Day 4: Unpack the learning target with students. Tell students that they will have an end product of writing, but in order to get there we will be writing a lot of little opinion pieces that will not go to publishing. Tell them that is okay to not always publish every piece of writing. Each piece of writing is going to build off of each other towards the work of the final published piece. Teacher will ask the students what a needs to include. (3 reasons, 3 pieces of evidence per reason, and an explanation to wrap up each paragraph.) Teacher will make an example tree map from the circle map on teachers rights. Students take their circle map to a tree map- they state their opinion in a thesis statement at the top of their tree map. “I strongly believe…”
Day(s) __7, 8, 9_: Desired Outcome(s): Students will practice identifying the personification in the text, while also starting to think about Esperanza’s rights given to her in Mexico. Students will practice providing evidence for an argument with a small group of peers. Esperanza Rising Chapter 2 (Las Uvas) Figurative Language Booklets Sticky notes Reading: Start off by reviewing chapter 1 and ask, “How would you describe Esperanza’s relationship with her father? How is her life in Mexico?” Before diving into chapter 2, have a student fluent in Spanish read the chapter title. Point out the subtitle as well. Do some math from the first chapters subtitle and find out what year it is, and how old Esperanza is now. 1924 + 6 and 6 + 6. Students begin reading chapter 2 with a partner. Prompt students to write down any figurative language they might find as they read.
Day(s) __10_: Desired Outcome(s): Students start analyzing how human rights can change under different circumstances. Esperanza Rising Chapter 3 (Las Papayas) Figurative Language booklets Butcher paper Reading: Students will read chapter 3. After reading the chapter have a group discussion on what rights were given to Esperanza’s family before her Papa died, and then the rights that were given to her family after her Papa died. How are they different? Complete a thinking map (double bubble) in groups on butcher paper to show the differences and similarities. Did their rights change? Was it fair? Stop on page 63, and ask the students, should Mama marry Tio Luis?
support their claims. Use the mentor text to improve writing and speaking strategies. Provide support to text dependent questions. Gain perspective throughout history of rights and striking strategies. Students will shared read (read 1) the speech given by MLK “I have Dream”. Students willwhile we read. Discuss how much time has gone by from Esperanza’s time to Luther’s time. At the end of the close read, the students will realize the same exact rights are being violated. Marta and Martin are both striking for rights they believe in. Students will close read portion of MLK’s speech through writer’s lense (Read 2) and then through presenters lense (Read 3). Probing questions for shared read: Students will practice pulling evidence from the text to support the probing questions. Who is he trying to persuade? Who do you think his audience is? Who was Marta’s Audience? What is his purpose for giving the speech? What evidence makes you say so? How does MLK respond to the question, “when will you be satisfied?” Why does MLK use the repetition of “I have dream…?” What is MLK’s purpose for naming so many mountain ranges? What is the main idea of MLK’s speech? Complete shared on Marta and MLK in their strikes. Students will work in pairs to look for transitions words and the use of figurative language in his writing. Students will mark on their papers when they find them. (read 2) Discuss. Just like in Esperanza, Luther uses figurative language to make his writing stronger. What of figurative language does he use? Why do you think he chose to use those specific types of figurative language? Students will have difficulty accessing the rich language of the text, specifically vocabulary and figurative language.
quality of their project based off of the success criteria. Day 28: Culminating projects with rubric, in the left margin students will explain why they gave themself that reflection using evidence from their project. Day 29: Finish culminating projects Day(s) __30__: Desired Outcome(s): Students will celebrate the successes of reading a difficult novel and all of the hard work they put into it. ***Summative Assessment Culminating final projects Fiesta food! Reading: The class will have a fiesta and celebrate the end of the novel, Esperanza’s birthday, and that we have rights in the United States today that we can count on for now. Students can choose to dress up as a migrant worker, 1930’s grower, or wealthy Hispanic child. ***While we party students will give their presentations on their culminating project. Writing: On this day mash together reading and writing. More presentations.