ELA 2019 G8:M1:U1:L14

Analyze Aspects of Character and Generate Discussion Norms: Summer of the Mariposas

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Focus Standards: These are the standards the instruction addresses.

RL.8.1, RL.8.3, W.8.8, SL.8.1, SL.8.1a, SL.8.1b

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.8.2, L.8.6

Daily Learning Targets

I can quote accurately from the text. (W.8.8)
I can analyze how incidents in Summer of the Mariposas reveal aspects of the characters. (RL.8.1, RL.8.3, SL.8.1)
I can generate norms for a productive discussion. (SL.8.1)

Ongoing Assessment

Opening A: Entrance Ticket (RL.8.1, W.8.8)
Work Time A: Analyze Aspects of Character (RL.8.1, RL.8.3)
Work Time B: Discussion Norms Anchor Chart (SL.8.1)

Agenda

Agenda	Teaching Notes
1. Opening A. Engage the Learner - W.8.8 (10 minutes) 2. Work Time A. Analyze Aspects of Character - RL.8.3 (15 minutes) B. Generate Discussion Norms - SL.8.1 (15 minutes) 3. Closing and Assessment A. Set Goals - SL.8.1 (5 minutes) 4. Homework A. Selected Response Questions: Using Homework: Selected Response Questions: Analyze Aspects of Character 2, students answer selected response questions to analyze how incidents in Summer of the Mariposas reveal aspects of a character. B. Preread Anchor Text: Students should preread chapter 12 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 W.8.8 – Opening A: Students will generate criteria for accurately quoting from a text. RL.8.3 – Work Time A: Students will analyze how incidents in Summer of the Mariposas reveal aspects of Odilia and her sisters’ character; students will work in pairs to complete a graphic organizer. RL.8.1 – Work Time A: Students will use evidence to support their analysis of how incidents in Summer of the Mariposas reveal aspects of Odilia and her sisters’ character. SL.8.1 – Work Time B: Students will participate in a short discussion and reflect on this discussion in order to generate norms for discussion. Opportunities to Extend Learning In Work Time A, students may identify an incident in which the character’s perspective shifted and find supporting evidence. In Work Time B, use a rubric or point system that motivates students to use higher-order thinking during their discussion. Display an anchor chart with three or more speaking and listening skills to develop during the discussion (e.g., quoting and analyzing the text, using sentence starters, making connections to other texts or social issues, and inviting their peers to participate in the discussion). How It Builds on Previous Work Previously, students analyzed how incidents in the story revealed aspects of Odilia’s character. In this lesson, students will use those same skills but will consider how each sisters’ reaction to an incident reveals their individual characters. Support All Students Note that there is a differentiated version of Aspects of Character: Summer of the Mariposas, Chapter 1 graphic organizer used in Work Time A in the supporting materials download. ▲ During Work Time B, provide students with sentence starters to help them articulate their ideas (e.g., I agree with that statement because . . . , and _________, would you please clarify what you are saying so I can understand you better?). ▲ During Work Time B, students at all levels of comprehension may identify a norm for the class discussion based on their experience as a student. Students will identify the behaviors in the role play to help them generate discussion norms. Students who thrive from kinesthetic learning have the opportunity to express their understanding and their ideas through role play. Inviting volunteers to participate in the role play is recommended. Cold-calling can cause anxiety for students. Assessment Guidance In Work Time A, review students work on the graphic organizer. Down the Road In the next lesson, students will continue to analyze how incidents reveal aspects of character while looking at a new chapter.

Teaching Notes

1. Opening

A. Engage the Learner - W.8.8 (10 minutes)

2. Work Time

A. Analyze Aspects of Character - RL.8.3 (15 minutes)

B. Generate Discussion Norms - SL.8.1 (15 minutes)

3. Closing and Assessment

A. Set Goals - SL.8.1 (5 minutes)

4. Homework

A. Selected Response Questions: Using Homework: Selected Response Questions: Analyze Aspects of Character 2, students answer selected response questions to analyze how incidents in Summer of the Mariposas reveal aspects of a character.

