1

6th

Grade Literacy Curriculum Guide Module 4

2014-2015 Unit Name

Esperanza Rising A Study of Human Rights Challenges

Module (Number of Days= ) TLI Reading Focus Literary

Unit Overview

In this unit students will apply their new learning about human rights through a case study of how a fictional character responds to human rights challenges This unit emphasizes the Reading Literature strand of the CCSS with a study of the novel Esperanza Rising by Pam Muntildeoz Ryan (740L) Students also read informational texts related to the storyrsquos historical context They will trace the journey of Esperanza a young girl born into a comfortable life of privilege in Mexico in the 1930s who is forced to flee to California and must rise above her difficult circumstances This unit is designed to deliberately build studentsrsquo ability to write routinely to learn Almost daily they will write short informational pieces in their reading journals in which they record their interpretations of concrete details and quotations from the book They will analyze charactersrsquo responses to challenges and will analyze how Esperanza changes over time For the mid-unit assessment students will independently read and analyze a new chapter in the novel focusing on the challenges Esperanza faces how she responds and what that tells readers about her as a character In the second half of the unit students compare and contrast Esperanza to other characters in the novel focusing specifically on how various characters respond to the challenges in their work camp and whether or not the migrant workers should strike Students will create a two-voice poem contrasting the ways two different characters respond to a similar challenge They will then write a formal essay in which they analyze how Esperanza changes throughout the novel

Performance Task

Identifying Theme Connecting Passages from Esperanza Rising to Human Rights

Building Background Knowledge Prior to Teaching

Please refer to the North Carolina Unpacked Standards Explanations and Instructional Examples in this document reference the Arizona Delaware North Carolina and Ohio

Departments of Education ELA Curriculum Guide for Unpacking all Standards - Compiled from DE

OH AZ and NC

Essential Questions

bull What are human rights

bull What lessons can we learn about human rights through literature

and life

2

PBSD- Grade 6- Common Core- Module 4

Reading Complex Texts RLRI410

Writing About Texts W41-2 4-6 9-10

Research Project W47-9

RLRI41-10

Narrative Writing W43-610

5-9 Short Texts 1 Extended Text Routine Writing 3-4 Analyses 1 Research Project 2-3 Narratives Literature

Connecting Passages to Human Rights through

poetry

Literary

Esperanza Rising

Develop and Convey Understanding

Quick Writes

Students express opinions and thoughts after watching a

video and reading an article

Reading Journal Ask students to write a

definition of inferring (or explain a literary element) in their reading journal Then

ask students to share with their triad

Focus on Inform amp Explain

Comprehension Quiz Entrance Ticket

Students answer 3 questions about the chapter read for

homework

Exit Tickets

Independent Writing Independent answer to text-

dependent question

Focus on Inform amp Explain

Select a poem from Maya Angeloursquos Collection of

Poetry and a passage from the novel for Close Reading Have students analyze for

literary elements

Integrate knowledge from sources when

composing

Research the Dust Bowl and its causes and effects on society

Convey Experiences On-Demand Analytical

Essay Writing How Esperanza Changes

Over Time

Convey Experiences Essay Writing

After accessing several accounts of life during the depression students will

compare and contrast present day situations with those during the depression

Convey Experiences

Narrative Writing Relate your life with

Experanzarsquos life Write a narrative about an

experience you have in common

Literature Poetry of Maya

Angelou

Literature UNICEF Video

ldquoFor Every Childrdquo

Science

Social Studies United Nations

Universal Declaration of Human Rights

Art Video of Folk Art of the

Depression Era

Songs of the Depression Era

For Reading and Writing in Each Module Cite Evidence

RLRI41 Analyze Content

RLRI42-9 SL42-3 Study and Apply Grammar

L41-3 SL46 Study and Apply Vocabulary

L44-6 Conduct Discussions

SL41 Report Findings

SL44-6

3

Context for Instruction Reading Workshop Block Schedule Writing Workshop Block Schedule

Familiar or Independent Reading---15 minutes daily

Word StudymdashWhole Group---15-20 minutes daily

Book Talkmdash5 Minutes

Read AloudmdashWhole Group---15 minutes

Vocabulary Instruction ndash5-10 minutes (Tied to Read Aloud)

Strategy based reading mini-lessonmdash15 minutes

Reading Period

Language Standards (conventions)---Whole Group 10-15 minutes daily

Write AloudModeling ---Whole Group---20 Minutes

Strategy based writing mini-lesson using anchor text or passages

Writing Period

Teachers should follow this guide to plan daily literacy instruction Students must participate in daily reading and writing

Guided Reading

bull Small group meet with teacher

bull Comprehension focus

Literature Discussion

bull Student-led literature discussion

bull Teacher set purpose for learning and facilitate discussion

Independent Reading

bull Students Reading Independently

bull Students respond to text in reading response lognotebook

Guided Writing

bull Small Group meets with teacher

bull Writing focus

Independent Writing

bull Teacher sets purpose for writing

bull Students write independently for a minimum of 30 minutes

Conferencing

bull Teacher holds individual writing conferences for at least 3 students daily

4

6th

Grade ELA Checklist for Module 4

Standards Date Taught Date Re-Taught Date Reviewed Date Assessed Date

Re-Assessed

RL61 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

RL62 Determine a theme or central idea of a text and how it is conveyed through particular details provide a summary of the text distinct from personal opinions or judgments

RL63 Describe how a particular storyrsquos or dramarsquos plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution

RL64 Determine the meaning of words and phrases as they are used in a text including figurative and connotative meanings analyze the impact of a specific word choice on meaning and tone

RL65 Analyze how a particular sentence chapter scene or stanza fits into the overall structure of a text and contributes to the development of the theme setting or plot

RL66 Explain how an author develops the point of view of the narrator or speaker in a text

RL67 Compare and contrast the experience of reading a story drama or poem to listening to or viewing an audio video or live version of the text including contrasting what they ldquoseerdquo and ldquohearrdquo when reading the text to what they perceive when they listen or watch

5

RL69 Compare and contrast texts in different forms or genres (eg stories and poems historical novels and fantasy stories) in terms of their approaches to similar themes and topics

Language Standards

6

6th Grade Writing Standards ndash Embedded into ALL Modules ELA Curriculum Guide for Unpacking all Standards - Compiled from DE OH AZ and NC

W61 Write arguments to support claims with clear reasons and relevant evidence

a Introduce claim(s) and organize the reasons and evidence clearly b Support claim(s) with clear reasons and relevant evidence using credible sources and demonstrating an understanding of the topic or text c Use words phrases and clauses to clarify the relationships among claim(s) and reasons d Establish and maintain a formal style e Provide a concluding statement or section that follows from the argument presented

W62 Write informativeexplanatory texts to examine a topic and convey ideas concepts amp information through the selection organization amp analysis of relevant content a Introduce a topic organize ideas concepts and information using strategies such as definition classification comparisoncontrast and causeeffect include

formatting (eg headings) graphics (eg charts tables) and multimedia when useful to aiding comprehension b Develop the topic with relevant facts definitions concrete details quotations or other information and examples c Use appropriate transitions to clarify the relationships among ideas and concepts d Use precise language and domain-specific vocabulary to inform about or explain the topic e Establish and maintain a formal style f Provide a concluding statement or section that follows from the information or explanation presented

W63 Write narratives to develop real or imagined experiences or events using effective technique relevant descriptive details and well-structured event sequences a Engage and orient the reader by establishing a context and introducing a narrator andor characters organize an event sequence that unfolds naturally and logically b Use narrative techniques such as dialogue pacing and description to develop experiences events andor characters c Use a variety of transition words phrases and clauses to convey sequence and signal shifts from one time frame or setting to another d Use precise words and phrases relevant descriptive details and sensory language to convey experiences and events e Provide a conclusion that follows from the narrated experiences or events

W64 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience W65 With some guidance and support from peers and adults develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach W66 Use technology including the Internet to produce and publish writing as well as to interact and collaborate with others demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting W67 Conduct short research projects to answer a question drawing on several sources and refocusing the inquiry when appropriate W68 Gather relevant information from multiple print and digital sources assess the credibility of each source and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources W69 Draw evidence from literary or informational texts to support analysis reflection and research a Apply grade 6 Reading standards to literature (eg ldquoCompare and contrast texts in different forms or genres [eg stories and poems historical novels and fantasy stories]

in terms of their approaches to similar themes and topicsrdquo) b Apply grade 6 Reading standards to literary nonfiction (eg ldquoTrace and evaluate the argument and specific claims in a text distinguishing claims that are supported by

reasons and evidence from claims that are notrdquo) W610 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks purposes and audiences

3

Context for Instruction Reading Workshop Block Schedule Writing Workshop Block Schedule

Familiar or Independent Reading---15 minutes daily

Word StudymdashWhole Group---15-20 minutes daily

Book Talkmdash5 Minutes

Read AloudmdashWhole Group---15 minutes

Vocabulary Instruction ndash5-10 minutes (Tied to Read Aloud)

Strategy based reading mini-lessonmdash15 minutes

Reading Period

Language Standards (conventions)---Whole Group 10-15 minutes daily

Write AloudModeling ---Whole Group---20 Minutes

Strategy based writing mini-lesson using anchor text or passages

Writing Period

Teachers should follow this guide to plan daily literacy instruction Students must participate in daily reading and writing

Guided Reading

bull Small group meet with teacher

bull Comprehension focus

Literature Discussion

bull Student-led literature discussion

bull Teacher set purpose for learning and facilitate discussion

Independent Reading

bull Students Reading Independently

bull Students respond to text in reading response lognotebook

Guided Writing

bull Small Group meets with teacher

bull Writing focus

Independent Writing

bull Teacher sets purpose for writing

bull Students write independently for a minimum of 30 minutes

Conferencing

bull Teacher holds individual writing conferences for at least 3 students daily

4

6th

Grade ELA Checklist for Module 4

Standards Date Taught Date Re-Taught Date Reviewed Date Assessed Date

Re-Assessed

RL61 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

RL62 Determine a theme or central idea of a text and how it is conveyed through particular details provide a summary of the text distinct from personal opinions or judgments

