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:
Performance Task:
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
Muñoz Ryan (740L).
Students also read informational texts related to the story’s 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 students’ 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 characters’ responses to challenges and will analyze how Esperanza changes over
time.
For the mid-unit assessment, students will independently read and analyze a n ew 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.
1
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:
• What are human rights?
• What lessons can we learn about human rights through literature
and life?
PBSD- Grade 6- Common Core- Module 4
Reading Complex Texts
RL/RI.4.10
5-9 Short Texts
Literature
Connecting Passages to
Human Rights through
poetry
1 Extended Text
Literary:
Writing About Texts
W.4.1-2, 4-6, 9-10
Routine Writing
Develop and Convey
Understanding
Esperanza Rising
Quick Writes:
Students express opinions and
thoughts after watching a
video and reading an article.
Literature
Poetry of Maya
Angelou
Literature
UNICEF Video
“For Every Child”
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.
Science
Social Studies
United Nations,
Universal Declaration
of Human Rights
Art
3-4 Analyses
Focus on Inform & Explain
Comprehension Quiz
Entrance Ticket:
Students answer 3 questions
about the chapter read for
homework.
Exit Tickets:
Independent Writing
Independent answer to textdependent question
Research Project
W.4.7-9
RL/RI.4.1-10
Narrative Writing
W.4.3-6,10
1 Research Project
2-3 Narratives
Convey Experiences
Integrate knowledge
from sources when
composing
Research the Dust Bowl
and its causes and
effects on society.
Focus on Inform & Explain
Select a poem from Maya
Angelou’s Collection of
Poetry and a passage from
the novel for Close Reading.
Have students analyze for
literary elements
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
Experanza’s life. Write a
narrative about an
experience you have in
common.
Video of Folk Art of the
Depression Era
Songs of the
Depression Era
For Reading and Writing in Each Module
Cite Evidence
RL/RI.4.1
Analyze Content
RL/RI.4.2-9, SL.4.2-3
Study and Apply Grammar
L.4.1-3, SL.4.6
Study and Apply Vocabulary
L.4.4-6
2
Conduct Discussions
SL.4.1
Report Findings
SL.4.4-6
Context for Instruction
Reading Workshop Block Schedule
Familiar or Independent Reading---15 minutes daily
Word Study—Whole Group---15-20 minutes daily
Book Talk—5 Minutes
Read Aloud—Whole Group---15 minutes
 Vocabulary Instruction –5-10 minutes (Tied to Read Aloud)
 Strategy based reading mini-lesson—15 minutes
Writing Workshop Block Schedule
Language Standards (conventions)---Whole Group 10-15 minutes daily
Write Aloud/Modeling ---Whole Group---20 Minutes
 Strategy based writing mini-lesson using anchor text or passages
Writing Period
Reading Period
Guided
Reading
Literature
Discussion
• Small group meet with teacher
• Comprehension focus
Guided
Writing
• Student-led literature discussion
• Teacher set purpose for learning and facilitate
discussion
Independent
Writing
• Small Group meets with teacher
• Writing focus
• Teacher sets purpose for writing
• Students write independently for a minimum of
30 minutes
• Teacher holds individual writing conferences for
at least 3 students daily
• Students Reading Independently
• Students respond to text in reading response
Independent
log/notebook
Reading
Conferencing
Teachers should follow this guide to plan daily literacy instruction. Students must participate in daily reading and writing.
3
6th Grade ELA Checklist for Module 4
Standards
Date Taught
Date Re-Taught
RL.6.1
Cite textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from
the text.
RL.6.2
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
RL.6.3
Describe how a particular story’s or drama’s plot
unfolds in a series of episodes as well as how the
characters respond or change as the plot moves
toward a resolution.
RL.6.4
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.
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.
RL.6.6
Explain how an author develops the point of view of
the narrator or speaker in a text.
RL.6.7
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 “see” and “hear” when
reading the text to what they perceive when they
listen or watch.
4
Date Reviewed
Date Assessed
Date
Re-Assessed
RL.6.9
Compare and contrast texts in different forms or
genres (e.g., stories and poems; historical novels
and fantasy stories) in terms of their approaches to
similar themes and topics.
Language Standards
5
6th Grade Writing Standards – Embedded into ALL Modules
ELA Curriculum Guide for Unpacking all Standards - Compiled from DE, OH, AZ, and NC
W.6.1 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.
W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, & information through the selection, organization, & analysis of relevant content.
a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include
formatting (e.g., headings), graphics (e.g., 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.
W.6.3 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 and/or characters; organize an event sequence that unfolds naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or 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
W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.6.5 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.
W.6.6 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.
W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
W.6.8 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
W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories]
in terms of their approaches to similar themes and topics”).
b. Apply grade 6 Reading standards to literary nonfiction (e.g., “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”).
W.6.10 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
CCCS Focus Standards
Explanation of Standard
Instructional Examples
RL.6.1
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.
Literature Response
Discuss the elements of setting (e.g., time, place, environment)
with your classmates. Find examples of how time, place, and
environment are used in Peter Pan, by J.M. 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 J.M. Barrie described Neverland and even how he
described the Darling’s home in England. Create a three-column
chart (one column for each element of setting) in your journal.
(RL.6.1, RL.6.3)
Students paraphrase or quote directly from the literature to
support their analysis or inference in a formal (e.g., paragraph,
essay, literary response, summary, presentation, etc.) or informal
(e.g., 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.
OPINION
Or
QUOTE
SUPPORTING
SUPPORTING
SUPPORTING
DETAILS
DETAILS
DETAILS
Sample Questions
• Why was Jonathan able to finish the race first? How do you
know? What is the textual evidence that supports your answer?
• What is so special about Mario? How do you know? What is
the textual evidence that supports your answer?
• How did moving to New York change Juan’s career? How do
you know? What is the textual evidence that supports your
answer?
• Why did Tiesha try out for the play? How do you know? What
is the textual evidence that supports your answer?
• Why did Tyrone get an “A” on his test? How do you know?