B. Preread Anchor Text: Students should preread chapter 12 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

W.8.8 – Opening A: Students will generate criteria for accurately quoting from a text.
RL.8.3 – Work Time A: Students will analyze how incidents in Summer of the Mariposas reveal aspects of Odilia and her sisters’ character; students will work in pairs to complete a graphic organizer.
RL.8.1 – Work Time A: Students will use evidence to support their analysis of how incidents in Summer of the Mariposas reveal aspects of Odilia and her sisters’ character.
SL.8.1 – Work Time B: Students will participate in a short discussion and reflect on this discussion in order to generate norms for discussion.

Opportunities to Extend Learning

In Work Time A, students may identify an incident in which the character’s perspective shifted and find supporting evidence.
In Work Time B, use a rubric or point system that motivates students to use higher-order thinking during their discussion. Display an anchor chart with three or more speaking and listening skills to develop during the discussion (e.g., quoting and analyzing the text, using sentence starters, making connections to other texts or social issues, and inviting their peers to participate in the discussion).

How It Builds on Previous Work

Previously, students analyzed how incidents in the story revealed aspects of Odilia’s character. In this lesson, students will use those same skills but will consider how each sisters’ reaction to an incident reveals their individual characters.

Support All Students

Note that there is a differentiated version of Aspects of Character: Summer of the Mariposas, Chapter 1 graphic organizer used in Work Time A in the supporting materials download. ▲
During Work Time B, provide students with sentence starters to help them articulate their ideas (e.g., I agree with that statement because . . . , and _________, would you please clarify what you are saying so I can understand you better?). ▲
During Work Time B, students at all levels of comprehension may identify a norm for the class discussion based on their experience as a student. Students will identify the behaviors in the role play to help them generate discussion norms. Students who thrive from kinesthetic learning have the opportunity to express their understanding and their ideas through role play. Inviting volunteers to participate in the role play is recommended. Cold-calling can cause anxiety for students.

Assessment Guidance

In Work Time A, review students work on the graphic organizer.

Down the Road

In the next lesson, students will continue to analyze how incidents reveal aspects of character while looking at a new chapter.

In Advance

Prepare the following:

Entrance Ticket: Unit 1, Lesson 14
Quoting Accurately from the Text handout (one per student)

Preselect five students to participate in an abbreviated fishbowl discussion (located in the Classroom Protocols document on the Tools Page at http://eled.org/tools) as a demonstration for their class. Inform these students that, in class, they will have time to gather their notes and evidence to prepare for the discussion. One student may be asked to talk too much and represent a non-example of discussion. Another student may be asked to not speak at all, representing another non-example for discussion. Three students may be asked to show exemplary discussion norms. Show these students the Discussion Norms anchor chart (example for teacher reference) in order to prepare them for their demonstration.
Post the learning targets and applicable anchor charts (see Materials list).
Ensure there is a copy of Entrance Ticket: Unit 1, Lesson 14 at each student's workspace.

Tech and Multimedia

In Work Time A: Students complete their note-catchers in a word-processing document, such as a Google Doc, using speech-to-text facilities activated on devices or using an app or software such as http://eled.org/0103.

Supporting English Language Learners

Supports guided in part by CA ELD Standards 8.I.B.6, 8.I.B.7, and 8.I.B.8.

Important Points in the Lesson Itself

To support ELLs, this lesson provides further practice with analyzing the characters in Summer of the Mariposas, outlines discussion protocols, and invites students to contribute norms that reflect their home cultures, in preparation for the upcoming end of unit assessment.
ELLs may find it challenging to be observed during the Fishbowl discussion. Allow ELLs to be in the role of observer during this activity to reduce anxiety and create an opportunity for productive noticing as they watch and listen to peers use language in a discussion format. ELLs may also find it challenging to work through the Aspects of Character: Summer of the Mariposas, Chapter 1 graphic organizer. The Aspects of Character: Summer of the Mariposas, Chapter 1 graphic organizer ▲ can be used to support students who may need additional guidance as they work through this task.

