A. Engage the Learner - L.8.4a (5 minutes)

• Repeated routine: As students arrive, invite them to complete Entrance Ticket: Unit 3, Lesson 1.

• Invite a student to guide the class through checking the definition of juxtaposing in a dictionary, and invite a student to add the word and definition to the academic word wall, with translations in home languages where appropriate (to place [different things] side by side [as to compare them or contrast them or to create an interesting effect]). Add the synopsis of The Odyssey (Homer's epic of Odysseus' 10-year struggle to return home after the Trojan War) to the domain-specific word wall. Then have students identify the meaning of mitos y leyendas (myths and legends) using a Spanish translation dictionary and add words to the chart paper of Spanish words, and the domain-specific word wall.

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

• 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.

MEETING STUDENTS' NEEDS

To build listening and speaking skills alongside comprehension, invite students to turn to an elbow partner and paraphrase their understanding of a key concept in the learning target (e.g., central idea, conveyed) in one minute or less. Cue them to share out by saying, "Who can repeat what your classmate said?" and give them feedback on their language use and the accuracy of the paraphrase. Then, invite them to turn to their partner and summarize once again, this time in 30 seconds or less. Repeat the feedback process.

A. Close Read: Summer of the Mariposas, Author's Note – RI.8.2 (30 minutes)

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

“I can determine a central idea and how it is conveyed through details in Summer of the Mariposas, author's note.”

• Focus students on the Close Readers Do These Things anchor chart and remind them that digging into the text deeper can help them understand it better, so they are going to dig deeper into an excerpt of the text through close reading.

MEETING STUDENTS' NEEDS

During Work Time A, review Close Reading Culminating Task: Summer of the Mariposas, Author's Note questions with students in advance of beginning the close read to help them anticipate key information needed for multiple choice questions and the partner summary, as they read. Keep multiple choice response options covered to maintain a lighter level of support.

• Move students into predetermined triads.

• Direct students’ attention to the Work to Become Effective Learners anchor chart, and review what collaboration looks and sounds like.

• Use Close Reading Guide: Summer of the Mariposas, Author's Note to set the purpose of the close read and to guide students through a close read of this excerpt. Refer to the guide for how to integrate the following:

  • Close Reading Culminating Task: Summer of the Mariposas, Author's Note

  • Affix list

• Refer to Close Reading Culminating Task: Summer of the Mariposas, Author's Note (answers for teacher reference) as necessary.

• Use the following Goal 2 Conversation Cues as appropriate to prompt discussion:

“Who can repeat what your classmate said?”

“Who can tell us what your classmate said in your own words?”

• With students’ support, record the meanings of vocabulary words in the Close Read (abhorrent—inspiring disgust or loathing; maligned—spoken about in a spiteful or critical way; redeem—to compensate for the faults or bad aspects of something, to regain or repossess it) on the academic 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

During Work Time A, review Close Reading Culminating Task: Summer of the Mariposas, Author's Note questions and multiple choice answers with students in advance of beginning the close read to help them anticipate key information needed for multiple choice questions and the partner summary, as they read. Offer definitions for key vocabulary in the questions and responses to help students fully comprehend the meaning of each in order to find relevant content in the text.

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

A. Culminating Task – RI.8.2 (10 minutes)

• Think-Pair-Share:

“What do you notice about the main ideas you have collected on your sticky notes? What does this tell you about the central idea of this text?” (McCall wrote the novel in order to highlight modern and ancient myths and legends of Mexico and to reimagine La Llorona to emphasize a theme that kindness and purity of heart can lead to a full and meaningful life—and even to redemption.)

• Display and distribute Close Reading Culminating Task: Summer of the Mariposas, Author's Note. Invite students to work in pairs to answer the questions

MEETING STUDENTS' NEEDS

For additional work with the close read text, create a list of rephrased ideas from the author's note (e.g., "My story was intended to help readers learn about the Aztecs' magical history and folklore") and have students find the idea within the text. This will provide students with an opportunity to notice how central ideas are woven into non-literary texts and reinforce overall comprehension of the reading. This task will also provide additional practice with thinking about paraphrasing and how we can use different language to express the same idea.

• Refocus the whole group and use total participation techniques (equity sticks or cold calling) to select students to share their responses with the whole group. Refer to Close Reading Culminating Task: Summer of the Mariposas, Author's Note (answers for teacher reference) and clarify any misconceptions.

• Ensure students recognize that in order to determine central idea, readers need to pay careful attention to the main ideas and how they connect to one another to give the reader a sense of a larger central idea.

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