What is the textual evidence that supports your answer?
• 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)
7
CCCS Focus Standards
Explanation of Standard
RL.6.1
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.
Instructional Examples
Citing Evidence Strategy
Got Evidence? Prove it! - Citing Evidence Anchor
Chart
Citing Evidence Key Terms and Phrases:
 Because …
 Based on what I read …
 For instance …
 The author stated …
 For example …
 According to the text…
 On page _____, it said that …
 In paragraph ____, it said that …
 From the reading, I knew that …
 Two different sources told me that …
8
CCCS Focus Standards
RL.6.2
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.
Explanation of Standard
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 Alcott’s
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 (e.g., I think, I believe, I agree, I disagree,
this theme is the best, etc.).
Instructional Examples
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 can’t be solved)
 Setting
 Title
 Hero (who comes to solve the problem or explains the
mystery)
 Ending
 Characteristics unique to this country’s 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
• What is the theme of _____ (text title)? What details in the
story/poem/drama help the reader determine this theme?
• How does the author of _____ (text title) help the reader
understand the theme of the story? What details from the story
support your answer?
• How does the author use the way Tyrone responds to his
situation to develop the theme of the story?
• Summarize the story/drama/poem without including personal
opinions or judgments.
9
CCCS Focus Standards
RL.6.2
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.
Explanation of Standard
Teachers, please feel free to write your own notes in
this space.
Instructional Examples
Lesson Plans and Activities:
 Summary Graphic Organizer – SWBST (Someone ….
Wanted … But …. So… Then ….)
 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 (e.g., 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
RL.6.3
Describe how a particular story’s or
drama’s plot unfolds in a series of
episodes as well as how the characters
respond or change as the plot moves
toward a resolution.
Explanation of Standard
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 – from exposition, rising action, climax, falling
action to resolution.
Students develop a plot map/plot mountain of a play or short
story. Students describe how the main characters’ 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.
Instructional Examples
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 “happy
ending.” Make note of page numbers each box refers to so you
can go back and cite the text during class discussion, if needed.
(RL.6.3)
Sample Questions
• What are the main events in the story/drama? How does each
of these main events contribute to the development of the plot?
• 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 story/drama support your answer?
• How does the main character change throughout the
story/drama? What specific details from the story/drama support
your answer?
Lesson Plans and Activities:





Pinterest Board for story-elements-character-traits-summary plot/
11
Learn zillion video -explain-how-a-characters-actionscontribute-to-the-sequence-of-events
http://betterlesson.com RL-3-3-describe-characters-ina-storyCharacter 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
CCCS Focus Standards
Explanation of Standard
RL.6.3
Describe how a particular story’s or
drama’s 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.
Instructional Examples
Pinterest Board for story-elements-character-traits-summary/
12
CCCS Focus Standards
RL.6.4
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.
Explanation of Standard
Instructional Examples
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.
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 (e.g., 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 “embracing heritage” in order to
represent visually your understanding of this phrase.
(RL.6.4, L.6.4)
Students interpret the meanings of the words and phrases in
the Navajo traditional poem, “Twelfth Song of Thunder,” 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
13
Sample Questions
• What is the meaning of ______ in paragraph 2?
• Which words help the reader understand the meaning of _____
in paragraph 5?
• What is meant by the phrase, “As solid as the ground we stand
on,” in paragraph 3?
• What is meant by the phrase, “You are the sun in my sky,” in
paragraph 1?
• What is the effect of using the word _____ in paragraph 4?
• What is the tone of the story? What word choices from the
story support your answer?
• How does the use of the phrase “barged in” rather than
“entered the room” change the tone of the scene the author is
creating?
• How does the use of the word “scrawny” rather than “skinny”
impact the image the author is creating of the character?
• What does the author’s word choice reveal about his/her
attitude towards his topic? Use examples from the text to
support your answer.
CCCS Focus Standards
RL.6.4
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.
Explanation of Standard
Teachers, please feel free to write your own notes
in this space.
Instructional Examples
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 word’s meaning.
Follow up with discussion.
Pinterest Board with Anchor Charts and Ideas for Context Clues
14
CCCS Focus Standards
Explanation of Standard
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.
Thinking Stems/Anchor Chart: Poetry
• What do you notice about the structure of this poem?
• How is the author using stanzas? lines? rhyme?
• What do you notice about the rhythm of the poem?
• How does the rhyme pattern contribute to the rhythm?
• How does this author use “sounds and silence” to create
rhythm?
• How does the author use repetition (a type of “sound”) within
the poem?
Instructional Examples
Just the Facts” 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 character’s name, his/her traits, and his/her 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 Induction?” 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?
Pinterest Board for Poetry

Where would you put each of these problem-solving
approaches (e.g., 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 (e.g., 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.
(RL.6.5, RI.6.4)
15
Sample Questions
• How does chapter 4 contribute to the rising action of the
novel? Use information from the novel to support your analysis.
• How does the author use scene 2 to begin to develop the
theme of the play? Use information from the scene as support.
• How does the description in the first stanza establish the
setting of the poem? Use information from the poem to support
your analysis.
• Analyze how chapter 3 contributes to the development of the
theme/setting/plot of the book. Use information from the text to
support your analysis.
• Analyze how scene 1 contributes to the overall structure of the
drama. Use information from the text to support your analysis.
RL.6.5 (continued)
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.
Lesson Plans and Activities:
 How Reader's 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 Father’s 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. “Now, I’m quite sure that if you were able to rescue the
dragon, which wouldn’t be the least bit easy, he’d let you ride
him most anywhere, provided you were nice to him…” The
information in the second chapter builds on the first chapter
telling the reader how Elmer can fly.
16
CCCS Focus Standards
Explanation of Standard
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.
Teachers, please feel free to write your own notes
in this space.
17
Instructional Examples
CCCS Focus Standards
RL.6.6
Explain how an author develops the
point of view of the narrator or
speaker in a text.
