- I can identify strategies to answer selected response questions.
- I can find the gist of chapter 2 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 2 excerpt of Summer of the Mariposas. (RL.8.1, RL.8.6)
Focus Standards: These are the standards the instruction addresses.
- RL.8.1, RL.8.6, SL.8.1
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, W.8.10, L.8.4, L.8.6
Daily Learning Targets
Ongoing Assessment
- Opening A: Entrance Ticket (RL.8.6)
- Opening B: Strategies to Answer Selected Response Questions anchor chart
- Work Time A: Gist on sticky notes
- Work Time B: QuickWrite: Summer of the Mariposas, Chapter 2 excerpt (RL.8.6)
- Closing and Assessment A: Exit Ticket: Analyze Point of View: Summer of the Mariposas, Chapter 2 Excerpt (RL.8.6)
Agenda
Agenda | Teaching Notes |
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1. Opening A. Engage the Learner (5 minutes) B. Determine Strategies to Answer Selected Response Questions (5 minutes) 2. Work Time A. Read Summer of the Mariposas, Chapter 2 Excerpt - SL.8.1 (15 minutes) B. Analyze Point of View: Summer of the Mariposas, Chapters 1-2 Excerpts - RL.8.6 (15 minutes) 3. Closing and Assessment A. Exit Ticket: Analyze Point of View: Summer of the Mariposas, Chapter 2 Excerpt - RL.8.6 (5 minutes) 4. Homework A. Determine the Meaning of Unfamiliar Vocabulary: Using Homework: Unfamiliar Vocabulary: Summer of the Mariposas, Chapter 2, 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 3 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
Opportunities to Extend Learning
How It Builds on Previous Work
Support All Students
Assessment Guidance
Down the Road
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In Advance
- Prepare:
- Entrance Ticket: Unit 1, Lesson 3
- Analyze Point of View anchor chart
- Strategies to Answer Selected Response Questions anchor chart
- Ensure there is a copy of Entrance Ticket: Unit 1, Lesson 3 at each student's workspace
- Post the learning targets and applicable anchor charts (see Materials list).
Tech and Multimedia
- Opening B: Create the Strategies to Answer Selected Response Questions anchor chart in an online format—for example, a Google Doc—to share with families to reinforce at home.
- Closing and Assessment A: Students complete their QuickWrite and exit ticket 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
- To support ELLs, this lesson incorporates gist-note strategies and selected response question strategies to build comprehension. The introduction of point of view and the exploration of culture and identity in this lesson support consideration of the diverse perspectives of ELLs as they explore differing worldviews and experiences that may be directly or indirectly similar to their own.
- ELLs may find it challenging to answer selected response questions, as the wording of questions and multiple-choice answers can require significant linguistic processing. If possible, take time to help students deconstruct the meanings of questions and answers. ELLs may also need extra support in preparation for writing QuickWrite: Summer of the Mariposas, Chapter 2 Excerpt. Allow time for brainstorming and planning to help students feel more confident and focused as they set out on this task.
Vocabulary
- effects, point of view, strategies (A)
Key
(A): Academic Vocabulary
(DS): Domain-Specific Vocabulary
Materials from Previous Lessons
Teacher
Student
- Academic word wall (one for display; from Unit 1, Lesson 1, Opening A)
- Work to Become Ethical People anchor chart (one for display; from Unit 1, Lesson 2, Work Time D)
- 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)
- Vocabulary logs (one per student; from Unit 1, Lesson 2, Opening A)
- Summer of the Mariposas (text; one per student; from Unit 1, Lesson 1)
New Materials
Teacher
Student
- Entrance Ticket: Unit 1, Lesson 3 (answers for teacher reference)
- Strategies to Answer Selected Response Questions anchor chart (co-created during Opening B)
- Strategies to Answer Selected Response Questions anchor chart (for teacher reference)
- Analyze Point of View anchor chart (example for teacher reference)
- Analyze Point of View anchor chart (see Teaching Notes)
- QuickWrite: Summer of the Mariposas, Chapter 2 (example for teacher reference)
- Exit Ticket: Analyze Point of View: Summer of the Mariposas, Chapter 2 (answers for teacher reference)
- Entrance Ticket: Unit 1, Lesson 3 (one per student)
- Sticky notes (one per student)
- Synopsis: Summer of the Mariposas, Chapter 2 (one per student)
- QuickWrite: Summer of the Mariposas, Chapter 2 (one per student and one for display)
- Exit Ticket: Analyze Point of View: Summer of the Mariposas, Chapter 2 Excerpt (one per student and one for display)
- Homework: Unfamiliar Vocabulary: Summer of the Mariposas, Chapter 2 (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 | Levels of Support |
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A. Engage the Learner (5 minutes)
“I can identify strategies to answer selected response questions.” “I can find the gist of chapter 2 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 2 excerpt of Summer of the Mariposas.”
