A. Engage the Learner (5 minutes)

• Repeated routine: As students arrive, invite them to complete Entrance Ticket: Unit 2, Lesson 7.

• Repeated routine: Follow the same routine as 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 previous lessons.

A. Research Model: Monster from Latin American Folklore – W.8.7 (15 minutes)

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

“I can research to choose a monster from folklore of Latin America for my narrative.”

• Remind students of the question they responded to on Entrance Ticket: Unit 2, Lesson 7 as they entered the classroom:

1. When researching to find out more about monsters in folklore of Latin America, which of the following do you think would be the most effective search terms?

a) Folklore Latin America (This doesn’t contain monster—we are looking for information about monsters.)

b) Monster folklore (This doesn’t include Latin America and therefore could bring up monsters in any folklore.)

c) Monster folklore Latin America (Correct. This contains all of the necessary search terms.)

d) Monsters in Folklore of Latin America (This one will work, but has lots of unnecessary words.)

• Confirm the correct answer, and explain while using the descriptions in parentheses above.

• Remind students of the Performance Task anchor chart and that they will be writing their own scene for Summer of the Mariposas modernizing a monster from the folklore of Latin America.A

• Display the Researchers Do These Things anchor chart (example for teacher reference), and use the criteria to model researching:

  • Using a search engine: Display a search engine (such as Google) and model using the correct search terms in the selected response question in the opening activity or have a knowledgeable student do so.

  • Determining the relevance of sources: Model scanning the results page to identify the relevance of sources. Explain that relevance means “related to what is being discussed” and give examples from everyday life:

“If we are talking about our favorite fruit and I bring up shoes, my comment will have no relevance in this discussion. But if I bring up apples, then my comment does have relevance in this discussion.”

• • If necessary, use visuals or sketches to illustrate relevance (pictures of fruit and a picture of shoes with question mark or x through it).

  • Model scanning the results page and asking,

“Does this source look like it will answer my question?” Invite students to join in evaluating the relevance of the sources.

MEETING STUDENTS' NEEDS

In Work Time A, to further students’ understanding of how to use search terms effectively, extend the discussion by having students experiment with the search term options provided. Invite students to share with the class what they find using each one. This will give students tangible examples of the results that search terms yield.

• • Determining the Credibility of Sources: Once relevant sources have been identified, explain that the next step is determining the credibility of a source. Explain that credibility means “being believable.” Distribute Choose and Use Credible Internet Sources, and read aloud the first bullet (about the publisher), asking students to follow along. Model using these criteria to evaluate the relevant sources on the results page. Invite students to join in evaluating the credibility of the sources. Click on one of the sources and read aloud each of the other bullet points from the Choose and Use Credible Internet Sources handout, using them as a checklist to verify the credibility of the source. Invite students to join in evaluating the credibility of the source. If students need additional support or practice, display several different sources and ask students to work together to label them as credible or not.

  • Gathering Information: Making a Note-Catcher: Ask students to Turn and Talk about what kinds of information they need to gather in order to be able to write a narrative modernizing a monster. Invite students to retrieve their copies of “The Peuchen” and remind students this was the information the author used to write the model narrative. Explain that students will create their own note-catcher to record information. As a class, generate a list of the information that should be on the note-catcher, and record on the board physical characteristics—what it looks like and what it does to victims.

  • Gathering Information: Paraphrasing and Quoting: Model skimming and scanning the first one or two paragraphs of the source for information. Model taking notes on the board if necessary.

  • Gathering Information: Citing Sources: Model using the citing sources format at the bottom of the Researchers Do These Things anchor chart (example for teacher reference) to cite the model source. Invite students to help find each item (author’s last and first name, article title, website, etc.). Consider even making the finding of items like a game—the first to find the item shouts it out or runs up and points it out.

B. Research Practice: Monster from Latin American Folklore - W.8.8 (20 minutes)

• Distribute paper and give students 5 minutes to draw a note-catcher to capture their research notes. For students who struggle to organize their thinking suggest the following:

  • Name of Monster:

  • What does it look like?

  • What does it do to victims?

  • Source

MEETING STUDENTS' NEEDS

During Work Time B, for students who are using the suggested note-catcher, encourage them to start filling in information by first drawing the monster in Column B before adding a verbal description. This will help students to clarify their vision of the monster before putting their thinking into words.

During Work Time B, display a list of key questions to answer about the monster being researched to guide students as they create a note-catcher and carry out their research:

What does the monster do?

Where does the monster live?

Where did the monster come from, and when?

What is most dangerous about this monster?

Use "The Peuchen" as an example, and answer the questions together as a class to demonstrate how students might approach using the informational texts they will use for research. As an enrichment activity, students can also use these questions to investigate stories of other monsters from folklore with their families.

• Tell students they are likely to see many different monsters that interest them, so they should collect information about those they would like to write about and modernize in a new scene of Summer of the Mariposas.

• Invite students to begin researching.

• Circulate to support students as they research and identify common issues to use as teaching points.

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

A. Choose a Monster - W.8.3 (5 minutes)

• Direct students to Think-Pair-Share about the following questions:

"What monsters from Latin American Folklore did you learn about?"

"Are any of these monsters compelling characters for your narrative? Why?"

• Invite students to choose one of the monsters they researched to use in their narrative.

• Use total participation techniques to select students to share their chosen monster and the information they collected about the monster.

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

MEETING STUDENTS' NEEDS

Provide sentence starters for students to use while sharing about the monster they have selected

"The monster lives in . . ."

"The monster came from . . ."

"The monster has . . ."

"The monster is dangerous because . . ."

For additional support, provide examples of sentences using these stems (e.g., "The monster is dangerous because he eats people who live in the woods").