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ELA II Grades K-5 SessionsStandards Institute Summer 2018Grade 5 Module 1 Unit 2 Lessons:
• Lesson 3• Lesson 16• Lesson 17• Lesson 18
Please bring this packet to Institute Sessions on days 1, 2, and 3.
GR
AD
E 5:
MO
DU
LE 1
: UN
IT 2
: LES
SON
3
Infe
rrin
g A
bout
Cha
ract
ers
Bas
ed o
n H
ow T
hey
Res
pond
to C
halle
nges
: (C
hapt
er 3
: “La
s P
apya
yas/
Pap
ayas
”)
Cop
yrig
ht ©
201
3 by
Exp
editi
onar
y Le
arni
ng, N
ew Y
ork,
NY
. All
Rig
hts
Res
erve
d.
NYS
Com
mon
Cor
e EL
A C
urric
ulum
• G
5:M
1:U
2:L3
• A
pril
2014
• 1
Lo
ng-T
erm
Tar
gets
Add
ress
ed (B
ased
on
NYS
P12
ELA
CC
LS)
I can
exp
lain
wha
t a te
xt sa
ys u
sing
quo
tes f
rom
the
text
. (R
L.5.
1)
I can
mak
e in
fere
nces
usi
ng q
uote
s fro
m th
e te
xt. (
RL.
5.1)
I c
an d
eter
min
e th
e m
eani
ng o
f lite
ral a
nd fi
gura
tive
lang
uage
(met
apho
rs a
nd si
mile
s). (
RL.
5.4)
I c
an w
rite
info
rmat
ive/
expl
anat
ory
text
s. (W
.5.2
)
Supp
ortin
g Le
arni
ng T
arge
ts
Ong
oing
Ass
essm
ent
• I c
an a
nsw
er c
ompr
ehen
sion
que
stio
ns b
ased
on
text
from
Esp
eran
za R
isin
g th
at I
have
read
in
depe
nden
tly.
• I c
an id
entif
y si
tuat
ions
in E
sper
anza
Ris
ing
whe
re a
cha
ract
er’s
hum
an ri
ghts
are
cha
lleng
ed.
• I c
an m
ake
infe
renc
es fr
om th
e te
xt a
bout
Esp
eran
za, M
ama,
and
Abu
elita
.
• I c
an u
se c
onte
xt c
lues
to h
elp
me
dete
rmin
e th
e m
eani
ng o
f wor
ds in
Esp
eran
za R
isin
g.
• I c
an w
rite
to e
xpla
in m
y th
inki
ng a
bout
the
char
acte
rs in
Esp
eran
za R
isin
g.
• Co
mpr
ehen
sion
Qui
z, C
hapt
er 3
: “La
s Pap
ayas
/Pap
ayas
” (e
ntra
nce
ticke
t)
• Tr
iad
disc
ussi
ons
• Ex
it Ti
cket
: Ind
epen
dent
ans
wer
to te
xt-d
epen
dent
qu
estio
n
GR
AD
E 5:
MO
DU
LE 1
: UN
IT 2
: LES
SON
3
Infe
rrin
g A
bout
Cha
ract
ers
Bas
ed o
n H
ow T
hey
Res
pond
to C
halle
nges
: (C
hapt
er 3
: “La
s P
apya
yas/
Pap
ayas
”)
Cop
yrig
ht ©
201
3 by
Exp
editi
onar
y Le
arni
ng, N
ew Y
ork,
NY
. All
Rig
hts
Res
erve
d.
NYS
Com
mon
Cor
e EL
A C
urric
ulum
• G
5:M
1:U
2:L3
• A
pril
2014
• 2
A
gend
a Te
achi
ng N
otes
1.
Ope
ning
A. E
ntra
nce
Tick
et: C
ompr
ehen
sion
Qui
z, C
hapt
er 3
: “L
as P
apay
as/P
apay
as”
(5 m
inut
es)
B. E
ngag
ing
the
Rea
der:
Ora
l Cha
pter
Rev
iew
(5
min
utes
)
2.
Wor
k Ti
me
A. R
evis
iting
Pap
a’s D
eath
: Clo
se R
eadi
ng o
f Pag
es 2
2–23
(15
min
utes
)
B. C
halle
nges
to H
uman
Rig
hts i
n Ch
apte
rs 2
and
3 (1
0 m
inut
es)
C. H
ow C
hara
cter
s Res
pond
to C
halle
nges
: Ans
wer
ing
Que
stio
ns in
Tri
ads (
15 m
inut
es)
3.
Clos
ing
and
Asse
ssm
ent
A. I
ndep
ende
nt A
nsw
er (5
min
utes
)
B. D
ebri
ef (5
min
utes
)
4.
Hom
ewor
k
• In
adv
ance
: Rea
d Ch
apte
r 3 a
nd re
view
the
text
-dep
ende
nt q
uest
ions
(see
supp
ortin
g m
ater
ials
). Tw
o co
pies
of t
he q
uest
ions
are
pro
vide
d: a
bla
nk to
dis
play
for s
tude
nts,
and
one
with
ans
wer
s for
teac
her
refe
renc
e.
• Th
is le
sson
dra
ws d
irec
tly o
n th
e kn
owle
dge
stud
ents
bui
lt du
ring
Uni
t 1 a
bout
hum
an ri
ghts
. Stu
dent
s re
visi
t thi
s top
ic in
futu
re le
sson
s, so
the
disc
ussi
on in
Par
t B o
f Wor
k Ti
me
is in
tent
iona
lly b
rief
. Be
sure
to h
ave
the
Uni
t 1 a
ncho
r cha
rts o
n sp
ecifi
c ar
ticle
s of t
he U
DH
R a
vaila
ble
whe
re st
uden
ts c
an se
e th
em, t
o jo
g th
eir m
emor
y. A
lso
be su
re st
uden
ts h
ave
thei
r UD
HR
not
e-ca
tche
rs.
• Th
is le
sson
intr
oduc
es a
new
rout
ine:
an
entr
ance
tick
et c
ompr
ehen
sion
qui
z, in
tend
ed to
che
ck
whe
ther
stud
ents
hav
e do
ne th
eir r
eadi
ng.
• N
ote
that
for t
he te
xt-d
epen
dent
que
stio
ns, s
tude
nts a
re to
ld so
me
of th
e pa
ge n
umbe
rs w
here
the
answ
ers c
an b
e fo
und.
Thi
s sca
ffold
ing
will
gra
dual
ly b
e re
mov
ed a
s stu
dent
s pro
gres
s thr
ough
the
nove
l.
• As
in L
esso
n 2,
stud
ents
wor
k in
gro
ups t
o an
swer
text
-dep
ende
nt q
uest
ions
. Con
tinue
gui
ded
prac
tice
as n
eede
d, b
ut b
e su
re d
urin
g W
ork
Tim
e C,
all
stud
ents
hav
e th
eir o
wn
copy
of t
hese
que
stio
ns to
re
fere
nce
as th
ey w
ork
in th
eir t
riad
s. S
tude
nts m
ay n
ot h
ave
time
to a
nsw
er a
ll te
xt-d
epen
dent
qu
estio
ns; r
emin
d th
em th
at it
is m
ost i
mpo
rtan
t for
them
to d
iscu
ss e
ach
ques
tion
thor
ough
ly a
nd c
ite
evid
ence
. Stu
dent
s will
revi
sit t
he c
hara
cter
ana
lysi
s (be
gun
in L
esso
n 3)
dur
ing
Less
on 4
as w
ell.
• Ba
sed
on h
ow g
roup
s fun
ctio
ned
on th
e fir
st d
ay o
f rea
ding
the
nove
l, yo
u m
ight
mod
ify g
roup
s at t
his
time.
• Th
is le
sson
rein
trod
uces
a p
atte
rn o
f ana
lysi
s tha
t stu
dent
s wer
e fir
st e
xpos
ed to
in U
nit 1
, whe
n th
ey
anal
yzed
the
first
hand
acc
ount
s of h
uman
righ
ts v
iola
tions
. Thr
ough
out t
heir
stud
y of
Esp
eran
za,
stud
ents
will
con
side
r the
cha
lleng
es c
hara
cter
s fac
e (in
clud
ing
but n
ot li
mite
d to
hum
an ri
ghts
ch
alle
nges
), ho
w th
e ch
arac
ters
resp
ond,
and
how
a c
hara
cter
’s re
spon
se h
elps
us u
nder
stan
d th
at
char
acte
r and
the
them
es o
f the
nov
el.
• R
evie
w T
hink
-Pai
r-Sh
are,
Wri
te-P
air-
Shar
e, a
nd C
old-
Call
prot
ocol
s (Ap
pend
ix 1)
GR
AD
E 5:
MO
DU
LE 1
: UN
IT 2
: LES
SON
3
Infe
rrin
g A
bout
Cha
ract
ers
Bas
ed o
n H
ow T
hey
Res
pond
to C
halle
nges
: (C
hapt
er 3
: “La
s P
apya
yas/
Pap
ayas
”)
Cop
yrig
ht ©
201
3 by
Exp
editi
onar
y Le
arni
ng, N
ew Y
ork,
NY
. All
Rig
hts
Res
erve
d.
NYS
Com
mon
Cor
e EL
A C
urric
ulum
• G
5:M
1:U
2:L3
• A
pril
2014
• 3
Le
sson
Voc
abul
ary
Mat
eria
ls
inde
pend
ently
, ide
ntify
, co
mpr
ehen
sion
, cha
lleng
e, in
fer,
in
fere
nce,
quo
tes,
infe
rent
ial,
deni
al o
f pr
oper
ty, h
uman
righ
ts,
disc
rim
inat
ory,
ang
uish
, sm
othe
red
(23)
, com
posu
re, i
ndig
natio
n
• Co
mpr
ehen
sion
Qui
z En
tran
ce T
icke
t (Ch
apte
r 3: “
Las P
apay
as/P
apay
as”)
(one
per
stud
ent)
• Es
pera
nza
Ris
ing
(boo
k; o
ne p
er st
uden
t)
• U
DH
R n
ote
catc
her (
from
Uni
t 1; s
tude
nts’
com
plet
ed c
opie
s)
• U
DH
R a
rtic
les a
ncho
r cha
rts (
from
Uni
t 1)—
idea
l, bu
t not
ess
entia
l
• Ev
iden
ce fl
ags (
stic
ky n
otes
: the
smal
lest
size
ava
ilabl
e or
larg
er si
zes c
ut in
to st
rips
)—tw
o ba
ggie
s per
stud
ent (
one
each
for
hom
e an
d sc
hool
)
• Te
xt-d
epen
dent
que
stio
ns fo
r Cha
pter
3: “
Las P
apay
as/P
apay
as” (
one
per s
tude
nt a
nd o
ne to
dis
play
)
• Te
xt-d
epen
dent
que
stio
ns fo
r Cha
pter
3: “
Las P
apay
as/P
apay
as” (
Answ
ers f
or T
each
er R
efer
ence
)
• N
orm
s for
Tri
ad T
alk
anch
or c
hart
(fro
m L
esso
n 2)
• H
omew
ork:
Pur
pose
for R
eadi
ng, C
hapt
er 4
: “Lo
s Hig
os/F
igs”
(one
per
stud
ent)
• H
uman
Rig
hts C
halle
nges
in E
sper
anza
Ris
ing
anch
or c
hart
(new
; tea
cher
-cre
ated
; see
Wor
k Ti
me
B)
• In
ferr
ing
by U
sing
Tex
t Clu
es a
ncho
r cha
rt (n
ew; t
each
er-c
reat
ed; s
ee W
ork
Tim
e A)
• St
uden
t jou
rnal
s
• R
eadi
ng E
sper
anza
Ris
ing
anch
or c
hart
• In
dex
card
s or h
alf-
shee
ts o
f pap
er
GR
AD
E 5:
MO
DU
LE 1
: UN
IT 2
: LES
SON
3
Infe
rrin
g A
bout
Cha
ract
ers
Bas
ed o
n H
ow T
hey
Res
pond
to C
halle
nges
: (C
hapt
er 3
: “La
s P
apya
yas/
Pap
ayas
”)
Cop
yrig
ht ©
201
3 by
Exp
editi
onar
y Le
arni
ng, N
ew Y
ork,
NY
. All
Rig
hts
Res
erve
d.
NYS
Com
mon
Cor
e EL
A C
urric
ulum
• G
5:M
1:U
2:L3
• A
pril
2014
• 4
O
peni
ng
Mee
ting
Stud
ents
’ Nee
ds
A. E
ntra
nce
Tick
et: C
ompr
ehen
sion
Qui
z, C
hapt
er 3
: “La
s P
apay
as/P
apay
as”
(5 m
inut
es)
• R
emin
d st
uden
ts to
sit w
ith th
eir t
riad
s thr
ough
out t
heir
stud
y of
the
nove
l.
• In
trod
uce
the
new
rout
ine
of th
e co
mpr
ehen
sion
qui
z en
tran
ce ti
cket
by
revi
ewin
g th
e fir
st le
arni
ng ta
rget
. Cla
rify
the
mea
ning
of t
he w
ords
com
preh
ensi
on a
nd in
depe
nden
tly. E
xpla
in th
at th
is q
uiz
will
be
a da
ily p
ract
ice
as w
e m
ove
thro
ugh
Espe
ranz
a R
isin
g, d
esig
ned
to a
sses
s whe
ther
stud
ents
read
and
und
erst
ood
the
text
ass
igne
d fo
r hom
ewor
k.
• R
emin
d st
uden
ts th
at th
eir h
omew
ork
read
ing
is a
“fir
st d
raft”
read
; the
y ar
e no
t exp
ecte
d to
und
erst
and
ever
ythi
ng. B
ut it
is
impo
rtan
t tha
t the
y fe
el a
ccou
ntab
le fo
r the
read
ing,
pra
ctic
e re
adin
g on
thei
r ow
n, a
nd tr
y th
eir b
est.
• D
istr
ibut
e th
e qu
iz a
nd g
ive
stud
ents
five
min
utes
to c
ompl
ete
it. C
olle
ct st
uden
ts’ w
ork
to re
view
and
/or a
sses
s.
• Co
nsid
er p
ostin
g no
nlin
guis
tic
sym
bols
to a
ssis
t ELL
s in
com
preh
ensi
on a
nd m
akin
g co
nnec
tions
.
• So
me
stud
ents
may
be
unfa
mili
ar
with
aca
dem
ic v
ocab
ular
y w
ords
(e
.g.,
com
preh
ensi
on, s
ituat
ion,
ch
alle
nged
, ide
ntify
, exp
lain
). Cl
arify
vo
cabu
lary
with
stud
ents
as n
eede
d.
B. E
ngag
ing
the
Rea
der:
Ora
l Cha
pter
Rev
iew
(5 m
inut
es)
Not
e: K
eep
this
rev
iew
shor
t. St
uden
ts a
naly
ze th
e ch
apte
r in
mor
e de
tail
thro
ugho
ut th
e le
sson
.
• Af
ter t
he q
uiz,
lead
the
clas
s in
a br
ief w
hole
cla
ss re
view
sess
ion,
col
d ca
lling
stud
ents
to e
licit
a su
mm
ary
of th
e ch
apte
r th
at w
as re
ad fo
r hom
ewor
k. S
tart
with
an
open
-end
ed q
uest
ion,
such
as:
“Wha
t was
this
cha
pter
mos
tly a
bout
?” o
r “W
hat
happ
ened
in th
is c
hapt
er?”