“Can you say more about that?” “Can you give an example?”
“What do you think you will be doing in this lesson based on these learning targets?” (We will be determining strategies that we can use to answer multiple choice questions, we will be reading our class novel and determining the gist while identifying new vocabulary, and then we will be analyzing the way the characters’ points of view, and the differences in our point of view, affect the story.) “Why are we doing this? How is it meaningful to you? How will it help you to be successful?” (Similarly to yesterday, discovering new vocabulary increases our ability to use that vocabulary to communicate well. Identifying the gist of a chapter helps check our understanding and allows us to easily refer to and remember what the chapter is mostly about. Looking at a character's point of view and how it affects the text will help us understand why the author wrote the text this way and how it impacts us as readers.)
“Can you say more about that?” “Can you give an example?” |
For Heavier Support
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B. Determine Strategies to Answer Selected Response Questions (5 minutes)
"I can identify strategies to answer selected response questions."
"What strategies did you use to answer this question and the selected response questions in your homework?"
"How did these strategies help you to better understand the text?" (Responses will vary.)
"Can you say more about that?" "Can you give an example?"
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For Lighter Support
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Work Time
Work Time | Levels of Support |
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A. Read Summer of the Mariposas, Chapter 2 Excerpt – SL.8.1 (15 minutes)
“I can find the gist of chapter 2 of Summer of the Mariposas.”
1. Have students find a partner (or assign partners) and stand back-to-back, being respectful of space. 2. Have students wait for the question that they will be asked to discuss with their partner. 3. Have students think about what they want to share and how they might best express themselves. 4. When you say, “face to face,” have students turn, face their partners, and decide who will share first (if you have not indicated that a certain person should go first). 5. Have students listen carefully when their partner is speaking and be sure to make eye contact. 6. When given the signal, students should find a new partner (or assign a new partner), stand back to back, and wait for the new question. 7. This may be repeated for as many rounds as needed or appropriate.
“What happened? What are the main events? How is the plot unfolding?” (We learn that Velia took the dead man’s money, and she and Delia want to use it to take the dead man home to Mexico. Odilia, on the other hand, thinks this is too dangerous and reminds the girls that they have no way to get there. Odilia feels responsible for her sisters and is worried about getting in trouble with the authorities or with her mother for even being at the swimming hole to begin with. Odilia goes to speak with her mother, but her mother will not talk to her because she is busy at work. So, Odilia makes up a plan to pretend she is going to a sleepover and then act as if she is their mother coming home from work so that the girls will not leave the house. However, the girls still attempt to leave, and, in the end, Odilia jumps in the car with them.) “What is the gist? What is this chapter mostly about?” (This chapter is mostly about how the sisters continue to argue about what to do, and even though Odilia tries to stop them, they eventually all get in the car to drive to Mexico.) “In what ways did characters show respect or empathy in this chapter? Did any characters face challenges in showing respect and/or empathy?” (Odilia feels responsible for her family and tries to prevent them for traveling to Mexico to return the body. She is showing empathy in her own way. On the other hand, Juanita thinks it is respectful to return the body to his family, and motivates them to do so. The sisters are challenged in their ability to understand each other’s perspectives or motives, which makes it difficult for them to show empathy for one another.) Direct students to the Working to be Ethical People anchor chart for reference.
“Can you say more about that?” “Can you give an example?”
“What is your point of view on this situation? Did the girls do the right thing? Why or why not?” (Student responses will vary, but may include the following: no, because stealing a car is not only against the law, but is also very dangerous.)
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For Lighter Support
For Heavier Support
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B. Analyze Point of View: Summer of the Mariposas, Chapters 1-2 Excerpts - RL.8.6 (15 minutes)
"I can explain what effect is created by differences in the points of view of the characters and the reader in the chapter 2 excerpt of Summer of the Mariposas."
"From what point of view is this novel written? How do you know?" (First person, because the narrator says "I.") "Who is the narrator? Who is talking to Mama? How do you know?" (Odilia, because she is the narrator of the novel.)
"From reading this excerpt, what do you, the reader, know that Mama doesn't know? What effect does this create?"
"How does the author use differences in the points of view of the characters and the reader to create effects like suspense or humor?" (Using first person point of view, the author enables the reader to see some events that the other characters don't see.)
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Closing & Assessments
Closing | Levels of Support |
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A. Exit Ticket: Analyze Point of View: Summer of the Mariposas, Chapter 2 Excerpt – RL.8.6 (5 minutes)
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For Heavier Support
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Homework
Homework |
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A. Determine the Meaning of Unfamiliar Vocabulary
B. Preread Anchor Text
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