A. Read Summer of the Mariposas, Chapter 13 Excerpt (15 minutes)

• Repeated routine: Follow the same process as with previous lessons for students to read the excerpt of chapter 13 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. 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.
• For ELLs and students who require additional support, Synopsis: Summer of the Mariposas  Chapter 13 ▲ can be used to review the key details from the chapter. 
• Gist: The sisters encounter and fight off the coven of lechuzas.
• Direct students’ attention to the Determine Themes:  Summer of the Mariposas  anchor chart and remind them that they have already identified two prominent themes in the Summer of the Mariposas. 
• Review the Entrance Ticket: Unit 2, Lesson 1 to set students up for the forthcoming Language Dive. Ask students to Turn and Talk about the words they used to fill in the sentences.
• Invite students to Pair-Share the words they selected to complete the sentence as well as the rationale for choosing those words. 
• Confirm that, in fact, the two words that complete the sentence are noble and kind. 
• Ask: 

“What does noble mean?” (Showing strong character such as caring for others—even at one’s own expense—or exemplifying high moral ideals such as honesty and kindness.)

• Briefly explain that they will revisit this sentence and the one that follows it during the Language Dive. 
• Repeated routine: Invite students to reflect on their progress toward the relevant learning targets.

C. Mini Lesson: Analyze a Model Summary – RL.8.2 (10 minutes)

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

“I can analyze a model to identify characteristics of an effective literary summary.”

• Explain that students are going to look at a model summary to determine the criteria of an effective summary. 
• Direct students to Turn and Talk about the following questions:

“What are literary summaries?”

“What do you already know about literary summaries, and/or about creating them?”

• Remind students that summaries briefly give us the central idea(s) and a few key details of a text so we can determine whether we need to read it when looking for evidence to support thinking, discussion, or writing later on. Summaries also help us quickly remember what the text is about when describing it to others. 
• Distribute the Summarize a Literary Text Rubric handout, and provide time for students to read through the rubric silently or in pairs.
• Display the Criteria for an Effective Literary Summary anchor chart, which includes a model summary of chapter 12 of Summer of the Mariposas. Cover up the bottom portion that lists the criteria until students have identified them.
• Invite students to read the model aloud chorally.
• Have students Think-Pair-Share, leaving adequate time for each partner to think and for each to share about the following question:

“Based on this first read, what are some of the key characteristics of an effective summary?” (Title of the text, a few of the main events, the central idea and a theme statement.)

• As students share out the characteristics, reveal the criteria list on the bottom of the anchor chart.
• Tell students they will now look for evidence of each criterion.
• Read through each criterion and invite students to Think-Pair-Share where they see evidence in the model paragraph.
• As students share out, capture their responses on the Criteria for an Effective Literary Summary anchor chart. Annotate the summary with a corresponding code for each criterion (e.g., “I” for “introduction).
• Briefly explain that a theme statement is not a requirement of a summary and not all summaries that they write will include this type of analysis. However, this approach of ending with a theme statement helps them make a connection between summarizing and analysis.
• Remind students that when writing paragraphs such as a summary, they should write in complete sentences.
• Tell students that for their homework they are going to write a summary of Summer of the Mariposas, chapter 13. Give them 1 minute to think. Then invite partner B to orally summarize the chapter to partner A. Refocus the whole group and have partners switch roles. Invite students to jot down any notes they would like to take in preparation for their homework. ▲
• Invite students to reflect on their progress toward the relevant learning target, using a checking for understanding technique—for example, thumbs-up or traffic light signal cards. Scan student responses and make a note of students who might need support. Check in with them moving forward.
• Distribute the Unit 2 homework resource Selected Response Questions: Summer of the Mariposas, Chapter 13 and review the format of the document and the specific assignment with students.