Explanation of Standard
Students define different types of point of view (e.g.,
omniscient, first person, third person, objective, limited
omniscient, etc.). Students will recognize and explain the
narrator’s or speaker’s point of view in a particular text.
Students will recognize the first person point of view of La
Vaughn in Virginia Euwer Wolff’s novel, Make Lemonade. They
will be able to cite examples showing La Vaughn’s point of view
and her perspective on Jolly’s way of life as compared with her
own.
Students will be able to explain how a historical author (e.g.,
Plato, Socrates, Confucius, etc.) has developed point of view in
a given text.
Instructional Examples
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 J.M. 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.
(SL.6.1, RL.6.1, RL.6.6)
Sample Questions
• Explain how Gary Paulsen develops the point of view of the
narrator in ______ (text title). Use examples from the story in
your explanation.
• What is the most likely reason why the author decided to tell
the story from Mike’s point of view? Is it effective? Why or why
not? Use examples from the story in your explanation.
• How does telling the story from Tonya’s point of view influence
the story? Use examples from the story in your answer.
Author
Characters or Narrator
My Point of view
Lesson Plans and Activities:


18
Point of View Lesson and Activities - True Story of the
Three Little Pigs
Point of View Activity
CCCS Focus Standards
RL.6.6
Explain how an author develops the
point of view of the narrator or
speaker in a text.
Explanation of Standard
Instructional Examples
Teachers, please feel free to write your own notes
in this space.
Pinterest Board with Point of View Anchor Charts
19
CCCS Focus Standards
Explanation of Standard
Instructional Examples
RL.6.7
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 “see” and
“hear” when reading the text to what
they perceive when they listen or
watch.
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.
Reflection Journal
Use a novel (e.g., The Watson’s 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:
• Using any audio equipment, record their
voices/readings of the chapter (this could be reduced to
a certain number of pages for lower-level students)
• Act out an action from the chapter
6.RL.8
(not applicable to literature)
As students read Louise Fletcher’s 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 Response/Media Appreciation
What does the phrase “I won’t grow up” 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. (RL.6.1) You may
watch the “I Won’t Grow Up” scene from the movie and then
discuss.
Sample Questions
• 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 “The Raven” by Edgar Allen
Poe alike and different from reading the poem? Use specific
examples from both versions in your answer.
• How is watching a performance of ____ (title of a play) alike
and different from reading the play? Use specific examples in
your explanation.
• Which did you prefer, listening to the audiotape version of “The
Raven” or reading the poem? Why?
• Which did you prefer, watching the filmed version of Holes or
reading the book? Why?
Lesson Plans and Activities:





20
http://learnzillion.com/lessons/1943-explain-howillustrations-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
CCCS Focus Standards
Explanation of Standard
RL.6.7
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 “see” and “hear”
when reading the text to what they
perceive when they listen or watch.
Teachers, please feel free to write your own notes
in this space.
Instructional Examples

Teaching with Illustrations Article and Lesson
Plan (author and illustrators explain their books
with video link)
Brian Selznick
The Dinosaurs of Waterhouse Hawkins
Selnick's detailed illustrations provide anothe
dimension to this biography of a little-known
scientist and his life's work.
6.RL.8
(not applicable to literature)
Mark Teague
Dear Mrs. LaRue: Letters from Obedience Sch
In this humorous look at a dog's life behind ba
Teague uses an interplay between illustrations
text to tell the whole story.
Ana Juan
The Night Eater
In this picture book, Juan's lush illustrations br
readers into the fantastical world of The Night
a creature that gobbles up darkness.
Ana Juan
Frida
In this biography of the famous painter Frida K
Juan's whimsical representations of Frida's life
incorporate and pay homage to Frida's artistic
21
CCCS Focus Standards
RL.6.9
Compare and contrast texts in
different forms or genres (e.g., stories
and poems; historical novels and
fantasy stories) in terms of their
approaches to similar themes and
topics.
Explanation of Standard
Instructional Examples
Students explain different literary forms (e.g., poems, stories,
plays, novels, etc.) and genres (e.g., 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 pieces’
approaches to the themes and topics.
Class Discussion/Venn 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.
(SL.6.1, RL.6.9)
Students compare and contrast the approaches to the theme of
isolation in Susan Glaspell’s one-act play “Trifles” and Maya
Angelou’s poem “Caged Bird”.
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.
Compare/Contrast
Using a compare/contrast chart, students compare and/or
contrast a movie and a work of literature (e.g., 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 “jigsaw” and each
student explains to the others about the demonstrated theme
and evidence to support their conclusions.
Sample Questions
Comparing Across Books Lesson Plan
22
*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 forms—a
story and a poem; historical novel and fantasy story.)
• 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 forms—a story and a poem; historical novel and
fantasy story.)
CCCS Focus Standards
Explanation of Standard
Instructional Examples
Lesson Plans and Activities:


RL.6.9
Compare and contrast texts in
different forms or genres (e.g., 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
23
Lesson Plans for RL 9 (p.11,15,17)
Target Fundamental Lesson SE014
RL.6.9
Compare and contrast texts in
different forms or genres (e.g., 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.
24
(CCCS FOCUS STANDARDS)
RL.6.2
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.
RL.6.4
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.
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.
EXTENDED TEXT
Esperanza Rising
MINI-LESSON IDEAS
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: Readaloud of Pages 1–3 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
ROUTINE WRITING
Quick Write:
Distribute students’ texts:
Esperanza Rising. Ask students to
examine the image on the cover.
Ask students to Think-Pair-Share:
“What do you notice?”
RELATED RESOURCES &
VOCABULARY
Vocabulary:
support, variety, describe,
artifact, historical, geographical,
setting; vineyard (1), slopes (1),
winding (1), gazing (1), thumping
(2), resounding (2)
“What do you wonder?”
Ask students to write their
thoughts.
History of the Mexican border with
America
1. www.geographia.com/mexico/mexicohistory.htm
2. www.pbs.org/kpbs/theborder/history/index.htm
.
4.