RL63 Describe how a particular storyrsquos or dramarsquos plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution

RL64 Determine the meaning of words and phrases as they are used in a text including figurative and connotative meanings analyze the impact of a specific word choice on meaning and tone

RL65 Analyze how a particular sentence chapter scene or stanza fits into the overall structure of a text and contributes to the development of the theme setting or plot

RL66 Explain how an author develops the point of view of the narrator or speaker in a text

RL67 Compare and contrast the experience of reading a story drama or poem to listening to or viewing an audio video or live version of the text including contrasting what they ldquoseerdquo and ldquohearrdquo when reading the text to what they perceive when they listen or watch

5

RL69 Compare and contrast texts in different forms or genres (eg stories and poems historical novels and fantasy stories) in terms of their approaches to similar themes and topics

Language Standards

6

6th Grade Writing Standards ndash Embedded into ALL Modules ELA Curriculum Guide for Unpacking all Standards - Compiled from DE OH AZ and NC

W61 Write arguments to support claims with clear reasons and relevant evidence

a Introduce claim(s) and organize the reasons and evidence clearly b Support claim(s) with clear reasons and relevant evidence using credible sources and demonstrating an understanding of the topic or text c Use words phrases and clauses to clarify the relationships among claim(s) and reasons d Establish and maintain a formal style e Provide a concluding statement or section that follows from the argument presented

W62 Write informativeexplanatory texts to examine a topic and convey ideas concepts amp information through the selection organization amp analysis of relevant content a Introduce a topic organize ideas concepts and information using strategies such as definition classification comparisoncontrast and causeeffect include

formatting (eg headings) graphics (eg charts tables) and multimedia when useful to aiding comprehension b Develop the topic with relevant facts definitions concrete details quotations or other information and examples c Use appropriate transitions to clarify the relationships among ideas and concepts d Use precise language and domain-specific vocabulary to inform about or explain the topic e Establish and maintain a formal style f Provide a concluding statement or section that follows from the information or explanation presented

W63 Write narratives to develop real or imagined experiences or events using effective technique relevant descriptive details and well-structured event sequences a Engage and orient the reader by establishing a context and introducing a narrator andor characters organize an event sequence that unfolds naturally and logically b Use narrative techniques such as dialogue pacing and description to develop experiences events andor characters c Use a variety of transition words phrases and clauses to convey sequence and signal shifts from one time frame or setting to another d Use precise words and phrases relevant descriptive details and sensory language to convey experiences and events e Provide a conclusion that follows from the narrated experiences or events

W64 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience W65 With some guidance and support from peers and adults develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach W66 Use technology including the Internet to produce and publish writing as well as to interact and collaborate with others demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting W67 Conduct short research projects to answer a question drawing on several sources and refocusing the inquiry when appropriate W68 Gather relevant information from multiple print and digital sources assess the credibility of each source and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources W69 Draw evidence from literary or informational texts to support analysis reflection and research a Apply grade 6 Reading standards to literature (eg ldquoCompare and contrast texts in different forms or genres [eg stories and poems historical novels and fantasy stories]

in terms of their approaches to similar themes and topicsrdquo) b Apply grade 6 Reading standards to literary nonfiction (eg ldquoTrace and evaluate the argument and specific claims in a text distinguishing claims that are supported by

reasons and evidence from claims that are notrdquo) W610 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks purposes and audiences

4

6th

Grade ELA Checklist for Module 4

Standards Date Taught Date Re-Taught Date Reviewed Date Assessed Date

Re-Assessed

RL61 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

RL62 Determine a theme or central idea of a text and how it is conveyed through particular details provide a summary of the text distinct from personal opinions or judgments

RL63 Describe how a particular storyrsquos or dramarsquos plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution

RL64 Determine the meaning of words and phrases as they are used in a text including figurative and connotative meanings analyze the impact of a specific word choice on meaning and tone

RL65 Analyze how a particular sentence chapter scene or stanza fits into the overall structure of a text and contributes to the development of the theme setting or plot

RL66 Explain how an author develops the point of view of the narrator or speaker in a text

RL67 Compare and contrast the experience of reading a story drama or poem to listening to or viewing an audio video or live version of the text including contrasting what they ldquoseerdquo and ldquohearrdquo when reading the text to what they perceive when they listen or watch

5

RL69 Compare and contrast texts in different forms or genres (eg stories and poems historical novels and fantasy stories) in terms of their approaches to similar themes and topics

Language Standards

6

6th Grade Writing Standards ndash Embedded into ALL Modules ELA Curriculum Guide for Unpacking all Standards - Compiled from DE OH AZ and NC

W61 Write arguments to support claims with clear reasons and relevant evidence

a Introduce claim(s) and organize the reasons and evidence clearly b Support claim(s) with clear reasons and relevant evidence using credible sources and demonstrating an understanding of the topic or text c Use words phrases and clauses to clarify the relationships among claim(s) and reasons d Establish and maintain a formal style e Provide a concluding statement or section that follows from the argument presented

W62 Write informativeexplanatory texts to examine a topic and convey ideas concepts amp information through the selection organization amp analysis of relevant content a Introduce a topic organize ideas concepts and information using strategies such as definition classification comparisoncontrast and causeeffect include

formatting (eg headings) graphics (eg charts tables) and multimedia when useful to aiding comprehension b Develop the topic with relevant facts definitions concrete details quotations or other information and examples c Use appropriate transitions to clarify the relationships among ideas and concepts d Use precise language and domain-specific vocabulary to inform about or explain the topic e Establish and maintain a formal style f Provide a concluding statement or section that follows from the information or explanation presented

W63 Write narratives to develop real or imagined experiences or events using effective technique relevant descriptive details and well-structured event sequences a Engage and orient the reader by establishing a context and introducing a narrator andor characters organize an event sequence that unfolds naturally and logically b Use narrative techniques such as dialogue pacing and description to develop experiences events andor characters c Use a variety of transition words phrases and clauses to convey sequence and signal shifts from one time frame or setting to another d Use precise words and phrases relevant descriptive details and sensory language to convey experiences and events e Provide a conclusion that follows from the narrated experiences or events

W64 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience W65 With some guidance and support from peers and adults develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach W66 Use technology including the Internet to produce and publish writing as well as to interact and collaborate with others demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting W67 Conduct short research projects to answer a question drawing on several sources and refocusing the inquiry when appropriate W68 Gather relevant information from multiple print and digital sources assess the credibility of each source and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources W69 Draw evidence from literary or informational texts to support analysis reflection and research a Apply grade 6 Reading standards to literature (eg ldquoCompare and contrast texts in different forms or genres [eg stories and poems historical novels and fantasy stories]

in terms of their approaches to similar themes and topicsrdquo) b Apply grade 6 Reading standards to literary nonfiction (eg ldquoTrace and evaluate the argument and specific claims in a text distinguishing claims that are supported by

reasons and evidence from claims that are notrdquo) W610 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks purposes and audiences

5

RL69 Compare and contrast texts in different forms or genres (eg stories and poems historical novels and fantasy stories) in terms of their approaches to similar themes and topics

Language Standards

6

6th Grade Writing Standards ndash Embedded into ALL Modules ELA Curriculum Guide for Unpacking all Standards - Compiled from DE OH AZ and NC

W61 Write arguments to support claims with clear reasons and relevant evidence

a Introduce claim(s) and organize the reasons and evidence clearly b Support claim(s) with clear reasons and relevant evidence using credible sources and demonstrating an understanding of the topic or text c Use words phrases and clauses to clarify the relationships among claim(s) and reasons d Establish and maintain a formal style e Provide a concluding statement or section that follows from the argument presented

W62 Write informativeexplanatory texts to examine a topic and convey ideas concepts amp information through the selection organization amp analysis of relevant content a Introduce a topic organize ideas concepts and information using strategies such as definition classification comparisoncontrast and causeeffect include

formatting (eg headings) graphics (eg charts tables) and multimedia when useful to aiding comprehension b Develop the topic with relevant facts definitions concrete details quotations or other information and examples c Use appropriate transitions to clarify the relationships among ideas and concepts d Use precise language and domain-specific vocabulary to inform about or explain the topic e Establish and maintain a formal style f Provide a concluding statement or section that follows from the information or explanation presented

W63 Write narratives to develop real or imagined experiences or events using effective technique relevant descriptive details and well-structured event sequences a Engage and orient the reader by establishing a context and introducing a narrator andor characters organize an event sequence that unfolds naturally and logically b Use narrative techniques such as dialogue pacing and description to develop experiences events andor characters c Use a variety of transition words phrases and clauses to convey sequence and signal shifts from one time frame or setting to another d Use precise words and phrases relevant descriptive details and sensory language to convey experiences and events e Provide a conclusion that follows from the narrated experiences or events

W64 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience W65 With some guidance and support from peers and adults develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach W66 Use technology including the Internet to produce and publish writing as well as to interact and collaborate with others demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting W67 Conduct short research projects to answer a question drawing on several sources and refocusing the inquiry when appropriate W68 Gather relevant information from multiple print and digital sources assess the credibility of each source and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources W69 Draw evidence from literary or informational texts to support analysis reflection and research a Apply grade 6 Reading standards to literature (eg ldquoCompare and contrast texts in different forms or genres [eg stories and poems historical novels and fantasy stories]

in terms of their approaches to similar themes and topicsrdquo) b Apply grade 6 Reading standards to literary nonfiction (eg ldquoTrace and evaluate the argument and specific claims in a text distinguishing claims that are supported by

reasons and evidence from claims that are notrdquo) W610 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks purposes and audiences

6

6th Grade Writing Standards ndash Embedded into ALL Modules ELA Curriculum Guide for Unpacking all Standards - Compiled from DE OH AZ and NC

W61 Write arguments to support claims with clear reasons and relevant evidence

a Introduce claim(s) and organize the reasons and evidence clearly b Support claim(s) with clear reasons and relevant evidence using credible sources and demonstrating an understanding of the topic or text c Use words phrases and clauses to clarify the relationships among claim(s) and reasons d Establish and maintain a formal style e Provide a concluding statement or section that follows from the argument presented

