Chapters 17218th Grade Ela Page

1. Chapters 17218th Grade Ela Page 18
2. Chapters 17218th Grade Ela Pages

These are the CCS Standards addressed in this lesson:

• RL.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
• RL.5.2: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
• RL.5.5: Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
• RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
• L.5.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
• L.5.5a: Interpret figurative language, including similes and metaphors, in context.

Englishpage.com offers free online English lessons for advanced English learners. Lessons include hundreds of English grammar and vocabulary exercises. Everything is free and no sign-up is required. CCSS.ELA-LITERACY.RL.6.5: 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. CCSS.ELA-LITERACY.RL.6.6: Explain how an author develops the point of view of the narrator or speaker in a text.

Ongoing Assessment

• Connections between Esperanza Rising and articles of the UDHR on sticky notes
• Metaphors Note-catcher: The River (RL.5.1, L.5.5a)

In Advance

• Strategically group students into triads, with at least one strong reader per triad.
• Review:
• Metaphors Note-catcher: The River (example, for teacher reference) to familiarize yourself with what students will be required to do in the lesson.
• Thumb-O-Meter protocol. See Classroom Protocols.
• Post: Learning targets and other applicable anchor charts.

Chapters 17218th Grade Ela Page 18

Tech and Multimedia

• Work Time B: Students complete their note-catchers in a word-processing document--for example, a Google Doc--using Speech to Text facilities activated on devices, or using an app or software such as Dictation.io.

Supporting English Language Learners

• Supports guided in part by CA ELD Standards 5.I.B.6, 5.I.B.8, 5.1.C.12, 5.II.A.1, and 5.II.A.2

Important points in the lesson itself

• The basic design of this lesson supports ELLs with opportunities to put the entire reading pattern of Esperanza Rising together, reflect on the sensitive events in the book, and analyze how a metaphor that runs throughout the story contributes to a theme in the book.
• ELLs may find it challenging to analyze the meaning of the metaphors about the river and how they come together to convey an overall theme in the book. See the Meeting Students' Needs column for specific supports.

Levels of support

For lighter support:

• Invite a student to paraphrase the key points of pages 234-253 of Esperanza Rising in more comprehensible language for students who need heavier support.
• Encourage students to add to the graphic organizer they began in Unit 1 to track (and illustrate) the main events in pages 234-253 of Esperanza Rising against the structure of the story. Invite them to explain this graphic organizer to students who need heavier support.
• During the Mini Language Dive in Opening B, challenge students to generate questions about the sentence in Esperanza Rising before asking the prepared questions. Example: 'What questions can we ask about this sentence? Let's see if we can answer them together.'

For heavier support:

• During the reading of Esperanza Rising, stop often to check for comprehension. Dictate key sentences for students to recite so that they practice using verbal language. Encourage students to act out and sketch key sentences.

Universal Design for Learning

• Multiple Means of Representation (MMR): Throughout this unit, students incorporate what they are reading into their writing. Consider ways to facilitate increased comprehension by repeatedly offering opportunities for students to access prior knowledge and review previous material. Additionally, use a color-coding system to help students make connections between the model paragraphs and the Character Reaction Paragraph anchor chart. This way, students can see how to apply these writing strategies to their own work.
• Multiple Means of Action and Expression (MMAE): Some students may find it overwhelming to analyze characters' reactions and generate appropriate themes. Provide scaffolded practice for students who may need additional support with generating the theme. For instance, have students provide evidence for themes that their classmates generate.
• Multiple Means of Engagement (MME): Many students are more engaged when they are given choices. Consider providing multiple versions of the graphic organizer with lines to help support students' fine motor skills. This way, students can make decisions regarding what is best for their own learning.

Vocabulary

Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)

• metaphor, interpret, theme (L)

Materials

• Esperanza Rising (from Unit 1, Lesson 2; one per student)
• Spanish/English Dictionary anchor chart (begun in Lesson 2)
• Working to Become Ethical People anchor chart (begun in Unit 1, Lesson 2)
• Experiences with Threats against Human Rights anchor chart (begun in Unit 1, Lesson 2; added to during Opening B)
• Structure of Esperanza Rising anchor chart (from Unit 1, Lesson 2; added to during Opening B; see supporting materials)
• Structure of Esperanza Rising anchor chart (example, for teacher reference)
• Vocabulary logs (from Unit 1, Lesson 3; one per student)
• Simplified version of the UDHR (from Unit 1, Lesson 4; one per student)
• How Were the Human Rights of the Characters in Esperanza Rising Threatened? anchor chart (begun in Lesson 4; added to during Opening B; see supporting materials)
• Metaphors in Esperanza Rising anchor chart (begun in Lesson 2; added to during Work Time A; see supporting materials)
• Metaphors in Esperanza Rising anchor chart (example, for teacher reference)
• Metaphors Note-catcher: The River (one per student and one to display)
• Metaphors Note-catcher: The River (example, for teacher reference)
• Strategies to Answer Selected Response Questions anchor chart (begun in Unit 1, Lesson 5)

Assessment

Each unit in the 3-5 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize their understanding of what they accomplished through supported, standards-based writing.

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Chapters 17218th Grade Ela Pages