H
California:
Pam Muñoz Ryan, Our California,
illustrated by Rafael Lopez (Watertown,
MA: Charlesbridge Publishing, 2008),
ISBN-13: 978-1580891172, ISBN-10:
1580891179.
25
(CCCS FOCUS STANDARDS)
RL.6.1
Cite textual evidence to support
analysis of what the text says
explicitly as well as inferences
drawn from the text.
RL.6.3
Describe how a particular story’s
or drama’s plot unfolds in a series
of episodes as well as how the
characters respond or change as
the plot moves toward a
resolution.
RL.6.4
Determine the meaning of words
and phrases as they are used in a
text, including figurative.
SL.6.1
EXTENDED TEXT
Esperanza Rising
MINI-LESSON IDEAS
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 TextDependent Questions: Pages
4–8 (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
ROUTINE WRITING
RELATED RESOURCES &
VOCABULARY
Anchor Chart:
Begin a new anchor chart, Reading
Esperanza Rising. Write beneath
that heading: “Making inferences
about Esperanza’s character,”
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
26
(CCCS FOCUS STANDARDS)
RL.6.1
Cite textual evidence to support
analysis of what the text says
explicitly as well as inferences
drawn from the text.
RL.6.4
Determine the meaning of words
and phrases as they are used in a
text, including figurative.
W.6.1
Write arguments to support
claims with clear reasons and
relevant evidence.
EXTENDED TEXT
Esperanza Rising
MINI-LESSON IDEAS
Lesson 3 - Inferring about
Characters Part 1– Based on how
they respond to challenges
Chapter 3 Instructional Outline:
1. Opening
A. Entrance Ticket:
Comprehension Quiz,
Chapter 3: “Las Papayas/
Papayas” (5 minutes)
B. Engaging the Reader: Oral
Chapter Review (5 mins)
2. Work Time
A. Revisiting Papa’s Death:
Close Reading of Pages 22–
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
ROUTINE WRITING
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.
27
RELATED RESOURCES &
VOCABULARY
Vocabulary:
independently, identify,
comprehension, challenge, infer,
inference, quotes, inferential,
denial of property, human rights,
discriminatory, anguish,
smothered (23), composure,
indignation
(CCCS FOCUS STANDARDS)
RL.6.1
Cite textual evidence to support
analysis of what the text says
explicitly as well as inferences
drawn from the text.
EXTENDED TEXT
Esperanza Rising
MINI-LESSON IDEAS
Lesson 4 - Inferring about
Characters Part 2
Chapter 4 Instructional Outline:
1. Opening
A. Entrance Ticket:
Comprehension Quiz,
RL.6.3
Chapter 4: “Los Higos/Figs”
Describe how a particular story’s
(5 minutes)
or drama’s plot unfolds in a series
B. Engaging the Reader: Oral
of episodes as well as how the
Chapter Review (5 minutes)
characters respond or change as
2. Work Time
the plot moves toward a
A. Jigsaw, Part 1: How Mama,
resolution.
Abuelita, and Miguel
Respond to Challenges (20
RL.6.4
minutes)
Determine the meaning of words
B. Jigsaw, Part 2: Comparing
and phrases as they are used in a
Esperanza’s Response to the
text, including figurative.
Response of These Other
Characters (15 minutes)
W.6.2
3. Closing and Assessment
Write informative/ explanatory
A. Exit Ticket: Independent
texts to examine a topic and
Writing (10 minutes)
convey ideas, concepts, and
B. Debrief (5 minutes)
information through the selection, 4. Homework
organization, and analysis of
relevant content.
ROUTINE WRITING
Exit Ticket: Independent Writing
Distribute index cards or halfsheets of paper. Ask students to
respond to the following
prompt:
“Compare/contrast Esperanza to
the character you became an
expert on today. How is
Esperanza’s response to
challenges like the response of the
other character? How is her
response different? Use specific
details from the text to support
your answer.”
28
RELATED RESOURCES &
VOCABULARY
Vocabulary:
smothering, enveloped, scurried,
silhouetted, penetrate, salvage,
influence, discreetly, indebted,
valise, sprawling
(CCCS FOCUS STANDARDS)
RL.6.1
Cite textual evidence to support
analysis of what the text says
explicitly as well as inferences
drawn from the text.
EXTENDED TEXT
Esperanza Rising
MINI-LESSON IDEAS
Lesson 5 - Connect
Informational Text to Literature
1. Opening
A. Entrance Ticket:
Comprehension Quiz and
Chapter Title: Chapter 5
RL.6.2
“Las Guayabas/Guavas”
Determine a theme or central idea
(10 minutes)
of a text and how it is conveyed
through particular details; provide 2. Work Time
a summary of the text distinct
A. Engaging the Reader:
from personal opinions or
What Do We Already
judgments.
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
ROUTINE WRITING
Independent Writing (5 minutes)
• Distribute index cards or halfsheets of paper. Ask students to
respond to the following
prompt:
“How do you think Esperanza’s
life will be different in
California? Support your
thinking with at least one piece
of information you learned
today and one detail from
Esperanza’s train journey
described in
Chapter 5.”
• Collect students’ independent
writing to check for
understanding.
Exit Ticket: Independent Writing
Independent answer to textdependent question
29
RELATED RESOURCES &
VOCABULARY
Vocabulary:
setting, informational text,
summarize, answer, cite
evidence, immigration,
depression
(CCCS FOCUS STANDARDS)
RL.6.1
Cite textual evidence to support analysis
of what the text says explicitly as well as
inferences drawn from the text.
RL.6.3
Describe how a particular story’s or
drama’s plot unfolds in a series of
episodes as well as how the characters
respond or change as the plot moves
toward a resolution.
RL.6.4
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.