Enc
oura
ge st
uden
ts to
cite
evi
denc
e or
poi
nt to
spec
ific
pass
ages
. Not
e w
hich
stud
ents
are
abl
e to
ans
wer
the
ques
tions
, and
the
qual
ity o
f the
ans
wer
s.
• Th
en a
sk th
e la
st q
uest
ion
from
the
quiz
aga
in:
* “A
t the
star
t of C
hapt
er 3
, wha
t doe
s Esp
eran
za d
ream
abo
ut?”
Be
sure
stud
ents
und
erst
and
that
she
drea
ms P
apa
is st
ill a
live.
Thi
s will
serv
e as
the
tran
sitio
n to
the
next
sect
ion
of th
e le
sson
.
• Po
stin
g po
ints
of c
lass
dis
cuss
ions
as
sist
s ELL
s in
com
preh
ensi
on.
GR
AD
E 5:
MO
DU
LE 1
: UN
IT 2
: LES
SON
3
Infe
rrin
g A
bout
Cha
ract
ers
Bas
ed o
n H
ow T
hey
Res
pond
to C
halle
nges
: (C
hapt
er 3
: “La
s P
apya
yas/
Pap
ayas
”)
Cop
yrig
ht ©
201
3 by
Exp
editi
onar
y Le
arni
ng, N
ew Y
ork,
NY
. All
Rig
hts
Res
erve
d.
NYS
Com
mon
Cor
e EL
A C
urric
ulum
• G
5:M
1:U
2:L3
• A
pril
2014
• 5
W
ork
Tim
e M
eetin
g St
uden
ts’ N
eeds
A. R
evis
itin
g P
apa’
s D
eath
: Clo
se R
eadi
ng o
f Pag
es 2
2–23
(15
min
utes
)
• R
emin
d st
uden
ts o
f the
text
-dep
ende
nt q
uest
ions
they
dis
cuss
ed a
bout
Cha
pter
2: “
Las U
vas/
Gra
pes.
” Poi
nt o
ut th
at m
any
of th
em m
ay n
ot h
ave
had
time
to fu
lly d
iscu
ss th
e fif
th q
uest
ion:
* “A
t the
end
of t
he c
hapt
er, w
hy d
oes E
sper
anza
feel
her
hea
rt d
rop
and
that
she
has s
unk
into
a ‘d
ark
hole
of d
espa
ir a
nd
disb
elie
f’?”
• As
k st
uden
ts to
talk
in th
eir t
riad
s bri
efly
to re
min
d ea
ch o
ther
wha
t hap
pene
d at
the
end
of C
hapt
er 2
.
• Pr
obe
with
a se
ries
of t
ext-
depe
nden
t que
stio
ns:
* “D
id E
sper
anza
real
ly si
nk in
to a
hol
e?”
* “W
hat d
oes t
he w
ord
desp
air
mea
n? W
hy d
oes E
sper
anza
feel
des
pair
?”
• If
stud
ents
do
not m
entio
n th
e w
ord
grie
f, of
fer t
his v
ocab
ular
y te
rm a
s a p
reci
se w
ay to
des
crib
e Es
pera
nza’
s exp
erie
nce:
de
ep, d
eep
sadn
ess.
• D
irec
t stu
dent
s to
Chap
ter 3
, the
fina
l tw
o se
nten
ces o
n pa
ge 2
3, a
nd a
sk:
* “W
hat a
re ‘t
he e
vent
s of l
ast n
ight
’?”
* “B
ased
on
cont
ext c
lues
, wha
t mig
ht th
e w
ord
wre
nche
d m
ean?
”
* “T
he a
utho
r say
s: ‘H
er sm
ile fa
ded,
her
che
st ti
ghte
ned,
and
a h
eavy
bla
nket
of a
ngui
sh sm
othe
red
her s
mal
lest
joy.
’ W
hat m
ight
ang
uish
mea
n? Is
she
real
ly w
eari
ng a
bla
nket
?”
• Po
int o
ut to
stud
ents
that
the
auth
or is
usi
ng la
ngua
ge in
ver
y in
tere
stin
g w
ays t
o he
lp re
ader
s und
erst
and
wha
t Esp
eran
za
is fe
elin
g. T
hey
will
exp
lore
this
in m
ore
dept
h in
futu
re le
sson
s.
• Po
int o
ut th
at th
e au
thor
nev
er d
irec
tly te
lls re
ader
s tha
t Pap
a di
ed. A
sk:
* “H
ow w
ere
you
able
to fi
gure
out
wha
t hap
pene
d?”
• Be
gin
the
Infe
rrin
g by
Usi
ng T
ext C
lues
anc
hor c
hart
with
a d
raw
ing
of a
stic
k fig
ure
with
a th
ough
t bub
ble
that
says
: “Th
e te
xt sa
ys …
so I
infe
r tha
t …” O
n th
is c
hart
, add
seve
ral o
f stu
dent
s’ ex
ampl
es a
bout
how
they
infe
rred
that
Pap
a di
ed.
• As
k st
uden
ts to
add
an
evid
ence
flag
to th
e op
enin
g of
Cha
pter
3: “
Las P
apay
as,”
with
the
phra
se “E
sper
anza
gri
evin
g.”
(Thi
s ear
ly m
odel
ing
of h
ow to
sum
mar
ize
a ch
apte
r in
a ph
rase
will
hel
p st
uden
ts b
egin
to k
eep
trac
k of
the
mai
n ev
ents
. In
futu
re le
sson
s, st
uden
ts w
ill b
egin
to w
rite
thei
r ow
n ev
iden
ce fl
ags t
o su
mm
ariz
e th
e ch
apte
r.)
• In
crea
se in
tera
ctio
ns w
ith v
ocab
ular
y in
con
text
. Thi
s inc
reas
es th
e ra
te o
f EL
L vo
cabu
lary
acq
uisi
tion.
• EL
L la
ngua
ge a
cqui
sitio
n is
fa
cilit
ated
by
inte
ract
ing
with
nat
ive
spea
kers
of E
nglis
h w
ho p
rovi
de
mod
els o
f lan
guag
e.
GR
AD
E 5:
MO
DU
LE 1
: UN
IT 2
: LES
SON
3
Infe
rrin
g A
bout
Cha
ract
ers
Bas
ed o
n H
ow T
hey
Res
pond
to C
halle
nges
: (C
hapt
er 3
: “La
s P
apya
yas/
Pap
ayas
”)
Cop
yrig
ht ©
201
3 by
Exp
editi
onar
y Le
arni
ng, N
ew Y
ork,
NY
. All
Rig
hts
Res
erve
d.
NYS
Com
mon
Cor
e EL
A C
urric
ulum
• G
5:M
1:U
2:L3
• A
pril
2014
• 6
W
ork
Tim
e (c
ontin
ued)
M
eetin
g St
uden
ts’ N
eeds
B. C
hall
enge
s to
Hum
an R
ight
s in
Cha
pter
s 2
and
3 (1
5 m
inut
es)
• R
ead
alou
d th
e le
arni
ng ta
rget
: “I c
an id
entif
y si
tuat
ions
in E
sper
anza
Ris
ing
whe
re a
cha
ract
er’s
hum
an ri
ghts
are
ch
alle
nged
.” R
evie
w th
e m
eani
ng o
f the
wor
d ch
alle
nged
in th
is c
onte
xt (t
este
d or
vio
late
d), w
hich
stud
ents
shou
ld re
call
from
thei
r stu
dy o
f the
UD
HR
dur
ing
Uni
t 1.
• As
k st
uden
ts to
talk
in th
eir t
riad
s abo
ut th
e hu
man
righ
ts th
ey re
mem
ber f
rom
thei
r stu
dy o
f the
UD
HR
. Dir
ect t
hem
to
thei
r com
plet
ed U
DH
R n
ote-
catc
her
and
UD
HR
anc
hor
char
ts (f
rom
Uni
t 1).
Giv
e st
uden
ts a
few
min
utes
to sk
im
thes
e do
cum
ents
, with
whi
ch th
ey sh
ould
be
quite
fam
iliar
. Inv
ite a
few
tria
ds to
shar
e ou
t som
e of
the
hum
an ri
ghts
nam
ed
in th
e U
DH
R a
nd th
e ni
ckna
mes
stud
ents
gav
e th
ose
righ
ts d
urin
g U
nit 1
.
• As
k st
uden
ts to
shar
e w
here
they
pla
ced
thei
r evi
denc
e fla
gs a
s the
y re
ad C
hapt
er 3
: “La
s Pap
ayas
” (fo
r hom
ewor
k):
* “W
hat c
halle
nges
did
the
char
acte
rs in
this
cha
pter
face
?”
* “W
here
are
ther
e ex
ampl
es sp
ecifi
cally
of h
uman
righ
ts c
halle
nges
?”
• If
nec
essa
ry, s
caffo
ld th
e st
uden
ts’ l
earn
ing
by a
skin
g th
em if
they
can
find
som
e of
the
follo
win
g ex
ampl
es:
* A
chal
leng
e to
the
righ
t to
life,
libe
rty,
and
per
sona
l sec
urity
(the
mur
der o
f Esp
eran
za’s
fath
er, p
. 24)
* Th
e di
scri
min
ator
y tr
eatm
ent o
f Ind
ians
com
pare
d to
peo
ple
of S
pani
sh d
esce
nt (p
p. 12
, 15–
18)
* Th
e de
nial
of p
rope
rty
righ
ts to
wom
en (p
. 30)
• St
art a
Hum
an R
ight
s C
halle
nges
in E
sper
anza
Ris
ing
anch
or c
hart
to u
se th
roug
hout
the
nove
l as s
tude
nts f
ind
mor
e ex
ampl
es.
GR
AD
E 5:
MO
DU
LE 1
: UN
IT 2
: LES
SON
3
Infe
rrin
g A
bout
Cha
ract
ers
Bas
ed o
n H
ow T
hey
Res
pond
to C
halle
nges
: (C
hapt
er 3
: “La
s P
apya
yas/
Pap
ayas
”)
Cop
yrig
ht ©
201
3 by
Exp
editi
onar
y Le
arni
ng, N
ew Y
ork,
NY
. All
Rig
hts
Res
erve
d.
NYS
Com
mon
Cor
e EL
A C
urric
ulum
• G
5:M
1:U
2:L3
• A
pril
2014
• 7
W
ork
Tim
e (c
ontin
ued)
M
eetin
g St
uden
ts’ N
eeds
C. H
ow C
hara
cter
s R
espo
nd
to C
hall
enge
s: A
nsw
erin
g Q
uest
ion
s in
Tri
ads
(15
min
utes
) •
Rev
iew
the
anch
or c
hart
Nor
ms
for
Tria
d Ta
lk (f
rom
Les
son
2). H
ave
stud
ents
rem
ain
in tr
iads
, but
gat
her s
tude
nts’
atte
ntio
n w
hole
gro
up. R
ead
alou
d th
e le
arni
ng ta
rget
: “I c
an m
ake
infe
renc
es fr
om th
e te
xt a
bout
the
char
acte
rs in
Es
pera
nza
Ris
ing.
” Rem
ind
them
that
ear
lier i
n th
is le
sson
, the
y be
gan
an a
ncho
r cha
rt a
nd ta
lked
abo
ut h
ow th
ey w
ere
able
to m
ake
an in
fere
nce
that
Pap
a di
ed e
ven
thou
gh th
e au
thor
did
n’t s
ay it
dir
ectly
.
• Te
ll st
uden
ts th
at th
ey w
ill le
arn
mor
e ab
out i
nfer
ence
and
kee
p pr
actic
ing
draw
ing
infe
renc
es b
ased
on
clue
s fro
m th
e te
xt.
Rem
ind
stud
ents
of t
heir
wor
k ye
ster
day,
usi
ng e
vide
nce
flags
to tr
ack
thei
r thi
nkin
g as
they
read
.
• Po
int o
ut to
stud
ents
that
the
way
peo
ple
resp
ond
to c
halle
nges
tells
us a
lot a
bout
who
they
are
. Ask
stud
ents
to ta
lk in
th
eir g
roup
s abo
ut a
n ex
ampl
e. M
odel
as n
eede
d w
ith so
met
hing
from
you
r ow
n lif
e.
• R
ead
out l
oud
the
lear
ning
targ
et: “
I can
wri
te to
exp
lain
my
thin
king
abo
ut th
e ch
arac
ters
in E
sper
anza
Ris
ing.
” Tel
l st
uden
ts th
at th
roug
hout
thei
r stu
dy o
f Esp
eran
za R
isin
g, th
ey w
ill b
e th
inki
ng a
bout
the
chal
leng
es E
sper
anza
and
oth
er
char
acte
rs fa
ce, h
ow th
ose
char
acte
rs re
spon
d, a
nd w
hat t
hat t
ells
us a
bout
thos
e ch
arac
ters
. Rem
ind
them
that
they
did
so
met
hing
sim
ilar w
hen
they
read
the
first
hand
hum
an ri
ghts
acc
ount
s at t
he e
nd o
f Uni
t 1.
• As
k st
uden
ts to
beg
in fo
ur n
ew p
ages
in th
eir r
eadi
ng jo
urna
l (on
e pe
r cha
ract
er),
and
on e
ach
page
qui
ckly
jot a
re
spon
se to
the
follo
win
g qu
estio
n:
“Wha
t do
you
alre
ady
know
abo
ut th
is c
hara
cter
?”
– Es
pera
nza
– M
ama
– Ab
uelit
a
– M
igue
l
• Te
ll st
uden
ts th
at in
the
next
less
on, t
hey
will
focu
s mor
e on
Mig
uel;
toda
y th
ey w
ill ju
st fo
cus o
n Es
pera
nza’
s fam
ily.
• D
istr
ibut
e an
d di
spla
y th
e Te
xt-d
epen
dent
Que
stio
ns fo
r C
hapt
er 3
: “La
s P
apay
as/P
apay
as.”
• In
tria
ds, s
tude
nts s
houl
d re
ad a
loud
one
text
-dep
ende
nt q
uest
ion
at a
tim
e, a
nd c
lari
fy a
ny te
rms.
The
y sh
ould
then
thin
k on
thei
r ow
n, th
en ta
lk to
geth
er to
ans
wer
the
ques
tion,
mar
king
thei
r ans
wer
s with
evi
denc
e fla
gs. T
hey
do n
ot n
eed
to
wri
te c
ompl
ete
answ
ers t
o th
e qu
estio
ns a
t thi
s poi
nt.
• St
uden
ts sh
ould
then
repe
at th
is c
ycle
for t
he n
ext q
uest
ion.
• Co
nsid
er w
ritin
g an
d di
spla
ying
step
s fo
r mul
tiste
p di
rect
ions
. ELL
s can
re
turn
to st
eps t
o m
ake
sure
they
are
on
trac
k.
• W
hen
ELLs
are
ask
ed to
pro
duce
la
ngua
ge, c
onsi
der p
rovi
ding
a
sent
ence
fram
e, se
nten
ce st
arte
r, o
r cl
oze
sent
ence
to p
rovi
de th
e st
ruct
ure
requ
ired
.
• Co
nsid
er a
llow
ing
stud
ents
to d
raw
th
eir o
bser
vatio
ns, i
deas
, or n
otes
w
hen
appr
opri
ate.
Thi
s allo
ws E
LLs
to p
artic
ipat
e in
a m
eani
ngfu
l way
.
