word figurative (a word or phrase that has a deeper meaning than its basic meaning; not literal) 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 the word on the domain-specific word wall. Invite students to record the word in their vocabulary logs.

A. Review Figurative Language – RL.8.4 (15 minutes)

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

“I can determine the meaning of figurative language in Summer of the Mariposas.”

• Invite students to get back in their triads from Lessons 4, 6, and 7. Display and distribute the Analyze Figurative Language note-catcher. Read through the types of figurative language in the first column. Remind students that many of these types of figurative language will be familiar to them from work in previous grades.

• Tell students that the purpose of the note-catcher is to help them track their learning about figurative language in the text. For ELLs and students who require additional support, Analyze Figurative Language note-catcher ▲ can be used to help guide students’ thinking by reducing linguistic barriers related to reading fluency and speed, as well as writing, so that students can focus on the concept of figurative language.

• Use Analyze Figurative Language note-catcher (example for teacher reference) and a dictionary to do a think-aloud to model how to complete the empty columns on the chart for simile (a comparison of two unlike things using like or as). Record simile on the domain-specific word wall. Invite students to record this word in their vocabulary logs.

MEETING STUDENTS' NEEDS

During Work Time A, invite ELLs to share examples of figurative language from their home languages and explain the meaning to the class (in English). Thinking about figurative language in home languages helps students focus on underlying concepts and supports an inclusive learning environment that honors and respects cultural diversity.

• Allocate each triad one of the types of figurative language, apart from simile. Invite triads to complete the empty columns for the figurative language they have been allocated.

• Circulate to identify any misconceptions, referring to Analyze Figurative Language note-catcher (example for teacher reference).

• After 5 minutes, refocus the group. Invite students to silently get into new groups with each type of figurative language represented. Give the students representing each type of figure 1 minute to share their definition and inference, and invite the other students to fill in the gaps on their Analyze Figurative Language note-catcher. For example, instruct students who investigated metaphor to have a minute to share.

• Again circulate to identify any misconceptions, referring to Analyze Figurative Language note-catcher (example for teacher reference).

• With students’ support, record the meanings of vocabulary words in the Language Dive (metaphor—a comparison of two unlike things; personification—giving an inanimate object human-like characteristics; imagery—language that creates a mental image for the reader, using sensory descriptions; hyperbole—use of exaggeration to emphasize a point; pun—a play on words based on two words that are close in sound but different in meaning; verbal irony—using language that means the opposite of what you mean for humor or dramatic effect) 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

Before Work Time A, cut the inferences in the Inference column of the Analyze Figurative Language note-catcher (for teacher reference) into strips. During the activity, have students match each inference with the appropriate text-based example of figurative language and use a glue stick to add it to the note-catcher. This allows students to produce written explanations of the inferences without processing interference so they can focus on thinking about the figurative language concepts. After students have matched the inferences with the examples, invite them to first read the inference aloud and then explain the meaning in their own words to a partner. This reinforces concepts while also supporting language development.

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

B. Read Summer of the Mariposas, Chapter 6 Excerpt (15 minutes)

• Repeated routine: Follow the same process as with previous lessons for students to read the excerpt of chapter 6 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 6 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: The Garza girls take the drowned man to his family and struggle to deliver the news of his death.

• After reading, prompt students to think about Habits of Character that were evident in this chapter. Ask students to Think-Pair-Share:

"In what ways do characters show empathy to one another in chapter 6?" (La Llorona shows compassion to Odilia when she appears and checks in with her, providing encouragement and direction so Odilia can continue to lead her sisters.)

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

C. Figurative Language: Summer of the Mariposas, Chapter 6 Excerpt – RL.8.4 (5 minutes)

• Invite students to turn to page 84, on which Odilia asks an elderly man sweeping the storehouse porch if he knows where the drowned dead man lives. Direct students to read along silently the elderly man’s response:

“He’s a good for nothing. Un vago. But that’s none of my business—flour from a different sack, as far as I’m concerned.”

• Think-Pair-Share:

“The elderly man says ‘flour from a different sack.’ Which example of figurative language did the elderly man use? Why do you think he expressed his thoughts and feelings in this way? What do you think is the deeper meaning of his statement?” (Student responses will vary, but may include the following: The elderly man uses a metaphor. He compares two unlike things—the dead man and a sack of flour. The man is sweeping a storehouse, so he may have used this comparison because he sells flour. The man is saying that if we as people were all flour, the dead man would not be in the same sack as the rest of us. He does not have the same morals as most people. Most people are not as lazy and selfish as the drowned dead man.)

• Invite volunteers to share their analysis with the whole class. Be sure to check that students are on track and are jotting down their responses and their peers’ responses to the prompt.

• If productive, use a Goal 1 Conversation Cue to encourage students to expand their ideas by giving examples.

“Can you say more about that?”

“Can you give an example?”

A. Reflect on Learning Targets (5 minutes)

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

• Incorporate reflection on and awareness of the following academic mindsets: "I belong in this academic community," and "This work has value for me."

• Ask students to Turn and Talk:

"How did you contribute to this learning community today? How were the tasks you completed valuable to you?" (Possible responses: I shared my ideas with my classmate and helped him/her to understand something new. I will have a better understanding of figurative language in texts that I read, which will help me to get more out of the story.)