Vocabulary

discussion, norms, productive (A)
quote (DS)

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)
Academic word wall (one for display; from Unit 1, Lesson 1, Opening A)
Domain-specific word wall (one for display; from Unit 1, Lesson 1, Work Time B)

Vocabulary logs (one per student; from Unit 1, Lesson 2, Opening A)
Summer of the Mariposas (text; one per student; from Unit 1, Lesson 1)

New Materials

Teacher

Student

Entrance Ticket: Unit 1, Lesson 14 (answers for teacher reference)
Quote Accurately from the Text anchor chart (example for teacher reference)
Quote Accurately from the Text anchor chart (one for display; co-created during Opening A)
Aspects of Character: Summer of the Mariposas, Chapter 1 graphic organizer (answers for teacher reference)
Discussion Norms anchor chart (example for teacher reference)
Discussion Norms anchor chart (one for display; co-created during Work Time B)

Entrance Ticket: Unit 1, Lesson 14 (one per student)
Aspects of Character: Summer of the Mariposas, Chapter 1 graphic organizer (one per student)
Aspects of Character: Summer of the Mariposas, Chapter 1 graphic organizer ▲
Homework: Selected Response Questions: Analyze Aspects of Character 2 (one per student; from Homework Resources; see unit download)

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
A. Engage the Learner - W.8.8 (10 minutes) Repeated routine: As they arrive, students complete Entrance Ticket: Unit 1, Lesson 14. Invite students to Turn and Talk about their answers to the entrance ticket and to share their criteria. Use this to generate the Quote Accurately from the Text anchor chart. See the Quote Accurately from the Text anchor chart (example for teacher reference), and ensure all criteria are represented. Repeated routine: Follow the same routine as with the previous lessons to review learning targets and the purpose of the lesson, reminding students of any learning targets that are similar or the same as in previous lessons. Repeated routine: Follow the same routine to focus students on the words quote (to repeat a passage or information), norms (something that is usual or typical), productive (causing or providing a good result), and discussion (a conversation between people, often to reach an understanding), and to use a dictionary to define the words or the vocabulary strategies on the Close Readers Do These Things anchor chart. With students' support, record the meaning of quote on the domain-specific word wall and norms, productive, and discussion on the academic word wall. Invite students to record the words in their vocabulary logs.

A. Engage the Learner - W.8.8 (10 minutes)

Repeated routine: As they arrive, students complete Entrance Ticket: Unit 1, Lesson 14.
Invite students to Turn and Talk about their answers to the entrance ticket and to share their criteria. Use this to generate the Quote Accurately from the Text anchor chart. See the Quote Accurately from the Text anchor chart (example for teacher reference), and ensure all criteria are represented.
Repeated routine: Follow the same routine as with the previous lessons to review learning targets and the purpose of the lesson, reminding students of any learning targets that are similar or the same as in previous lessons.
Repeated routine: Follow the same routine to focus students on the words quote (to repeat a passage or information), norms (something that is usual or typical), productive (causing or providing a good result), and discussion (a conversation between people, often to reach an understanding), and to use a dictionary to define the words or the vocabulary strategies on the Close Readers Do These Things anchor chart. With students' support, record the meaning of quote on the domain-specific word wall and norms, productive, and discussion on the academic word wall. Invite students to record the words in their vocabulary logs.

