- I can determine a theme and how it is conveyed through details in La Llorona. (RL.8.1, RL.8.2)
- I can write an objective summary of La Llorona. (RL.8.1, RL.8.2)
Focus Standards: These are the standards the instruction addresses.
- RL.8.1, RL.8.2
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, SL.8.1, L.8.4, L.8.6
Daily Learning Targets
Ongoing Assessment
- Opening A: Entrance Ticket (RL.8.2)
- Work Time A: Close Reading Culminating Task: La Llorona
- Work Time B: Summary Paragraph in Culminating Task recording form
Agenda
Agenda | Teaching Notes |
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1. Opening A. Engage the Learner (5 minutes) 2. Work Time A. Close Read: La Llorona - RL.8.2 (25 minutes) B. Pair Write: Summary - RL.8.2 (10 minutes) 3. Closing and Assessment A. Reflect on Learning Targets (5 minutes) 4. Homework A. Understanding Vocabulary: Using Homework: Informational Texts and Vocabulary, students explain domain-specific and academic vocabulary from previous lessons in their own words. Then they use real-world examples to further explain to their reader. B. Preread Anchor Text: Students should preread chapters 18 and 19 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 3, Lesson 3.
- Strategically group students into triads for the work in this lesson, with at least one strong reader per triad.
- Preview Close Reading Guide: La Llorona (for teacher reference) and Close Reading Culminating Task: La Llorona to become familiar with what is required of students.
- Ensure there is a copy of Entrance Ticket: Unit 3, Lesson 3 at each student's workspace
- Post the learning targets and applicable anchor charts (see Materials list).
Tech and Multimedia
- Work Time A: For students who will benefit from hearing the texts read aloud multiple times, use a text-to-speech tool such as Natural Reader, SpeakIt! for Google Chrome, or the Safari reader. Note that to use a web-based text-to-speech tool like SpeakIt! or Safari reader, an online document containing the text will be needed—for example, a Google Doc. ▲
- Closing and Assessment A: Write summaries in an online format—for example, a Google Doc.
Supporting English Language Learners
Supports guided in part by CA ELD Standards 8.I.B.6, 8.I.B.7, 8.I.B.8, and 8.II.A.1.
Important Points in the Lesson Itself
- This lesson supports ELLs with a close read of an informational text about a figure from traditional Latin American folklore, La Llorona, whose legend is also woven throughout Summer of the Mariposas. This text will serve as a resource as students write a compare and contrast essay that addresses the similarities and differences between the original La Llorona legend outlined in the close read text and the modernized version portrayed in the novel. As such, the close read and its culminating tasks provide strong support for ELLs to understand this text, which is a critical ingredient for success in ultimately carrying out the connected essay writing task effectively in subsequent lessons.
- ELLs may find it challenging to digest detailed analysis of the text during the close read within the limited time available. Return to key information as needed in future lessons as students work together to write a compare and contrast essay based, in part, on the information in this text, using sticky notes, annotation, and other relevant strategies to earmark places in the text where students may benefit from further discussion or individual processing outside of the allotted close read time.
Vocabulary
- conflict, demise, hubris (A)
Key
(A): Academic Vocabulary
(DS): Domain-Specific Vocabulary
Materials from Previous Lessons
Teacher
Student
- Close Readers Do These Things anchor chart (one for display; from Unit 1, Lesson 4, Opening B)
- Work to Become Effective Learners anchor chart (one for display; from Unit 2, Lessons 4-5, Work Time D)
- Academic word wall (one for display; from Unit 1, Lesson 1, Opening A)
- Strategies to Answer Selected Response anchor chart (one for display; from Unit 1, Lesson 3, Opening B)
- Criteria for an Effective Literary Summary anchor chart (one for display; from Unit 2, Lesson 1, Work Time C)
- Vocabulary log (one per student; from Unit 1, Lesson 2, Opening A)
- Summarize a Literary Text Rubric handout (one per student; from Unit 2, Lesson 1, Work Time C)
New Materials
Teacher
Student
- Entrance Ticket: Unit 3, Lesson 3 (answers for teacher reference)
- Close Reading Guide: La Llorona (for teacher reference)
- Close Reading Culminating Task: La Llorona (answers for teacher reference)
- Entrance Ticket: Unit 3, Lesson 3 (one per student)
- La Llorona by Joe Hayes (one per student)
- Close Reading Culminating Task: La Llorona (one per student and one for display)
- Homework: Informational Texts and Vocabulary (one per student; from Homework Resources)
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 |
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Engage the Learner (5 minutes)
"What do we already know about the legend of La Llorona from Summer of the Mariposas?" (Answers will vary, but may include the following: During an argument with her husband, La Llorona's children ran away. They fell into the river and drowned. She has visions of them and chases after them until they vanish. She forever mourns them. Legend says she threw her children in the river. Parents warn their children to stay away so La Llorona doesn't throw them in the river.)
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Work Time
Work Time | Levels of Support |
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A. Close Read: La Llorona – RL.8.2 (25 minutes)
“I can determine a theme and how it is conveyed through details in La Llorona.”
“Who can repeat what your classmate said?” “Who can tell us what your classmate said in your own words?”
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For Lighter Support
For Heavier Support
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B. Pair Write: Summary - RL.8.2 (10 minutes)
"I can write an objective summary of La Llorona."
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Closing & Assessments
Closing |
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A. Reflect on Learning Targets (5 minutes)
"How did you contribute to this learning community today? How were the tasks you completed valuable to you?" (Possible responses: I helped the class notice a theme during the close read. I got more practice with summary writing.) "What examples of perseverance did you see in your partner during Work Time B?" (Possible responses: I kept trying and I asked for help when I was stuck. I stayed on topic and supported our group work.) |
Homework
Homework |
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A. Understanding Vocabulary
B. Preread Anchor Text
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