GR
AD
E 5:
MO
DU
LE 1
: UN
IT 2
: LES
SON
3
Infe
rrin
g A
bout
Cha
ract
ers
Bas
ed o
n H
ow T
hey
Res
pond
to C
halle
nges
: (C
hapt
er 3
: “La
s P
apya
yas/
Pap
ayas
”)
Cop
yrig
ht ©
201
3 by
Exp
editi
onar
y Le
arni
ng, N
ew Y
ork,
NY
. All
Rig
hts
Res
erve
d.
NYS
Com
mon
Cor
e EL
A C
urric
ulum
• G
5:M
1:U
2:L3
• A
pril
2014
• 8
Wor
k Ti
me
(con
tinue
d)
Mee
ting
Stud
ents
’ Nee
ds
•As
stud
ents
wor
k, m
onito
r thi
s dis
cuss
ion.
Em
phas
ize
that
the
auth
or is
not
telli
ng th
e re
ader
wha
t the
cha
ract
ers a
re li
ke,
she
is sh
owin
g th
e re
ader
how
the
char
acte
rs b
ehav
e, so
that
the
read
er c
an in
fer
wha
t the
cha
ract
er is
like
.
•W
hile
cir
cula
ting,
mak
e su
re a
ll st
uden
ts a
re p
artic
ipat
ing.
Rei
nfor
ce st
uden
ts w
ho a
re fo
llow
ing
the
Tria
d Ta
lk n
orm
s wel
l.
Clo
sing
and
Ass
essm
ent
Mee
ting
Stud
ents
’ Nee
ds
A.I
ndep
ende
nt A
nsw
er (
5 m
inut
es)
•R
emin
d st
uden
ts o
f wha
t the
y di
d to
day
by a
skin
g st
uden
ts to
rere
ad o
ut lo
ud th
e le
arni
ng ta
rget
s. H
ave
stud
ents
giv
esu
gges
tions
to a
dd to
the
anch
or c
hart
Rea
ding
Esp
eran
za R
isin
g an
chor
cha
rt. M
ake
sure
to a
dd: “
usin
g co
ntex
t clu
es to
figur
e ou
t voc
abul
ary”
and
“thi
nkin
g ab
out h
ow c
hara
cter
s res
pond
to c
halle
nges
” to
the
char
t.
•D
istr
ibut
e in
dex
card
s or h
alf-
shee
ts o
f pap
er. A
sk st
uden
ts to
sele
ct o
ne q
uest
ion
(i.e.
, abo
ut ju
st o
ne o
f the
cha
ract
ers)
from
thei
r Tri
ad T
alk
disc
ussi
on fo
r whi
ch th
ey fe
el th
at th
ey h
ave
a co
mpl
ete
answ
er. A
sk st
uden
ts to
wri
te th
e nu
mbe
r of
the
ques
tion
and
thei
r ans
wer
, usi
ng sp
ecifi
c de
tails
from
the
text
.
•Fo
r stu
dent
s who
stru
ggle
, con
side
rpr
ovid
ing
extr
a tim
e fo
r tas
ks a
ndan
swer
ing
ques
tions
in c
lass
disc
ussi
ons.
ELL
s ofte
n ne
ed m
ore
time
to p
roce
ss a
nd tr
ansl
ate
info
rmat
ion.
B.D
ebri
ef (
5 m
inut
es)
•As
k st
uden
ts to
wri
te a
def
initi
on o
f inf
erri
ng in
thei
r rea
ding
jour
nal.
Then
ask
stud
ents
to sh
are
thei
r def
initi
on w
ith th
eir
tria
d. C
old
call
a fe
w st
uden
ts to
shar
e an
infe
renc
e th
ey m
ade
abou
t Esp
eran
za, M
ama,
or A
buel
ita d
urin
g cl
ass t
oday
.
•Co
nsid
er a
llow
ing
stud
ents
to d
raw
thei
r obs
erva
tions
, ide
as, o
r not
esw
hen
appr
opri
ate.
Thi
s allo
ws E
LLs
to p
artic
ipat
e in
a m
eani
ngfu
l way
.H
omew
ork
Mee
ting
Stud
ents
’ Nee
ds
•R
ead
Chap
ter 4
: “Lo
s Hig
os/F
igs”
(pag
es 3
0–57
) in
Espe
ranz
a R
isin
g. U
se th
e H
omew
ork:
Pur
pose
for
Rea
ding
,C
hapt
er 4
: “Lo
s H
igos
/Fig
s” q
uest
ion
to fo
cus y
our r
eadi
ng. U
se e
vide
nce
flags
to m
ark
the
spec
ific
area
s in
the
book
that
supp
ort y
our a
nsw
er.
Not
e: If
con
cern
ed a
bout
stud
ents
com
plet
ing
the
read
ing
assi
gnm
ent a
t hom
e, p
lan
an a
dditi
onal
rea
ding
per
iod
late
r in
th
e da
y or
firs
t thi
ng in
the
mor
ning
. All
stud
ents
shou
ld c
ome
to e
xpec
t tha
t the
y w
ill u
se so
me
of th
e “s
lush
y tim
e” d
urin
g th
e da
y—ri
ght b
efor
e or
afte
r lu
nch,
dur
ing
dow
ntim
e be
twee
n ot
her
task
s, a
s the
y en
ter
the
clas
sroo
m in
the
mor
ning
or
just
bef
ore
dism
issa
l, as
tim
e fo
r re
adin
g th
e no
vel o
r in
depe
nden
t rea
ding
. In
addi
tion,
stud
ents
like
ly to
nee
d ad
ditio
nal
supp
ort s
houl
d pr
erea
d th
is n
ovel
with
supp
ort d
urin
g in
terv
entio
n or
oth
er su
ppor
t per
iods
. Pre
read
ing
with
supp
ort w
ill
then
allo
w st
uden
ts to
spen
d cl
ass p
erio
ds r
erea
ding
and
focu
sing
on
evid
ence
.
•Au
dio
reco
rdin
gs o
f tex
t can
aid
stud
ents
in c
ompr
ehen
sion
. Stu
dent
sca
n pa
use
and
repl
ay c
onfu
sing
port
ions
whi
le th
ey fo
llow
alo
ng w
ithth
e te
xt.
GR
AD
E 5:
MO
DU
LE 1
: UN
IT 2
: LES
SON
16
Para
grap
h W
ritin
g, P
art I
: H
ow E
sper
anza
Res
pond
s on
the
Trai
n (R
evis
iting
Cha
pter
5: “
Las
Gua
yaba
s/G
uava
s”)
Long
-Ter
m T
arge
ts A
ddre
ssed
(Bas
ed o
n N
YSP1
2 EL
A C
CLS
)
I ca
n us
e qu
otes
to e
xpla
in th
e m
eani
ng o
f lit
erar
y te
xts.
(RL.
5.1)
I
can
use
quot
es to
sup
port
my
infe
renc
es in
lite
rary
text
s. (R
L.5.
1)
I ca
n de
term
ine
a th
eme
base
d on
det
ails
in th
e te
xt. (
RL.
5.2)
I
can
sum
mar
ize
a lit
erar
y te
xt. (
RL.
5.2)
I
can
com
pare
and
con
tras
t lit
erar
y el
emen
ts u
sing
det
ails
from
the
text
. (R
L.5.
3)
I ca
n w
rite
an
info
rmat
ive/
expl
anat
ory
text
. (W
.5.2
) I
can
use
the
wri
ting
pro
cess
to p
rodu
ce c
lear
and
coh
eren
t wri
ting
(wit
h su
ppor
t). (
W5.
5)
Supp
ortin
g Le
arni
ng T
arge
ts
Ong
oing
Ass
essm
ent
• I
can
find
evid
ence
in E
sper
anza
Ris
ing
that
will
sup
port
my
infe
renc
es a
bout
how
Esp
eran
za c
hang
es
thro
ugho
ut th
e no
vel.
• I
can
anal
yze
how
Esp
eran
za r
espo
nds
to a
key
eve
nt in
the
nove
l, an
d w
hat t
his
show
s ab
out h
er
char
acte
r.
• I
can
wri
te a
n es
say
in w
hich
eac
h pa
ragr
aph
has
a cl
ear
topi
c se
nten
ce, a
bod
y, a
nd a
con
clus
ion.
• Pa
rtne
r A
ccor
dion
gra
phic
org
aniz
er (f
or P
arag
raph
1)
• Pa
rtne
r D
raft
Par
agra
ph 1
(par
tial
ly c
ompl
eted
)
Cop
yrig
ht ©
201
3 by
Exp
editi
onar
y Le
arni
ng, N
ew Y
ork,
NY.
All
Rig
hts
Res
erve
d.
NYS
Com
mon
Cor
e EL
A C
urric
ulum
• G
5:M
1:U
2:L1
6 •
Apr
il 20
14 •
1
GR
AD
E 5:
MO
DU
LE 1
: UN
IT 2
: LES
SON
16
Para
grap
h W
ritin
g, P
art I
: H
ow E
sper
anza
Res
pond
s on
the
Trai
n (R
evis
iting
Cha
pter
5: “
Las
Gua
yaba
s/G
uava
s”)
Age
nda
Teac
hing
Not
es
1.
Ope
ning
A.
Cel
ebra
tion
of T
wo-
Voi
ce P
oem
s (5
min
utes
)
2.
Wor
k Ti
me
A.
How
Esp
eran
za R
espo
nded
on
the
Trai
n: A
nsw
erin
g Q
uest
ions
in T
riad
s (1
0 m
inut
es)
B.
Gui
ded
Prac
tice
: Int
rodu
ctio
n to
Acc
ordi
on G
raph
ic
Org
aniz
er (2
5 m
inut
es)
C.
Intr
oduc
tion
to P
arag
raph
Wri
ting
(10
min
utes
)
D.
Tria
d G
roup
Wri
ting
: Beg
inni
ng P
arag
raph
1
(7 m
inut
es)
3.
Clo
sing
and
Ass
essm
ent
A.
Shar
ing
(3 m
inut
es)
4.
Hom
ewor
k
• In
adv
ance
: Cop
y th
e sa
mpl
e pa
ragr
aph
abou
t Cha
pter
3 (i
n su
ppor
ting
mat
eria
ls) o
n to
a p
iece
of c
hart
pa
per,
to s
how
stu
dent
s du
ring
Wor
k Ti
me
B o
f thi
s le
sson
.
• In
this
less
on, s
tude
nts
revi
sit C
hapt
er 5
: “La
s G
uaya
bas/
Gua
vas.
” In
adv
ance
, rer
ead
Cha
pter
5 a
nd
revi
ew th
e te
xt-d
epen
dent
que
stio
ns (s
ee s
uppo
rtin
g m
ater
ials
). T
wo
copi
es o
f the
que
stio
ns a
re
prov
ided
: a b
lank
to d
istr
ibut
e to
stu
dent
s an
d di
spla
y, a
nd o
ne w
ith
answ
ers
for
teac
her
refe
renc
e.
• St
uden
ts h
ave
done
a lo
t of w
riti
ng th
roug
hout
this
uni
t, bu
t thi
s le
sson
is th
eir
first
form
al p
arag
raph
w
riti
ng in
stru
ctio
n of
the
year
.
• Fo
r th
e gu
ided
pra
ctic
e (W
ork
Tim
e, P
art B
), b
e cl
ear
wit
h st
uden
ts th
at y
ou w
ill m
odel
usi
ng th
e gr
aphi
c or
gani
zer
abou
t one
topi
c (w
hen
the
ranc
h is
set
on
fire,
in C
hapt
er 3
: “Lo
s H
igos
/Fig
s”).
The
y w
ill th
en d
o th
e sa
me
thin
g ab
out a
diff
eren
t top
ic (t
he e
vent
s on
the
trai
n, fr
om C
hapt
er 5
: “La
s G
uaya
bas/
Gua
vas”
).
• R
evie
w I
nk-P
air-
Shar
e pr
otoc
ol (S
ee A
ppen
dix
1).
Less
on V
ocab
ular
y M
ater
ials
info
rmat
ive,
exp
lana
tory
, par
agra
ph,
essa
y, c
ompa
res,
con
tras
ts, t
opic
se
nten
ce, b
ody,
con
clus
ion
• Tw
o-vo
ice
poem
s (b
egun
in L
esso
n 14
) •
Esp
eran
za R
isin
g (b
ook;
one
per
stu
dent
) •
Text
-dep
ende
nt q
uest
ions
for
Cha
pter
5: “
Las
Gua
yaba
s/G
uava
s” (o
ne p
er s
tude
nts;
one
to d
ispl
ay)
• Te
xt-d
epen
dent
que
stio
ns fo
r C
hapt
er 5
: “La
s G
uaya
bas/
Gua
vas”
(Ans
wer
s fo
r Te
ache
r R
efer
ence
) •
Acc
ordi
on g
raph
ic o
rgan
izer
for
Para
grap
h W
riti
ng (o
ne p
er s
tude
nt, a
nd o
ne to
dis
play
on
docu
men
t cam
era)
•
Sam
ple
Para
grap
h C
hapt
er 3
(cop
ied
onto
cha
rt p
aper
; alt
erna
tive
ly, w
rite
you
r ow
n m
odel
par
agra
ph)
• G
reen
, blu
e, a
nd r
ed m
arke
rs; c
olor
ed p
enci
ls fo
r st
uden
ts
• H
omew
ork
Han
dout
: Pla
nnin
g an
d O
rgan
izin
g M
y Se
cond
Par
agra
ph, w
ith
Hom
ewor
k H
ando
ut: A
ccor
dion
Gra
phic
O
rgan
izer
for
Para
grap
h W
riti
ng (o
ne p
er s
tude
nt)
• D
ocum
ent c
amer
a
Cop
yrig
ht ©
201
3 by
Exp
editi
onar
y Le
arni
ng, N
ew Y
ork,
NY.
All
Rig
hts
Res
erve
d.
NYS
Com
mon
Cor
e EL
A C
urric
ulum
• G
5:M
1:U
2:L1
6 •
Apr
il 20
14 •
2
GR
AD
E 5:
MO
DU
LE 1
: UN
IT 2
: LES
SON
16
Para
grap
h W
ritin
g, P
art I
: H
ow E
sper
anza
Res
pond
s on
the
Trai
n (R
evis
iting
Cha
pter
5: “
Las
Gua
yaba
s/G
uava
s”)
Ope
ning
M
eetin
g St
uden
ts’ N
eeds
A. C
eleb
rati
on o
f Tw
o-V
oice
Poe
ms
(5 m
inu
tes)
• In
vite
a fe
w m
ore
grou
ps w
ho h
aven
’t ye
t sha
red
thei
r po
ems
to d
o so
. Aga
in, h
ave
peer
s gi
ve s
peci
fic p
rais
e.
• C
eleb
rate
thei
r ac
com
plis
hmen
ts—
capt
urin
g th
e co
ntra
stin
g po
ints
of v
iew
of t
wo
char
acte
rs fr
om E
sper
anza
Ris
ing
in a
po
em.
• R
evie
w th
e fir
st le
arni
ng ta
rget
: “I
can
find
evid
ence
in E
sper
anza
Ris
ing
that
will
sup
port
my
infe
renc
es a
bout
how
E
sper
anza
cha
nges
thro
ugho
ut th
e no
vel.”
Ask
stu
dent
s to
sel
f-as
sess
thei
r pr
ogre
ss to
war
d m
eeti
ng th
is ta
rget
usi
ng th
e Fi
st to
Fiv
e pr
otoc
ol.
• R
etur
n st
uden
ts’ e
ntra
nce
and
exit
tick
ets
from
Les
son
15. A
ddre
ss a
ny m
ajor
mis
conc
epti
ons.