SL.6.1
EXTENDED TEXT
Esperanza Rising
MINI-LESSON IDEAS
ROUTINE WRITING
Lesson 6 - Contrast Two Settings Exit Ticket: Independent Writing
1. Opening
(10 minutes)
A. Entrance Ticket:
• Distribute index cards or halfComprehension Quiz,
sheets of paper. Ask students to
Chapter 6: “Los
respond to the following
Melones/Cantaloupes” (5
prompt:
minutes)
* “On page 99, Marta tells
B. Engaging the Reader: Oral
Esperanza, ‘Just so you know,
Chapter Review (5 minutes)
this isn’t Mexico. No one will
2. Work Time
be waiting on you here.’
A. Answering Questions in
What does she mean? How
Triads: Comparing
is Esperanza’s life different in
California to Mexico (15
California? Cite details from
minutes)
the text to support your
B. Guided Practice: Setting
answer.”
and Metaphor (20 minutes)
• Have students begin a page in
3. Closing and Assessment
their journal to take notes on
A. Exit Ticket: Independent
the character Marta. Have
Writing (10 minutes)
students record what they know
B. Debrief (5 minutes)
about her so far.
4. Homework
30
RELATED RESOURCES &
VOCABULARY
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 “serving”)
(CCCS FOCUS STANDARDS)
RL.6.3
Describe how a particular story’s
or drama’s plot unfolds in a series
of episodes as well as how the
characters respond or change as
the plot moves toward a
resolution.
RL.6.4
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.
EXTENDED TEXT
Esperanza Rising
MINI-LESSON IDEAS
Lesson 7 - Point of View:
Compare Persepectives of Two
Characters
ROUTINE WRITING
Exit Ticket: Independent Writing
(5 minutes)
• Distribute index cards or halfsheets of paper. Ask students to
respond to the prompt:
1. Opening
A. Entrance Ticket:
•
Comprehension Quiz,
Chapter 7: “Las
Cebollas/Onions” (5
minutes)
B. Engaging the Reader: Oral
Chapter Review (5 minutes)
2. Work Time
A. The Onion: Close Reading of
Pages 116–117 (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
31
“How 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 Esperanza’s character?
Use specific details from the
text in your answer.”
RELATED RESOURCES &
VOCABULARY
Vocabulary:
describe, influence, create,
passage, cite, literary elements,
point of view, perspective,
visualize, willing (as in “will”),
tittered, humiliation, ridicule
(CCCS FOCUS STANDARDS)
RL.6.1
Cite textual evidence to support
analysis of what the text says
explicitly as well as inferences
drawn from the text.
EXTENDED TEXT
Esperanza Rising
MINI-LESSON IDEAS
Lesson 8 - Understanding
Theme
Opening
A. Entrance Ticket:
Comprehension Quiz,
Chapter 8: “Las
Almendras/Almonds” (5
RL.6.2
minutes
Determine a theme or central idea
B.
Engaging the Reader: Oral
of a text and how it is conveyed
Chapter Review
through particular details; provide
(5 minutes)
a summary of the text distinct
C.
Adding to Anchor Chart:
from personal opinions or
Reading Esperanza Rising (5
judgments.
minutes)
2. Work Time
RL.6.4
A. Big Metaphors: Answering
Determine the meaning of words
Questions in Triads (15
and phrases as they are used in a
minutes)
text, including figurative and
B. Inferring Themes in
connotative meanings; analyze
Esperanza Rising (25
the impact of a specific word
minutes)
choice on meaning and tone.
3. Closing and Assessment
A.
Exit Ticket: Independent
Writing (5 minutes)
4. Homework
ROUTINE WRITING
Exit Ticket: Independent Writing
(5 minutes)
•
Remind students of the learning
targets for today’s lesson by
reading them out loud or having
a student do so.
•
Distribute index cards or halfsheets of paper. Ask students to
respond to the following
prompt:
* “Choose to write about either
the rosebush or the kitten.
Why is this ‘big metaphor’ so
important in the story? What
message is the author trying
to give us as readers?”
32
RELATED RESOURCES &
VOCABULARY
Vocabulary:
interpret, identify, figurative
language, metaphor, symbol;
flan, bloom, meek, wages
(CCCS FOCUS STANDARDS)
RL.6.1
Cite textual evidence to support
analysis of what the text says
explicitly as well as inferences
drawn from the text.
EXTENDED TEXT
Esperanza Rising
MINI-LESSON IDEAS
Lesson 9 - Mid-Unit Assessment
and Discussing Theme
Opening
A.
Engaging the Reader:
Revisiting the Reading
RL.6.2
Esperanza Rising Anchor Chart
Determine a theme or central idea
(5 minutes)
of a text and how it is conveyed
2. Work Time
through particular details; provide
A.
Mid-Unit 2 Assessment:
a summary of the text distinct
Analyzing Sections of
from personal opinions or
Esperanza Rising on My Own
judgments.
(30 minutes)
B.
Final Word Seminar on
RL.6.3
Metaphors and Themes (20
Describe how a particular story’s
minutes)
or drama’s plot unfolds in a series
C.
Optional Review of Using
of episodes as well as how the
Context Clues (If Time Permits)
characters respond or change as
(5 minutes)
the plot moves toward a
3. Closing and Assessment
resolution.
A.
Debrief (5 minutes)
4. Homework
RL.6.4
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.
ROUTINE WRITING
Mid-Unit 2 Assessment:
Analyzing Sections of Esperanza
Rising on My Own (see supporting
materials)
33
RELATED RESOURCES &
VOCABULARY
Vocabulary:
crochet, lopsided, bunched up,
protectively, unpredictable,
correspondence, zigzag
(CCCS FOCUS STANDARDS)
RL.6.1
Cite textual evidence to support
analysis of what the text says
explicitly as well as inferences
drawn from the text.
EXTENDED TEXT
Esperanza Rising
MINI-LESSON IDEAS
Lesson 10 - Characters
Changing over TIme
ROUTINE WRITING
Independent Writing (10 mins)
•
Vocabulary:
Review the learning targets with confronted, compare, contrast,
physically, emotionally, fitful,
students by reading them out
loud or calling on students to do uneasily, valise, hands wide (i.e.
measurement), scent, uneasily,
so.
clutched, intent, listless,
Distribute index cards or halfdepressed, patrona
sheets of paper. Ask students to
respond to the following
prompt:
Opening
A. Entrance Ticket:
Comprehension Quiz, Chapter
•
10: “Las Papas/Potatoes”
RL.6.2
(5 minutes)
Determine a theme or central idea
B. Engaging the Reader: Oral
of a text and how it is conveyed
Chapter Review (5 minutes)
through particular details; provide
2.