W62 Write informativeexplanatory texts to examine a topic and convey ideas concepts amp information through the selection organization amp analysis of relevant content a Introduce a topic organize ideas concepts and information using strategies such as definition classification comparisoncontrast and causeeffect include

formatting (eg headings) graphics (eg charts tables) and multimedia when useful to aiding comprehension b Develop the topic with relevant facts definitions concrete details quotations or other information and examples c Use appropriate transitions to clarify the relationships among ideas and concepts d Use precise language and domain-specific vocabulary to inform about or explain the topic e Establish and maintain a formal style f Provide a concluding statement or section that follows from the information or explanation presented

W63 Write narratives to develop real or imagined experiences or events using effective technique relevant descriptive details and well-structured event sequences a Engage and orient the reader by establishing a context and introducing a narrator andor characters organize an event sequence that unfolds naturally and logically b Use narrative techniques such as dialogue pacing and description to develop experiences events andor characters c Use a variety of transition words phrases and clauses to convey sequence and signal shifts from one time frame or setting to another d Use precise words and phrases relevant descriptive details and sensory language to convey experiences and events e Provide a conclusion that follows from the narrated experiences or events

W64 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience W65 With some guidance and support from peers and adults develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach W66 Use technology including the Internet to produce and publish writing as well as to interact and collaborate with others demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting W67 Conduct short research projects to answer a question drawing on several sources and refocusing the inquiry when appropriate W68 Gather relevant information from multiple print and digital sources assess the credibility of each source and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources W69 Draw evidence from literary or informational texts to support analysis reflection and research a Apply grade 6 Reading standards to literature (eg ldquoCompare and contrast texts in different forms or genres [eg stories and poems historical novels and fantasy stories]

in terms of their approaches to similar themes and topicsrdquo) b Apply grade 6 Reading standards to literary nonfiction (eg ldquoTrace and evaluate the argument and specific claims in a text distinguishing claims that are supported by

reasons and evidence from claims that are notrdquo) W610 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks purposes and audiences

7

CCCS Focus Standards

Explanation of Standard Instructional Examples

RL61 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

Students will be able to identify specific instances in the text to support a clear or inferential analysis of the text Citations may be written or orally presented Students paraphrase or quote directly from the literature to support their analysis or inference in a formal (eg paragraph essay literary response summary presentation etc) or informal (eg discussion journal response etc) written or oral response to literature Students read a piece of historical fiction and support the events using primary source documents

Literature Response Discuss the elements of setting (eg time place environment) with your classmates Find examples of how time place and environment are used in Peter Pan by JM Barrie Write your ideas on a sticky note before sharing ideas as a class After the class discussion look back in the text to find specific examples of how JM Barrie described Neverland and even how he described the Darlingrsquos home in England Create a three-column chart (one column for each element of setting) in your journal (RL61 RL63) Sample Questions bull Why was Jonathan able to finish the race first How do you know What is the textual evidence that supports your answer bull What is so special about Mario How do you know What is the textual evidence that supports your answer bull How did moving to New York change Juanrsquos career How do you know What is the textual evidence that supports your answer bull Why did Tiesha try out for the play How do you know What is the textual evidence that supports your answer bull Why did Tyrone get an ldquoArdquo on his test How do you know What is the textual evidence that supports your answer bull How is John different from Paul What is the textual evidence that supports your answer

Lesson Plans and Activities Learn to Cite Evidence from the Text in Your Own Words (video)

OPINION

Or

QUOTE

SUPPORTING

DETAILS

SUPPORTING

DETAILS

SUPPORTING

DETAILS

8

CCCS Focus Standards

Explanation of Standard Instructional Examples

RL61 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

Teachers please feel free to write your own notes in

this space

Citing Evidence Strategy

Got Evidence Prove it - Citing Evidence Anchor Chart Citing Evidence Key Terms and Phrases

Because hellip

Based on what I read hellip

For instance hellip

The author stated hellip

For example hellip

According to the texthellip

On page _____ it said that hellip

In paragraph ____ it said that hellip

From the reading I knew that hellip

Two different sources told me that hellip

9

CCCS Focus Standards

Explanation of Standard Instructional Examples

RL62 Determine a theme or central idea of a text and how it is conveyed through particular details provide a summary of the text distinct from personal opinions or judgments

Theme is an underlying message an author conveys in a story Students will identify a theme or a central idea in a text Students explain how different details in the text support the theme Students summarize the theme or central idea without stating their own opinion Students identify a theme or central idea of Louisa May Alcottrsquos Little Women Students will be able to find examples in the novel that demonstrate the theme While summarizing one theme of the novel students refrain from using words indicating their opinion about the theme (eg I think I believe I agree I disagree this theme is the best etc)

Graphic Organizer As you read a variety of myths and legends keep track of the following information in your journal

Characters

Country of origin

Problem (that canrsquot be solved)

Setting

Title

Hero (who comes to solve the problem or explains the mystery)

Ending

Characteristics unique to this countryrsquos folklore Your teacher may ask you to share your responses with a partner before class discussion Be sure to write down the page numbers of relevant information or mark your book with sticky notes so you can go back and cite the text during class discussion Using Textual Evidence As students read a story or trade book have them cite textual evidence on a graphic organizer of how a character changes through major events Examining the completed organizer can help them determine the theme of the text rather than the main idea One example of this may be noting themes of several fairy tales and looking for commonality Sample Questions bull What is the theme of _____ (text title) What details in the storypoemdrama help the reader determine this theme bull How does the author of _____ (text title) help the reader understand the theme of the story What details from the story support your answer bull How does the author use the way Tyrone responds to his situation to develop the theme of the story bull Summarize the storydramapoem without including personal opinions or judgments

10

CCCS Focus Standards

Explanation of Standard Instructional Examples

RL62 Determine a theme or central idea of a text and how it is conveyed through particular details provide a summary of the text distinct from personal opinions or judgments

Teachers please feel free to write your own notes in

this space

Lesson Plans and Activities

Summary Graphic Organizer ndash SWBST (Someone hellip Wanted hellip But hellip Sohellip Then hellip)

Use a story map to summarize and to retell the story

Students summarize text incorporating explanation of the theme from their notes

Theme one word or a few words that sums up the story

Model summarizing from the text to support the theme of a story The teacher may combine the key points in order to demonstrate generalized meaning or theme (a broader view)

Model the process of determining a theme by thinking aloud using a well-known story (eg Three Little Pigs collaboration or working together brings success The Boy Who Cried Wolf honesty is the best policy)

Target Fundamental Lesson SE006

Lesson Plans for RL 2-4 - Great Resource

Pinterest Board with Summary and Theme

Anchor Charts and Ideas

10

CCCS Focus Standards

Explanation of Standard Instructional Examples

RL62 Determine a theme or central idea of a text and how it is conveyed through particular details provide a summary of the text distinct from personal opinions or judgments

Teachers please feel free to write your own notes in

this space

Lesson Plans and Activities

Summary Graphic Organizer ndash SWBST (Someone hellip Wanted hellip But hellip Sohellip Then hellip)

Use a story map to summarize and to retell the story

Students summarize text incorporating explanation of the theme from their notes

Theme one word or a few words that sums up the story

Model summarizing from the text to support the theme of a story The teacher may combine the key points in order to demonstrate generalized meaning or theme (a broader view)

Model the process of determining a theme by thinking aloud using a well-known story (eg Three Little Pigs collaboration or working together brings success The Boy Who Cried Wolf honesty is the best policy)

Target Fundamental Lesson SE006

Lesson Plans for RL 2-4 - Great Resource

Pinterest Board with Summary and Theme

Anchor Charts and Ideas

11

CCCS Focus Standards

Explanation of Standard Instructional Examples

RL63 Describe how a particular storyrsquos or dramarsquos plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution

Students examine the events in a story or play Students also examine how the characters react change or grow as the plot develops Students identify major and minor characters Students define the elements of plot development ndash from exposition rising action climax falling action to resolution Students develop a plot mapplot mountain of a play or short story Students describe how the main charactersrsquo experiences emotions and relationships help them grow and change over the course of the events in the plot Students examine a historical event or era and describe how society responded to change

Pinterest Board for story-elements-character-traits-summary -

plot

Literature Response

Outline how the plot of a myth legend tall tale or pour quoi tale of choice unfolds in a series of episodes by creating a comic strip of key events Be sure to include the characters and how they respond or change as the plot moves towards the ldquohappy endingrdquo Make note of page numbers each box refers to so you can go back and cite the text during class discussion if needed (RL63)

Sample Questions bull What are the main events in the storydrama How does each of these main events contribute to the development of the plot bull How did Karen and Mary respond to the crisis the family faced How did their response contribute to its resolution What specific details from the storydrama support your answer bull How does the main character change throughout the storydrama What specific details from the storydrama support your answer

Lesson Plans and Activities Learn zillion video -explain-how-a-characters-actions-

contribute-to-the-sequence-of-events

httpbetterlessoncom RL-3-3-describe-characters-in-a-story-

Character Trait Lesson Plan using the book Chrysanthemum with list of character traits

Comparing Across Books Lesson Plan

Lesson Plans for RL 2-4 - Great Resource

12

CCCS Focus Standards

Explanation of Standard Instructional Examples

RL63 Describe how a particular storyrsquos or dramarsquos plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution

Teachers please feel free to write your own notes

in this space

Pinterest Board for story-elements-character-traits-summary

13

CCCS Focus Standards

Explanation of Standard Instructional Examples

RL64 Determine the meaning of words and phrases as they are used in a text including figurative and connotative meanings analyze the impact of a specific word choice on meaning and tone

Students interpret the meaning of unknown words and phrases within a given text Students use a reference such as a dictionary to verify the meaning of unknown words Students recognize the underlying meaning of a text as indicated by the word choice Students may interpret the tone of the text as indicated by the words the author used Students interpret the meanings of the words and phrases in the Navajo traditional poem ldquoTwelfth Song of Thunderrdquo to understand the underlying meaning and tone of the poem After reading an excerpt from the Magna Charta or another relevant historical or legal document students analyze the impact of specific word choices on meaning and tone