Ask
stu
dent
s to
hol
d on
to
thes
e en
tran
ce a
nd e
xit t
icke
ts; t
hey
will
wan
t to
refe
r to
them
for
thei
r w
riti
ng la
ter
in th
e un
it.
• E
LLs
may
be
unfa
mili
ar w
ith
Tier
2
voca
bula
ry w
ords
(e.g
., ev
iden
ce,
supp
ort,
infe
renc
e). C
lari
fy
voca
bula
ry w
ith
stud
ents
as
need
ed.
Wor
k Ti
me
Mee
ting
Stud
ents
’ Nee
ds
A. H
ow E
sper
anza
Res
pon
ded
on
th
e T
rain
: An
swer
ing
Qu
esti
ons
in T
riad
s (1
0 m
inu
tes)
• H
ave
stud
ents
get
into
thei
r tr
iad
grou
ps.
• Te
ll st
uden
ts th
at to
day
they
are
goi
ng to
dig
bac
k in
to C
hapt
er 5
: “La
s G
uaya
bas/
Gua
vas”
of E
sper
anza
Ris
ing,
in o
rder
to
answ
er s
ome
ques
tion
s ab
out t
he h
uman
rig
hts
chal
leng
es E
sper
anza
face
s or
wit
ness
es in
the
nove
l and
how
she
res
pond
s to
thos
e ch
alle
nges
. Be
sure
stu
dent
s ha
ve th
eir
text
s E
sper
anza
Ris
ing.
Dis
trib
ute
and
disp
lay
the
Tex
t-D
epen
dent
Q
uest
ions
for
Cha
pter
5: “
Las
Gua
yaba
s/G
uava
s” (s
ee s
uppo
rtin
g m
ater
ials
). R
ead
thro
ugh
each
of t
he q
uest
ions
and
cla
rify
an
y te
rms
as n
eces
sary
. As
stud
ents
wor
k in
thei
r gr
oups
, mov
e th
roug
hout
the
room
to o
ffer
sup
port
as
need
ed.
• C
onsi
der
part
neri
ng a
n E
LL w
ith
a st
uden
t who
spe
aks
the
sam
e L1
w
hen
disc
ussi
on o
f com
plex
con
tent
is
req
uire
d. T
his
can
let s
tude
nts
have
mor
e m
eani
ngfu
l dis
cuss
ions
an
d cl
arify
poi
nts
in th
eir
L1.
• V
isua
ls c
an h
elp
som
e st
uden
ts
com
preh
end
ques
tion
s an
d di
scus
sion
s. C
hart
mai
n po
ints
in
answ
ers
and
post
all
ques
tion
s as
ked
to s
tude
nts.
Cop
yrig
ht ©
201
3 by
Exp
editi
onar
y Le
arni
ng, N
ew Y
ork,
NY.
All
Rig
hts
Res
erve
d.
NYS
Com
mon
Cor
e EL
A C
urric
ulum
• G
5:M
1:U
2:L1
6 •
Apr
il 20
14 •
3
GR
AD
E 5:
MO
DU
LE 1
: UN
IT 2
: LES
SON
16
Para
grap
h W
ritin
g, P
art I
: H
ow E
sper
anza
Res
pond
s on
the
Trai
n (R
evis
iting
Cha
pter
5: “
Las
Gua
yaba
s/G
uava
s”)
Wor
k Ti
me
(con
tinue
d)
Mee
ting
Stud
ents
’ Nee
ds
B. G
uid
ed P
ract
ice:
In
trod
uct
ion
to A
ccor
dio
n G
rap
hic
Org
aniz
er (
25 m
inu
tes)
• In
vite
the
clas
s to
rea
d th
e le
arni
ng ta
rget
alo
ud w
ith
you:
“I
can
anal
yze
how
Esp
eran
za r
espo
nds
to a
key
eve
nt in
the
nove
l, an
d w
hat t
his
show
s ab
out h
er c
hara
cter
.”
• U
se a
doc
um
ent c
amer
a to
dis
play
the
Acc
ord
ion
Gra
ph
ic O
rgan
izer
for
Par
agra
ph
Wri
tin
g, a
nd d
istr
ibut
e a
blan
k co
py to
eac
h st
uden
t.
• Te
ll st
uden
ts th
at th
ey a
re g
oing
to s
tart
org
aniz
ing
thei
r pa
ragr
aphs
, usi
ng th
e A
ccor
dion
gra
phic
org
aniz
er a
s a
tool
to
gath
er a
ll th
e im
port
ant i
nfor
mat
ion
and
deta
ils th
ey w
ill n
eed
in o
rder
to w
rite
a c
ompl
ete
para
grap
h.
• Te
ll st
uden
ts th
at y
ou w
ill m
odel
, wri
ting
abo
ut w
hen
the
ranc
h is
set
on
fire
from
Cha
pter
4: “
Los
Hig
os/F
igs.
” Th
ey w
ill
then
do
the
sam
e th
ing
abou
t a d
iffer
ent e
vent
(fro
m C
hapt
er 5
: “La
s G
uaya
bas/
Gua
vas,
” w
hich
they
just
dis
cuss
ed).
• R
ead,
and
poi
nt to
, the
pro
mpt
from
the
firs
t box
(Top
ic):
“St
ate
the
key
even
t and
/or
chal
leng
e E
sper
anza
face
s.”
Say:
“I
will
wri
te a
bout
the
chal
leng
e fr
om C
hapt
er 3
, whe
n th
e ra
nch
is s
et o
n fir
e. I
will
wri
te: “
Ran
ch s
et o
n fir
e.”
• R
emin
d st
uden
ts th
at g
raph
ic o
rgan
izer
s do
not
nee
d to
incl
ude
com
plet
e se
nten
ces,
but
idea
s th
at w
ill p
rom
pt th
eir
thin
king
whe
n th
ey a
re r
eady
to w
rite
thei
r pa
ragr
aphs
.
• Te
ll st
uden
ts th
at th
ey w
ill n
ow c
hoos
e th
eir
topi
c, fr
om C
hapt
er 5
. Ask
them
to th
ink
abou
t the
text
-dep
ende
nt q
uest
ions
th
ey ju
st d
iscu
ssed
wit
h th
eir
tria
ds. C
lari
fy th
at th
eir
topi
c do
es n
ot n
eed
to b
e re
ally
spe
cific
at t
his
tim
e. T
hey
will
add
m
ore
deta
ils la
ter.
• Pr
ompt
stu
dent
s to
dis
cuss
wit
h th
eir
tria
d:
* “I
n C
hapt
er 5
: ‘La
s G
uaya
bas,
’ wha
t is
a sp
ecifi
c ev
ent w
hen
Esp
eran
za fa
ces
a ch
alle
nge?
” Lo
ok fo
r su
gges
tion
s su
ch a
s:
Esp
eran
za r
idin
g th
e tr
ain
or E
sper
anza
mee
ting
Car
men
.
• In
vite
a fe
w tr
iads
to s
hare
thei
r th
inki
ng. G
ive
feed
back
as
nece
ssar
y, to
be
sure
all
stud
ents
und
erst
and
wha
t a to
pic
is: t
he
focu
s of
thei
r pa
ragr
aph.
Ask
stu
dent
s to
fill
in th
e to
pic
in th
e to
p bo
x of
thei
r in
divi
dual
gra
phic
org
aniz
er.
• M
odel
for
stud
ents
the
Det
ail b
ox in
the
grap
hic
orga
nize
r, e
xpla
inin
g th
at th
ey s
houl
d gi
ve m
ore
info
rmat
ion
abou
t the
to
pic.
Say
: “Si
nce
the
topi
c I
am w
riti
ng a
bout
is th
e ra
nch
catc
hing
fire
, the
det
ail I
will
add
sho
ws
wha
t hap
pene
d to
E
sper
anza
whe
n th
e ra
nch
caug
ht fi
re.”
The
n w
rite
: “E
sper
anza
esc
apes
fire
; los
es e
very
thin
g,”
in th
e D
etai
l box
. Aga
in,
rem
ind
stud
ents
that
com
plet
e se
nten
ces
are
not n
eces
sary
her
e.
• St
uden
ts n
eedi
ng a
ddit
iona
l su
ppor
ts m
ay b
enef
it fr
om p
arti
ally
fil
led-
in g
raph
ic o
rgan
izer
s.
Cop
yrig
ht ©
201
3 by
Exp
editi
onar
y Le
arni
ng, N
ew Y
ork,
NY.
All
Rig
hts
Res
erve
d.
NYS
Com
mon
Cor
e EL
A C
urric
ulum
• G
5:M
1:U
2:L1
6 •
Apr
il 20
14 •
4
GR
AD
E 5:
MO
DU
LE 1
: UN
IT 2
: LES
SON
16
Para
grap
h W
ritin
g, P
art I
: H
ow E
sper
anza
Res
pond
s on
the
Trai
n (R
evis
iting
Cha
pter
5: “
Las
Gua
yaba
s/G
uava
s”)
Wor
k Ti
me
(con
tinue
d)
Mee
ting
Stud
ents
’ Nee
ds
• A
sk s
tude
nts
to n
ow d
o th
e sa
me
thin
g on
thei
r gr
aphi
c or
gani
zer
abou
t the
trai
n ri
de fr
om C
hapt
er 5
, beg
inni
ng w
ith
a di
scus
sion
in th
eir
tria
ds, f
ollo
wed
by
shar
ing
out,
and
final
ly w
riti
ng in
thei
r gr
aphi
c or
gani
zer.
Pro
vide
cla
rific
atio
n or
re
dire
ctio
n if
nece
ssar
y on
det
ails
.
• N
ext,
show
stu
dent
s th
e th
ird
box
on th
e gr
aphi
c or
gani
zer,
titl
ed E
xpla
in. S
ay: “
The
Exp
lain
box
is u
sed
to m
ake
a cl
ear
conn
ecti
on b
etw
een
the
first
det
ail a
nd th
e ne
xt d
etai
l, m
ore
spec
ifica
lly w
hat c
halle
nge
Esp
eran
za fa
ces
beca
use
of th
e ra
nch
burn
ing.
My
deta
il w
as a
bout
how
Esp
eran
za ‘e
scap
ed th
e fir
e, b
ut lo
ses
ever
ythi
ng,’
so I
am
goi
ng to
wri
te ‘E
sper
anza
ne
eds
clot
hes
from
the
poor
box
’ to
help
exp
lain
wha
t it m
eans
to lo
se e
very
thin
g—ev
en y
our
clot
hes.
”
• A
sk s
tude
nts
to n
ow d
o th
e sa
me
thin
g on
thei
r gr
aphi
c or
gani
zer,
abo
ut th
e tr
ain
ride
from
Cha
pter
5, b
y fo
llow
ing
the
proc
ess
wit
h th
eir
tria
ds. A
s st
uden
ts d
iscu
ss, l
iste
n fo
r gr
oups
that
hav
e st
rong
exa
mpl
es o
f exp
lain
ing
the
chal
leng
e E
sper
anza
face
s an
d ha
ve th
em s
hare
out
.
• B
e su
re to
poi
nt o
ut w
hy th
ese
are
good
exa
mpl
es o
f exp
lain
: “It
tells
why
the
deta
il is
impo
rtan
t, an
d th
e ch
alle
nge
Esp
eran
za fa
ces.
”
• D
irec
t stu
dent
s’ a
tten
tion
to th
e se
cond
Det
ail b
ox, e
xpla
inin
g th
at th
ey w
ill w
rite
abo
ut E
sper
anza
’s r
espo
nse
to th
e ev
ent,
us
ing
text
dir
ectl
y fr
om th
e bo
ok. M
odel
this
by
turn
ing
to p
age
52 a
nd s
how
ing
stud
ents
(usi
ng a
doc
umen
t cam
era
or o
ther
re
sour
ce) t
he s
ente
nce:
“M
ama,
at a
tim
e lik
e th
is, m
ust w
e w
orry
abo
ut s
ome
poor
fam
ily w
ho n
eeds
clo
thes
?” W
rite
: “p.
52
poor
box
” so
they
und
erst
and
they
do
not n
eed
to w
rite
the
full
quot
e on
the
orga
nize
r.
• H
ave
stud
ents
dis
cuss
the
seco
nd d
etai
l wit
h th
eir
tria
ds, t
hen
fill o
ut th
e ne
xt D
etai
l box
abo
ut th
e tr
ain
ride
on
thei
r gr
aphi
c or
gani
zer.
Lis
ten
for
grou
ps th
at h
ave
stro
ng e
xam
ples
.
• A
sk a
few
tria
ds to
sha
re th
eir
seco
nd d
etai
l alo
ud w
ith
the
clas
s, p
oint
ing
out t
hat t
hese
phr
ases
sho
w s
omet
hing
spe
cific
ab
out E
sper
anza
’s r
eact
ion
to th
e ch
alle
nge
she
is fa
cing
.
• Sh
are
that
the
seco
nd E
xpla
in b
ox is
whe
re s
tude
nts
will
wri
te w
hat h
appe
ns w
hen
Esp
eran
za r
espo
nds
the
way
she
doe
s.
Mod
el, b
y w
riti
ng s
omet
hing
suc
h as
: “M
ama
says
they
are
poo
r.”
• A
sk s
tude
nts
to n
ow d
o th
e sa
me
thin
g fo
r th
eir
topi
c, fr
om C
hapt
er 5
, abo
ut th
e tr
ain
ride
, fir
st d
iscu
ssin
g in
thei
r tr
iads
. As
stud
ents
dis
cuss
, lis
ten
for
grou
ps th
at h
ave
stro
ng e
xam
ples
(for
exa
mpl
e, s
tude
nts
mig
ht n
otic
e th
at M
ama
apol
ogiz
es to
C
arm
en fo
r E
sper
anza
’s b
ad m
anne
rs).
Ask
a fe
w tr
iads
to s
hare
alo
ud w
ith
the
clas
s.
• C
onsi
der
allo
win
g st
uden
ts to
dra
w
thei
r ob
serv
atio
ns, i
deas
, or
note
s w
hen
appr
opri
ate.
Thi
s al
low
s E
LLs
to p
arti
cipa
te in
a m
eani
ngfu
l way
.
Cop
yrig
ht ©
201
3 by
Exp
editi
onar
y Le
arni
ng, N
ew Y
ork,
NY.
All
Rig
hts
Res
erve
d.
NYS
Com
mon
Cor
e EL
A C
urric
ulum
• G
5:M
1:U
2:L1
6 •
Apr
il 20
14 •
5
GR
AD
E 5:
MO
DU
LE 1
: UN
IT 2
: LES
SON
16
Para
grap
h W
ritin
g, P
art I
: H
ow E
sper
anza
Res
pond
s on
the
Trai
n (R
evis
iting
Cha
pter
5: “
Las
Gua
yaba
s/G
uava
s”)
Wor
k Ti
me
(con
tinue
d)
Mee
ting
Stud
ents
’ Nee
ds
• R
emin
d st
uden
ts th
at th
e ta
rget
they
are
wor
king
on
is “
to a
naly
ze h
ow E
sper
anza
res
pond
s to
a k
ey e
vent
in th
e no
vel,”
w
hich
is w
hat t
hey
have
just
don
e by
filli
ng in
thei
r to
pic,
det
ails
, and
exp
lain
s. B
ut n
ow th
ey n
eed
to m
eet t
he s
econ
d pa
rt o
f th
e ta
rget
, whi
ch is
to a
naly
ze “
wha
t thi
s sh
ows
abou
t her
cha
ract
er.”
• D
irec
t stu
dent
s’ a
tten
tion
to th
e fin
al s
pace
, Con
clus
ion.
