ELA 2019 G8:M1:U1:L7

Analyze Point of View: Summer of the Mariposas, Chapter 5

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Focus Standards: These are the standards the instruction addresses.

RL.8.1, RL.8.6

Supporting Standards: These are the standards that are incidental—no direct instruction in this lesson, but practice of these standards occurs as a result of addressing the focus standards.

RL.8.3, RL.8.4, RL.8.10, SL.8.1, L.8.4, L.8.4b, L.8.4c, L.8.4d, L.8.6

Daily Learning Targets

I can determine the meaning of new vocabulary. (RL.8.4, L.8.4b, L.8.6)
I can demonstrate understanding of the excerpt of chapter 5 of Summer of the Mariposas.
I can explain what effect is created by differences in the points of view of the characters and the reader in the chapter 5 excerpt of Summer of the Mariposas. (RL.8.1, RL.8.6)

Ongoing Assessment

Opening A: Entrance Ticket (L.8.4b)
Work Time A: Gist on sticky notes
Work Time B: Text-Dependent Questions: Summer of the Mariposas, Chapter 3 (RL.8.1, RL.8.6)

Agenda

Agenda	Teaching Notes
1. Opening A. Engage the Learner - RL.8.4 (5 minutes) 2. Work Time A. Read Summer of the Mariposas, Chapter 5 Excerpt (15 minutes) B. Analyze Point of View: Summer of the Mariposas, Chapter 5 Excerpt - RL.8.6 (15 minutes) 3. Closing and Assessment A. Review Answers: Point of View: Summer of the Mariposas, Chapter 5 - RL.8.6 (10 minutes) 4. Homework A. Determine the Meaning of Unfamiliar Vocabulary: Using Homework: Unfamiliar Vocabulary: Summer of the Mariposas, Chapter 5, students answer a combination of selected response and short constructed response questions that ask them to determine the meaning of unfamiliar vocabulary and state their strategies for doing so. B. Preread Anchor Text: Students should preread chapter 6 of Summer of the Mariposas in preparation for studying an excerpt from the chapter in the next lesson.	Alignment to Assessment Standards and Purpose of Lesson This lesson is similar in structure to Lesson 4. RL.8.1 – Work Time B: Students will choose strong evidence to aid in analyzing point of view. RL.8.6 – Work Time B: Students will work in triads to answer text-dependent questions focused on analyzing point of view. Opportunities to Extend Learning Students could write about the difference in the impact of chapters 4 and 5 of Summer of the Mariposas if they were written from the point of view of Pita, Juanita, Delia, Velia, or another character. Students could rewrite the chapter(s) or part of the chapter from another perspective. Students could choose to research the border patrol between Mexico and the United States as referenced in chapters 4 and 5. How It Builds on Previous Work This work builds on the previous lessons as students continue to read Summer of the Mariposas, identify the gist of each chapter, and record new vocabulary in their vocabulary logs. They also continue to analyze the effects created by the differences in point of view between the reader and the characters. Support All Students In Work Time A, provide choice in how to carry out the reading portion of the lesson: some students may prefer to read independently and silently, while others (especially ELLs) may wish to read aloud in groups with peers and/or with support. Still others may wish to read silently for a few pages and then process with a group. This format of choice could potentially be built into the reading time within each lesson. ▲ As in previous lessons, in Work Time A, present additional options for recording gist rather than just the sticky note, such as using a separate notebook, using a graphic organizer, using highlighters and annotating, or using a voice recorder. Give students options for expressing their understanding of gist (oral, written, drawing). Also, build in different options for expressing comprehension of the text (written reflection, voice recording, discussion with partners/groups). ▲ Chapter 5 brings up the potentially sensitive topics of the girls bribing an officer and telling a lie to hide their story. This is an opportunity to discuss the potential consequences of lying and to reinforce the idea that what the girls are doing could get them into a lot of trouble. When grouping students in triads to answer text-dependent questions in Work Time B, group ELLs with partners who have more advanced or native language proficiency. The partners with greater language proficiency can serve as a model, initiating discussions and providing implicit sentence frames, for example. Use the same triad grouping as in Lessons 4 and 5 if this grouping was successful. This will support students in building trust and becoming more comfortable and confident with their peers. ▲ Assessment Guidance As students work in triads to answer text-dependent questions in Work Time B, listen to discussions to determine how close students are to understanding how to answer questions related to RL.8.6 to determine any common issues that could be used as teaching points for the whole group. Check student vocabulary logs for accountability in recording vocabulary. Check gist statements to ensure students are recording quick notes about what the text is mostly about. Down the Road In the next lesson, students will continue the work from the beginning of the unit analyzing the effect of the differences in point of view between the reader the characters in preparation for the mid-unit assessment in Lesson 11. In the next lesson, students will also begin the first in a series of three lessons about figurative language.