Pinterest Board with Anchor Charts and Ideas for Figurative

Language Vocabulary and Context Clues

Word Study Keep an index card file of words studied while reading about immigrant experiences Keeping the words on index cards will help you when we sort words by prefix suffix root words meaning country of origin spelling feature etc Just as we can trace the path of our ancestors we can trace the path of words Choose some words and trace back from modern-day uses of the words to their historical origins (eg culture heritage immigration emigration immigrant endowment lineage racism tolerance legacy ancestry etc) This will be an ongoing activity all year long In addition you will create an individual semantic map of the phrase ldquoembracing heritagerdquo in order to represent visually your understanding of this phrase (RL64 L64) Sample Questions bull What is the meaning of ______ in paragraph 2 bull Which words help the reader understand the meaning of _____ in paragraph 5 bull What is meant by the phrase ldquoAs solid as the ground we stand onrdquo in paragraph 3 bull What is meant by the phrase ldquoYou are the sun in my skyrdquo in paragraph 1 bull What is the effect of using the word _____ in paragraph 4 bull What is the tone of the story What word choices from the story support your answer bull How does the use of the phrase ldquobarged inrdquo rather than ldquoentered the roomrdquo change the tone of the scene the author is creating bull How does the use of the word ldquoscrawnyrdquo rather than ldquoskinnyrdquo impact the image the author is creating of the character bull What does the authorrsquos word choice reveal about hisher attitude towards his topic Use examples from the text to support your answer

14

CCCS Focus Standards

Explanation of Standard Instructional Examples

RL64 Determine the meaning of words and phrases as they are used in a text including figurative and connotative meanings analyze the impact of a specific word choice on meaning and tone

Teachers please feel free to write your own notes

in this space

Lesson Plans and Activities Lesson Plans for RL 2-4 - Great Resource

Target Fundamental Lesson LD004 Lessons and videos for Teaching Context Clues

Context Clues Teaching Tips Lesson Graphic Organizers and Assessment

Context Clues Graphic Organizers and Lesson Write vocabulary on the board As students read and come a vocabulary word they use context clues and the graphic organizer to determine the wordrsquos meaning

Follow up with discussion

Pinterest Board with Anchor Charts and Ideas for Context Clues

15

CCCS Focus Standards

Explanation of Standard Instructional Examples

RL65 Analyze how a particular sentence chapter scene or stanza fits into the overall structure of a text and contributes to the development of the theme setting or plot

Thinking StemsAnchor Chart Poetry bull What do you notice about the structure of this poem bull How is the author using stanzas lines rhyme bull What do you notice about the rhythm of the poem bull How does the rhyme pattern contribute to the rhythm bull How does this author use ldquosounds and silencerdquo to create rhythm bull How does the author use repetition (a type of ldquosoundrdquo) within the poem

Pinterest Board for Poetry

Just the Factsrdquo Graphic Organizer You and your classmates will read different mysteries keep track of this information in your journal or mark your book with sticky notes to facilitate class discussions

Title and author of your mystery

Each characterrsquos name hisher traits and hisher role in the mystery

List of clues including page numbers on which they are found

Make and revise predictions (Since mystery stories continually evolve it is important to make predictions and return to them each time new evidence is found)

Solution Your teacher may ask you to write your own response in your journal and share it with a partner before class discussion Deduction or Inductionrdquo T-chart Graphic Organizer As you discuss how you solve mysteries and math problems classify your approach as inductive or deductive

When do you use inductive reasoning When do you use deductive reasoning Why

Where would you put each of these problem-solving approaches (eg Acting it out role-playing drawing a picture making a list working backwards making educated guesses and checking how they work drawing a web of facts events and characters etc)

What strategies do your characters use (eg Reynis Kate Sticky and Constance from The Mysterious Benedict Society by Trenton Lee Stewart and Carson Ellis)

Your teacher may ask you to write your own response in your journal and share it with a partner before each section of the class chart is filled in Be sure to make notes of page numbers with relevant information so you can go back and cite the text during class discussion (RL65 RI64)

16

RL65 (continued) RL65 Analyze how a particular sentence chapter scene or stanza fits into the overall structure of a text and contributes to the development of the theme setting or plot

Sample Questions bull How does chapter 4 contribute to the rising action of the novel Use information from the novel to support your analysis bull How does the author use scene 2 to begin to develop the theme of the play Use information from the scene as support bull How does the description in the first stanza establish the setting of the poem Use information from the poem to support your analysis bull Analyze how chapter 3 contributes to the development of the themesettingplot of the book Use information from the text to support your analysis bull Analyze how scene 1 contributes to the overall structure of the drama Use information from the text to support your analysis Lesson Plans and Activities

How Readers Theatre Should Look in a Classroom Lesson Plan

How Parts Fit Together Lesson Plan with Video Formative Assessment Opportunities Listen during class discussions of the book Record observations of students who are able to refer to specific chapters in the book Also note students who are able to describe how each chapter helps to build the story Continue to confer with students who are having difficulty with this standard Performance Task Have students choose one chapter from the book and describe how that chapter builds on the earlier chapters For example if a student chose chapter 2 in My Fatherrsquos Dragon by Ruth Stiles Gannett they could describe how they find out how Elmer will be able to fly in this chapter In chapter 1 the reader only knows that Elmer wants to fly but not how In this chapter the cat tells Elmer about the dragon and how the animals on the island have captured the dragon for their own use ldquoNow Irsquom quite sure that if you were able to rescue the dragon which wouldnrsquot be the least bit easy hersquod let you ride him most anywhere provided you were nice to himhelliprdquo The information in the second chapter builds on the first chapter telling the reader how Elmer can fly

17

CCCS Focus Standards

Explanation of Standard Instructional Examples

RL65 Analyze how a particular sentence chapter scene or stanza fits into the overall structure of a text and contributes to the development of the theme setting or plot

Teachers please feel free to write your own notes

in this space

18

CCCS Focus Standards

Explanation of Standard Instructional Examples

RL66 Explain how an author develops the point of view of the narrator or speaker in a text

Students define different types of point of view (eg omniscient first person third person objective limited omniscient etc) Students will recognize and explain the narratorrsquos or speakerrsquos point of view in a particular text Students will recognize the first person point of view of La Vaughn in Virginia Euwer Wolffrsquos novel Make Lemonade They will be able to cite examples showing La Vaughnrsquos point of view and her perspective on Jollyrsquos way of life as compared with her own Students will be able to explain how a historical author (eg Plato Socrates Confucius etc) has developed point of view in a given text

Author Characters or Narrator My Point of view

Class Discussion In Peter and the Starcatchers Dave Barry and Ridley Pearson wrote about what happened prior to the events in a well-known book Peter Pan by JM Barrie How do Barry and Pearson connect this story to the original What elements and details are kept and which ones are left out Your teacher may ask you to first write your own response in your journal and share it with a partner prior to discussing as a class Be sure to write down the page numbers of relevant information or mark your book with sticky notes so you can go back and cite the text during class discussion (SL61 RL61 RL66) Sample Questions bull Explain how Gary Paulsen develops the point of view of the narrator in ______ (text title) Use examples from the story in your explanation bull What is the most likely reason why the author decided to tell the story from Mikersquos point of view Is it effective Why or why not Use examples from the story in your explanation bull How does telling the story from Tonyarsquos point of view influence the story Use examples from the story in your answer

Lesson Plans and Activities Point of View Lesson and Activities - True Story of the

Three Little Pigs

Point of View Activity

18

CCCS Focus Standards

Explanation of Standard Instructional Examples

RL66 Explain how an author develops the point of view of the narrator or speaker in a text

Students define different types of point of view (eg omniscient first person third person objective limited omniscient etc) Students will recognize and explain the narratorrsquos or speakerrsquos point of view in a particular text Students will recognize the first person point of view of La Vaughn in Virginia Euwer Wolffrsquos novel Make Lemonade They will be able to cite examples showing La Vaughnrsquos point of view and her perspective on Jollyrsquos way of life as compared with her own Students will be able to explain how a historical author (eg Plato Socrates Confucius etc) has developed point of view in a given text

Author Characters or Narrator My Point of view

Class Discussion In Peter and the Starcatchers Dave Barry and Ridley Pearson wrote about what happened prior to the events in a well-known book Peter Pan by JM Barrie How do Barry and Pearson connect this story to the original What elements and details are kept and which ones are left out Your teacher may ask you to first write your own response in your journal and share it with a partner prior to discussing as a class Be sure to write down the page numbers of relevant information or mark your book with sticky notes so you can go back and cite the text during class discussion (SL61 RL61 RL66) Sample Questions bull Explain how Gary Paulsen develops the point of view of the narrator in ______ (text title) Use examples from the story in your explanation bull What is the most likely reason why the author decided to tell the story from Mikersquos point of view Is it effective Why or why not Use examples from the story in your explanation bull How does telling the story from Tonyarsquos point of view influence the story Use examples from the story in your answer

Lesson Plans and Activities Point of View Lesson and Activities - True Story of the

Three Little Pigs

Point of View Activity

19

CCCS Focus Standards

Explanation of Standard Instructional Examples

RL66 Explain how an author develops the point of view of the narrator or speaker in a text

Teachers please feel free to write your own notes

in this space

Pinterest Board with Point of View Anchor Charts

20

CCCS Focus Standards

Explanation of Standard Instructional Examples

RL67 Compare and contrast the experience of reading a story drama or poem to listening to or viewing an audio video or live version of the text including contrasting what they ldquoseerdquo and ldquohearrdquo when reading the text to what they perceive when they listen or watch 6RL8 (not applicable to literature)