Thi
nk a
loud
, say
ing:
“I
am g
oing
to lo
ok b
ack
at m
y no
tes
abou
t the
to
pic,
det
ails
, and
exp
lain
s on
my
grap
hic
orga
nize
r. T
hey
disc
uss
how
Esp
eran
za lo
ses
ever
ythi
ng, i
nclu
ding
her
clo
thes
, in
the
fire;
how
she
res
pond
s by
thin
king
that
the
clot
hes
left
by
the
nuns
mus
t be
for
som
e po
or fa
mily
; and
then
Mam
a ha
s to
ex
plai
n th
at th
ey a
re th
e on
es w
ho a
re p
oor.
I a
m g
oing
to a
sk m
ysel
f, w
hat d
oes
this
info
rmat
ion
mak
e m
e th
ink
abou
t E
sper
anza
’s c
hara
cter
? I
thin
k it
mea
ns E
sper
anza
has
alw
ays
had
ever
ythi
ng s
he e
ver
wan
ted,
so
she
can’
t und
erst
and
bein
g po
or o
r ne
edin
g to
acc
ept c
hari
ty. S
o I
am g
oing
to w
rite
: ‘E
sper
anza
had
eve
ryth
ing;
now
poo
r; c
an’t
unde
rsta
nd’ i
n th
e sp
ace
for
my
conc
lusi
on.
• A
sk s
tude
nts
to n
ow d
o th
e sa
me
thin
g fo
r th
eir
topi
c, fr
om C
hapt
er 5
, abo
ut th
e tr
ain
ride
, fir
st d
iscu
ssin
g in
tria
ds,
spec
ifica
lly, “
Wha
t can
we
infe
r?”
then
wri
ting
a n
ote
in th
e C
oncl
usio
n bo
x of
thei
r gr
aphi
c or
gani
zer.
• H
ave
a fe
w tr
iads
sha
re o
ut th
eir
conc
lusi
ons.
C. I
ntr
odu
ctio
n to
Par
agra
ph
Wri
tin
g (1
0 m
inu
tes)
• D
irec
t stu
dent
s to
the
lear
ning
targ
et: “
I ca
n w
rite
an
essa
y in
whi
ch e
ach
para
grap
h ha
s a
clea
r to
pic
sent
ence
, a b
ody,
and
a
conc
lusi
on.”
Spe
cific
ally
cla
rify
the
wor
ds to
pic
sent
ence
, bod
y an
d co
nclu
sion
, add
ing
clar
ifyin
g w
ords
or
syno
nym
s.
• Th
en r
ead
the
post
ed S
amp
le P
arag
rap
h f
or C
hap
ter
3 (o
n ch
art p
aper
) to
illus
trat
e ho
w th
e no
tes
from
the
grap
hic
orga
nize
r w
ere
used
to c
reat
e a
para
grap
h. A
sk s
tude
nts
wha
t the
y no
tice
abo
ut h
ow th
e no
tes
on th
e gr
aphi
c or
gani
zer
are
diff
eren
t fro
m th
e sa
mpl
e pa
ragr
aph.
(Lis
ten
for
stud
ents
to n
otic
e: th
e fir
st li
ne is
inde
nted
, the
re a
re c
ompl
ete
sent
ence
s in
stea
d of
not
es, t
he s
ente
nces
are
con
nect
ed a
nd n
ot o
n se
para
te li
nes,
etc
.)
• U
sing
a d
iffer
ent c
olor
mar
ker
for
each
, und
erlin
e th
e to
pic
stat
emen
t, de
tail,
exp
lain
, and
con
clus
ion
on th
e gr
aphi
c or
gani
zer.
Ask
stu
dent
s to
look
at t
he c
hart
and
find
the
sent
ence
s in
the
para
grap
h th
at c
orre
spon
d to
eac
h pa
rt o
f the
gr
aphi
c or
gani
zer.
Und
erlin
e ea
ch s
ente
nce
wit
h th
e sa
me
colo
r m
arke
r as
the
corr
espo
ndin
g pa
rt o
f the
gra
phic
org
aniz
er.
Poin
t out
to s
tude
nts
that
the
first
sen
tenc
e of
a p
arag
raph
is in
dent
ed o
n th
e pa
ge. T
ell s
tude
nts
that
the
deta
il an
d ex
plai
n se
nten
ces
mak
e up
the
body
of t
he p
arag
raph
and
that
the
last
sen
tenc
e is
the
conc
lusi
on o
f the
par
agra
ph.
Cop
yrig
ht ©
201
3 by
Exp
editi
onar
y Le
arni
ng, N
ew Y
ork,
NY.
All
Rig
hts
Res
erve
d.
NYS
Com
mon
Cor
e EL
A C
urric
ulum
• G
5:M
1:U
2:L1
6 •
Apr
il 20
14 •
6
GR
AD
E 5:
MO
DU
LE 1
: UN
IT 2
: LES
SON
16
Para
grap
h W
ritin
g, P
art I
: H
ow E
sper
anza
Res
pond
s on
the
Trai
n (R
evis
iting
Cha
pter
5: “
Las
Gua
yaba
s/G
uava
s”)
Wor
k Ti
me
Mee
ting
Stud
ents
’ Nee
ds
D. T
riad
Gro
up
Wri
tin
g: B
egin
nin
g P
arag
rap
h 1
(7
min
ute
s)
• Te
ll st
uden
ts th
at n
ow th
ey w
ill s
tart
to d
raft
thei
r fir
st p
arag
raph
s ba
sed
on th
eir
grap
hic
orga
nize
rs a
bout
an
even
t in
Cha
pter
5.
• U
sing
the
Ink-
Pair
-Sha
re p
roto
col,
ask
stud
ents
to in
depe
nden
tly
wri
te a
sen
tenc
e th
at c
onve
ys th
e m
ain
idea
of t
heir
firs
t pa
ragr
aph
(fro
m th
e To
pic
box
on th
eir
grap
hic
orga
nize
rs),
and
then
sha
re th
eir
sent
ence
wit
h th
eir
part
ners
. Rem
ind
them
to
inde
nt th
eir
firs
t sen
tenc
e. L
ead
a w
hole
-cla
ss s
hari
ng o
f sen
tenc
es, r
ecor
ding
sam
ples
on
the
boar
d an
d re
view
ing
the
char
acte
rist
ics
of g
ood
topi
c se
nten
ces.
Ask
stu
dent
s to
und
erlin
e th
eir
topi
c se
nten
ce in
gre
en.
• R
epea
t thi
s pr
oces
s, a
skin
g st
uden
ts to
wri
te tw
o se
nten
ces
for
the
body
of t
heir
par
agra
ph u
sing
the
supp
orti
ng d
etai
ls th
ey
note
d in
the
firs
t Det
ail a
nd E
xpla
in b
oxes
of t
heir
gra
phic
org
aniz
er. P
oint
out
to th
em th
at th
ese
sent
ence
s co
ntin
ue a
fter
th
e to
pic
sent
ence
and
do
not e
ach
star
t on
thei
r ow
n lin
e. R
efer
to th
e sa
mpl
e pa
ragr
aph
as a
mod
el. A
fter
stu
dent
s co
mpl
ete
the
body
sen
tenc
es o
f the
ir p
arag
raph
, ask
them
to s
hare
alo
ud a
nd th
en u
nder
line
thos
e se
nten
ces
in b
lue.
• C
onti
nue
as ti
me
perm
its;
like
ly s
tude
nts
will
nee
d to
sto
p at
this
poi
nt a
nd c
onti
nue
draf
ting
this
firs
t par
agra
ph d
urin
g Le
sson
17.
Clo
sing
and
Ass
essm
ent
Mee
ting
Stud
ents
’ Nee
ds
A. S
har
ing
(3 m
inu
tes)
• In
vite
a fe
w s
tude
nts
to s
hare
the
firs
t thr
ee s
ente
nces
of t
heir
par
agra
phs
alou
d, a
nd a
sk o
ther
s to
iden
tify
the
char
acte
rist
ics
of g
ood
topi
cs, d
etai
ls, a
nd e
xpla
ins
evid
ent i
n st
uden
ts’ p
arti
al d
raft
s.
• E
LL la
ngua
ge a
cqui
siti
on is
fa
cilit
ated
by
inte
ract
ing
wit
h na
tive
sp
eake
rs o
f Eng
lish
who
pro
vide
m
odel
s of
lang
uage
.
Hom
ewor
k M
eetin
g St
uden
ts’ N
eeds
• C
ompl
ete
the
hom
ewor
k h
and
out:
Pla
nn
ing
and
Org
aniz
ing
My
Seco
nd
Par
agra
ph
, wit
h A
ccor
dio
n G
rap
hic
O
rgan
izer
she
et. T
o do
this
ass
ignm
ent,
you
will
nee
d yo
ur e
ntra
nce
and
exit
tick
ets
from
Cha
pter
s 8–
15.
Cop
yrig
ht ©
201
3 by
Exp
editi
onar
y Le
arni
ng, N
ew Y
ork,
NY.
All
Rig
hts
Res
erve
d.
NYS
Com
mon
Cor
e EL
A C
urric
ulum
• G
5:M
1:U
2:L1
6 •
Apr
il 20
14 •
7
GRADE 5: MODULE 1: UNIT 2: LESSON 16 Text-Dependent Questions for Chapter 5:
“Las Guayabas/Guavas” (Pages 58–80)
1. On pages 66 and 67, Esperanza arrives at the train station in Zacatecas, and Alfonso leads them
past the fancy car with leather seats and the dining car to one with wooden benches, trash, and the smell of rotting fruit and urine. She also sees many “peasants” crowded onto the seats. How does Esperanza respond to having to ride on this train car? Use details from the text to explain your answer.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
2. On pages 69 and 70, Esperanza takes the doll her Papa gave her out of its valise, and a young girl runs up to her and tries to hold the doll. How does Esperanza respond to the girl, and what does Esperanza’s mama say and/or do when Esperanza reacts the way she does? Explain your answer with details from the text. _________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
3. On pages 78 and 79, Esperanza sees Carmen give money and food to a begging woman. Esperanza responds by asking why the beggar woman doesn’t just go get food from the farmer’s market. What does this tell you about Esperanza’s character at this point in the story? Cite evidence from the novel to support your answer.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G5:M1:U2:L16 • April 2014 • 9
GRADE 5: MODULE 1: UNIT 2: LESSON 16 Homework Handout:
Planning and Organizing My Second Paragraph
Name:
Date:
1. Choose an event (from Chapters 8–15) that you want to write about. It should be a time when Esperanza responds to or witnesses some type of challenge.
To help you choose, use your evidence flags and your entrance and exit tickets from Chapters 8–15. The list below includes some suggestions of events you might choose, but you can choose a different event if you want.
a. Chapter 8 – Marta talking to workers about the strike
b. Chapter 10 – Mama and Esperanza working in the fields when Mama becomes ill
c. Chapter 11 – Going to Mr. Yakota’s grocery store; meeting campesino family
d. Chapter 12 – Marta hiding from immigration officers
e. Chapter 13 – People from Oklahoma having better living conditions (indoor toilets and swimming pool); Miguel losing his engineering job at railroad; Isabel not being chosen for May Day queen
Complete the blank Accordion graphic organizer about that event. Make sure to bring this completed graphic organizer to the next class. You will need it to write Paragraph 2 of your essay.
Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G5:M1:U2:L16 • April 2014 • 12
GRADE 5: MODULE 1: UNIT 2: LESSON 16 Homework Handout:
Accordion Graphic Organizer for Paragraph Writing
Topic: (State the key event and/or challenge Esperanza faces)
Detail: (What happens to Esperanza?)
Explain: (Why is that first detail important?
How does it connect to the next detail?)
Detail: (Esperanza’s response to the event)
Explain: (What happens when Esperanza respondsthe way she does?)
Conclusion: (What can we infer about Esperanza’s character based on how she responds?)
Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G5:M1:U2:L16 • April 2014 • 13
GR
AD
E 5:
MO
DU
LE 1
: UN
IT 2
: LES
SON
17
Para
grap
h W
ritin
g, P
art I
I
Cop
yrig
ht ©
201
3 by
Exp
editi
onar
y Le
arni
ng, N
ew Y
ork,
NY
. All
Rig
hts
Res
erve
d.
NYS
Com
mon
Cor
e EL
A C
urric
ulum
• G
5:M
1:U
2:L1
7 •
Apr
il 20
14 •
1
Long
-Ter
m T
arge
ts A
ddre
ssed
(Bas
ed o
n N
YSP1
2 EL
A C
CLS
)
I can
use
quo
tes t
o ex
plai
n th
e m
eani
ng o
f lite
rary
text
s. (R
L.5.
1)
I can
use
quo
tes t
o su
ppor
t my
infe
renc
es in
lite
rary
text
s. (R
L.5.
1)
I can
det
erm
ine
a th
eme
base
d on
det
ails
in th
e te
xt. (
RL.
5.2)
I c
an c
ompa
re a
nd c
ontr
ast l
itera
ry e
lem
ents
usi
ng d
etai
ls fr
om th
e te
xt. (
RL.
5.3)
I c
an w
rite
an
info
rmat
ive/
expl
anat
ory
text
. (W
.5.2
) I c
an u
se th
e w
ritin
g pr
oces
s to
prod
uce
clea
r and
coh
eren
t wri
ting
(with
supp
ort)
. (W
.5.5
)
Supp
ortin
g Le
arni
ng T
arge
ts
Ong
oing
Ass
essm
ent
•I c
an fi
nd e
vide
nce
in E
sper
anza
Ris
ing
that
will
supp
ort m
y in
fere
nces
abo
ut c
hara
cter
s fro
m th
e bo
ok.
•I c
an a
naly
ze h
ow E
sper
anza
resp
onds
to a
key
eve
nt in
the
nove
l, an
d w
hat t
his s
how
s abo
ut h
er c
hara
cter
.
•I c
an w
rite
an
essa
y in
whi
ch e
ach
para
grap
h ha
s a c
lear
topi
c se
nten
ce, a
bod
y, a
nd a
con
clus
ion.
•Ac
cord
ion
grap
hic
orga
nize
r for
Par
agra
ph 2
(hom
ewor
k)
•Pa
rtne
r and
indi
vidu
al p
arag
raph
s
Age
nda
Teac
hing
Not
es
1.O
peni
ngA.
Rev
iew
of L
earn
ing
Targ
ets a
nd C
rite
ria
for S
ucce
ss (1
0 m
inut
es)
2.W
ork
Tim
eA.
Gui
ded
Prac
tice:
Com
plet
e D
raft
Par
agra
ph 1
(10
min
utes
)
B.Pe
er C
ritiq
ue o
f Gra
phic
Org
aniz
er fo
r Par
agra
ph 2
(10
min
utes
)
C.In
depe
nden
t Wri
ting:
Dra
fting
Par
agra
ph 2
(15
min
utes
)
D.
Gro
up D
iscu
ssio
n: H
ow E
sper
anza
Cha
nges
ove
r Tim
e; th
e Ph
oeni
x M
etap
hor (
10 m
inut
es)
3.Cl
osin
g an
d As
sess
men
t
A.D
ebri
ef (5
min
utes
)
4.H
omew
ork
•Fo
r thi
s wri
ting
assi
gnm
ent,
stud
ents
are
not
giv
en a
form
al ru
bric
. Rat
her,
they
w
ork
with
the
teac
her t
o cr
eate
“cri
teri
a fo
r suc
cess
.” T
he ra
tiona
le b
ehin
d th
is is
to
ens
ure
that
stud
ents
act
ivel
y co
ntri
bute
to a
nd o
wn
the
crite
ria
upon
whi
ch
thei
r wri
ting
will
be
asse
ssed
.