Work
Time
*
“How is Esperanza
a summary of the text distinct
A. Esperanza and Mama:
changing? Cite evidence from
from personal opinions or
Answering Questions in Triads
Chapter 10: ‘Las
judgments.
(15 minutes)
Papas/Potatoes’ to support your
B. How Much Is Esperanza
opinion.”
RL.6.3
Changing?
Describe how a particular story’s
Collect students’ independent
(10 minutes)
or drama’s plot unfolds in a series
writing to check for individual
C. Revisiting the Metaphor of
of episodes as well as how the
understanding.
Abuelita’s Blanket: Close Reading
characters respond or change as
of Pages 159–161 (15 minutes)
the plot moves toward a
3. Closing and Assessment
resolution.
A. Independent Writing
(10 minutes)
RL.6.4
B. Debrief (5 minutes)
Determine the meaning of words
4. Homework
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.
34
RELATED RESOURCES &
VOCABULARY
(CCCS FOCUS STANDARDS)
EXTENDED TEXT
Esperanza Rising
MINI-LESSON IDEAS
ROUTINE WRITING
Lesson 11 - Why Workers Strike Exit Ticket: Independent Writing
RL.6.2
Determine a theme or central idea Background Info
(5 minutes)
of a text and how it is conveyed
• Ask students to complete the
through particular details; provide Opening
right-hand column of the On
A. Entrance Ticket:
a summary of the text distinct
Strike! note-catcher.
Comprehension Quiz, Chapter
from personal opinions or
11: “Los Aguacates/Avocados” • Collect this writing to assess
judgments.
students’ understanding of
(5 minutes)
strikes, and why workers in the
B. Engaging the Reader: Oral
book might or might not choose
Chapter Review (5 minutes)
to strike as a response to the
2. Work Time
challenges they are facing.
A. Challenges to Human Rights in
Esperanza Rising (10 minutes)
B. What Is a Strike? (15 minutes)
C. Reviewing the UDHR: Readaloud 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
35
RELATED RESOURCES &
VOCABULARY
Vocabulary:
explain, argue, record, strike,
striking, arguments, migrant
(camp), company (camp); stocks,
manual labor, Negroes, tossed
out, makings, spigots, jumble,
humanity
(CCCS FOCUS STANDARDS)
EXTENDED TEXT
Esperanza Rising
MINI-LESSON IDEAS
Lesson 12: Contrasting
Perspectives
Opening
A. Entrance Ticket:
Comprehension Quiz,
Chapter 12: “Los
Espárragos/Asparagus”
(5 minutes)
RL.6.3
B. Engaging the Reader: Oral
Describe how a particular story’s
Chapter Review (5 minutes)
or drama’s plot unfolds in a series
2. Work Time
of episodes as well as how the
A. Reviewing the UDHR: Readcharacters respond or change as
aloud of UDHR Article 23
the plot moves toward a
(5 minutes)
resolution.
B. Jigsaw, Part 1: How
W.6.2
Esperanza, Miguel, and
Write informative/ explanatory
Marta Respond to
texts to examine a topic and
Challenges (20 minutes)
convey ideas, concepts, and
C. Jigsaw, Part 2: Which
information through the selection,
Character’s Response Do
organization, and analysis of
You Agree With? (15 mins)
relevant content.
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
RL.6.1
Cite textual evidence to support
analysis of what the text says
explicitly as well as inferences
drawn from the text.
ROUTINE WRITING
Exit Ticket: Independent Writing
(5 minutes)
•
Distribute index cards or half
sheets of paper. Ask students to
respond to the following
prompt:
* “Was it a good or bad idea for
the workers to strike? Why or
why not? Cite specific
evidence to support your
answer.”
36
RELATED RESOURCES &
VOCABULARY
Vocabulary:
strike, striking, explain, argue,
arguments; favorable,
remuneration, worthy, interests
(from Article 23 of the UDHR),
strikers’ (camp), company (camp),
menacing, conflicted,
sympathetic, cause, misjudged
(CCCS FOCUS STANDARDS)
RL.6.1
Cite textual evidence to support analysis
of what the text says explicitly as well as
inferences drawn from the text.
RL.6.3
Describe how a particular story’s or
drama’s plot unfolds in a series of
episodes as well as how the characters
respond or change as the plot moves
toward a resolution.
RL.6.4
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.
RL.6.6
Explain how an author develops the
point of view of the narrator or speaker
in a text.
SL.6.1
EXTENDED TEXT
Esperanza Rising
MINI-LESSON IDEAS
Lesson 13 - Gathering Evidence
and Using a Two Voice Poem
Opening
A. Entrance Ticket:
Comprehension Quiz,
Chapter 13: “Los
Duraznos/Peaches” (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
Notes/T-Charts (15 minutes)
C. Collaborative Work: Planning
a Two-Voice Poem (15
minutes)
3. Closing and Assessment
A. Sharing (5 minutes)
4. Homework
ROUTINE WRITING
RELATED RESOURCES &
VOCABULARY
Writing: Planning for a Two-Voice Vocabulary:
Poem
inference, explain, perform,
character, poem, structure,
evidence, dialogue
37
(CCCS FOCUS STANDARDS)
W.6.5
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.
EXTENDED TEXT
Esperanza Rising
MINI-LESSON IDEAS
ROUTINE WRITING
Lesson14 - Writing a Critique
and Revising a Two-Voice Poem
Collaborative Work:
Opening
A. Entrance Ticket:
Comprehension Quiz, Chapter
14: “Las Uvas/Grapes” (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: PraiseQuestion-Suggest Protocol (20
minutes)
C. Revising Two-Voice Poem (15
minutes)
3. Closing and Assessment
A. Debrief (5 minutes)
4. Homework
•
Drafting, Sharing, and Revising
a Two-Voice Poem
•
•
•
•
38
Review the learning targets
Make sure that they remember
what a two-voice poem is by
checking their understanding
Review the anchor chart: TwoVoice Poems from Lesson 13.