Students read a story drama or poem and either listen to an audio version or watch a filmed or live version of the same text Students compare and contrast the two pieces to critique what they observe in each medium They will notice what pieces of the text stand out when reading it as compared to watching and listening to it As students read Louise Fletcherrsquos Sorry Wrong Number they will discuss what elements words actions and characters capture their attention Students then view a film version or stage production of the play and discuss what captures their attention Finally students will then analyze both pieces to identify similarities and differences in their perceptions Students read about a particular historical event or figure and then view a production about the same historical event or figure in order to compare and contrast their experience the information etc Literature ResponseMedia Appreciation What does the phrase ldquoI wonrsquot grow uprdquo mean to you Based on the lyrics from the musical version of Peter Pan what does growing up mean to Peter Does this song include all aspects of growing up Do you want to grow up Your teacher may ask you to first write your own response in your journal and share it with a partner prior to discussing as a class (RL61) You may watch the ldquoI Wonrsquot Grow Uprdquo scene from the movie and then discuss

Reflection Journal Use a novel (eg The Watsonrsquos Go to Birmingham by Curtis Number the Stars by Lowry) that has an intense action chapter Students read the chapter on their own and then choose to do

bull Using any audio equipment record their voicesreadings of the chapter (this could be reduced to a certain number of pages for lower-level students) bull Act out an action from the chapter

Sample Questions bull How is watching the filmed version of Holes alike and different from reading the book Use specific examples from both versions in your answer How is listening to an audiotape of ldquoThe Ravenrdquo by Edgar Allen Poe alike and different from reading the poem Use specific examples from both versions in your answer bull How is watching a performance of ____ (title of a play) alike and different from reading the play Use specific examples in your explanation bull Which did you prefer listening to the audiotape version of ldquoThe Ravenrdquo or reading the poem Why bull Which did you prefer watching the filmed version of Holes or reading the book Why

Lesson Plans and Activities httplearnzillioncomlessons1943-explain-how-

illustrations-contribute-to-the-meaning-of-a-story - video

Teaching with Illustrations Article and Lesson Plan (author and illustrators explain their books with video link) - see next page

Applying P-QAR to Pictures to Understand their Importance Lesson Plan

Learn How to Use the Purpose-Question Answer Response (P-QAR) Strategy to teach Visualizing

Pedagogy for Teaching Meaning using Words and Visualizing

21

CCCS Focus Standards

Explanation of Standard Instructional Examples

RL67 Compare and contrast the experience of reading a story drama or poem to listening to or viewing an audio video or live version of the text including contrasting what they ldquoseerdquo and ldquohearrdquo when reading the text to what they perceive when they listen or watch 6RL8

(not applicable to literature)

Teachers please feel free to write your own notes

in this space

Teaching with Illustrations Article and Lesson Plan (author and illustrators explain their books with video link)

Brian Selznick

The Dinosaurs of Waterhouse Hawkins

Selnicks detailed illustrations provide another

dimension to this biography of a little-known

scientist and his lifes work

Mark Teague

Dear Mrs LaRue Letters from Obedience School

In this humorous look at a dogs life behind bars

Teague uses an interplay between illustrations and

text to tell the whole story

Ana Juan

The Night Eater

In this picture book Juans lush illustrations bring

readers into the fantastical world of The Night Eater

a creature that gobbles up darkness

Ana Juan

Frida

In this biography of the famous painter Frida Kahlo

Juans whimsical representations of Fridas life both

incorporate and pay homage to Fridas artistic style

22

CCCS Focus Standards

Explanation of Standard Instructional Examples

RL69 Compare and contrast texts in different forms or genres (eg stories and poems historical novels and fantasy stories) in terms of their approaches to similar themes and topics

Students explain different literary forms (eg poems stories plays novels etc) and genres (eg historical fiction fantasy fables science fiction mysteries adventure mythology etc) Students read two pieces of literature from different forms or in different genres with similar themes and topics After reading both students compare and contrast the two literary piecesrsquo approaches to the themes and topics Students compare and contrast the approaches to the theme of isolation in Susan Glaspellrsquos one-act play ldquoTriflesrdquo and Maya Angeloursquos poem ldquoCaged Birdrdquo Students read poetry drama historical accounts historical documents articles etc about the Renaissance or another era to compare and contrast how different forms or genres approach the topic

Comparing Across Books Lesson Plan

Class DiscussionVenn Diagram What are the similarities and differences you notice among myths legends tale tales and pour quoi tales Your teacher may ask you to write your own responses in your journal and share it with a partner before class discussion After class discussion create a Venn diagram in your journal that outlines the similarities and differences among three of the types of folklore (SL61 RL69) CompareContrast Using a comparecontrast chart students compare andor contrast a movie and a work of literature (eg The Legend of Sleepy Hollow) First students look at the similarities Then they consider the differences making sure to indicate on what criteria they are drawing out the dissimilarities Jigsaw Using trade books poems and essays on the same topic have students gather in small groups and determine a theme for a particular topic Students talk together to determine how that theme is made apparent The groups then ldquojigsawrdquo and each student explains to the others about the demonstrated theme and evidence to support their conclusions Sample Questions How are ______ (text title) and _______ (text title) alike and different in their approach to the theme of friendship and loyalty Which text is more effective in relaying this theme Why Use examples from both texts to support your answer (Texts should be two texts from different genres or formsmdasha story and a poem historical novel and fantasy story) bull How are ______ (text title) and _______(text title) alike and different in their approach to the topic of competition Which text is more interesting Why Use examples from both texts to support your answer (Texts should be two texts from different genres or formsmdasha story and a poem historical novel and fantasy story)

23

CCCS Focus Standards

Explanation of Standard Instructional Examples

RL69 Compare and contrast texts in different forms or genres (eg stories and poems historical novels and fantasy stories) in terms of their approaches to similar themes and topics

Pinterest Board of Book Collections and Rewards

Lesson Plans and Activities Lesson Plans for RL 9 (p111517)

Target Fundamental Lesson SE014

24

RL69 Compare and contrast texts in different forms or genres (eg stories and poems historical novels and fantasy stories) in terms of their approaches to similar themes and topics

Teachers please feel free to write your own notes

in this space

25

(CCCS FOCUS STANDARDS)

EXTENDED TEXT

Esperanza Rising MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES amp

VOCABULARY

RL62 Determine a theme or central idea of a text and how it is conveyed through particular details provide a summary of the text distinct from personal opinions or judgments RL64 Determine the meaning of words and phrases as they are used in a text including figurative and connotative meanings analyze the impact of a specific word choice on meaning and tone RL65 Analyze how a particular sentence chapter scene or stanza fits into the overall structure of a text and contributes to the development of the theme setting or plot

Lesson 1 - Building Background Knowledge Learning About the Historical and Geographical Setting of Esperanza Rising Chapter 1 Instructional Outline 1 Opening

A Engaging the Reader Read-aloud of Pages 1ndash3 of Esperanza Rising (10 minutes)

2 Work Time A Visualizing the

Geographical Setting (15 minutes)

B Jigsaw Protocol Understanding the Historical Setting (30 minutes)

3 Closing and Assessment A Go-Round Oral Debrief (5

minutes) 4 Homework

Quick Write Distribute studentsrsquo texts Esperanza Rising Ask students to examine the image on the cover Ask students to Think-Pair-Share

ldquoWhat do you noticerdquo

ldquoWhat do you wonderrdquo

Ask students to write their thoughts

Vocabulary support variety describe artifact historical geographical setting vineyard (1) slopes (1) winding (1) gazing (1) thumping (2) resounding (2)

History of the Mexican border with America 1 wwwgeographiacommexicomexicohistoryhtm

2 wwwpbsorgkpbstheborderhistoryindexhtml 4 H

California Pam Muntildeoz Ryan Our California illustrated by Rafael Lopez (Watertown MA Charlesbridge Publishing 2008) ISBN-13 978-1580891172 ISBN-10 1580891179

25

(CCCS FOCUS STANDARDS)

EXTENDED TEXT

Esperanza Rising MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES amp

VOCABULARY

RL62 Determine a theme or central idea of a text and how it is conveyed through particular details provide a summary of the text distinct from personal opinions or judgments RL64 Determine the meaning of words and phrases as they are used in a text including figurative and connotative meanings analyze the impact of a specific word choice on meaning and tone RL65 Analyze how a particular sentence chapter scene or stanza fits into the overall structure of a text and contributes to the development of the theme setting or plot

Lesson 1 - Building Background Knowledge Learning About the Historical and Geographical Setting of Esperanza Rising Chapter 1 Instructional Outline 1 Opening

A Engaging the Reader Read-aloud of Pages 1ndash3 of Esperanza Rising (10 minutes)

2 Work Time A Visualizing the

Geographical Setting (15 minutes)

B Jigsaw Protocol Understanding the Historical Setting (30 minutes)

3 Closing and Assessment A Go-Round Oral Debrief (5

minutes) 4 Homework

Quick Write Distribute studentsrsquo texts Esperanza Rising Ask students to examine the image on the cover Ask students to Think-Pair-Share

ldquoWhat do you noticerdquo

ldquoWhat do you wonderrdquo

Ask students to write their thoughts

Vocabulary support variety describe artifact historical geographical setting vineyard (1) slopes (1) winding (1) gazing (1) thumping (2) resounding (2)

History of the Mexican border with America 1 wwwgeographiacommexicomexicohistoryhtm

2 wwwpbsorgkpbstheborderhistoryindexhtml 4 H

California Pam Muntildeoz Ryan Our California illustrated by Rafael Lopez (Watertown MA Charlesbridge Publishing 2008) ISBN-13 978-1580891172 ISBN-10 1580891179

26

(CCCS FOCUS STANDARDS)

EXTENDED TEXT

Esperanza Rising MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES amp

VOCABULARY

RL61 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text RL63 Describe how a particular storyrsquos or dramarsquos plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution RL64 Determine the meaning of words and phrases as they are used in a text including figurative SL61

Lesson 2 - Getting to Know

Esperanza

Chapter 2 Instructional Outline 1 Opening A Introduction of Triad Structure (5 minutes) 2 Work Time A Triad Discussion Setting and Character in Chapter 1 (10 minutes) B Read-aloud Independent Reading and Text- Dependent Questions Pages 4ndash8 (20 minutes) C Guided Practice Triad Work (10 minutes) D Answering Questions in Triads (10 minutes) 3 Closing and Assessment A Debrief Reading Esperanza Rising Anchor Chart (5 minutes) 4 Homework

