5th Grade English Language Arts Unit 4: Analyzing Characters in Fiction Anchor Text(s) Pacing 6 weeks Esperanza Rising by Pam Muñoz Ryan Unit Overview In this unit, students will develop their character analysis skills through the novel Esperanza Rising. This novel is set mostly in rural California during the 1930s, so students will have the opportunity to apply the knowledge they built in Unit 3 about Mexican immigration, the Great Depression, the Dust Bowl, and lives of field workers throughout reading. In Esperanza Rising, Esperanza and her family face numerous challenges and hardships. Students will analyze how a variety of characters in the novel respond to these difficult circumstances. Students will explore Esperanza’s motivation and perspective by comparing and contrasting her with other characters. They will also compare and contrast settings and events in order to illuminate and track important changes. Ultimately, students will analyze and articulate in a culminating essay how Esperanza’s life experiences shape and change her perspective, values, and outlook on life. By analyzing characters and the lesson they learn, students will also uncover the author’s central themes about family, loss, community, w ealth, and injustice. Students will investigate how the author’s use of figurative language, particularly “big metaphors” that run throughout the story, enrich the novel and reveal themes. Pam Munoz Ryan expertly integrates these symbolic extended metaphors in beautiful ways that are essential to the story’s meaning. Therefore, students will spend time interpreting different proverbs and metaphors, and analyzing how they contribute to the story. Students will also read supplemental texts that continue to build knowledge about the historical time period and other concepts central to understanding the novel, such as why workers go on strike. Their understanding of life in rural California during the Great Depression, especially for immigrants who faced the additional injustice of prejudice, will continue to grow throughout the unit. During the unit’s final week, students will complete two performance tasks: a literary analysis essay exploring how and why Esperanza changes and an online MCLASS assessment that assesses student mastery of the priority standards when reading a new passage. Unit 5.4: Analyzing Characters in Fiction Essential Questions Standards-­‐Based Essential Questions: I.
How can details from the text help us get to know characters deeply? II.
Why and how should readers compare people, perspectives, settings, and events? III.
How can we analyze how characters change over time? What lessons can we learn from analyzing character changes? IV.
How does an author use figurative language (metaphors) to convey deeper ideas and themes? Thematic Essential Questions: I.
How do the challenges and hardships we face change us? II.
How do our experiences and community shape us? III.
What is truly valuable in life? Genre and Standards-­‐Based Vocabulary •
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Characterization
Character development
Turning point Reaction
Response Challenge Compare
Contrast
Setting Perspective
Point of view
Figurative language
Metaphor Extended metaphor
Symbol Theme Influence Impact Compare
Contrast
Similarity
Difference Dynamic Cutting to the Core I: Building knowledge through content-­‐rich nonfiction and informational texts Ø “Students need to be grounded in information about the world around them if they are to develop the strong general knowledge and vocabulary they need to become successful readers” II: Reading and writing grounded in evidence from the text Ø “Quality text-­‐based questions, unlike low-­‐level "search and find" questions, require close reading and deep understanding of the text” III: Regular practice with complex text and its academic vocabulary Ø “The ability to comprehend complex texts is the most significant factor differentiating college-­‐
ready from non-­‐college-­‐ready readers. This shift toward complex text requires practice, supported through close reading” Unit 5.4: Analyzing Characters in Fiction Common Core State Standards (Including how the standards progress across grade levels) RL.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RL.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RL.4.2: Determine a theme of a story, drama, or poem from details in the text; summarize the text. RL.5.2: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. RL.4.3: Describe in depth a character, setting, or RL.5.3: Compare and contrast two or more event in a story or drama, drawing on specific characters, settings, or events in a story or details in the text (e.g., a character’s thoughts, drama, drawing on specific details in the text words, or actions) (e.g., how characters interact). RL.4.4: Determine the meaning of words and RL.5.4: Determine the meaning of words and phrases as they are used in a text, including phrases as they are used in a text, including those that allude to significant characters found figurative language such as metaphors and in mythology (e.g., Herculean). similes. RL.4.5: Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage RL.4.6: Compare and contrast the point of view from which different stories are narrated, including the difference between first-­‐ and third-­‐person narrations. RI.4.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text. 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.5.5: Explain how a series of chapters, RL.6.5 Analyze how a particular sentence, scenes, or stanzas fits together to provide the chapter, scene, or stanza fits into the overall overall structure of a particular story, drama, or structure of a text and contributes to the poem. development of the theme, setting, or plot. RL.5.6: Describe how a narrator or speaker's point of view influences how events are described. RL.6.6: Explain how an author develops the point of view of the narrator or speaker in a text. RI.5.2: Determine two or more main ideas of a RI.6.2: Determine a central idea of a text and text and explain how they are supported by key how it is conveyed through particular details; details; summarize the text. provide a summary of the text distinct from personal opinions or judgments. Unit 5.4: Analyzing Characters in Fiction W.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented. W.4.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. • Apply grade 4 Reading standards to literature (e.g., "Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character's thoughts, words, or actions]."). W.5.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented. W.5.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. • Apply grade 5 Reading standards to literature (e.g., "Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]"). L.4.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.5.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 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.6.