Work Time

Work Time	Levels of Support
A. Analyze Aspects of Character – RL.8.3 (15 minutes) Review the learning targets relevant to the work to be completed in this section of the lesson: “I can analyze how incidents in Summer of the Mariposas reveal aspects of the characters.” Distribute and display the *Aspects of Character: Summer of the Mariposas, Chapter 1 graphic organizer. Explain to students that, in the upcoming lessons, they will continue to look at how incidents in the current chapters of Summer of the Mariposas* reveal aspects of character. They will be looking at multiple characters for that analysis. Today, they will return to the first chapter of the book, with which they are very familiar, so that they can practice this skill with incidents they already know well. Explain that students will fill out a graphic organizer in order to help them analyze how events in chapter 1 of Summer of the Mariposas reveal aspects of Odilia and each of her sisters’ individual characters. Tell students that in the end of unit assessment in Lesson 16, they will respond to a similar prompt. Remind students that organizing their thinking on a note-catcher is a way to review what they read and deepen their understanding. For ELLs and students who require additional support, the *Aspects of Character: Summer of the Mariposas, Chapter 1 graphic organizer* ▲ can be used to help guide students’ thinking through modeling and gradual release. Read the following question aloud: “What does the incident with the dead body reveal about Odilia and her sisters?” Ask: “Based on the work we did in the previous lesson, what steps will you need to take to complete this graphic organizer?” Guide students through an intentional, but quick, Think-Pair-Share, ensuring that partner A and partner B both have think time, both get to say the question aloud to the other, and both have allocated time to respond and then to discuss to build deeper understanding. Cold-call students to share their responses. Invite students to work in pairs to add details, evidence, and aspects of character to the Aspects of Character: Summer of the Mariposas Chapter 1 graphic organizer. Circulate to support students as they complete their note-catchers, reminding them to include evidence. Look for any common misconceptions to use as whole group teaching points.	For Lighter Support Invite students to turn to an elbow partner and paraphrase their understanding of norms in 1 minute or less. Have them share out and give them feedback on their language use and the accuracy of the paraphrase. Then, invite them to turn to their partner and summarize once again, this time in 30 seconds or less. Repeat the feedback process. For Heavier Support Build in additional practice and reinforcement with quoting accurately by having students apply the criteria they generate based on the entrance ticket sentence to construct a new quote from the novel. Provide a specific page to focus students' attention. Students can compare quotations and revise as needed using the criteria, in partners.
B. Generate Discussion Norms - SL.8.1 (15 minutes) Explain to students that they're going to observe a short discussion to help them think about possible norms for productive discussion. Direct students' attention to the graphic organizer prompt, and then read it aloud: "What does the incident with the dead body reveal about Odilia and her sisters?" Facilitate an abbreviated fishbowl discussion by inviting the preselected small group of students to discuss the prompt in front of the rest of the class for about 5 minutes. Students who are observing should track what they notice and wonder about the discussion. Invite students to share their responses to the following questions: "What did the group do well when discussing? What should we be mindful of whenever we participate in group discussions? Why?" As students share, capture their responses on the Discussion Norms anchor chart. Refer to Discussion Norms anchor chart (example for teacher reference) as necessary. Continue having the students reflect by asking the following: "How could the group or you have improved the discussion? Are there any norms we could add to make our collaborative discussions more effective?" As students share, capture their responses on the Discussion Norms anchor chart. Create a chart with two columns at the bottom of the Discussion Norms anchor chart, with "Cues" in one and "Responses" in the other. Continue having the students reflect by asking the following: "How did the group or you encourage someone else to clarify when you didn't understand? What questions can you ask when you don't understand what someone is saying?" "How did you find out more about the ideas of others? What questions can you ask when you want to find out more?" As students share, capture their responses in the Responses column at the bottom of the Discussion Norms anchor chart. Refer to the Discussion Norms anchor chart (example for teacher reference) as necessary. Continue having the students reflect by asking the following: "How can you respond when you are asked to clarify or to elaborate an idea?" As students share out, capture their responses in the Responses column at the bottom of the Discussion Norms anchor chart. Refer to the Discussion Norms anchor chart (example for teacher reference) as necessary. Prompt students to think of ways the Discussion Norms relate to Habits of Character. Give students think time, and them direct them to Pair-Share their ideas to this question: "How can focusing on Discussion Norms support us in becoming more ethical people?" (Using discussion norms can help us show more integrity in how we interact with one another throughout the discussion. We might focus on listening, showing more respect and compassion to one another as we are speaking and listening.) Explain that they'll continue to prepare for the discussion in the next lesson, and they'll continue to practice and build their understanding about effective discussion throughout the module.	For Lighter Support During Work Time B, show a video of a class engaged in a text-based discussion as a model to help students understand what they are preparing to do. For Heavier Support During Work Time B, provide a checklist to use during the fishbowl discussion to guide observation, and draw ELLs attention to the language their peers use to engage in productive discussion. Encourage students to record examples of norms that they notice and the statements or questions associated with them. The list might be presented in chart format and include items with a space for notes, as in the following example chart.