•R
evie
w: C
atch
and
Rel
ease
pro
toco
l (se
e Ap
pend
ix 1)
.•
Rer
ead
page
s 249
–250
, thi
nkin
g sp
ecifi
cally
abo
ut th
e ph
oeni
x m
etap
hor,
whi
ch
stud
ents
dis
cuss
in P
art D
of W
ork
Tim
e.
GR
AD
E 5:
MO
DU
LE 1
: UN
IT 2
: LES
SON
17
Para
grap
h W
ritin
g, P
art I
I
Cop
yrig
ht ©
201
3 by
Exp
editi
onar
y Le
arni
ng, N
ew Y
ork,
NY
. All
Rig
hts
Res
erve
d.
NYS
Com
mon
Cor
e EL
A C
urric
ulum
• G
5:M
1:U
2:L1
7 •
Apr
il 20
14 •
3
Less
on V
ocab
ular
y M
ater
ials
info
rmat
ive,
exp
lana
tory
, par
agra
ph,
essa
y, c
ompa
re, c
ontr
ast,
topi
c se
nten
ce, b
ody,
con
clus
ion,
pho
enix
• Es
pera
nza
Ris
ing
(boo
k; o
ne p
er st
uden
t)
• Co
mpa
re/C
ontr
ast E
ssay
Cri
teri
a fo
r Suc
cess
anc
hor c
hart
(new
; tea
cher
-cre
ated
)
• St
uden
ts’ c
ompl
eted
gra
phic
org
aniz
ers f
or P
arag
raph
s 1 a
nd 2
, as w
ell a
s the
ir in
com
plet
e dr
aft o
f Par
agra
ph 1
(fro
m L
esso
n 16
cla
ssw
ork
and
hom
ewor
k)
• Ac
cord
ion
grap
hic
orga
nize
r for
Par
agra
ph W
ritin
g (f
rom
Les
son
16)
• Sa
mpl
e gr
aphi
c or
gani
zer a
bout
Cha
pter
3 (f
rom
Les
son
16; o
ne to
dis
play
)
• Sa
mpl
e pa
ragr
aph
abou
t Cha
pter
3 (f
rom
Les
son
16; o
ne to
dis
play
)
• Pa
ragr
aph
2 Ta
sk C
ard
(one
per
stud
ent)
Ope
ning
M
eetin
g St
uden
ts’ N
eeds
A. R
evie
w o
f Lea
rnin
g Ta
rget
s an
d C
rite
ria
for
Succ
ess
(10
min
utes
)
• In
vite
a fe
w g
roup
s tha
t hav
e no
t yet
shar
ed th
eir t
wo-
voic
e po
ems t
o do
so. A
sk p
eers
to g
ive
spec
ific
prai
se.
• R
evie
w to
day’
s lea
rnin
g ta
rget
s, w
hich
are
the
sam
e as
yes
terd
ay’s
lear
ning
targ
ets.
Use
the
key
wor
ds in
the
lear
ning
targ
ets
to c
reat
e th
e C
ompa
re/C
ontr
ast E
ssay
Cri
teri
a fo
r Su
cces
s an
chor
cha
rt w
ith st
uden
ts. T
he c
hart
shou
ld in
clud
e th
e fo
llow
ing
(as w
ell a
s oth
er c
rite
ria
your
cla
ss id
entif
ies)
:
– Ci
ting
evid
ence
– M
akin
g in
fere
nces
– K
ey e
vent
s fro
m th
e be
ginn
ing
and
end
of th
e no
vel
– Pa
ragr
aphs
hav
e to
pic
sent
ence
– Pa
ragr
aphs
hav
e su
ppor
ting
deta
ils
– Pa
ragr
aphs
hav
e co
nclu
ding
sent
ence
• Vi
sual
s can
hel
p EL
Ls a
nd o
ther
st
uden
ts c
ompr
ehen
d qu
estio
ns a
nd
disc
ussi
ons.
Cha
rt m
ain
poin
ts in
an
swer
s and
pos
t all
ques
tions
as
ked
to st
uden
ts.
• So
me
stud
ents
may
be
unfa
mili
ar
with
Tie
r 2 v
ocab
ular
y w
ords
. Cl
arify
voc
abul
ary
with
stud
ents
as
need
ed.
GR
AD
E 5:
MO
DU
LE 1
: UN
IT 2
: LES
SON
17
Para
grap
h W
ritin
g, P
art I
I
Cop
yrig
ht ©
201
3 by
Exp
editi
onar
y Le
arni
ng, N
ew Y
ork,
NY
. All
Rig
hts
Res
erve
d.
NYS
Com
mon
Cor
e EL
A C
urric
ulum
• G
5:M
1:U
2:L1
7 •
Apr
il 20
14 •
4
Wor
k Ti
me
Mee
ting
Stud
ents
’ Nee
ds
A. G
uide
d P
ract
ice:
Com
plet
e D
raft
Par
agra
ph 1
(10
min
utes
)
• H
ave
stud
ents
gat
her i
n th
eir t
riad
gro
ups a
nd ta
ke o
ut th
eir t
wo
com
plet
ed g
raph
ic o
rgan
izer
s fo
r P
arag
raph
s 1
and
2, a
s wel
l as t
heir
inco
mpl
ete
draf
t of P
arag
raph
1.
• D
ispl
ay th
e Sa
mpl
e A
ccor
dion
gra
phic
org
aniz
er fo
r C
hapt
er 3
and
Sam
ple
para
grap
h ab
out C
hapt
er 3
(on
char
t pap
er) f
rom
the
last
less
on. R
ead
the
lear
ning
targ
et a
loud
: “I c
an w
rite
an
essa
y in
whi
ch e
ach
para
grap
h ha
s a c
lear
to
pic
sent
ence
, a b
ody,
and
a c
oncl
usio
n.”
• R
evie
w a
s nee
ded,
bas
ed o
n th
e sa
mpl
e gr
aphi
c or
gani
zer a
nd p
arag
raph
abo
ut th
e fir
e in
Cha
pter
3. D
irec
t stu
dent
s to
the
seco
nd d
etai
l and
exp
lain
on
your
gra
phic
org
aniz
er a
bout
the
fire.
Ask
stud
ents
to fi
nd th
e se
nten
ces i
n th
e sa
mpl
e pa
ragr
aph
that
cor
resp
ond
to th
ese
part
s of t
he g
raph
ic o
rgan
izer
, whi
ch a
re u
nder
lined
in b
lue.
Und
erlin
e th
e w
ord
body
in
the
lear
ning
targ
et.
• G
ive
stud
ents
10 m
inut
es to
com
plet
e th
e dr
aft o
f the
ir fi
rst p
arag
raph
abo
ut a
cha
lleng
e Es
pera
nza
face
d in
Cha
pter
5.
• U
se th
e In
k-Pa
ir-S
hare
pro
toco
l, ha
ving
stud
ents
inde
pend
ently
wri
te tw
o m
ore
sent
ence
s for
thei
r sec
ond
deta
il an
d ex
plai
n an
d th
en sh
are
thei
r sen
tenc
e w
ith th
eir p
artn
ers.
• R
epea
t thi
s pro
cess
with
the
conc
lusi
on, w
hich
is u
nder
lined
in b
oth
the
grap
hic
orga
nize
r and
sam
ple
para
grap
h. O
ffer
spec
ific
feed
back
as s
tude
nts s
hare
, not
ing
good
exa
mpl
es in
whi
ch st
uden
ts h
ave
anal
yzed
wha
t Esp
eran
za’s
resp
onse
to
the
even
t sho
ws a
bout
her
cha
ract
er.
• As
k st
uden
ts to
hol
d on
to th
eir P
arag
raph
1 dr
aft f
or n
ow.
• EL
L la
ngua
ge a
cqui
sitio
n is
fa
cilit
ated
by
inte
ract
ing
with
nat
ive
spea
kers
of E
nglis
h w
ho p
rovi
de
mod
els o
f lan
guag
e.
• Fo
r stu
dent
s nee
ding
add
ition
al
supp
orts
pro
duci
ng la
ngua
ge,
cons
ider
offe
ring
a se
nten
ce fr
ame,
se
nten
ce st
arte
r, o
r clo
ze se
nten
ce to
pr
ovid
e th
e st
ruct
ure
requ
ired
.
B. P
eer
Cri
tiqu
e of
Gra
phic
Org
aniz
er fo
r P
arag
raph
2 (
10 m
inut
es)
• K
eep
stud
ents
in tr
iads
and
ask
stud
ents
to e
xcha
nge
the
grap
hic
orga
nize
rs th
ey c
ompl
eted
for h
omew
ork,
abo
ut a
seco
nd
even
t lat
er in
the
nove
l.
• Le
t stu
dent
s kno
w th
ey w
ill u
se th
e fe
edba
ck fr
om th
eir p
eers
to h
elp
them
wri
te, r
evis
e, a
nd fi
naliz
e th
eir p
arag
raph
s for
th
eir f
inal
ess
ays t
o be
com
plet
ed d
urin
g th
e O
n-D
eman
d En
d of
Uni
t 2 A
sses
smen
t in
the
next
less
on.
• As
k st
uden
ts to
giv
e ea
ch o
ther
spec
ific,
kin
d, h
elpf
ul fe
edba
ck b
ased
on
thei
r gra
phic
org
aniz
er in
the
form
of p
rais
es,
ques
tions
, and
sugg
estio
ns.
• En
cour
age
them
to fo
cus o
n th
e cr
iteri
a: c
iting
evi
denc
e an
d ex
plai
ning
.
• Ci
rcul
ate
to li
sten
in a
nd su
ppor
t as n
eede
d. Id
entif
y st
uden
ts w
ho m
ay n
eed
addi
tiona
l sup
port
with
thei
r Par
agra
ph 2
gr
aphi
c or
gani
zer.
• Co
nsid
er p
rovi
ding
ext
ra ti
me
for
task
s and
ans
wer
ing
ques
tions
in
clas
s dis
cuss
ions
. ELL
s ofte
n ne
ed
mor
e tim
e to
pro
cess
and
tran
slat
e in
form
atio
n.
GR
AD
E 5:
MO
DU
LE 1
: UN
IT 2
: LES
SON
17
Para
grap
h W
ritin
g, P
art I
I
Cop
yrig
ht ©
201
3 by
Exp
editi
onar
y Le
arni
ng, N
ew Y
ork,
NY
. All
Rig
hts
Res
erve
d.
NYS
Com
mon
Cor
e EL
A C
urric
ulum
• G
5:M
1:U
2:L1
7 •
Apr
il 20
14 •
5
Wor
k Ti
me
(con
tinue
d)
Mee
ting
Stud
ents
’ Nee
ds
C. I
ndep
ende
nt W
riti
ng: D
raft
ing
Par
agra
ph 2
(15
min
utes
)
• D
istr
ibut
e th
e P
arag
raph
2 ta
sk c
ard
to st
uden
ts a
nd a
sk th
em to
star
t wri
ting
thei
r sec
ond
para
grap
hs.
• Th
ey sh
ould
beg
in w
ith th
eir P
arag
raph
2 g
raph
ic o
rgan
izer
(com
plet
ed fo
r hom
ewor
k) a
nd th
e fe
edba
ck th
ey ju
st re
ceiv
ed
from
pee
rs.
• Fo
r stu
dent
refe
renc
e, k
eep
the
Sam
ple
Acco
rdio
n G
raph
ic O
rgan
izer
for P
arag
raph
Wri
ting
and
the
sam
ple
para
grap
h po
sted
whe
re a
ll st
uden
ts c
an se
e th
e ch
arts
.
• R
emin
d st
uden
ts to
incl
ude
a to
pic
sent
ence
, bod
y, a
nd c
oncl
usio
n in
thei
r par
agra
phs.
Allo
w st
uden
ts to
use
the
book
, re
cord
ing
form
s the
y cr
eate
d fo
r eac
h ch
apte
r, ev
iden
ce fl
ags,
jour
nals
, not
e-ca
tche
rs, a
nd a
ny re
leva
nt a
ncho
r cha
rts w
ith
deta
ils a
bout
hum
an ri
ghts
cha
lleng
es a
nd c
hara
cter
resp
onse
s to
supp
ort t
hem
dur
ing
thei
r wri
ting.
• As
stud
ents
wor
k, c
ircu
late
to o
bser
ve a
nd su
ppor
t as n
eede
d.
• Co
llect
stud
ents
’ dra
ft Pa
ragr
aphs
1 an
d 2.
The
y w
ill n
eed
thes
e fo
r the
ir o
n-de
man
d as
sess
men
t dur
ing
Less
on 18
.
• Co
nsid
er w
ritin
g an
d br
eaki
ng d
own
mul
tiste
p di
rect
ions
into
num
bere
d el
emen
ts. E
LLs c
an re
turn
to th
ese
guid
elin
es to
mak
e su
re th
ey a
re o
n tr
ack.
• St
uden
ts n
eedi
ng a
dditi
onal
supp
orts
m
ay b
enef
it fr
om p
artia
lly fi
lled-
in
grap
hic
orga
nize
rs.
• Fo
r stu
dent
s who
may
be
stru
gglin
g,
prom
pt th
em to
refe
r to
thei
r not
es
from
Cha
pter
10, s
ince
stud
ents
al
read
y cl
osel
y an
alyz
ed h
ow
Espe
ranz
a is
gro
win
g as
a p
erso
n an
d ho
w h
er re
spon
se to
cha
lleng
es
chan
ges o
ver t
ime.
D. G
roup
Dis
cuss
ion:
How
Esp
eran
za C
hang
es o
ver
Tim
e; th
e P
hoen
ix M
etap
hor
(10
min
utes
)
Not
e: T
his d
iscu
ssio
n is
inte
nded
as a
scaf
fold
for
stud
ents
’ on-
dem
and
wri
ting
duri
ng L
esso
n 18
. •
Tell
stud
ents
that
in th
e ne
xt le
sson
, the
y w
ill c
ompl
ete
thei
r ess
ays o
n th
eir o
wn
for t
he E
nd o
f Uni
t 2 A
sses
smen
t.
• Ex
plai
n th
at th
eir f
inal
ess
ay w
ill h
ave
thre
e pa
ragr
aphs
. The
y ha
ve a
lrea
dy w
ritt
en d
rafts
of t
wo
of th
ose
para
grap
hs.
• Th
e fin
al p
arag
raph
will
be
abou
t how
Esp
eran
za g
rew
and
cha
nged
ove
r tim
e. T
hey
will
com
pare
and
con
tras
t how
she
resp
onde
d to
an
even
t ear
ly in
the
nove
l to
her r
espo
nse
late
r in
the
nove
l. To
day,
they
will
get
to th
ink
abou
t thi
s top
ic
som
e m
ore
as a
cla
ss.
• O
rien
t stu
dent
s to
page
249
, fift
h pa
ragr
aph,
whe
re it
says
: “As
the
sun
rose
, Esp
eran
za b
egan
to fe
el a
s if s
he ro
se w
ith it
.”
Rea
d al
oud
as st
uden
ts fo
llow
alo
ng. E
nd a
t pag
e 25
0 w
ith th
e la
st se
nten
ce o
f thi
s par
agra
ph: “
Mig
uel h
ad b
een
righ
t abo
ut
neve
r giv
ing
up, a
nd sh
e ha
d be
en ri
ght,
too,
abo
ut ri
sing
abo
ve th
ose
who
hel
d th
em d
own.