Teaching Notes

1. Opening

A. Engage the Learner - RL.8.4 (5 minutes)

2. Work Time

A. Read Summer of the Mariposas, Chapter 5 Excerpt (15 minutes)

B. Analyze Point of View: Summer of the Mariposas, Chapter 5 Excerpt - RL.8.6 (15 minutes)

3. Closing and Assessment

A. Review Answers: Point of View: Summer of the Mariposas, Chapter 5 - RL.8.6 (10 minutes)

4. Homework

A. Determine the Meaning of Unfamiliar Vocabulary: Using Homework: Unfamiliar Vocabulary: Summer of the Mariposas, Chapter 5, students answer a combination of selected response and short constructed response questions that ask them to determine the meaning of unfamiliar vocabulary and state their strategies for doing so.

B. Preread Anchor Text: Students should preread chapter 6 of Summer of the Mariposas in preparation for studying an excerpt from the chapter in the next lesson.

Alignment to Assessment Standards and Purpose of Lesson
This lesson is similar in structure to Lesson 4.
RL.8.1 – Work Time B: Students will choose strong evidence to aid in analyzing point of view.
RL.8.6 – Work Time B: Students will work in triads to answer text-dependent questions focused on analyzing point of view.

Opportunities to Extend Learning

Students could write about the difference in the impact of chapters 4 and 5 of Summer of the Mariposas if they were written from the point of view of Pita, Juanita, Delia, Velia, or another character. Students could rewrite the chapter(s) or part of the chapter from another perspective.
Students could choose to research the border patrol between Mexico and the United States as referenced in chapters 4 and 5.

How It Builds on Previous Work

This work builds on the previous lessons as students continue to read Summer of the Mariposas, identify the gist of each chapter, and record new vocabulary in their vocabulary logs. They also continue to analyze the effects created by the differences in point of view between the reader and the characters.

Support All Students

In Work Time A, provide choice in how to carry out the reading portion of the lesson: some students may prefer to read independently and silently, while others (especially ELLs) may wish to read aloud in groups with peers and/or with support. Still others may wish to read silently for a few pages and then process with a group. This format of choice could potentially be built into the reading time within each lesson. ▲
As in previous lessons, in Work Time A, present additional options for recording gist rather than just the sticky note, such as using a separate notebook, using a graphic organizer, using highlighters and annotating, or using a voice recorder. Give students options for expressing their understanding of gist (oral, written, drawing). Also, build in different options for expressing comprehension of the text (written reflection, voice recording, discussion with partners/groups). ▲
Chapter 5 brings up the potentially sensitive topics of the girls bribing an officer and telling a lie to hide their story. This is an opportunity to discuss the potential consequences of lying and to reinforce the idea that what the girls are doing could get them into a lot of trouble.
When grouping students in triads to answer text-dependent questions in Work Time B, group ELLs with partners who have more advanced or native language proficiency. The partners with greater language proficiency can serve as a model, initiating discussions and providing implicit sentence frames, for example. Use the same triad grouping as in Lessons 4 and 5 if this grouping was successful. This will support students in building trust and becoming more comfortable and confident with their peers. ▲

Assessment Guidance

As students work in triads to answer text-dependent questions in Work Time B, listen to discussions to determine how close students are to understanding how to answer questions related to RL.8.6 to determine any common issues that could be used as teaching points for the whole group.
Check student vocabulary logs for accountability in recording vocabulary.
Check gist statements to ensure students are recording quick notes about what the text is mostly about.

Down the Road

In the next lesson, students will continue the work from the beginning of the unit analyzing the effect of the differences in point of view between the reader the characters in preparation for the mid-unit assessment in Lesson 11. In the next lesson, students will also begin the first in a series of three lessons about figurative language.

In Advance

Prepare Entrance Ticket: Unit 1, Lesson 7.
Predetermine triads to answer text-dependent questions. Ensure there is at least one student in each triad who will be able to read the text and questions independently.
Distribute Entrance Ticket: Unit 1, Lesson 7 on each student's desk. As they enter the classroom, invite them to complete their entrance ticket.
Post the learning targets and applicable anchor charts (see Materials list).

Tech and Multimedia

Work Time B: Students complete their text-dependent questions online—for example, using Google Forms—or they complete it in a word-processing document, such as a Google Doc, using speech-to-text facilities activated on devices or using an app or software such as http://eled.org/0103.