Anchor Chart Begin a new anchor chart Reading Esperanza Rising Write beneath that heading ldquoMaking inferences about Esperanzarsquos characterrdquo which is what they did today Tell them they will continue to add to this chart as they read this novel

Vocabulary setting character historical fiction triad adored vicious premonition cautiously superstition bandits resentment sympathetic distinguished capricious propriety crochet lopsided property stubbornly self-importance beacon tormented

27

(CCCS FOCUS STANDARDS)

EXTENDED TEXT

Esperanza Rising MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES amp

VOCABULARY

RL61 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text RL64 Determine the meaning of words and phrases as they are used in a text including figurative W61 Write arguments to support claims with clear reasons and relevant evidence

Lesson 3 - Inferring about Characters Part 1ndash Based on how they respond to challenges Chapter 3 Instructional Outline 1 Opening A Entrance Ticket Comprehension Quiz Chapter 3 ldquoLas Papayas Papayasrdquo (5 minutes) B Engaging the Reader Oral Chapter Review (5 mins) 2 Work Time A Revisiting Paparsquos Death Close Reading of Pages 22ndash 23 (15 minutes) B Challenges to Human Rights in Ch 2 and 3 (10 mins) C How Characters Respond to Challenges Answering Questions in Triads (15 minutes) 3 Closing and Assessment A Independent Answer (5 minutes) B Debrief (5 minutes) 4 Homework

Comprehension Quiz Entrance Ticket Students answer 3 questions about the chapter read for homework Reading Journal Ask students to write a definition of inferring in their reading journal Then ask students to share their definition with their triad Cold call a few students to share an inference they made about Esperanza Mama or Abuelita during class today

Vocabulary independently identify comprehension challenge infer inference quotes inferential denial of property human rights discriminatory anguish smothered (23) composure indignation

28

(CCCS FOCUS STANDARDS)

EXTENDED TEXT

Esperanza Rising MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES amp

VOCABULARY

RL61 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text RL63 Describe how a particular storyrsquos or dramarsquos plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution RL64 Determine the meaning of words and phrases as they are used in a text including figurative W62 Write informative explanatory texts to examine a topic and convey ideas concepts and information through the selection organization and analysis of relevant content

Lesson 4 - Inferring about Characters Part 2 Chapter 4 Instructional Outline 1 Opening A Entrance Ticket Comprehension Quiz Chapter 4 ldquoLos HigosFigsrdquo (5 minutes) B Engaging the Reader Oral Chapter Review (5 minutes) 2 Work Time A Jigsaw Part 1 How Mama Abuelita and Miguel Respond to Challenges (20 minutes) B Jigsaw Part 2 Comparing Esperanzarsquos Response to the Response of These Other Characters (15 minutes) 3 Closing and Assessment A Exit Ticket Independent Writing (10 minutes) B Debrief (5 minutes) 4 Homework

Exit Ticket Independent Writing Distribute index cards or half-sheets of paper Ask students to respond to the following prompt ldquoComparecontrast Esperanza to the character you became an expert on today How is Esperanzarsquos response to challenges like the response of the other character How is her response different Use specific details from the text to support your answerrdquo

Vocabulary smothering enveloped scurried silhouetted penetrate salvage influence discreetly indebted valise sprawling

29

(CCCS FOCUS STANDARDS)

EXTENDED TEXT

Esperanza Rising MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES amp

VOCABULARY

RL61 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text RL62 Determine a theme or central idea of a text and how it is conveyed through particular details provide a summary of the text distinct from personal opinions or judgments

Lesson 5 - Connect

Informational Text to Literature

1 Opening

A Entrance Ticket

Comprehension Quiz and

Chapter Title Chapter 5

ldquoLas GuayabasGuavasrdquo

(10 minutes)

2 Work Time

A Engaging the Reader

What Do We Already

Know about California in

the 1930s (10 minutes)

B Building Background

Knowledge Hosted

Gallery Walk (30 minutes)

3 Closing and Assessment

A Independent Writing (5

minutes)

B Debrief (5 minutes)

4 Homework

Independent Writing (5 minutes) bull Distribute index cards or half-

sheets of paper Ask students to respond to the following prompt ldquoHow do you think Esperanzarsquos life will be different in California Support your thinking with at least one piece of information you learned today and one detail from Esperanzarsquos train journey described in Chapter 5rdquo

bull Collect studentsrsquo independent writing to check for understanding

Exit Ticket Independent Writing Independent answer to text-dependent question

Vocabulary setting informational text summarize answer cite evidence immigration depression

30

(CCCS FOCUS STANDARDS)

EXTENDED TEXT

Esperanza Rising MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES amp

VOCABULARY

RL61 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text RL63 Describe how a particular storyrsquos or dramarsquos plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution RL64 Determine the meaning of words and phrases as they are used in a text including figurative and connotative meanings analyze the impact of a specific word choice on meaning and tone SL61

Lesson 6 - Contrast Two Settings

1 Opening A Entrance Ticket

Comprehension Quiz Chapter 6 ldquoLos MelonesCantaloupesrdquo (5 minutes)

B Engaging the Reader Oral Chapter Review (5 minutes)

2 Work Time A Answering Questions in

Triads Comparing California to Mexico (15 minutes)

B Guided Practice Setting and Metaphor (20 minutes)

3 Closing and Assessment A Exit Ticket Independent

Writing (10 minutes) B Debrief (5 minutes)

4 Homework

Exit Ticket Independent Writing (10 minutes) bull Distribute index cards or half-

sheets of paper Ask students to respond to the following prompt

ldquoOn page 99 Marta tells Esperanza lsquoJust so you know this isnrsquot Mexico No one will be waiting on you herersquo What does she mean How is Esperanzarsquos life different in California Cite details from the text to support your answerrdquo

bull Have students begin a page in their journal to take notes on the character Marta Have students record what they know about her so far

Vocabulary setting character historical fiction harvest disembarked grime perspiration slumped wilted valise demeanor groggily campesino barren sculpted plunged reassuring careening staccato bulging waiting on (as in ldquoservingrdquo)

31

(CCCS FOCUS STANDARDS)

EXTENDED TEXT

Esperanza Rising MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES amp

VOCABULARY

RL63 Describe how a particular storyrsquos or dramarsquos plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution RL64 Determine the meaning of words and phrases as they are used in a text including figurative and connotative meanings analyze the impact of a specific word choice on meaning and tone

Lesson 7 - Point of View

Compare Persepectives of Two

Characters

1 Opening A Entrance Ticket

Comprehension Quiz Chapter 7 ldquoLas CebollasOnionsrdquo (5 minutes)

B Engaging the Reader Oral Chapter Review (5 minutes)

2 Work Time A The Onion Close Reading of

Pages 116ndash117 (20 minutes)

B Isabel Answering Questions in Triads (8 minutes)

C Understanding Point of View by Visualizing (15 minutes)

3 Closing and Assessment A Exit Ticket Independent

Writing (5 minutes) B Debrief (2 minutes)

4 Homework

Exit Ticket Independent Writing (5 minutes) bull Distribute index cards or half-

sheets of paper Ask students to respond to the prompt

bull ldquoHow does Esperanza respond differently to the challenges of life in the camp than Isabel does Based on these differences what do you think the author wants us to infer about Esperanzarsquos character Use specific details from the text in your answerrdquo

Vocabulary describe influence create passage cite literary elements point of view perspective visualize willing (as in ldquowillrdquo) tittered humiliation ridicule

32

(CCCS FOCUS STANDARDS)

EXTENDED TEXT

Esperanza Rising MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES amp

VOCABULARY

RL61 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text RL62 Determine a theme or central idea of a text and how it is conveyed through particular details provide a summary of the text distinct from personal opinions or judgments

RL64 Determine the meaning of words and phrases as they are used in a text including figurative and connotative meanings analyze the impact of a specific word choice on meaning and tone

Lesson 8 - Understanding

Theme

Opening A Entrance Ticket

Comprehension Quiz Chapter 8 ldquoLas AlmendrasAlmondsrdquo (5 minutes

B Engaging the Reader Oral Chapter Review (5 minutes)

C Adding to Anchor Chart Reading Esperanza Rising (5 minutes)

2 Work Time A Big Metaphors Answering

Questions in Triads (15 minutes)

B Inferring Themes in Esperanza Rising (25 minutes)

3 Closing and Assessment A Exit Ticket Independent Writing (5 minutes) 4 Homework

Exit Ticket Independent Writing

(5 minutes)

bull Remind students of the learning targets for todayrsquos lesson by reading them out loud or having a student do so

bull Distribute index cards or half-sheets of paper Ask students to respond to the following prompt

ldquoChoose to write about either the rosebush or the kitten Why is this lsquobig metaphorrsquo so important in the story What message is the author trying to give us as readersrdquo

Vocabulary interpret identify figurative language metaphor symbol flan bloom meek wages

33

(CCCS FOCUS STANDARDS)

EXTENDED TEXT

Esperanza Rising MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES amp

VOCABULARY

RL61 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text RL62 Determine a theme or central idea of a text and how it is conveyed through particular details provide a summary of the text distinct from personal opinions or judgments

RL63 Describe how a particular storyrsquos or dramarsquos plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution

RL64 Determine the meaning of words and phrases as they are used in a text including figurative and connotative meanings analyze the impact of a specific word choice on meaning and tone

Lesson 9 - Mid-Unit Assessment and Discussing Theme Opening

A Engaging the Reader Revisiting the Reading Esperanza Rising Anchor Chart (5 minutes)

2 Work Time A Mid-Unit 2 Assessment

Analyzing Sections of Esperanza Rising on My Own (30 minutes)

B Final Word Seminar on Metaphors and Themes (20 minutes)

C Optional Review of Using Context Clues (If Time Permits) (5 minutes)

3 Closing and Assessment A Debrief (5 minutes)

4 Homework

Mid-Unit 2 Assessment Analyzing Sections of Esperanza Rising on My Own (see supporting materials)