Give students just 5 to 6
minutes with their triad or new
writing group to continue to
draft their poem.
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.
RELATED RESOURCES &
VOCABULARY
Vocabulary:
contrasts, specific, feedback, selfreflection, two-voice, paraphrase,
inference
(CCCS FOCUS STANDARDS)
RL.6.1
Cite textual evidence to support
analysis of what the text says
explicitly as well as inferences
drawn from the text.
RL.6.3
Describe how a particular story’s
or drama’s plot unfolds in a series
of episodes as well as how the
characters respond or change as
the plot moves toward a
resolution.
RL.6.4
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.
SL.6.5
EXTENDED TEXT
Esperanza Rising
MINI-LESSON IDEAS
Lesson 15 - Metaphors and
Themes + Performing a TwoVoice 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
ROUTINE WRITING
Finalizing and Performing TwoVoice Poems (15 minutes)
•
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.
•
After about 10 minutes, invite
some groups to perform their
two-voice poems for the class.
After each performance, ask
students in the audience to
offer one piece of specific praise
about the content of the poem.
•
39
RELATED RESOURCES &
VOCABULARY
Vocabulary:
interpret, identify, figurative
language, metaphor; second-class
citizen, confront, prophecy, stitch
(CCCS FOCUS STANDARDS)
RL.6.1
Cite textual evidence to support analysis
of what the text says explicitly as well as
inferences drawn from the text.
RL.6.2
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.
RL.6.3
Describe how a particular story’s or
drama’s plot unfolds in a series of
episodes as well as how the characters
respond or change as the plot moves
toward a resolution.
W.6.2
Write informative/ explanatory texts to
examine a topic and convey ideas,
concepts, and information through the
selection, organization, and analysis of
relevant content.
W.6.5
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.
EXTENDED TEXT
Esperanza Rising
MINI-LESSON IDEAS
ROUTINE WRITING
RELATED RESOURCES &
VOCABULARY
Lesson 16 - Paragraph Writing:
How Esperanza Responds on the Introduction to Paragraph Writing Vocabulary:
Train
(10 minutes)
informative, explanatory,
paragraph, essay, compares,
• Direct students to the learning
Opening
contrasts, topic sentence, body,
target
A. Celebration of Two-Voice
conclusion
• Then read the posted Sample
Poems (5 minutes)
Paragraph for Chapter 3 (on
2. Work Time
chart paper)
A. How Esperanza Responded
• Using a different color marker
on the Train: Answering
for each, underline the topic
Questions in Triads (10
statement, detail, explain, and
minutes)
conclusion on the graphic
B. Guided Practice:
organizer.
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
40
(CCCS FOCUS STANDARDS)
EXTENDED TEXT
Esperanza Rising
MINI-LESSON IDEAS
ROUTINE WRITING
Guided Practice: Complete Draft
Paragraph 1 (10 minutes)
RL.6.1
Cite textual evidence to support analysis
of what the text says explicitly as well as
inferences drawn from the text.
Lesson17 - Paragraph Writing
Part 2
RL.6.2
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.
A. Review of Learning Targets
and Criteria for Success (10
minutes)
2. Work Time
Peer Critique of Graphic
A. Guided Practice: Complete
Organizer for Paragraph 2 (10
Draft Paragraph 1 (10
minutes)
minutes)
• Keep students in triads and ask
B Peer Critique of Graphic
students to exchange the
Organizer for Paragraph 2 (10
graphic organizers they
minutes)
completed for homework,
C. Independent Writing:
about a second event later in
Drafting Paragraph 2 (15
the novel.
minutes)
D. Group Discussion: How
Independent Writing: Drafting
Esperanza Changes over
Paragraph 2 (15 minutes)
Time; the Phoenix Metaphor
• Distribute the Paragraph 2 task
(10 minutes)
card to students and ask them to
3. Closing and Assessment
start writing their second
A. Debrief (5 minutes)
paragraphs.
4. Homework
RL.6.3
Describe how a particular story’s or
drama’s plot unfolds in a series of
episodes as well as how the characters
respond or change as the plot moves
toward a resolution.
W.6.2
Write informative/ explanatory texts to
examine a topic and convey ideas,
concepts, and information through the
selection, organization, and analysis of
relevant content.
W.6.5
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.
• 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.
1. Opening
• They should begin with their
Paragraph 2 graphic organizer
(completed for homework) and
the feedback they just received
from peers.
41
RELATED RESOURCES &
VOCABULARY
Vocabulary:
informative, explanatory,
paragraph, essay, compare,
contrast, topic sentence, body,
conclusion, phoenix
(CCCS FOCUS STANDARDS)
RL.6.1
Cite textual evidence to support analysis
of what the text says explicitly as well as
inferences drawn from the text.
RL.6.2
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.
RL.6.3
Describe how a particular story’s or
drama’s plot unfolds in a series of
episodes as well as how the characters
respond or change as the plot moves
toward a resolution.
W.6.2
Write informative/ explanatory texts to
examine a topic and convey ideas,
concepts, and information through the
selection, organization, and analysis of
relevant content.
W.6.4
Produce clear and coherent writing in
which the development, organization,
and style are appropriate to task,
purpose, and audience.
W.6.5
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.
W.6.9 Draw evidence from literary or
informational texts to support analysis,
reflection, and research
EXTENDED TEXT
Esperanza Rising
MINI-LESSON IDEAS
ROUTINE WRITING
Lesson 18 - Assessment: OnDemand Analytical Essay ...How
Esperanza Changes Over Time
End of Unit 2 Assessment:
Revising Paragraphs 1 and 2,
Writing Paragraph 3 (35
minutes)
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
•
42
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.