Supporting English Language Learners

Supports guided in part by CA ELD Standards 8.I.B.6, 8.I.B.7, and 8.I.B.8.

Important Points in the Lesson Itself

This lesson supports ELLs through continued analysis of the way point of view impacts the story in Summer of the Mariposas. Students continue the familiar routine of in-class reading and building strategies for determining the meaning of unfamiliar vocabulary and gist. A focus on word parts and affixes is especially valuable to ELLs as they build strategies for determining the meaning of unfamiliar vocabulary.
ELLs may find it challenging to answer text-dependent questions about Summer of the Mariposas. To set ELLs up for success, thoughtfully and strategically pair them with strong peers who can model effective approaches to interpreting and answering text-dependent questions.

Vocabulary

blighted, coltish, midst, spurted (DS)

Key

(A): Academic Vocabulary

(DS): Domain-Specific Vocabulary

Materials from Previous Lessons

Teacher

Student

Domain-specific word wall (one for display; from Unit 1, Lesson 1, Work Time A)
Close Readers Do These Things anchor chart (one for display; from Unit 1, Lesson 4, Opening A)
Chart paper of Spanish words (one for display; from Unit 1, Lesson 2, Work Time A)
Text Guide: Summer of the Mariposas (for teacher reference) (Unit 1, Lesson 2, Work Time A)
Strategies to Answer Selected Response Questions anchor chart (one for display; from Unit 1, Lesson 3, Opening B)
Work to Become Ethical People anchor chart (example for teacher reference; from Unit 1, Lesson 1, Work Time D)
Analyze Point of View anchor chart (one for display; from Unit 1, Lesson 3, Work Time B)
Analyze Point of View anchor chart (example for teacher reference; from Unit 1, Lesson 3, Work Time B)

Affix List (one page per student, see Tools page)
Summer of the Mariposas (text; one per student; from Unit 1, Lesson 1)
Vocabulary logs (one per student; from Unit 1, Lesson 2, Opening A)

New Materials

Teacher

Student

Entrance Ticket: Unit 1, Lesson 7 (answers for teacher reference)
Text-Dependent Questions: Summer of the Mariposas, Chapter 5 (answers for teacher reference)

Entrance Ticket: Unit 1, Lesson 7 (one per student)
Synopsis: Summer of the Mariposas, Chapter 5 (one per student)
Text-Dependent Questions: Summer of the Mariposas, Chapter 5 (one per student and one for display)
Sticky notes (one per student)
Homework: Unfamiliar Vocabulary: Summer of the Mariposas, Chapter 5 (one per student; from Homework Resources; see unit download)

Assessment

Each unit in the 6-8 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize students' understanding of what they accomplished through supported, standards-based writing.

Opening

Opening
A. Engage the Learner – RL.8.4 (5 minutes) Repeated routine: As they arrive, students complete Entrance Ticket: Unit 1, Lesson 7. Once all students are ready, invite them to share how they broke down the word disappeared, and complete an example on the board: Prefix : ___________________ Root: ____________________ Suffix: ___________________ “What do you think the meaning of the word is from analyzing the affixes and roots?” (Student responses will vary, but may include the following: vanished, because dis means the opposite of, and appear means to come into view, so the opposite of coming into view is vanishing. If you replace disappeared with vanished the sentence still makes sense.) “How did breaking down the word into affixes and roots help you determine the meaning?” (Student responses will vary, but may include the following: finding the meaning of parts of the word helped to figure out the meaning of the whole word.) Invite a student to guide the class through checking the definition in a dictionary, and invite a student to add the word and definition to the domain-specific word wall, with translations in home languages where appropriate. Have students use the word disappeared in a new sentence on their Entrance Ticket 1, Lesson 7 to reinforce understanding of the word’s meaning. ▲ Invite students to Think-Pair-Share their new sentences including the word disappeared with a partner. 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.

A. Engage the Learner – RL.8.4 (5 minutes)

Repeated routine: As they arrive, students complete Entrance Ticket: Unit 1, Lesson 7.
Once all students are ready, invite them to share how they broke down the word disappeared, and complete an example on the board:

Prefix : ___________________
Root: ____________________
Suffix: ___________________

“What do you think the meaning of the word is from analyzing the affixes and roots?” (Student responses will vary, but may include the following: vanished, because dis means the opposite of, and appear means to come into view, so the opposite of coming into view is vanishing. If you replace disappeared with vanished the sentence still makes sense.)

