A. Model: Plan Plot – W.8.3a (10 minutes)

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

“I can plan the plot of my new scene for Summer of the Mariposas that results in the same outcome as the original scene.”

• Invite students to retrieve Model Narrative: “Peuchen” and to skim to briefly reread. Remind students in the previous lesson they planned their character profile and settings and invite them to retrieve their Character and Setting planner to review their plans, particularly where in the book this will happen.
• Remind students of the question they responded to on Entrance Ticket Unit 2, Lesson 9, as they entered the classroom:
• Using your character profile and setting, decide how the monster in your narrative will encounter the Garza sisters. (Responses may vary.)
• Display and distribute Storyboard graphic organizer. Tell students that narratives often follow a similar predictable pattern as outlined on the organizer. Direct students to Turn and Talk with a partner about the graphic organizer. Have students read a section of the graphic organizer and talk to their partner about their experience with this aspect of narrative writing and any questions they have about it. Then, review each of the sections of the graphic organizer to help students understand how each piece builds the plot, and answer any questions that have come up. For ELLs and students who require additional support, the Storyboard graphic organizer ▲ can be used to help guide students’ thinking through the use of graphic representation of dramatic structure and definitions of key terms related to plot that appear in the organizer.
• With students’ support, record the meanings of vocabulary words in the Storyboard (rising action—the incident that builds tension right before the climax; climax—turning point in a story; falling action—consequences or results of the climax; resolution—how the conflict is solved) on the domain-specific word wall, with translations in students’ home languages. Write synonyms or sketch a visual above each key term to scaffold students’ understanding. Invite students to record these words in their vocabulary logs.
• Consider mapping this out on the board at the same time using a line chart to visually depict the rising action, climax, falling action, and resolution.
• At the end of the organizer, focus students on the Resolution section and read aloud the questions. Invite students to refer to their Character and Setting planner to review where in the book they decided their new scene should be inserted. Think-Pair-Share:

“What happens at the beginning of the next chapter? Where are the girls in the next chapter?” (Student responses will vary.)

“How will this impact your resolution?” (Student responses will vary, but may include they need to make sure that the resolution sets the girls up to be in the right place and the right circumstances ready for the next chapter.)

• Model completing the Resolution row with the model narrative.
• Ensure students understand the space in the first column of the Storyboard graphic organizer underneath the questions is for a quick sketch and the second column is for some brief notes.
• Remind students that on the completed Character and Setting: Peuchen, the author of the model narrative said the new scene was to go between Chapters 12 and 13. Remind students this means that the end of the new scene needs to lead seamlessly into Chapter 13.
• Invite students to read the last two paragraphs of the model narrative leading right into the first paragraph of Chapter 13 in Summer of the Mariposas. Invite students to Turn and Talk:

“How does the model narrative end?” (With Odilia reflecting on the behavior of the monsters.)

“How does this scene flow seamlessly into Chapter 13?” (At the end of the new scene, the girls are looking for the path in the dark. At the beginning of Chapter 13, they are doing the same thing.)

• Complete the Resolution boxes on the displayed Storyboard graphic organizer. See the Storyboard graphic organizer (example for teacher reference).
• Invite students to complete the Resolution row of their Storyboard graphic organizers by reading the first paragraph of the next section of Summer of the Mariposas after their scene and discussing with a partner before recording. Ask questions to guide thinking:

“What happens at the end of your scene? How do they get away from the monster?”

“How do the girls get from the end of your scene to the beginning of the next?”

• Refocus the group. Start from the beginning of the displayed Storyboard graphic organizer, and using the questions on each row, invite students to refer to the model narrative and help briefly map out the model narrative on the organizer, clarifying the meaning of any unknown words or phrases on the organizer. Add quick sketches and notes as a model for students for how to complete their organizers. See the Storyboard graphic organizer (example for teacher reference).

C. Practice: Plan Plot - W.8.5 (15 minutes)

• Once students have talked through their ideas, invite them to map out their ideas on the Storyboard graphic organizer. Remind students that equally as important as ensuring the end of the narrative flows seamlessly back into the novel is making sure that the novel flows into the beginning of the narrative.
• Set a timer for 3 minutes intervals and remind students to move on to the next row of their graphic organizer each time the timer sounds.
• Circulate to support students as they plan. Look for students who are creating a scene that won't fit into the novel. Look also for students who are moving action too quickly, so, for example, an event that is significant enough to be the climax occurs too early in the narrative.
• Repeated routine: Invite students to reflect on their progress toward the relevant learning targets.