A. Engage the Learner (5 minutes)

• Repeated routine: As students arrive, invite them to complete Entrance Ticket: Unit 3, Lesson 5.

• Once all students are ready, invite students to Turn and Talk about their entrance ticket. Ask them the following sequence of questions:

"What meaning did you determine for the meaning of the word rivulet?" (A very small stream.)

"How did you come up with that definition? What clues did the context give you?" (Student responses will vary, but may include how the word thin precedes the word rivulet, so we can infer that a rivulet is small. The sentence also says that a rivulet "of a tear fell." A rivulet must contain water. If it is falling down quietly, it must not be very large or wide. Moreover, the suffix -let means small (e.g., anklet, starlet, booklet) and since there is a tear, which contains water, riv- could refer to a river.)

"What words could you replace it with to have a similar meaning?" (Small river.)

• Invite a student to add rivulet and its definition to the academic word wall, with translations in home languages where appropriate.

• 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.

• Repeated routine: Follow the same routine to focus students on the words contrast (to note the differences between two things) and depictions (description of someone or something) in the learning targets and to use a dictionary to define the words. With students' support, record the meanings of the words on the academic word wall. Invite students to record the terms in their vocabulary logs.

• Students may also use the vocabulary strategies on the Close Readers Do These Things anchor chart to deconstruct each term and add any relevant notes to the vocabulary strategies on this chart.

A. Read Summer of the Mariposas, Chapter 20 Excerpt (10 minutes)

• Repeated routine: Follow the same process as with previous lessons for students to read chapter 20 of Summer of the Mariposas, using the Text Guide: Summer of the Mariposas (for teacher reference). Instruct students to read the chapter 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 20 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: Odilia discovers the roses are for La Llorona, not Mama.

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

B. Compare and Contrast Depictions of La Llorona – RL.8.9 (10 minutes)

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

“I can compare and contrast depictions of La Llorona in La Llorona with those in Summer of the Mariposas.”

• Invite students to retrieve their Compare and Contrast La Llorona note-catcher. Reorient students to the handout and be sure they notice that they will be working with the right side (contrast side) of the note-catcher in this lesson. For ELLs and students who require additional support, the Compare and Contrast La Llorona note-catcher ▲ can be used for this activity to help guide students’ thinking. This resource includes sentence starters to help students articulate comparison and contrast points.

MEETING STUDENTS' NEEDS

In Work Time B, as in Lesson 4, as an alternative to using the Compare and Contrast La Llorona note-catcher ▲, display a list of categories or key phrases to help guide students’ thinking during the La Llorona contrasting activity (e.g., La Llorona’s appearance; La Llorona’s children; key events in the legend).

Use the Model Essay: “Peuchen” compare and contrast points to model all the available choices for how students might plan using their Compare and Contrast Monster note-catcher (e.g., write full sentences, jot, and sketch their ideas) to empower students to make the decision that works best for their planning style).

• Briefly model how to complete the right side of the note-catcher by asking students to Think-Pair-Share about differences between the depictions of La Llorona in La Llorona and Summer in the Mariposas. See Compare and Contrast La Llorona note-catcher (for teacher reference). If necessary, prompt students with questions such as "What causes La Llorona’s children to drown in each text? What kind of person is La Llorona in each text?"

• Ask students to take out copies of La Llorona and Summer of the Mariposas. Tell students that the purpose of this activity is to gather more facts and evidence from the two texts that reveal difference in the two depictions of La Llorona.

• Instruct students to work with a partner to revisit La Llorona and Summer of the Mariposas, pages 46–55, searching for facts and evidence to record on their Compare and Contrast La Llorona note-catcher.

• Prior to setting students out to work, ask them to review the Work to Become Effective Learners anchor chart, citing ways in which they hope to show perseverance in today’s partner work.

MEETING STUDENTS' NEEDS

In Work Time B, as in Lesson 4, provide students with a list that includes accurate contrast points of the two versions of the La Llorona legend, as well as some red herrings. Students can choose appropriate items from the list to include in their own list of differences between the informational text and the novel (e.g., “In the original tale, La Llorona drowns her children, but in the novel, the children fall into the river themselves”). Carrying out the task using this support will not only help students as they organize their thinking, but it will also create an opportunity for students to practice thinking about the meaning of isolated sentences as they evaluate items on the list.

• Circulate and support students as they plan, prompting students to notice and record specific words and phrases from the texts that demonstrate the similarities between the depiction of La Llorona in La Llorona and the depiction in Summer of the Mariposas. Refer to the Compare and Contrast La Llorona note-catcher (for teacher reference).

C. Whole Group Share – RL.8.9 (5 minutes)

• Refer to Compare and Contrast La Llorona note-catcher (for teacher reference) as necessary.

• Use equity sticks to invite responses from the group:

“What are the differences between the depiction of La Llorona in La Llorona and Summer in the Mariposas?” (Responses may include the following: In La Llorona, she seized her two children and threw them into the river. In Summer of the Mariposas, she did not throw them, they fell. In La Llorona, she is cruel, angry, and a danger to children. In Summer of the Mariposas, she is protecting the girls and teaching them to be kind and humble.)

• Invite a student to record student responses on an overhead display or board during the share-out to provide visual, written reinforcement of the differences discussed. Encourage students to check their own list of comparisons against the group-compiled one and add any new facts or evidence that is shared. ▲

• If productive, use a Goal 2 Conversation Cue to encourage students to listen carefully:

“Who can repeat what your classmate said?” (Responses will vary.)

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

• Remind students that they will use the Compare and Contrast La Llorona note-catcher to plan their practice essay and ensure that they are meeting all criteria for a strong informative essay.

D. Compare and Contrast Modernized Monster – RL.8.9 (10 minutes)

• Remind students that they will write an essay about how they modernized a monster from Latin American folklore in their narrative from Unit 2 for the end of unit assessment:

“What about your monster from folklore of Latin American have you kept the same and what have you modernized in the new scene you have written for Summer of the Mariposas? Why?”

• Distribute the Compare and Contrast Monster note-catcher. Students will use this note-catcher to identify the similarities and differences between the depiction of their monster in Latin American folklore and the modernized depiction in their narrative. For ELLs and students who require additional support, the Compare and Contrast Monster note-catcher ▲ can be used for this activity to help guide students’ thinking. This resource includes sentence starters to help students articulate comparison and contrast points.

• Invite students to retrieve the following materials:

  • Completed narrative from End of Unit 2 Assessment with feedback

  • Storyboard graphic organizer

• Circulate and support students as they plan, prompting students to notice specific words and phrases from the texts that demonstrate the similarities and differences between the depiction of their monster in Latin American folklore and the depiction in their narrative from Unit 2.

• Encourage students to use sketching as a method for activating their knowledge of how their monsters are portrayed in traditional folklore and their own narratives from Unit 2. ▲

• Remind students that they will be returning to this activity when they plan their essay in Lesson 11 and will have a chance to deepen and refine the connections they’ve identified today.

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 can succeed at this," and "My ability and competence grow with my effort."

• Ask students to Turn and Talk about the following sequence of questions:

"What helped you to be successful at that task? How much effort did you put in on this task? How did your effort affect your learning?" (Possible responses: I was successful at that task because I collaborated with my classmates. I also used my dictionary when I needed to know the meaning of a new word.)