B. Analyze a Model: Model the Checklist – W.8.4 (5 minutes)

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

“I can analyze a model essay to determine criteria for narrative writing.”

• Distribute and display the Narrative Writing checklist. Tell students that this checklist will help them to ensure they have included everything necessary for an effective narrative as they write their own narratives. In the left-hand column are general characteristics of an effective narrative. Next to each characteristic is a space to record what this might look like for their narrative about a modernized monster. For ELLs and students who require additional support, the Narrative Writing checklist ▲ can be used for this activity to help guide students’ thinking. This resource includes supplementary information and is modified to focus student attention on finding concrete examples in the model in an effort to build understanding of each of these elements. 
• Read the first criterion aloud for the group.
• Model how to complete the first row of the Narrative Writing checklist using characteristics from the model. See Narrative Writing checklist (example for teacher reference). Note that the Narrative Writing Checklist is a consistent resource in all grades. Base the amount of detail needed in modeling this on students’ needs.
• Direct students to Think-Pair-Share:

“Where do we see evidence of the second criterion in the model essay?” (The author names the sisters, describes the cave, and establishes that they are in a dangerous situation in the first few paragraphs.) What context might you need to establish when you write your own narratives? (Information about an original setting and how characters from Summer of the Mariposas engage with the environment.)

• Invite students to record responses on row 2 of their Narrative Writing checklist.

D. Read “The Peuchen” (5 minutes)

• Display and distribute “The Peuchen.” Tell students that this is the informational text the author used to write the model narrative.
• Invite students to read the text in their pairs, taking it in turns to read sentences aloud to each other, and then to record the gist underneath the text and determine the meaning of unfamiliar vocabulary.
• Words that might be unfamiliar include the following:
• hypnosis: a condition like sleep that is caused by the direction of another person
• paralyzes: to take away the ability to move or feel in a part or parts of the body
• shape-shifting: changes shape
• Use total participation techniques to select students to share their gist statements with the whole group.
• Gist: The Peuchen is a flying snake monster drains the blood of victims.
• Direct students to Think-Pair-Share about the following questions:

“This is the text the author of the model narrative used. Where do you see evidence of this information in the model narrative?” (In the description of the monster and in the powers it has.)

“What is the same between the peuchen in the model narrative and the description of the peuchen in the informational text?” (Flying snake, hypnotizes, wants to drink blood.)

“How has the author of the model modernized the monster? How is it different in the narrative to the informational text?” (In the model narrative there two Peuchens—one is good and one is bad.)

“What are you thinking about with regards to your own narratives now?” (Student responses will vary, but may include thinking about how to make sure the essential characteristics of the monster they choose are still evident in the narrative.)

• Tell students they will choose their monsters in the next lesson.