A. Read Summer of the Mariposas, Chapter 2 Excerpt – SL.8.1 (15 minutes)

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

“I can find the gist of chapter 2 of Summer of the Mariposas.”

• Invite students to retrieve Summer of the Mariposas, and have them look back at their chapter 1 gist notes as a reminder of what was read in the previous lesson.
• Read aloud the excerpt of chapter 2 as students read along silently. Refer to the Text Guide: Summer of the Mariposas (for teacher reference) for excerpt, questions, and vocabulary. If students are able to read independently or in small groups, group students accordingly and set the time for them to read the excerpt. 
• After the allotted reading time, distribute Synopsis: Summer of the Mariposas, Chapter 2 to each student.
• Throughout the reading, students should record new words in their vocabulary logs. Collect Spanish words encountered on the same chart paper of Spanish words, inviting Spanish speakers to translate the words.
• After reading, give students 2 minutes to silently reflect on the text. Encourage them to consider how the chapter made them feel. They can write or sketch, or just sit and think.
• Direct students’ attention to the Work to Become Ethical People anchor chart, and review “respect,” “compassion,” and “empathy” as needed before inviting students to share their reflections if they choose. Remind students that it is okay to have different feelings and reactions in response to the reading.
• Guide students through an intentional Back-to-Back and Face-to-Face protocol on the questions listed below: 

1. Have students find a partner (or assign partners) and stand back-to-back, being respectful of space.

2. Have students wait for the question that they will be asked to discuss with their partner.

3. Have students think about what they want to share and how they might best express themselves.

4. When you say, “face to face,” have students turn, face their partners, and decide who will share first (if you have not indicated that a certain person should go first).

5. Have students listen carefully when their partner is speaking and be sure to make eye contact.

6. When given the signal, students should find a new partner (or assign a new partner), stand back to back, and wait for the new question.

7. This may be repeated for as many rounds as needed or appropriate.

• Pose questions orally and/or post them on the board. 

“What happened? What are the main events? How is the plot unfolding?” (We learn that Velia took the dead man’s money, and she and Delia want to use it to take the dead man home to Mexico. Odilia, on the other hand, thinks this is too dangerous and reminds the girls that they have no way to get there. Odilia feels responsible for her sisters and is worried about getting in trouble with the authorities or with her mother for even being at the swimming hole to begin with. Odilia goes to speak with her mother, but her mother will not talk to her because she is busy at work. So, Odilia makes up a plan to pretend she is going to a sleepover and then act as if she is their mother coming home from work so that the girls will not leave the house. However, the girls still attempt to leave, and, in the end, Odilia jumps in the car with them.)

“What is the gist? What is this chapter mostly about?” (This chapter is mostly about how the sisters continue to argue about what to do, and even though Odilia tries to stop them, they eventually all get in the car to drive to Mexico.)

“In what ways did characters show respect or empathy in this chapter? Did any characters face challenges in showing respect and/or empathy?” (Odilia feels responsible for her family and tries to prevent them for traveling to Mexico to return the body. She is showing empathy in her own way. On the other hand, Juanita thinks it is respectful to return the body to his family, and motivates them to do so. The sisters are challenged in their ability to understand each other’s perspectives or motives, which makes it difficult for them to show empathy for one another.) Direct students to the Working to be Ethical People anchor chart for reference.

• If productive, use a Goal 1 Conversation Cue to encourage students to expand their ideas by giving examples.

“Can you say more about that?”

“Can you give an example?”

• Invite a student to paraphrase the key points in more comprehensible language for those who need heavier support. ▲
  
• Invite students to record the gist (key words, not full sentences) onto a sticky note, sticking it at the front of the chapter for quick reference (e.g., ch2: Odilia tries to stop them, but sisters get in car to go to Mexico). Alternatively, give students a different option for recording gist, such as writing a margin note or using a graphic organizer that they will return to in the future.
• Think-Pair-Share:

“What is your point of view on this situation? Did the girls do the right thing? Why or why not?” (Student responses will vary, but may include the following: no, because stealing a car is not only against the law, but is also very dangerous.)

• Ensure students are made aware of the danger and consequences of this kind of action and of the appropriate action instead.
• Select a page from the text, and invite students to suggest academic and domain-specific words on that page to check their understanding for these definitions.
• Invite students to reflect on their progress toward the relevant learning target, using a checking for understanding technique—for example, showing 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.