Vocabulary crochet lopsided bunched up protectively unpredictable correspondence zigzag

34

(CCCS FOCUS STANDARDS)

EXTENDED TEXT

Esperanza Rising MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES amp

VOCABULARY

RL61 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text RL62 Determine a theme or central idea of a text and how it is conveyed through particular details provide a summary of the text distinct from personal opinions or judgments

RL63 Describe how a particular storyrsquos or dramarsquos plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution

RL64 Determine the meaning of words and phrases as they are used in a text including figurative and connotative meanings analyze the impact of a specific word choice on meaning and tone

Lesson 10 - Characters

Changing over TIme

Opening A Entrance Ticket

Comprehension Quiz Chapter 10 ldquoLas PapasPotatoesrdquo (5 minutes)

B Engaging the Reader Oral Chapter Review (5 minutes)

2 Work Time A Esperanza and Mama Answering Questions in Triads (15 minutes)

B How Much Is Esperanza Changing (10 minutes)

C Revisiting the Metaphor of Abuelitarsquos Blanket Close Reading of Pages 159ndash161 (15 minutes)

3 Closing and Assessment A Independent Writing (10 minutes) B Debrief (5 minutes)

4 Homework

Independent Writing (10 mins)

bull Review the learning targets with students by reading them out loud or calling on students to do so

bull Distribute index cards or half-sheets of paper Ask students to respond to the following prompt

ldquoHow is Esperanza changing Cite evidence from Chapter 10 lsquoLas PapasPotatoesrsquo to support your opinionrdquo

Collect studentsrsquo independent writing to check for individual understanding

Vocabulary confronted compare contrast physically emotionally fitful uneasily valise hands wide (ie measurement) scent uneasily clutched intent listless depressed patrona

35

(CCCS FOCUS STANDARDS)

EXTENDED TEXT

Esperanza Rising MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES amp

VOCABULARY

RL62 Determine a theme or central idea of a text and how it is conveyed through particular details provide a summary of the text distinct from personal opinions or judgments

Lesson 11 - Why Workers Strike

Background Info

Opening A Entrance Ticket

Comprehension Quiz Chapter 11 ldquoLos AguacatesAvocadosrdquo (5 minutes)

B Engaging the Reader Oral Chapter Review (5 minutes)

2 Work Time A Challenges to Human Rights in

Esperanza Rising (10 minutes) B What Is a Strike (15 minutes) C Reviewing the UDHR Read-

aloud of Articles 1 and 2 (5 minutes)

D Why Do Workers Strike Answering Questions in Triads (10 minutes)

3 Closing and Assessment A Exit Ticket Independent

Writing (5 minutes) B Debrief (5 minutes)

4 Homework

Exit Ticket Independent Writing

(5 minutes)

bull Ask students to complete the right-hand column of the On Strike note-catcher

bull Collect this writing to assess studentsrsquo understanding of strikes and why workers in the book might or might not choose to strike as a response to the challenges they are facing

Vocabulary explain argue record strike striking arguments migrant (camp) company (camp) stocks manual labor Negroes tossed out makings spigots jumble humanity

36

(CCCS FOCUS STANDARDS)

EXTENDED TEXT

Esperanza Rising MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES amp

VOCABULARY

RL61 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text RL63 Describe how a particular storyrsquos or dramarsquos plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution

W62 Write informative explanatory texts to examine a topic and convey ideas concepts and information through the selection organization and analysis of relevant content

Lesson 12 Contrasting

Perspectives

Opening A Entrance Ticket

Comprehension Quiz Chapter 12 ldquoLos EspaacuterragosAsparagusrdquo (5 minutes)

B Engaging the Reader Oral Chapter Review (5 minutes)

2 Work Time A Reviewing the UDHR Read-

aloud of UDHR Article 23 (5 minutes) B Jigsaw Part 1 How

Esperanza Miguel and Marta Respond to Challenges (20 minutes)

C Jigsaw Part 2 Which Characterrsquos Response Do You Agree With (15 mins)

3 Closing and Assessment A Exit Ticket Independent

Writing (5 minutes) B Debrief Adding to Human

Rights Challenges in Esperanza Rising Anchor Chart (5 minutes)

4 Homework

Exit Ticket Independent Writing

(5 minutes)

bull Distribute index cards or half sheets of paper Ask students to respond to the following prompt

ldquoWas it a good or bad idea for the workers to strike Why or why not Cite specific evidence to support your answerrdquo

Vocabulary strike striking explain argue arguments favorable remuneration worthy interests (from Article 23 of the UDHR) strikersrsquo (camp) company (camp) menacing conflicted sympathetic cause misjudged

37

(CCCS FOCUS STANDARDS)

EXTENDED TEXT

Esperanza Rising MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES amp

VOCABULARY

RL61 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text RL63 Describe how a particular storyrsquos or dramarsquos plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution RL64 Determine the meaning of words and phrases as they are used in a text including figurative and connotative meanings analyze the impact of a specific word choice on meaning and tone RL66 Explain how an author develops the point of view of the narrator or speaker in a text SL61

Lesson 13 - Gathering Evidence

and Using a Two Voice Poem

Opening A Entrance Ticket

Comprehension Quiz Chapter 13 ldquoLos DuraznosPeachesrdquo (5 minutes)

B Engaging the Reader Oral Chapter Review (5 minutes)

2 Work Time A Mini Lesson Two-Voice

Poem (15 minutes) B Reviewing Character

NotesT-Charts (15 minutes) C Collaborative Work Planning

a Two-Voice Poem (15 minutes)

3 Closing and Assessment A Sharing (5 minutes)

4 Homework

Writing Planning for a Two-Voice Poem

Vocabulary inference explain perform character poem structure evidence dialogue

38

(CCCS FOCUS STANDARDS)

EXTENDED TEXT

Esperanza Rising MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES amp

VOCABULARY

W65 With some guidance and support from peers and adults develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

Lesson14 - Writing a Critique

and Revising a Two-Voice Poem

Opening A Entrance Ticket

Comprehension Quiz Chapter 14 ldquoLas UvasGrapesrdquo (5 minutes)

B Engaging the Reader Oral Chapter Review (5 minutes)

2 Work Time A Collaborative Work Drafting a

Two-Voice Poem (10 minutes) B Peer Critique Praise-

Question-Suggest Protocol (20 minutes)

C Revising Two-Voice Poem (15 minutes)

3 Closing and Assessment A Debrief (5 minutes)

4 Homework

Collaborative Work

Drafting Sharing and Revising a Two-Voice Poem

bull Review the learning targets bull Make sure that they remember

what a two-voice poem is by checking their understanding

bull Review the anchor chart Two-Voice Poems from Lesson 13

bull Give students just 5 to 6 minutes with their triad or new writing group to continue to draft their poem

bull Circulate to support as needed Remind students to think about how the characters are similar and different and what that tells us about themes in the novel

Vocabulary contrasts specific feedback self-reflection two-voice paraphrase inference

39

(CCCS FOCUS STANDARDS)

EXTENDED TEXT

Esperanza Rising MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES amp

VOCABULARY

RL61 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text RL63 Describe how a particular storyrsquos or dramarsquos plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution

RL64 Determine the meaning of words and phrases as they are used in a text including figurative and connotative meanings analyze the impact of a specific word choice on meaning and tone SL65

Lesson 15 - Metaphors and

Themes + Performing a Two-

Voice Poem

Opening A Reviewing the Anchor

Chart Big Metaphors and Themes in Esperanza Rising (2 minutes)

B Engaging the Reader Preparing for Chalk Talk (8 minutes)

2 Work Time A Chalk Talk Big Metaphors

and Themes in Esperanza Rising (15 minutes)

B The Grapes Metaphor Whole Class Discussion (15 Minutes)

C Finalizing and Performing Two-Voice Poems (15 minutes)

3 Closing and Assessment A Celebration (5 minutes)

4 Homework

Finalizing and Performing Two-

Voice Poems (15 minutes)

bull Give students 10 minutes to revisit their two-voice poems with their writing partners possibly revising based on the discussion about big metaphors and themes

bull After about 10 minutes invite some groups to perform their two-voice poems for the class

bull After each performance ask students in the audience to offer one piece of specific praise about the content of the poem

Vocabulary interpret identify figurative language metaphor second-class citizen confront prophecy stitch

40

(CCCS FOCUS STANDARDS)

EXTENDED TEXT

Esperanza Rising MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES amp

VOCABULARY

RL61 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text RL62 Determine a theme or central idea of a text and how it is conveyed through particular details provide a summary of the text distinct from personal opinions or judgments RL63 Describe how a particular storyrsquos or dramarsquos plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution

W62 Write informative explanatory texts to examine a topic and convey ideas concepts and information through the selection organization and analysis of relevant content

W65 With some guidance and support from peers and adults develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

Lesson 16 - Paragraph Writing

How Esperanza Responds on the

Train

Opening A Celebration of Two-Voice

Poems (5 minutes) 2 Work Time

A How Esperanza Responded on the Train Answering Questions in Triads (10 minutes)

B Guided Practice Introduction to Accordion Graphic Organizer (25 minutes)

C Introduction to Paragraph Writing (10 minutes)

D Triad Group Writing Beginning Paragraph 1 (7 minutes)

3 Closing and Assessment A Sharing (3 minutes)

4 Homework

Introduction to Paragraph Writing

(10 minutes)

bull Direct students to the learning target

bull Then read the posted Sample Paragraph for Chapter 3 (on chart paper)

bull Using a different color marker for each underline the topic statement detail explain and conclusion on the graphic organizer

Vocabulary informative explanatory paragraph essay compares contrasts topic sentence body conclusion

41

(CCCS FOCUS STANDARDS)

EXTENDED TEXT

Esperanza Rising MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES amp

VOCABULARY

RL61 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text RL62 Determine a theme or central idea of a text and how it is conveyed through particular details provide a summary of the text distinct from personal opinions or judgments RL63 Describe how a particular storyrsquos or dramarsquos plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution

W62 Write informative explanatory texts to examine a topic and convey ideas concepts and information through the selection organization and analysis of relevant content

W65 With some guidance and support from peers and adults develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

Lesson17 - Paragraph Writing

Part 2

1 Opening A Review of Learning Targets and Criteria for Success (10 minutes)

2 Work Time A Guided Practice Complete

Draft Paragraph 1 (10 minutes)

B Peer Critique of Graphic Organizer for Paragraph 2 (10 minutes)

C Independent Writing Drafting Paragraph 2 (15 minutes)

D Group Discussion How Esperanza Changes over Time the Phoenix Metaphor (10 minutes)

3 Closing and Assessment A Debrief (5 minutes)

4 Homework

Guided Practice Complete Draft Paragraph 1 (10 minutes)

bull Have students gather in their triad groups and take out their two completed graphic organizers for Paragraphs 1 and 2 as well as their incomplete draft of Paragraph 1

Peer Critique of Graphic

Organizer for Paragraph 2 (10 minutes)

bull Keep students in triads and ask students to exchange the graphic organizers they completed for homework about a second event later in the novel

Independent Writing Drafting

Paragraph 2 (15 minutes)

bull Distribute the Paragraph 2 task card to students and ask them to start writing their second paragraphs

bull They should begin with their Paragraph 2 graphic organizer (completed for homework) and the feedback they just received from peers

Vocabulary informative explanatory paragraph essay compare contrast topic sentence body conclusion phoenix

42

(CCCS FOCUS STANDARDS)

EXTENDED TEXT

Esperanza Rising MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES amp

VOCABULARY

RL61 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text RL62 Determine a theme or central idea of a text and how it is conveyed through particular details provide a summary of the text distinct from personal opinions or judgments RL63 Describe how a particular storyrsquos or dramarsquos plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution W62 Write informative explanatory texts to examine a topic and convey ideas concepts and information through the selection organization and analysis of relevant content W64 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience W65 With some guidance and support from peers and adults develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach W69 Draw evidence from literary or informational texts to support analysis reflection and research

Lesson 18 - Assessment On-Demand Analytical Essay How Esperanza Changes Over Time Opening

A Review of Learning Targets

and Criteria for Success (10

minutes)

2 Work Time

A Engaging the Writer

Esperanza from Beginning

to End (10 minutes)

B End of Unit 2 Assessment

Revising Paragraphs 1 and

2 Writing Paragraph 3 (35

minutes)

3 Closing and Assessment

A Self-Assessment (5

minutes)

4 Homework

End of Unit 2 Assessment

Revising Paragraphs 1 and 2 Writing Paragraph 3 (35 minutes)

bull Post the End of Unit 2 Assessment On-Demand Analytical Essay about How Esperanza Changes over Time for all students to see Read through the prompt and clarify any terms as necessary

Vocabulary informative explanatory paragraph essay compares contrasts topic sentence body conclusion phoenix

43

STANDARDS SHORT TEXTS

MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES

amp VOCABULARY RI61 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text RI62 Determine a central idea of a text and how it is conveyed through particular details provide a summary of the text distinct from personal opinions or judgments RI64 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI67 Integrate information presented in different media or formats (eg visually quantitatively) as well as in words to develop a coherent understanding of a topic or issue

RI68 Trace and evaluate the argument and specific claims in a text distinguishing claims that are supported by reasons and evidence from claims that are not

Social Studies VIDEO and ARTICLE

United Nations Universal Declaration of Human Rights Plain Language Version wwwunorgcyberschoolbushumanrightsresourcesplainasp (last accessed August 6 2012) bull For this portion of the lesson students will need a piece of scrap paper and something to write with They should be seated in eight small heterogeneous groups bull Ask students to listen as you read the first sentence of the UDHR aloud ldquoAll humans are born free in dignity and rightsrdquo bull Tell them that today they will keep thinking about what this sentence means and also learn more about the history of the UDHR Viewing and Discussing UNICEF Video - ldquoFor Every Childrdquo (10 minutes) bull Tell students that they will now watch a 4-minute video made by UNICEF Ask if anyone is familiar with this organization If not tell students briefly that UNICEF was created after World War II by the United Nations to take care of children who were sick or hungry Today they will learn more about the United Nations (UN) bull Set purpose for watching the video Remind students that yesterday they tried to visualize what it might look like for Article 1 to be true for all human beings Ask students to pay attention to the images thinking about one specific image that they think really conveys the meaning of Article 1 that the authors of the UDHR intended bull Point out that there are few words on this video and they go by quickly For the purpose of this activity students should focus on the images and how they relate to Article 1 of the UDHR or the bigger idea of human rights bull Play the 4-minute UNICEF video ldquoFor Every Childrdquo

W62 Write informative explanatory texts to examine a topic and convey ideas concepts and information through the selection organization and analysis of relevant content

SL61 Engage effectively in a range of collaborative discussions hellip building on othersrsquo ideas and expressing their own clearly

SL62 Interpret information presented in diverse media and formats and explain how it contributes to a topic text or issue under study bull Quick Write When the video is finished give students a minute to think silently about what image they thought represented the meaning of Article 1 Invite students to write their response then share with a partner

Provide ELLs bilingual word-for-word translation dictionaries or online translation sources such as Google Translate to assist with comprehension ELLs should be familiar with how to use glossaries or dictionaries These are an accommodation provided to ELLs on NY State assessments bull When playing videos use the English subtitles if available Providing a visual can assist ELLs and other struggling learners in understanding the content of the video

44

STANDARDS SHORT TEXTS

MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES

RI61 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text RI62 Determine a central idea of a text and how it is conveyed through particular details provide a summary of the text distinct from personal opinions or judgments RI67 Integrate information presented in different media or formats (eg visually quantitatively) as well as in words to develop a coherent understanding of a topic or issue

THEME of ARTICLE and POEMS

Lesson 5 Identifying Theme Connecting Passages from Esperanza Rising to Human Rights

W68 Gather relevant information from multiple print and digital sources assess the credibility of each source and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources Writing Students cite evidence from the book to show the connection between the UDHR article and poems as they relate to theme

45

STANDARDS SHORT TEXTS

MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES

RI61 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text RI62 Determine a central idea of a text and how it is conveyed through particular details provide a summary of the text distinct from personal opinions or judgments RI64 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI67 Integrate information presented in different media or formats (eg visually quantitatively) as well as in words to develop a coherent understanding of a topic or issue

Social Studies The Depression 1 wwwnewdealferiorgeleanorer2ahtml How the Depression affected children 2 wwwnewdealferiorgeleanorcvb0335html A letter to Mrs Roosevelt from an eleven-year-old girl 3 wwwmichigangovdnr045707-153-54463_18670_18793-53511--00html ldquoI remember rdquo Reminiscences of the Great Depression Several stories from people who lived through the Great Depression 4 wwwamericaslibrarygovjbwwiijb_wwii_subjhtml The Depression and World War II

W62 Write informative explanatory texts to examine a topic and convey ideas concepts and information through the selection organization and analysis of relevant content

Essay Writing After accessing several accounts of life during the depression students will compare and contrast present day situations with those during the depression

Movie The Grapes of Wrath httpwwwyoutubecomresultssearch_query=the+grapes+of+wrath (short clips) Images Photographs httpswwwgooglecomsearchq=great+depression+era+poemsampnewwindow=1ampespv=2amptbm=ischamptbo=uampsource=univampsa=Xampei=jkeHU5-SOemhsATdm4HYCQampved=0CEEQsAQampbiw=1366ampbih=643

Folk Songs of the Great Depression httpwwwyoutubecomresultssearch_query=songs+about+the+great+depression

Brother Can You Spare a Dime

I am a Man of Constant Sorrow

46

STANDARDS SHORT TEXTS

MINI-LESSON IDEAS

ROUTINE WRITING RELATED RESOURCES

RI61 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text RI62 Determine a central idea of a text and how it is conveyed through particular details provide a summary of the text distinct from personal opinions or judgments RI64 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RL65 Analyze how a particular sentence chapter scene or stanza fits into the overall structure of a text and contributes to the development of the theme setting or plot

RI67 Integrate information presented in different media or formats (eg visually quantitatively) as well as in words to develop a coherent understanding of a topic or issue

Poetry for Young People by Maya Angelou

Life Doesnrsquot Frighten Me

W68 Gather relevant information from multiple print and digital sources assess the credibility of each source and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources

Writing Select a poem and a passage from the novel for Close Reading Have students analyze for literary elements

Videos of Maya Angelous Speeches and Songs

47

Title Author And Illustrator Text Type Lexile Measure

Lexile text measures band level (below 740L)

Climbing Out of the Great Depression Sean Price (author) Informational text 620

Ida Early Comes over the Mountain Robert Burch (author) Literature 720

Lexile text measures band level (740 - 1010L)

Giant Steps to Change the World Spike Lee and Tonya Lewis Lee (authors) Sean

Qualls (illustrator) Informational text 870

Dancing Home Alma Flor Ada and Gabriel M Zubizarreta (authors) Literature 960

Words to My Lifersquos Songs Ashley Bryan (authorillustrator) Bill McGuinness

(photographer) Literature 970

Title Author And Illustrator Text Type Lexile Measure

Lexile text measures above band level (over 1010L)

Ceacutesar iexclSiacute se puedeYes We Can Carmen T Bernier-Grand

(author) David Diaz (illustrator) Poetry Not provided

Elegy on the Death of Ceacutesar Chaacutevez Rudolfo Anaya (author)

Gaspar Enriquez (illustrator) Poetry Not provided

If You Could Wear My Sneakers Sheree Firch (author)

Darcia Labrosse (illustrator) Poetry Not provided

Hour of Freedom American History in Poetry

Milton Meltzer (compiler) Marc Nadel (illustrator)

Poetry Not provided

Poetry for Young People Maya Angelou Edwin Graves Wilson PhD (editor) Jerome

Lagarrigue (illustrator) Poetry Not provided

Out of the Dust Karen Hesse (author) Prose Not provided