Levels of Support

A. Analyze Aspects of Character – RL.8.3 (15 minutes)

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

“I can analyze how incidents in Summer of the Mariposas reveal aspects of the characters.”

Distribute and display the Aspects of Character: Summer of the Mariposas, Chapter 1 graphic organizer.
Explain to students that, in the upcoming lessons, they will continue to look at how incidents in the current chapters of Summer of the Mariposas reveal aspects of character. They will be looking at multiple characters for that analysis. Today, they will return to the first chapter of the book, with which they are very familiar, so that they can practice this skill with incidents they already know well.
Explain that students will fill out a graphic organizer in order to help them analyze how events in chapter 1 of Summer of the Mariposas reveal aspects of Odilia and each of her sisters’ individual characters. Tell students that in the end of unit assessment in Lesson 16, they will respond to a similar prompt. Remind students that organizing their thinking on a note-catcher is a way to review what they read and deepen their understanding. For ELLs and students who require additional support, the Aspects of Character: Summer of the Mariposas, Chapter 1 graphic organizer ▲ can be used to help guide students’ thinking through modeling and gradual release.
Read the following question aloud:

“What does the incident with the dead body reveal about Odilia and her sisters?”

Ask:

“Based on the work we did in the previous lesson, what steps will you need to take to complete this graphic organizer?”

Guide students through an intentional, but quick, Think-Pair-Share, ensuring that partner A and partner B both have think time, both get to say the question aloud to the other, and both have allocated time to respond and then to discuss to build deeper understanding.
Cold-call students to share their responses.
Invite students to work in pairs to add details, evidence, and aspects of character to the Aspects of Character: Summer of the Mariposas Chapter 1 graphic organizer.
Circulate to support students as they complete their note-catchers, reminding them to include evidence. Look for any common misconceptions to use as whole group teaching points.

For Lighter Support

Invite students to turn to an elbow partner and paraphrase their understanding of norms in 1 minute or less. Have them share out and give them feedback on their language use and the accuracy of the paraphrase. Then, invite them to turn to their partner and summarize once again, this time in 30 seconds or less. Repeat the feedback process.

For Heavier Support

Build in additional practice and reinforcement with quoting accurately by having students apply the criteria they generate based on the entrance ticket sentence to construct a new quote from the novel. Provide a specific page to focus students' attention. Students can compare quotations and revise as needed using the criteria, in partners.

B. Generate Discussion Norms - SL.8.1 (15 minutes)

Explain to students that they're going to observe a short discussion to help them think about possible norms for productive discussion.
Direct students' attention to the graphic organizer prompt, and then read it aloud:

"What does the incident with the dead body reveal about Odilia and her sisters?"

Facilitate an abbreviated fishbowl discussion by inviting the preselected small group of students to discuss the prompt in front of the rest of the class for about 5 minutes. Students who are observing should track what they notice and wonder about the discussion.
Invite students to share their responses to the following questions:

"What did the group do well when discussing? What should we be mindful of whenever we participate in group discussions? Why?"

As students share, capture their responses on the Discussion Norms anchor chart. Refer to Discussion Norms anchor chart (example for teacher reference) as necessary.
Continue having the students reflect by asking the following:

"How could the group or you have improved the discussion? Are there any norms we could add to make our collaborative discussions more effective?"

As students share, capture their responses on the Discussion Norms anchor chart.
Create a chart with two columns at the bottom of the Discussion Norms anchor chart, with "Cues" in one and "Responses" in the other.
Continue having the students reflect by asking the following:

"How did the group or you encourage someone else to clarify when you didn't understand? What questions can you ask when you don't understand what someone is saying?"

"How did you find out more about the ideas of others? What questions can you ask when you want to find out more?"

