Alignment to Assessment Standards and Purpose of Lesson

• RL.8.4, L.8.5 – Opening A: Students will distinguish among the connotations of words with similar definitions.
• RL.8.4, L.8.5 – Work Time B: Students will analyze literal and figurative meaning in texts in a two-part Language Dive that focuses on a sentence from chapter 7 in Summer of the Mariposas.
• RL.8.6 – Closing and Assessment A: Students will analyze point of view in the chapter on an exit ticket. The questions on this exit ticket are similar in structure to the questions students will be asked on the mid-unit assessment in Lesson 11.
• RL.8.6 – Closing and Assessment A: Students will use strong evidence to support their analysis of point of view in the chapter on an exit ticket.

Opportunities to Extend Learning

• Students could identify a sentence in the chapter containing a word with a clear connotation and suggest replacements for this word with the same connotation and with different connotations to analyze how the use of this word impacts meaning in the sentence (L.8.5c).

How It Builds on Previous Work

• The reading in this lesson 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.
• The point-of-view analysis in Closing and Assessment A of this lesson builds on the point-of-view analysis work students have done on previous chapters of the text.

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. ▲
• In Work Time B, use strategic grouping during the Language Dive to form small groups of students who share the same home language, with one or more proficient native English-speaking students added to each group to create a balance and range of similar and diverse perspectives on the structure of the English language. ▲
• Note that chapter 7 of Summer of the Mariposas brings up potentially sensitive topics such as the girls casting a spell, hypnotizing the dead man’s family in order to trick them into believing their story, and learning that they are listed as “missing” in the newspaper. As spells and magic may be a scary or restricted topic for students, and missing children may be a sensitive topic, allow for time to process and respond to these topics during discussion, and reach out to families as needed.

Assessment Guidance

• 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.
• Review student exit tickets after the lesson to identify common issues in analyzing point of view to use as teaching points in the next lesson before students take the mid-unit assessment in Lesson 11. See the Exit Ticket: Analyze Point of View: Summer of the Mariposas, Chapter 7 (example for teacher reference).

Down the Road

• In the next lesson, students will continue to use their vocabulary, gist, and point-of-view analysis skills practiced in this lesson to read and analyze chapter 8 of Summer of the Mariposas. Students will also participate in Part II of a Language Dive about figurative language in Summer of the Mariposas.