- I can demonstrate understanding of the excerpt of chapter 22 of Summer of the Mariposas.
- I can draft the second Proof Paragraph of a compare and contrast essay. (W.8.2b, W.8.5)
Focus Standards: These are the standards the instruction addresses.
- W.8.2b, W.8.5
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.8.1, RL.8.3, RL.8.4, RL.8.9, RL.8.10, W.8.4, W.8.6, W.8.9, W.8.10, SL.8.1, L.8.4, L.8.6
Daily Learning Targets
Ongoing Assessment
- Opening A: Entrance Ticket (RL.8.3)
- Work Time B: Proof Paragraph 2 of Essay (RL.8.1, RL.8.9, W.8.2a, W.8.2b, W.8.4, W.8.9)
Agenda
Agenda | Teaching Notes |
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1. Opening A. Engage the Learner - RL.8.3 (5 minutes) 2. Work Time A. Read and Discuss: Summer of the Mariposas, Chapter 22 Excerpt (10 minutes) B. Plan Proof Paragraph 2 - W.8.5 (10 minutes) C. Draft Proof Paragraph 2 - W.8.2b (15 minutes) 3. Closing and Assessment A. Pair-Share - W.8.5 (5 minutes) 4. Homework A. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal. |
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 9.
- Review the Compare and Contrast Painted Essay® anchor (for teacher reference) to become familiar what will be required of students over the remainder of the unit.
- Ensure there is a copy of Entrance Ticket: Unit 3, Lesson 9 at each student’s workspace.
- Post the learning targets and applicable anchor charts (see Materials list).
Tech and Multimedia
Continue to use the technology tools recommended throughout previous units to create anchor charts to share with families; to record students as they participate in discussions and protocols to review with students later and to share with families; and for students to listen to and annotate text, record ideas on note-catchers, and word-process writing.
Supporting English Language Learners
Supports guided in part by CA ELD Standards 8.I.B.6, 8.I.B.7, 8.I.B.8, 8.IC.10, 8.I.C.11, and 8.I.C.12.
Important Points in the Lesson Itself
- To support ELLs, this lesson concludes students' reading of the novel, Summer of the Mariposas, and gives students time to design and write Proof Paragraph 2 for the compare and contrast La Llorona essay in a supported format that includes use of a graphic organizer and targeted questions that direct students thinking. Students have the opportunity to exchange feedback during the Closing of the lesson, which is an opportunity for ELLs not only to receive feedback on their own work, but to also see examples of their peers' writing.
- ELLs may find it challenging to organize their thinking in their Proof Paragraphs. If needed, encourage students to focus on writing the first sentence of each paragraph to capture the most essential information. A bulleted list of the rest of the information in each paragraph can be created for the time being, and students can return to writing full sentences later.
Vocabulary
- N/A
Materials from Previous Lessons
Teacher
Student
- Compare and Contrast Painted Essay® anchor chart (example for teacher reference; from Unit 3, Lesson 6, Work Time A)
- Compare and Contrast Painted Essay® anchor chart (one for display; from Unit 3, Lesson 6, Work Time A)
- Close Readers Do These Things anchor chart (from Unit 1, Lesson 4, Opening B)
- Domain-specific word wall (from Unit 1, Lesson 1, Work Time B)
- Work to Become Effective Learners anchor chart (from Unit 2, Lessons 4–5, Work Time D)
- Compare and Contrast La Llorona sample student response (for teacher reference; from Unit 3, Lesson 4, Teaching Notes)
- Work to Become Ethical People anchor chart (from Unit 1, Lesson 1, Work Time D)
- Text Guide: Summer of the Mariposas (for teacher reference; from Unit 1, Lesson 2, Work Time A)
- Vocabulary logs (one per student; from Unit 1, Lesson 2, Opening A)
- Compare and Contrast Informative Writing Plan graphic organizer (first copy with first essay plan; from Unit 3, Lesson 7, Work Time B)
- Model Essay: “Peuchen” (from Unit 3, Lesson 6, Work Time A)
- Compare and Contrast La Llorona note-catcher (from Unit 3, Lesson 4, Work Time B)
- Compare and Contrast La Llorona note-catcher ▲ (from Unit 3, Lesson 4, Work Time B)
- Informative Writing checklist (one per student; Unit 3, Lesson 6, Work Time B)
- Painted Essay® template (from Unit 3, Lesson 6, Work Time A)
- Summer of the Mariposas (text; from Unit 1, Lesson 1)
- La Llorona by Joe Hayes (from Unit 3, Lesson 3, Work Time A)
New Materials
Teacher
Student
- Entrance Ticket: Unit 3, Lesson 9 (answers for teacher reference)
- Entrance Ticket: Unit 3, Lesson 9 (one per student)
- Synopsis: Summer of the Mariposas, Chapter 22
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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A. Engage the Learner - RL.8.3 (5 minutes)
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Work Time
Work Time | Levels of Support |
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A. Read and Discuss Summer of the Mariposas, Chapter 22 Excerpt (10 minutes)
“What do you think is the invisible gift Papa brought?” (Papa's sudden appearance and apology brought Odilia the closure and confidence she has needed. The author says, "It was at that very moment that I knew with certainty we would always be one, together forever, protecting our loved ones, braving the wind and illuminating the sky" [334].) “Why is this a gift?” (This is a gift because Odilia is able to have closure on the fact that her father left her family and is able to realize that her mother and her sisters are her family, and they will support and love one another forever.) “In what ways have the Garza girls grown in their ability to show compassion and/ or empathy to one another since the beginning of the book?” Refer to Work to Become Ethical People anchor chart, as needed. (Answers will vary, for example: The girls have become more understanding of their mother, and learn to appreciate her feelings and empathize with her in ways they could not appreciate at the beginning of the book. They are working together at the end of the book, as they support their mother and fight for their family, compared to how they fought each other all throughout the book.)
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For Lighter Support
For Heavier Support
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B. Plan Proof Paragraph 2 – W.8.5 (10 minutes)
“I can draft the second Proof Paragraph of a compare and contrast essay.”
“What is the main idea of the second Proof Paragraph?” (In Proof Paragraph 2, the author states the difference between the original peuchen from folklore of Latin America and her own retelling of this “monster.”) “How does the author’s evidence from the texts support the ideas in the second Proof Paragraph?” (In Proof Paragraph 2, the author uses evidence about the female peuchen and her brother to show that although the characters may look the same, there is a major contrast between the depictions.) “How does the author elaborate on her evidence?” (In Proof Paragraph 2, the author elaborates on how the differences she chose convey her theme.)
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C. Draft Proof Paragraph 2 – W.8.2b (15 minutes)
“I can draft the second Proof Paragraph of a compare and contrast essay.”
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Closing & Assessments
Closing | Levels of Support |
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A. Pair-Share – W.8.5 (5 minutes)
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For Lighter Support
For Heavier Support
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Homework
Homework |
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A. Independent Research Reading
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