A. Engage the Learner (5 minutes)

• Repeated routine: As they arrive, students complete Entrance Ticket: Unit 1, Lesson 9.

• 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

Remind students that they have seen vocabulary in the learning targets before (e.g., figurative), and that they learned about types of figurative language in the last lesson. Review simile and metaphor in preparation for Work Time A, and ask two or three students to find and share examples of these in the text.

A. Read Summer of the Mariposas, Chapter 7 Excerpt (20 minutes)

• Repeated routine: Follow the same process as with previous lessons for students to read the excerpt of chapter 7 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 7 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 sisters stay with the dead man's wife and find out that they are in the news headlines.

• Stop on page 105, and focus students on the question in their Entrance Ticket: Unit 1, Lesson 9, using total participation techniques (cold call, equity sticks) to select students to share their responses with the whole group. Refer to Entrance Ticket: Unit 1, Lesson 9 (answers for teacher reference) as needed.

• Think-Pair-Share:

"What is the tone of these sentences? How is Odilia feeling about the cake? How do you know?" (Student responses will vary, but may include the following: Odilia is feeling very excited and enthusiastic about eating the food. We know because she describes it in detail.)

"Which of the words on the list has the connotation (an idea or feeling that a word invokes in addition to its literal or primary meaning) of being exciting and enthusiastic?" (Scrumptious.)

• With students' support, record the meaning of connotation on the academic word wall, with translations in students' home languages. Write synonyms or sketch a visual above the word to scaffold students' understanding. Invite students to record this word in their vocabulary logs.

• Follow the steps from previous lessons to read and reflect on the chapter.

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

B. Language Dive Part I: Summer of the Mariposas, Page 110 - RL.8.4 (10 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."

• Tell students they will now participate in Part I of a two-part Language Dive to explore language structure used with figurative language and the relationships between words in sentences.

• Reread aloud page 110 of Summer of the Mariposas.

• Focus students on the sentence:

"Pita was all bug-eyed and big-eared, nodding like a ratoncita, nervous as a little mouse sitting on the edge of a wooden trap."

• Use the Language Dive Guide: Summer of the Mariposas, Page 110 to guide students through a Language Dive conversation about the sentence. Distribute and display the Language Dive: Summer of the Mariposas, Page 110 note-catcher and the Language Dive: Summer of the Mariposas, Page 110 sentence chunk strips.

MEETING STUDENTS' NEEDS

Before beginning Work Time B, provide a list of translations of key vocabulary from the Language Dive sentence (e.g., nodding, precariously, wooden, trap) in students' home languages to bypass any confusion vocabulary may cause and maintain a focus on structure and figures of speech.

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

A. Exit Ticket: Analyze Point of View: Summer of the Mariposas, Chapter 7 - RL.8.6 (10 minutes)

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

"I can explain what effect is created by differences in the points of view of the characters and the reader in chapter 7 of Summer of the Mariposas."

• Remind students of the definitions and content already recorded on the Analyze Point of View anchor chart. Display and distribute Exit Ticket: Analyze Point of View: Summer of the Mariposas, Chapter 7, and read the questions aloud. Invite students to respond to the questions on their own and submit.

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

• Collect exit tickets as students leave.