”
• Vi
sual
s can
hel
p EL
Ls a
nd o
ther
st
uden
ts c
ompr
ehen
d qu
estio
ns a
nd
disc
ussi
ons.
Cha
rt m
ain
poin
ts in
an
swer
s and
pos
t all
ques
tions
ask
ed
to st
uden
ts.
GR
AD
E 5:
MO
DU
LE 1
: UN
IT 2
: LES
SON
17
Para
grap
h W
ritin
g, P
art I
I
Cop
yrig
ht ©
201
3 by
Exp
editi
onar
y Le
arni
ng, N
ew Y
ork,
NY
. All
Rig
hts
Res
erve
d.
NYS
Com
mon
Cor
e EL
A C
urric
ulum
• G
5:M
1:U
2:L1
7 •
Apr
il 20
14 •
6
Wor
k Ti
me
(con
tinue
d)
Mee
ting
Stud
ents
’ Nee
ds
• As
k:
* “W
hat i
s a p
hoen
ix?”
If st
uden
ts a
re n
ot fa
mili
ar w
ith w
hat a
pho
enix
is, e
xpla
in th
at it
is a
myt
holo
gica
l bir
d re
sem
blin
g an
eag
le th
at li
ved
for a
long
tim
e, th
en w
ould
bur
n its
elf o
ut a
nd b
e re
born
from
the
ashe
s. A
lso
expl
ain
that
a p
hoen
ix
com
mon
ly a
ppea
rs in
lite
ratu
re a
s a sy
mbo
l of t
he e
nd o
f one
life
and
the
begi
nnin
g of
a n
ew li
fe.
• As
k st
uden
ts to
Thi
nk-P
air-
Shar
e re
gard
ing
thes
e qu
estio
ns:
* “I
n w
hat w
ays d
oes E
sper
anza
cha
nge
as a
per
son
thro
ugho
ut th
e no
vel?
”
* “W
hy d
o yo
u th
ink
the
auth
or c
hose
to c
ompa
re E
sper
anza
to a
pho
enix
in th
ese
last
pag
es o
f the
boo
k?”
• R
ecor
d st
uden
t res
pons
es o
n ch
art p
aper
so th
ey m
ay u
se th
em a
s a re
fere
nce
duri
ng th
e En
d of
Uni
t 2 A
sses
smen
t.
Clo
sing
and
Ass
essm
ent
Mee
ting
Stud
ents
’ Nee
ds
A. D
ebri
ef (
5 m
inut
es)
• As
k st
uden
ts to
con
side
r:
* “W
ould
you
hav
e w
ante
d to
be
Espe
ranz
a’s f
rien
d at
the
begi
nnin
g of
the
nove
l? W
ould
you
wan
t to
be h
er fr
iend
at t
he
end
of th
e no
vel?
Why
or w
hy n
ot?”
Allo
w st
uden
ts to
Thi
nk-P
air-
Shar
e th
eir r
espo
nses
.
• EL
L la
ngua
ge a
cqui
sitio
n is
fa
cilit
ated
by
inte
ract
ing
with
nat
ive
spea
kers
of E
nglis
h w
ho p
rovi
de
mod
els o
f lan
guag
e.
Hom
ewor
k M
eetin
g St
uden
ts’ N
eeds
• Co
ntin
ue g
athe
ring
any
evi
denc
e to
use
in y
our E
nd o
f Uni
t 2 a
sses
smen
t.
GRADE 5: MODULE 1: UNIT 2: LESSON 17 Paragraph 2 Task Card
Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G5:M1:U2:L17 • April 2014 • 8
For your homework last night, you were asked to do the following: Choose an event (from Chapters 8–15) that you want to write about. It should be a time when she responds to or witnesses some type of challenge. You might have chosen one of these events, or another event in the novel:
a. Chapter 8 – Marta talking to workers about the strike b. Chapter 10 – Mama and Esperanza working in the fields when Mama becomes ill c. Chapter 11 – Going to Mr. Yakota’s grocery store; meeting campesino family d. Chapter 12 – Marta hiding from immigration officers
You completed a graphic organizer about the event you chose. Now, write Paragraph 2 about the event you chose from Chapters 8–15.
GR
AD
E 5:
MO
DU
LE 1
: UN
IT 2
: LES
SON
18
End
of U
nit 2
Ass
essm
ent:
On-
Dem
and
Ana
lytic
al E
ssay
abo
ut H
ow E
sper
anza
Cha
nges
Ove
r Tim
e Lo
ng-T
erm
Tar
gets
Add
ress
ed (B
ased
on
NYS
P12
ELA
CC
LS)
I ca
n us
e qu
otes
to e
xpla
in th
e m
eani
ng o
f lit
erar
y te
xts.
(RL.
5.1)
I
can
use
quot
es to
sup
port
my
infe
renc
es in
lite
rary
text
s. (R
L.5.
1)
I ca
n de
term
ine
a th
eme
base
d on
det
ails
in th
e te
xt. (
RL.
5.2)
I
can
sum
mar
ize
a lit
erar
y te
xt. (
RL.
5.2)
I
can
com
pare
and
con
tras
t lit
erar
y el
emen
ts u
sing
det
ails
from
the
text
. (R
L.5.
3)
I ca
n w
rite
an
info
rmat
ive/
expl
anat
ory
text
. (W
.5.2
) I
can
prod
uce
clea
r an
d co
here
nt w
riti
ng th
at is
app
ropr
iate
to ta
sk, p
urpo
se, a
nd a
udie
nce.
(W.5
.4)
Wit
h su
ppor
t fro
m p
eers
and
adu
lts,
I c
an u
se a
wri
ting
pro
cess
to p
rodu
ce c
lear
and
coh
eren
t wri
ting
. (W
.5.5
) I
can
choo
se e
vide
nce
from
lite
rary
or
info
rmat
iona
l tex
ts to
sup
port
ana
lysi
s, r
efle
ctio
n an
d re
sear
ch. (
W.5
.9)
Supp
ortin
g Le
arni
ng T
arge
ts
Ong
oing
Ass
essm
ent
• I
can
find
evid
ence
in E
sper
anza
Ris
ing
that
will
sup
port
my
infe
renc
es a
bout
cha
ract
ers
from
the
book
.
• I
can
wri
te a
n in
form
ativ
e/ex
plan
ator
y th
ree-
para
grap
h es
say
that
ana
lyze
s ho
w E
sper
anza
res
pond
s to
tw
o ke
y ev
ents
, and
com
pare
s an
d co
ntra
sts
her
resp
onse
to e
vent
s ov
er ti
me.
• I
can
wri
te a
n es
say
in w
hich
eac
h pa
ragr
aph
has
a cl
ear
topi
c se
nten
ce, a
bod
y, a
nd a
con
clus
ion.
• A
ccor
dion
gra
phic
org
aniz
ers
• Pa
rtne
r an
d in
divi
dual
par
agra
phs
• E
nd o
f Uni
t 2 A
sses
smen
t: O
n-D
eman
d A
naly
tica
l Ess
ay
abou
t How
Esp
eran
za C
hang
es o
ver
Tim
e
Cop
yrig
ht ©
201
3 by
Exp
editi
onar
y Le
arni
ng, N
ew Y
ork,
NY.
All
Rig
hts
Res
erve
d.
NYS
Com
mon
Cor
e EL
A C
urric
ulum
• G
5:M
1:U
2:L1
8 •
Apr
il 20
14 •
1
GR
AD
E 5:
MO
DU
LE 1
: UN
IT 2
: LES
SON
18
End
of U
nit 2
Ass
essm
ent:
On-
Dem
and
Ana
lytic
al E
ssay
abo
ut H
ow E
sper
anza
Cha
nges
Ove
r Tim
e A
gend
a Te
achi
ng N
otes
1.
Ope
ning
A.
Rev
iew
of L
earn
ing
Targ
ets
and
Cri
teri
a fo
r Su
cces
s (1
0 m
inut
es)
2.
Wor
k Ti
me
A.
Eng
agin
g th
e W
rite
r: E
sper
anza
from
Beg
inni
ng to
E
nd (1
0 m
inut
es)
B.
End
of U
nit 2
Ass
essm
ent:
Rev
isin
g Pa
ragr
aphs
1
and
2, W
riti
ng P
arag
raph
3 (
35 m
inut
es)
3.
Clo
sing
and
Ass
essm
ent
A.
Self-
Ass
essm
ent (
5 m
inut
es)
4.
Hom
ewor
k
• B
ecau
se th
is is
an
on-d
eman
d as
sess
men
t, st
uden
ts w
ill n
eed
to c
ompl
ete
thei
r es
says
inde
pend
entl
y,
wit
hout
sup
port
.
Less
on V
ocab
ular
y M
ater
ials
info
rmat
ive,
exp
lana
tory
, par
agra
ph,
essa
y, c
ompa
res,
con
tras
ts, t
opic
se
nten
ce, b
ody,
con
clus
ion,
pho
enix
• E
sper
anza
Ris
ing
(boo
k; o
ne p
er s
tude
nt)
• St
uden
ts’ d
raft
Par
agra
phs
1 an
d 2
(fro
m L
esso
n 17
)
• A
ccor
dion
gra
phic
org
aniz
ers
(fro
m L
esso
ns 1
6 an
d 17
)
• C
ompa
re/C
ontr
ast E
ssay
Cri
tera
for
Succ
ess
anch
or c
hart
(fro
m L
esso
n 17
)
• E
nd o
f Uni
t 2 A
sses
smen
t: O
n-D
eman
d A
naly
tica
l Ess
ay a
bout
How
Esp
eran
za C
hang
es o
ver
Tim
e (o
ne p
er s
tude
nt)
• E
nd o
f Uni
t 2 A
sses
smen
t: O
n-D
eman
d A
naly
tica
l Ess
ay a
bout
How
Esp
eran
za C
hang
es o
ver
Tim
e (S
elf A
sses
smen
t)
• N
YS G
rade
s 4-
5 E
xpos
itor
y W
riti
ng E
valu
atio
n R
ubri
c (f
or T
each
er R
efer
ence
)
Cop
yrig
ht ©
201
3 by
Exp
editi
onar
y Le
arni
ng, N
ew Y
ork,
NY.
All
Rig
hts
Res
erve
d.
NYS
Com
mon
Cor
e EL
A C
urric
ulum
• G
5:M
1:U
2:L1
8 •
Apr
il 20
14 •
2
GR
AD
E 5:
MO
DU
LE 1
: UN
IT 2
: LES
SON
18
End
of U
nit 2
Ass
essm
ent:
On-
Dem
and
Ana
lytic
al E
ssay
abo
ut H
ow E
sper
anza
Cha
nges
Ove
r Tim
e O
peni
ng
Mee
ting
Stud
ents
’ Nee
ds
A. R
evie
w o
f Lea
rnin
g T
arge
ts a
nd
Cri
teri
a fo
r Su
cces
s (1
0 m
inu
tes)
• A
llow
any
rem
aini
ng g
roup
s th
at h
ave
not s
hare
d th
eir
two-
voic
e po
ems
to d
o so
. Aga
in h
ave
peer
s gi
ve s
peci
fic p
rais
e.
• R
evie
w to
day’
s le
arni
ng ta
rget
s an
d th
e C
ompa
re/C
ontr
ast E
ssay
Cri
teri
a fo
r Su
cces
s an
chor
cha
rt, c
reat
ed in
the
prev
ious
le
sson
. Ask
stu
dent
s if
ther
e ar
e an
y ad
diti
onal
cri
teri
a th
ey w
ant t
o ad
d to
the
char
t, ba
sed
on th
eir
para
grap
h dr
afts
and
the
peer
cri
tiqu
e th
ey r
ecei
ved
duri
ng L
esso
n 17
.
• Pr
ovid
e no
nlin
guis
tic
sym
bols
to
assi
st E
LLs
and
othe
r st
rugg
ling
read
ers
in m
akin
g co
nnec
tion
s w
ith
voca
bula
ry.
• Pr
ovid
ing
anch
or c
hart
s fo
r pr
oces
ses,
suc
h as
Cri
teri
a fo
r Su
cces
s, h
elps
all
lear
ners
un
ders
tand
exp
ecta
tion
s cl
earl
y.
Wor
k Ti
me
Mee
ting
Stud
ents
’ Nee
ds
A. E
nga
gin
g th
e W
rite
r: E
sper
anza
fro
m B
egin
nin
g to
En
d (
10 m
inu
tes)
•
To h
elp
stud
ents
pre
pare
for
thei
r E
nd o
f Uni
t 2 A
sses
smen
t, as
k a
seri
es o
f que
stio
ns a
bout
how
Esp
eran
za c
hang
es o
ver
the
cour
se o
f the
nov
el. (
Cho
ose
to d
o th
is w
hole
gro
up o
r in
tria
ds.)
• R
emin
d st
uden
ts o
f the
ir d
iscu
ssio
n ab
out t
he p
hoen
ix fr
om th
e fin
al c
hapt
er. A
s qu
esti
ons
are
pose
d, a
sk s
ever
al s
tude
nts
to s
hare
thei
r th
inki
ng w
ith
the
grou
p. A
sk s
tude
nts
the
follo
win
g:
* “D
o yo
u th
ink
Esp
eran
za g
rew
and
dev
elop
ed a
s a
pers
on th
roug
hout
the
nove
l? S
uppo
rt y
our
answ
er w
ith
evid
ence
from
th
e no
vel.”
* “C
ompa
re: I
n w
hat w
ays
does
Esp
eran
za s
till
beha
ve th
e sa
me
at th
e en
d of
the
nove
l as
she
did
in th
e be
ginn
ing?
Giv
e ex
ampl
es.”
* “C
ontr
ast:
In
wha
t way
s is
Esp
eran
za d
iffer
ent a
t the
end
of t
he s
tory
than
she
was
in th
e be
ginn
ing?
Giv
e ex
ampl
es.”
* “W
hat i
s yo
ur o
pini
on o
f Esp
eran
za a
t the
end
of t
he n
ovel
?”
• E
LL la
ngua
ge a
cqui
siti
on is
fa
cilit
ated
by
inte
ract
ing
wit
h na
tive
sp
eake
rs o
f Eng
lish
who
pro
vide
m
odel
s of
lang
uage
.
• Fo
r st
uden
ts n
eedi
ng a
ddit
iona
l su
ppor
ts p
rodu
cing
lang
uage
, co
nsid
er o
ffer
ing
a se
nten
ce fr
ame,
se
nten
ce s
tart
er, o
r cl
oze
sent
ence
to
pro
vide
the
stru
ctur
e re
quir
ed.
Cop
yrig
ht ©
201
3 by
Exp
editi
onar
y Le
arni
ng, N
ew Y
ork,
NY.
All
Rig
hts
Res
erve
d.
NYS
Com
mon
Cor
e EL
A C
urric
ulum
• G
5:M
1:U
2:L1
8 •
Apr
il 20
14 •
3
GR
AD
E 5:
MO
DU
LE 1
: UN
IT 2
: LES
SON
18
End
of U
nit 2
Ass
essm
ent:
On-
Dem
and
Ana
lytic
al E
ssay
abo
ut H
ow E
sper
anza
Cha
nges
Ove
r Tim
e W
ork
Tim
e (c
ontin
ued)
M
eetin
g St
uden
ts’ N
eeds
B. E
nd
of U
nit
2 A
sses
smen
t: R
evis
ing
Par
agra
ph
s 1
and
2, W
riti
ng
Par
agra
ph
3 (
35 m
inu
tes)
• Po
st th
e E
nd o
f Uni
t 2 A
sses
smen
t: O
n-D
eman
d A
naly
tica
l Ess
ay a
bout
How
Esp
eran
za C
hang
es o
ver
Tim
e fo
r al
l stu
dent
s to
see
. Rea
d th
roug
h th
e pr
ompt
and
cla
rify
any
term
s as
nec
essa
ry.