RELATED RESOURCES &
VOCABULARY
Vocabulary:
informative, explanatory,
paragraph, essay, compares,
contrasts, topic sentence, body,
conclusion, phoenix
STANDARDS
RI.6.1
Cite textual evidence to support
analysis of what the text says
explicitly as well as inferences
drawn from the text.
RI.6.2
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.
RI.6.4
Determine the meaning of words
and phrases as they are used in a
text, including figurative,
connotative, and technical
meanings.
RI.6.7
Integrate information presented
in different media or formats
(e.g., visually, quantitatively) as
well as in words to develop a
coherent understanding of a topic
or issue.
RI.6.8
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.
SHORT TEXTS
MINI-LESSON IDEAS
Social Studies: VIDEO and ARTICLE
ROUTINE WRITING
United Nations, Universal Declaration of Human Rights: Plain
Language Version.
www.un.org/cyberschoolbus/humanrights/resources/plain.asp
(last accessed August 6, 2012).
• 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.
• Ask students to listen as you read the first sentence of the
UDHR aloud: “All humans are born free in dignity and rights.”
• 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 - “For Every Child”
(10 minutes)
• 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).
• 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.
• 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.
• Play the 4-minute UNICEF video “For Every Child”
43
W.6.2
Write informative/ explanatory
texts to examine a topic and
convey ideas, concepts, and
information through the
selection, organization, and
analysis of relevant content.
SL.6.1
Engage effectively in a range of
collaborative discussions ….
building on others’ ideas and
expressing their own clearly.
SL.6.2
Interpret information presented
in diverse media and formats
and explain how it contributes to
a topic, text, or issue under
study.
• 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.
RELATED RESOURCES
& VOCABULARY
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.
• 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.
STANDARDS
SHORT TEXTS
MINI-LESSON IDEAS
ROUTINE WRITING
RI.6.1
Cite textual evidence to support
analysis of what the text says
explicitly as well as inferences
drawn from the text.
THEME of ARTICLE and POEMS
W.6.8
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
RI.6.2
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.
RI.6.7
Integrate information presented in
different media or formats (e.g.,
visually, quantitatively) as well as
in words to develop a coherent
understanding of a topic or issue.

Lesson 5:
Identifying Theme: Connecting
Passages from Esperanza
Rising to Human Rights
Writing:
Students cite evidence from the
book to show the connection
between the UDHR article and
poems as they relate to theme.
44
RELATED RESOURCES
STANDARDS
RI.6.1
Cite textual evidence to
support analysis of what
the text says explicitly as
well as inferences drawn
from the text.
RI.6.2
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.
RI.6.4
Determine the meaning
of words and phrases as
they are used in a text,
including figurative,
connotative, and
technical meanings.
SHORT TEXTS
MINI-LESSON IDEAS
ROUTINE WRITING
RELATED RESOURCES
Social Studies: The Depression:
W.6.2
Write informative/ explanatory texts to
examine a topic and convey ideas,
concepts, and information through the
selection, organization, and
analysis of relevant content.
Movie: The Grapes of Wrath
http://www.youtube.com/results?search_query=the+grape
s+of+wrath (short clips)
1.
www.newdeal.feri.org/eleanor/er2a.html
How the Depression affected children
2.
www.newdeal.feri.org/eleanor/cvb0335.ht
ml
A letter to Mrs. Roosevelt from an
eleven-year-old girl
3. www.michigan.gov/dnr/0,4570,7-15354463_18670_18793-53511--,00.html
“I remember . . .”: Reminiscences of the
Great Depression: Several stories from
people who lived through the Great
Depression
Essay Writing:
After accessing several accounts of life
during the depression, students will
compare and contrast present day
situations with those during the
depression.
Images / Photographs:
https://www.google.com/search?q=great+depression+era
+poems&newwindow=1&espv=2&tbm=isch&tbo=u&sourc
e=univ&sa=X&ei=jkeHU5SOemhsATdm4HYCQ&ved=0CEEQsAQ&biw=1366&bih=64
3
4.
www.americaslibrary.gov/jb/wwii/jb_wwii
_subj.html:
The Depression and World War II
RI.6.7
Integrate information
presented in different
media or formats (e.g.,
visually, quantitatively) as
well as in words to
develop a coherent
understanding of a topic
or issue.
Folk Songs of the Great Depression:
http://www.youtube.com/results?search_query=songs+a
bout+the+great+depression
 Brother, Can You Spare a Dime?
 I am a Man of Constant Sorrow
45
STANDARDS
SHORT TEXTS
MINI-LESSON IDEAS
ROUTINE WRITING
RI.6.1
Cite textual evidence to support analysis
of what the text says explicitly as well as
inferences drawn from the text.
Poetry for Young People by
Maya Angelou
W.6.8
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
RI.6.2
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.
RI.6.4
Determine the meaning of words and
phrases as they are used in a text,
including figurative, connotative, and
technical meanings.


Life Doesn’t Frighten Me
RELATED RESOURCES
Writing:
Select a poem and a passage from the
novel for Close Reading. Have students
analyze for literary elements.
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.
Videos of Maya Angelou's Speeches and Songs
RI.6.7
Integrate information presented in
different media or formats (e.g.,
visually, quantitatively) as well as in
words to develop a coherent
understanding of a topic or issue.
46
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
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 Life’s Songs
Ashley Bryan (author/illustrator), Bill McGuinness
(photographer)
Literature
970
Lexile text measures band level (740 - 1010L)
Title
Author And Illustrator
Text Type
Lexile Measure
Lexile text measures above band level (over 1010L)
César: ¡Sí, se puede!/Yes, We Can!
Carmen T. Bernier-Grand
(author), David Diaz (illustrator)
Poetry
Not provided
Elegy on the Death of César Chávez
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
Poetry for Young People: Maya Angelou
Edwin Graves Wilson, Ph.D. (editor), Jerome
Lagarrigue (illustrator)
Poetry
Not provided
Out of the Dust
Karen Hesse (author)
Prose
Not provided
47
Not provided