As students share, capture their responses in the Responses column at the bottom of the Discussion Norms anchor chart. Refer to the Discussion Norms anchor chart (example for teacher reference) as necessary.
Continue having the students reflect by asking the following:

"How can you respond when you are asked to clarify or to elaborate an idea?"

As students share out, capture their responses in the Responses column at the bottom of the Discussion Norms anchor chart. Refer to the Discussion Norms anchor chart (example for teacher reference) as necessary.
Prompt students to think of ways the Discussion Norms relate to Habits of Character. Give students think time, and them direct them to Pair-Share their ideas to this question:

"How can focusing on Discussion Norms support us in becoming more ethical people?" (Using discussion norms can help us show more integrity in how we interact with one another throughout the discussion. We might focus on listening, showing more respect and compassion to one another as we are speaking and listening.)

Explain that they'll continue to prepare for the discussion in the next lesson, and they'll continue to practice and build their understanding about effective discussion throughout the module.

For Lighter Support

During Work Time B, show a video of a class engaged in a text-based discussion as a model to help students understand what they are preparing to do.

For Heavier Support

During Work Time B, provide a checklist to use during the fishbowl discussion to guide observation, and draw ELLs attention to the language their peers use to engage in productive discussion. Encourage students to record examples of norms that they notice and the statements or questions associated with them. The list might be presented in chart format and include items with a space for notes, as in the following example chart.

Closing & Assessments

Closing	Levels of Support
A. Set Goals - SL.8.1 (5 minutes) Ask: "What is one Discussion Norm that you think you will do quite well? What is one Discussion Norm you want to work on?" Guide students through an intentional, but quick, Think-Pair-Share, ensuring that partner A and partner B both have think time, both get to say the question aloud to the other, and both have allocated time to respond and then to discuss to build deeper understanding. Repeated routine: Invite students to reflect on their progress toward the relevant learning targets.	For Heavier Support Invite students to deepen their goal setting and planning around discussion norms by asking students to generate three key actions they can take to support the goals they have set for themselves. This may include things like drafting their own sentence starters or rehearsing their speaking with a partner.

Closing

Levels of Support

A. Set Goals - SL.8.1 (5 minutes)

Ask:

"What is one Discussion Norm that you think you will do quite well? What is one Discussion Norm you want to work on?"

Guide students through an intentional, but quick, Think-Pair-Share, ensuring that partner A and partner B both have think time, both get to say the question aloud to the other, and both have allocated time to respond and then to discuss to build deeper understanding.
Repeated routine: Invite students to reflect on their progress toward the relevant learning targets.

For Heavier Support

Invite students to deepen their goal setting and planning around discussion norms by asking students to generate three key actions they can take to support the goals they have set for themselves. This may include things like drafting their own sentence starters or rehearsing their speaking with a partner.

Homework

Homework
A. Selected Response Questions Using Homework: Selected Response Questions: Analyze Aspects of Character 2, students answer selected response questions to analyze how incidents in Summer of the Mariposas reveal aspects of a character. B. Preread Anchor Text Students should preread chapter 12 of Summer of the Mariposas in preparation for studying an excerpt from the chapter in the next lesson.

A. Selected Response Questions

Using Homework: Selected Response Questions: Analyze Aspects of Character 2, students answer selected response questions to analyze how incidents in Summer of the Mariposas reveal aspects of a character.

B. Preread Anchor Text

Students should preread chapter 12 of Summer of the Mariposas in preparation for studying an excerpt from the chapter in the next lesson.

EL Education Curriculum

ELA 2019 G8:M1:U1:L14

Analyze Aspects of Character and Generate Discussion Norms: Summer of the Mariposas

In this Lesson

You are here:

Like what you see?

Help us improve!

Daily Learning Targets

Ongoing Assessment

Agenda

In Advance

Tech and Multimedia

Supporting English Language Learners

Vocabulary

Materials from Previous Lessons

Teacher

Student

New Materials

Teacher

Student

Assessment

Opening

Work Time

Closing & Assessments

Homework

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