“How did breaking down the word into affixes and roots help you determine the meaning?” (Student responses will vary, but may include the following: finding the meaning of parts of the word helped to figure out the meaning of the whole word.)

Invite a student to guide the class through checking the definition in a dictionary, and invite a student to add the word and definition to the domain-specific word wall, with translations in home languages where appropriate.
Have students use the word disappeared in a new sentence on their Entrance Ticket 1, Lesson 7 to reinforce understanding of the word’s meaning. ▲
Invite students to Think-Pair-Share their new sentences including the word disappeared with a partner.
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.

Work Time

Work Time	Levels of Support
*A. Read Summer of the Mariposas, Chapter 5 Excerpt (15 minutes)* Repeated routine: Follow the same process as with previous lessons for students to read the excerpt of chapter 5 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 5* 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 begin journey through Mexico and have some conflict on the way. Prompt students to think about examples of Habits of Character they read about in chapter 5. Direct students to Turn and Talk about challenges the characters faced to show empathy to each other. "Where were characters challenged to show empathy, compassion, integrity or respect to one another in this chapter?" (The girls had many arguments and were often challenged to show their best to one another; for example, Pita bit Velia's arm when Pita was scared and upset. But Odilia shows compassion for Pita when she returns from the store and cares for her.) Note that in chapter 5 of Summer of the Mariposas, the girls tell lies to hide their story. This is an opportunity to discuss the potential consequences of lying and to reinforce the idea that what the girls are doing could get them into a lot of trouble.	For Lighter Support Model strategies for understanding text-dependent questions (e.g., underlining key vocabulary; looking up the meaning of unfamiliar words in a dictionary; paraphrasing the question silently, orally, or in writing) and for finding answers to questions in text (e.g., referring to gist sticky notes, highlighted vocabulary, and annotations). For Heavier Support If students are struggling to respond to question 4 Parts A, B, or C on Text-Dependent Questions: **Summer of the Mariposas, Chapter 5*, provide hints on sticky notes to help direct students to relevant paragraphs, sentences, and key vocabulary on pages 76-77 of the text: Part A: page 76, paragraph 4 Part B: page 77, paragraph 2: mysterious; paragraph 3: suspicious* Part C: page 77, paragraph 3
*B. Analyze Point of View: Summer of the Mariposas, Chapter 5 Excerpt - RL.8.6 (15 minutes)* Group students strategically into triads, and display and distribute Text-Dependent Questions: Summer of the Mariposas, Chapter 5. Read aloud each of the questions as students read along silently, and explain that students will work together to answer the questions focused on point of view. Focus students on the Analyze Point of View anchor chart, and briefly review what they learned in the previous lesson, particularly revealing what the narrator is thinking or feeling that that the other characters in the novel don't know. Remind students to use their affix lists and the Strategies to Answer Selected Response Questions anchor chart where necessary and to record the gist on sticky notes. Direct students to Turn and Talk about their understanding of the word spurted by asking the following questions. "What is your understanding of the meaning of this word, and how could you use it in an additional sentence?	N/A

Levels of Support

A. Read Summer of the Mariposas, Chapter 5 Excerpt (15 minutes)
Repeated routine: Follow the same process as with previous lessons for students to read the excerpt of chapter 5 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 5 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 begin journey through Mexico and have some conflict on the way.
Prompt students to think about examples of Habits of Character they read about in chapter 5. Direct students to Turn and Talk about challenges the characters faced to show empathy to each other.

"Where were characters challenged to show empathy, compassion, integrity or respect to one another in this chapter?" (The girls had many arguments and were often challenged to show their best to one another; for example, Pita bit Velia's arm when Pita was scared and upset. But Odilia shows compassion for Pita when she returns from the store and cares for her.)

Note that in chapter 5 of Summer of the Mariposas, the girls tell lies to hide their story. This is an opportunity to discuss the potential consequences of lying and to reinforce the idea that what the girls are doing could get them into a lot of trouble.

For Lighter Support

Model strategies for understanding text-dependent questions (e.g., underlining key vocabulary; looking up the meaning of unfamiliar words in a dictionary; paraphrasing the question silently, orally, or in writing) and for finding answers to questions in text (e.g., referring to gist sticky notes, highlighted vocabulary, and annotations).

