Alignment to Assessment Standards and Purpose of Lesson

• RL.8.4, L.8.4 – Opening A: Students will determine the meaning of unfamiliar vocabulary.
• RI.8.10 – Work Time B: Students will choose independent research reading texts, which are texts on the topic. See Independent Reading Sample Plans (see the Tools page at http://eled.org/tools) for ideas on how to launch independent reading. If using already established routines for launching independent reading, in this lesson students will choose a research reading text. The research reading that students complete for homework helps build both their vocabulary and knowledge pertaining to Summer of the Mariposas, specifically of Latin American folklore. By participating in this volume of reading over time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of this topic.

Opportunities to Extend Learning

• Students could analyze point of view in this chapter, specifically what the reader knows about Odilia’s feelings about being one of the cinco hermanitas on page 62 that the other characters in the story don’t know.
• Students could rewrite a short excerpt from the perspective of one of the other sisters.
• Students could also rewrite the end of the scene as if the girls had not crossed the border.
• Students may read informational texts above their grade level, including academic vocabulary. 

How It Builds on Previous Work

• This work builds on the previous lessons as students continue to read the novel Summer of the Mariposas, using their vocabulary logs and gist note strategies to collect new vocabulary and build their comprehension of what is happening in each chapter.

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. ▲
• 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).
• Build in different options for expressing comprehension of the text (written reflection, voice recording, discussion with partners/groups).
• Chapter 4 brings up potentially sensitive topics such as the Garza sisters illegally crossing the Mexican border with a dead body and tricking the border patrol by using the magic of an amulet to cast a spell and invoke the mother goddess. The girls also begin to worry that their mother may be investigated by Child Protective Services due to their absence. As this may be scary or emotional for some students, or some students and their families may find this topic to be in conflict with their religious views, allow for time to process and respond to these topics during discussion, and reach out to families as needed. 

Assessment Guidance

• Review student gist statements to identify any common issues to use as teaching points. Review vocabulary logs to hold students accountable for recording new vocabulary as they read.

Down the Road

• Students will continue research reading for homework throughout the rest of the unit.
• 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 and the characters in preparation for the mid-unit assessment.