• Te
ll st
uden
ts th
at w
hile
they
are
rev
isin
g an
d w
riti
ng th
eir
final
par
agra
phs
com
pari
ng a
nd c
ontr
asti
ng E
sper
anza
’s
char
acte
r de
velo
pmen
t ove
r ti
me,
they
will
wan
t to
cons
ider
the
peer
cri
tiqu
e th
ey r
ecei
ved
duri
ng th
e pr
evio
us le
sson
. The
y sh
ould
als
o re
fer
to th
e an
chor
cha
rt: C
ompa
re/C
ontr
ast C
rite
ria
for
Succ
ess
(fro
m L
esso
n 17
); th
e sa
mpl
e pa
ragr
aph
on
char
t pap
er; t
he d
iscu
ssio
n at
the
begi
nnin
g of
cla
ss a
s w
ell a
s th
e di
scus
sion
abo
ut E
sper
anza
bei
ng c
ompa
red
to a
pho
enix
du
ring
the
prev
ious
less
on (s
tude
nt r
espo
nses
rec
orde
d on
cha
rt p
aper
); th
eir
evid
ence
flag
s, r
ecor
ding
form
s/no
te-c
atch
ers,
jo
urna
ls, a
nd o
ther
rel
evan
t anc
hor
char
ts a
bout
hum
an r
ight
s ch
alle
nges
and
cha
ract
er r
espo
nses
, as
tool
s to
sup
port
them
du
ring
the
final
wri
ting
pro
cess
.
• C
olle
ct s
tude
nts’
ess
ays
to fo
rmal
ly a
sses
s.
• C
onsi
der
prov
idin
g ex
tra
tim
e fo
r ta
sks
and
answ
erin
g qu
esti
ons
in
clas
s di
scus
sion
s. E
LLs
ofte
n ne
ed
mor
e ti
me
to p
roce
ss a
nd tr
ansl
ate
info
rmat
ion.
• O
ptio
nal e
xten
sion
: If a
ny s
tude
nts
finis
h ea
rly,
off
er th
e op
tion
to
crea
te a
n ac
com
pany
ing
illus
trat
ion
for
thei
r es
says
that
sho
ws
how
E
sper
anza
’s r
espo
nses
to h
uman
ri
ghts
cha
lleng
es c
hang
ed o
ver
the
cour
se o
f the
nov
el.
Clo
sing
and
Ass
essm
ent
Mee
ting
Stud
ents
’ Nee
ds
A. S
elf-
Ass
essm
ent (
5 m
inu
tes)
• A
sk s
tude
nts
to tu
rn to
thei
r E
nd o
f Uni
t 2 A
sses
smen
t (Se
lf-A
sses
smen
t). I
nvit
e th
em to
com
plet
e th
is s
elf-
asse
ssm
ent t
hen
then
han
d it
in w
ith
thei
r co
mpl
ete
essa
ys.
• A
sk s
tude
nts
to s
hare
wha
t the
y ce
lebr
ated
abo
ut th
eir
essa
ys o
n th
e se
lf-a
sses
smen
ts th
ey ju
st c
ompl
eted
. Mak
e su
re to
co
ngra
tula
te s
tude
nts
on c
ompl
etin
g th
e no
vel a
nd th
eir
anal
ysis
ess
ays
of E
sper
anza
as
a ch
arac
ter.
• R
emin
d st
uden
ts th
at in
Uni
t 3, t
hey
will
get
to w
rite
and
per
form
sce
nes
base
d on
som
e of
the
key
even
ts in
Esp
eran
za
Ris
ing.
• Fo
r st
uden
ts n
eedi
ng a
ddit
iona
l su
ppor
ts p
rodu
cing
lang
uage
, co
nsid
er o
ffer
ing
a se
nten
ce fr
ame,
se
nten
ce s
tart
er, o
r cl
oze
sent
ence
to
pro
vide
the
stru
ctur
e re
quir
ed.
Hom
ewor
k M
eetin
g St
uden
ts’ N
eeds
• N
one
Not
e: In
the
next
uni
t, st
uden
ts w
ill b
e le
arni
ng a
bout
and
par
ticip
atin
g in
Rea
ders
The
ater
. Fam
iliar
ize
your
self
with
wha
t R
eade
rs T
heat
er is
and
how
it is
use
d w
ith s
tude
nts
in th
e cl
assr
oom
(see
Uni
t 3 O
verv
iew
for
sugg
este
d re
sour
ces)
.
Cop
yrig
ht ©
201
3 by
Exp
editi
onar
y Le
arni
ng, N
ew Y
ork,
NY.
All
Rig
hts
Res
erve
d.
NYS
Com
mon
Cor
e EL
A C
urric
ulum
• G
5:M
1:U
2:L1
8 •
Apr
il 20
14 •
4
GRADE 5: MODULE 1: UNIT 2: LESSON 18 End of Unit 2 Assessment:
On-Demand Analytical Essay about How Esperanza Changes over Time
Name:
Date:
Analytical Essay about How Esperanza Changes over Time
How does Esperanza change over time? Analyze how Esperanza responds to events early and late in the novel. Then compare her response to the two events. What do her responses show about her as a person? 1. Your first paragraph will be about a key event in Chapter 5: “Las Guayabas/Guavas,” when Esperanza is on the train to the United States. You have already planned and drafted this paragraph. Today, you can revise it to make it stronger. 2. Your second paragraph will be about the key event you chose from later in the novel. You have already planned and drafted this paragraph. Today, you can revise it to make it stronger. 3. Your third paragraph is NEW writing that you need to do ON YOUR OWN today. In this paragraph, you should compare (discuss similarities) and contrast (discuss differences). How does Esperanza respond to challenges differently at the end of the novel than she did in the beginning? Be sure to cite specific evidence from the text to support your analysis.
Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G5:M1:U2:L18 • April 2014 • 6
GRADE 5: MODULE 1: UNIT 2: LESSON 18 Accordion Graphic Organizer for Paragraph Writing
Topic:
Detail:
Explain:
Detail:
Explain:
Conclusion:
Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G5:M1:U2:L18 • April 2014 • 7
GRADE 5: MODULE 1: UNIT 2: LESSON 18 End of Unit 2 Assessment:
On-Demand Analytical Essay about How Esperanza Changes over Time (Self Assessment)
Name:
Date:
Criteria for Success and Self-Assessment Write three paragraphs. Each paragraph has a clear topic sentence. Each paragraph has at least two specific details. Each paragraph includes an explanation of the details. Each paragraph includes a conclusion explaining what this shows about Esperanza. Indent the first sentence of each paragraph. Write in complete sentences. Explain how Esperanza changes over time. 1. Write one “star”: something you are proud of and want to “celebrate” about your essay:
2. Write one “step”: something you think you need to work on or would like to improve to become a
strong independent writer:
Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G5:M1:U2:L18 • April 2014 • 8
GR
AD
E 5:
MO
DU
LE 1
: UN
IT 1
: LES
SON
18
New
Yor
k St
ate
Gra
de 4
-5 E
xpos
itory
Writ
ing
Eval
uatio
n R
ubric
CRIT
ERIA
CCLS
SCOR
E4
Essa
ysat
this
leve
l:3
Essa
ysat
this
leve
l:2
Essa
ysat
this
leve
l:1
Essa
ysat
this
leve
l0
Essa
ysat
this
leve
l:
CONT
ENT
AND
ANAL
YSIS
:th
eex
tent
to w
hich
the
essa
yco
nvey
sid
eas
and
info
rmat
ion
clea
rlyan
dac
cura
tely
inor
dert
osu
ppor
tan
anal
ysis
ofto
pics
orte
xts
W.2
R.1–
9
—cle
arly
intro
duce
ato
pici
na
man
nert
hatf
ollow
slog
ically
from
theta
skan
dpu
rpos
e
—de
mon
strat
eins
ightfu
lco
mpr
ehen
sion
and
anal
ysis
ofthe
text(
s )
—cle
arly
intro
duce
ato
pici
na
man
nert
h atf
ollow
sfro
mth
eta
skan
dpu
rpos
e
—de
mon
st rat
egr
ade-
appr
opria
teco
mpr
ehen
sion
and
anal
ysis
ofthe
text(
s)
—int
rodu
cea
topi c
ina
man
ner
thatf
ollow
sge
nera
ll yfro
mth
etas
kan
dpu
rpos
e
—de
mon
strat
ea
litera
lco
mpr
ehen
sion
ofth
ete
xt(s)
—int
rodu
cea
topic
ina
man
ner
thatd
oes
notl
ogica
llyfo
llow
from
the
task
and
purp
ose
—de
mon
stra
te lit
tleun
ders
t and
ing
ofth
ete
xt(s)
—de
mon
stra
tea l
ack
ofco
mpr
ehen
sion
ofth
ete
xt (s)
ortas
k
COM
MAN
D O
FEV
IDEN
CE:
the
exte
nt to
whi
ch th
ees
say
pres
ents
evid
ence
from
the
prov
ided
text
sto
supp
orta
naly
sis
and
refle
ctio
n
W.2
W.9
R.1 –
9
—de
velop
the
topic
with
rele
vant
,we
ll-ch
osen
facts
,def
initio
ns,
conc
rete
deta
ils,q
uot a
tions
, or
othe
rin f
orm
ation
and
exam
ples
from
the
text(
s )
—su
stain
the
use
ofva
ried,
relev
ante
viden
ce
—de
velop
the
topi
cwi
thre
leva
ntfac
ts, d
efinit
ions,
deta
ils,
quot
ation
s,or
othe
rinf
orm
ation
and
exam
ples
from
the
text(
s)
—su
stain
the
use
ofre
leva
ntev
iden
ce,w
ithso
me
lack
ofva
riety
—pa
rtiall
yde
velop
the
topic
ofth
ees
say
with
the
use
ofso
me
textu
a lev
idenc
e ,so
me
of w
hich
may
beirr
eleva
nt
—us
ere
levan
tevid
ence
incon
si ste
ntl y
—de
mon
stra
tean
atte
mpt
tous
eev
idenc
e,bu
tonl
y dev
elop
ideas
with
minim
al,oc
casio
n al
evide
n ce
which
is ge
nera
llyinv
alid
orirr
e leva
nt
—pr
ovid
eno
evide
nce
orpr
ovid
eev
idenc
eth
atis
com
plet
elyirr
eleva
nt
COHE
RENC
E,OR
GANI
ZATI
ON,A
NDST
YLE:
the
exte
nt to
whi
chth
ees
say
logi
cally
orga
nize
sco
mpl
exid
eas,
conc
epts
,and
info
rmat
ion
usin
gfo
rmal
sty
le an
dpr
ecis
ela
ngua
geW
.2 L.3
L.6
—ex
hibit
clear
,pur
pose
ful
orga
nizat
ion
—sk
illfull
ylin
kide
asus
ing
grad
e-ap
prop
riate
word
san
dph
rase
s
—us
egr
ade-
appr
opria
te,
stylis
ticall
ysop
histi
cate
dlan
guag
ean
ddo
mai
n-sp
ecifi
cvo
cabu
lary
—pr
ovid
ea
conc
luding
state
men
tth
atfo
llows
clear
lyfro
mth
eto
pican
dinf
orm
ation
pres
ente
d
—ex
hibit
clear
orga
niza
tion
—lin
kide
asus
ing
grad
e-ap
prop
riate
word
san
dph
rase
s
—us
egr
ade-
appr
opria
tepr
ecise
langu
age
and
dom
ain-
spec
ific
voca
bular
y
—pr
ovid
ea
conc
luding
state
men
tth
at fo
llows
from
the
topic
and
infor
mat
ionpr
esen
ted
—ex
hibit
som
eat
tem
ptat
orga
nizat
ion
—inc
onsis
tent
lylin
kide
asus
ing
word
san
dph
rase
s
—inc
onsis
tent
lyus
eap
prop
riate
langu
age
and
dom
ain-
spec
ific
voca
bula r
y
—pr
ovid
ea
conc
luding
state
men
ttha
t foll
ows
gene
rally
from
the
topic
and
infor
mat
ionpr
esen
ted
—ex
hibit
little
atte
mpt
ator
ganiz
ation
,ora
ttem
ptst
oor
ganiz
ear
eirr
eleva
ntto
the
task
—lac
kth
eus
eof
linkin
gwo
rds
and
phra
ses
—us
ela
ngua
geth
atis
impr
ecise
orin
appr
o pria
tefo
rthe
text(
s)an
dta
sk
—pr
ovid
ea
conc
ludin
gsta
teme
ntth
atis
illogic
al or
unre
l ated
toth
eto
pican
dinf
orm
ation
pres
ented
—ex
hibit
noev
iden
ceof
orga
nizat
ion
—ex
hibit
nous
eof
linkin
gwo
rds
and
phra
ses
—us
ela
ngua
geth
atis
pred
omina
ntlyi
ncoh
eren
tor
copie
ddir
ectly
from
the
text(
s)
—do
notp
rovid
ea
conc
ludin
gsta
teme
nt
CONT
ROL
OFCO
NVEN
TION
S:th
eex
tent
to w
hich
the e
ssay
dem
onst
rate
sco
mm
and
ofth
eco
nven
tions
ofst
anda
rdEn
glis
hgr
amm
ar,
usag
e,ca
pita
lizat
ion,
punc
tuat
ion,
and
spel
ling
W.2 L.1
L.2
—de
mon
strat
egr
ade-
appr
opria
teco
mm
and
ofco
nven
tions
,with
fewer
rors
—de
mon
strat
egr
ade-
appr
opria
teco
mm
and
ofco
nven
tions
,with
occa
sion
aler
rors
that
dono
thin
derc
ompr
ehen
sion
—de
mon
strat
eem
ergin
gco
mm
and
ofco
nven
tions
,with
som
eer
rors
that
may
hinde
rco
mpr
ehen
sion
—de
mon
stra
tea l
ack
ofco
mm
and
ofco
nven
tions
,with
frequ
ente
rrors
that
hinde
rco
mpr
ehen
sion
—ar
emi
nimal,
mak
ing
asse
ssm
ento
fcon
venti
ons
unre
liable
If th
epr
ompt
requ
irest
wo
text
s and
the
stud
ento
nly
refe
renc
eson
ete
xt,t
he re
spon
seca
nbe
scor
edno
high
erth
ana
2.If
the
stude
ntw
rites
only
a pe
rson
alre
spon
sean
dm
akes
no re
fere
ncet
oth
e te
xt(s
), th
e re
spon
seca
nbe
scor
edno
high
erth
ana
1.Re
spon
sest
otal
lyun
rela
ted
to th
eto
pic,
illeg
ible
,inc
oher
ent,
orbl
ank
shou
ldbe
giv
ena
0.A
resp
onse
tota
llyco
pied
from
the
text
(s)w
ithno
orig
inal
stud
ent w
ritin
gsh
ould
besc
ored
a0.
Cop
yrig
ht ©
201
3 by
Exp
editi
onar
y Le
arni
ng, N
ew Y
ork,
NY.
All
Rig
hts
Res
erve
d.
NYS
Com
mon
Cor
e EL
A C
urric
ulum
• G
5:M
1:U
2:L1
8 •
Apr
il 20
14 •
9