For Heavier Support

If students are struggling to respond to question 4 Parts A, B, or C on Text-Dependent Questions: Summer of the Mariposas, Chapter 5, provide hints on sticky notes to help direct students to relevant paragraphs, sentences, and key vocabulary on pages 76-77 of the text:

Part A: page 76, paragraph 4
Part B: page 77, paragraph 2: mysterious; paragraph 3: suspicious
Part C: page 77, paragraph 3

B. Analyze Point of View: Summer of the Mariposas, Chapter 5 Excerpt - RL.8.6 (15 minutes)

Group students strategically into triads, and display and distribute Text-Dependent Questions: Summer of the Mariposas, Chapter 5. Read aloud each of the questions as students read along silently, and explain that students will work together to answer the questions focused on point of view.
Focus students on the Analyze Point of View anchor chart, and briefly review what they learned in the previous lesson, particularly revealing what the narrator is thinking or feeling that that the other characters in the novel don't know.
Remind students to use their affix lists and the Strategies to Answer Selected Response Questions anchor chart where necessary and to record the gist on sticky notes.
Direct students to Turn and Talk about their understanding of the word spurted by asking the following questions.

"What is your understanding of the meaning of this word, and how could you use it in an additional sentence?

Closing & Assessments

Closing	Levels of Support
*A. Review Answers: Point of View: Summer of the Mariposas, Chapter 5 – RL.8.6 (10 minutes)* Repeated routine: Refocus all students. Use *Text-Dependent Questions: Summer of the Mariposas, Chapter 5 (answers for teacher reference)* to review answers to questions with students. Update the Analyze Point of View anchor chart accordingly. See Analyze Point of View anchor chart (example for teacher reference). With students’ support, record the meanings of vocabulary words in the Text-Dependent Questions (spurted—suddenly and forcefully; blighted—spoiled, ruined, or destroyed; coltish—like a young horse) 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. Repeated routine: Invite students to reflect on their progress toward the relevant learning targets.	For Lighter Support Use the discussion to promote speaking and listening skills development, including attentive listening and retelling. Invite students to paraphrase what a peer says to model peer language. Because students are accustomed to sharing out their own answer, explain that this is helpful for building oral skills. Display a frame on the board or an overhead display: "(Name of student) said . . ." For Heavier Support In advance, prepare selected response answers to share with the class as options while reviewing the text-dependent questions if it becomes clear that students have struggled to generate correct answers.

Closing

Levels of Support

A. Review Answers: Point of View: Summer of the Mariposas, Chapter 5 – RL.8.6 (10 minutes)

Repeated routine: Refocus all students. Use Text-Dependent Questions: Summer of the Mariposas, Chapter 5 (answers for teacher reference) to review answers to questions with students. Update the Analyze Point of View anchor chart accordingly. See Analyze Point of View anchor chart (example for teacher reference).
With students’ support, record the meanings of vocabulary words in the Text-Dependent Questions (spurted—suddenly and forcefully; blighted—spoiled, ruined, or destroyed; coltish—like a young horse) 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.
Repeated routine: Invite students to reflect on their progress toward the relevant learning targets.

For Lighter Support

Use the discussion to promote speaking and listening skills development, including attentive listening and retelling. Invite students to paraphrase what a peer says to model peer language. Because students are accustomed to sharing out their own answer, explain that this is helpful for building oral skills. Display a frame on the board or an overhead display: "(Name of student) said . . ."

For Heavier Support

In advance, prepare selected response answers to share with the class as options while reviewing the text-dependent questions if it becomes clear that students have struggled to generate correct answers.

Homework

Homework
A. Determine the Meaning of Unfamiliar Vocabulary Using *Homework: Unfamiliar Vocabulary: Summer of the Mariposas, Chapter 5, students answer a combination of selected response and short constructed response questions that ask them to determine the meaning of unfamiliar vocabulary and state their strategies for doing so. B. Preread Anchor Text* Students should preread chapter 6 of Summer of the Mariposas in preparation for studying an excerpt from the chapter in the next lesson.

A. Determine the Meaning of Unfamiliar Vocabulary

Using Homework: Unfamiliar Vocabulary: Summer of the Mariposas, Chapter 5, students answer a combination of selected response and short constructed response questions that ask them to determine the meaning of unfamiliar vocabulary and state their strategies for doing so.

B. Preread Anchor Text

Students should preread chapter 6 of Summer of the Mariposas in preparation for studying an excerpt from the chapter in the next lesson.

EL Education Curriculum

ELA 2019 G8:M1:U1:L7

Analyze Point of View: Summer of the Mariposas, Chapter 5

In this Lesson

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Daily Learning Targets

Ongoing Assessment

Agenda

In Advance

Tech and Multimedia

Supporting English Language Learners

Vocabulary

Materials from Previous Lessons

Teacher

Student

New Materials

Teacher

Student

Assessment

Opening

Work Time

Closing & Assessments

Homework

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