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. • 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"). L.6.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings Unit 5.4: Analyzing Characters in Fiction Anchor Text: Esperanza Rising by Pam Muñoz Ryan Overview Important Considerations for Instruction Esperanza believed her life would be wonderful forever. She would always live on her family’s ranch in Mexico. She would always have fancy dresses and a beautiful home filled with servants. Papa and Abuelita would always be with her. But a sudden tragedy shatters her world and forces Esperanza and Mama to flee to California, where they settle in a camp for Mexican farm workers. Esperanza is not ready for the hard labor and financial struggles brought on by the Great Depression, and the lack of acceptance she now faces. When Mama gets sick, and a strike for better working conditions threatens to uproot their new life, Esperanza must find a way to rise above her difficult circumstances because Mama’s life and her own depend upon it. This beautifully written novel follows Esperanza as she is faced with hardships and challenges she never imagined she’d be confronted with. Throughout the story, Esperanza grows and changes: she becomes more independent, develops a strong sense of responsibility, and begins to understand her own inner strength and the value of family and community. I. Text Complexity: Esperanza Rising has a Lexile measure of 750L, which means that it will be accessible to most students at this point in the year. Its figurative language and specific vocabulary increase the complexity of this novel. II. Big Ideas/Themes: One major theme of the novel is that family and community are more important than monetary wealth. Another essential theme that emerges through Esperanza’s experiences is that tragedy and hardship can make us stronger and can change us in many ways. Finally, themes about dealing with and fighting back against prejudice and injustice run throughout the second half of the book. III. Text Structure: The novel is organized chronologically, and each chapter is named for a significant fruit or vegetable (papayas, potatoes, asparagus, etc.). The novel is also cyclical in that it begins and ends with the harvest of “Las Uvas” (grapes), emphasizing all that has changed and lessons that have been learned. The novel is told from the third-­‐person point of view, but readers have access to the inner thoughts and feelings of Esperanza. III. Real World Connections: Many students will be able to relate to the experience of moving to a new place where nothing is the same. Change and loss are challenging experiences for many people, so it’s easy to connect with what Esperanza goes through. The real-­‐world issues of immigration policy, life in migrant work camps, and workers going on strike for better conditions and living wages are still relevant today. IV. Potential Challenges: The author integrates Spanish phrases and quotes throughout the book, but almost always incorporates an English translation within the next paragraph. The author also includes multiple extended metaphors that reveal themes and enrich the story’s meaning; students will need support and time to grapple with the meaning of these metaphors/symbols. There is also frequent discussion of striking and worker conditions once Esperanza’s family moves to America. For this reason, it is important to build knowledge about these topics and support students in comparing and contrasting different perspectives on these issues. Unit 5.4: Analyzing Characters in Fiction Instructional Calendar Weekly Focus Teaching Points Week 1: I. Describe the geographical and historical setting of Esperanza Rising, incorporating details from the novel and supplemental text and photographs (RI.2, RL.3) • Explain that when reading historical fiction, good readers build knowledge about the story’s setting in order to better understand the events and characters. Setting has two parts: the historical time period and the geographical place. • See the “Aguascalientes, Mexico: 1924” Engage NY document in Appendix D for lesson plan guidance and resources to help students engage with this teaching point. In order to describe the historical and geographical setting of the novel, students can complete a “jigsaw” activity and read/visualize pages 1-­‐3 of Esperanza. II. Get to know main characters by analyzing details from the text and drawing conclusions (RL.3) • Analyze how Esperanza feels about herself, her family, and her home o Describe Esperanza’s relationship with her father using details from the text o Infer Esperanza’s character traits by analyzing her words, thoughts, actions, behavior, and her interactions with other characters • Make inferences about characters (Mama, Miguel, Abuelita) based on how they respond to challenges o Use the close reading activity and list of text-­‐dependent questions in Appendix D while reading “Las Papayas/Papayas” (in Appendix D). They lead students to analyze characters’ responses to challenges using text evidence. (continued on next page) RL.2 RL.3 RL.4 Texts and Resources Suggestions for Implementation Anchor Text: •
Aguascalientes, Mexico: 1924, Las Uvas/Grapes, and Las Papayas/Papayas Pages 1-­‐38 Supplemental Texts (Appendix B) • Background texts and links to photographs: Historical and Geographical Setting (with corresponding graphic organizer) •
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Supplemental Resources (Appendix D) “Aguascalientes, Mexico: 1924” Engage NY Lesson Plan Jigsaw Protocol “Las Uvas” Text-­‐
Dependent Questions (from EngageNY) Revisiting Papa’s Death: LP and “How Characters Respond to Challenges” TDQs •
Throughout this unit plan, you’ll see references to a variety of resources from the Engage NY curriculum. The documents that are most closely related to our teaching points are included in the appendices, but please adapt and/or supplement these as needed for your class and purpose. Additional resources can be found online (free) at www.engageny.org. The first teaching point assumes some prior knowledge of these topics from Unit 3. Make sure students also have access to the photographs that correspond to each chunk of text, which can be accessed using the links at the end of the Engage NY lesson plan. Unit 5.4: Analyzing Characters in Fiction III. Interpret proverbs and analyze how they reveal important ideas (RL.4) • Teaching Point: A “proverb” is a short, wise saying that expresses a belief or truth. Proverbs are usually specific to a particular culture or country, and they reflect the values and beliefs the people hold. Many proverbs are metaphorical, which means they have deeper meaning and can stand for much more than what they say on the surface. o Students should illustrate and paraphrase the two Mexican proverbs the author includes on the first page. What do they mean literally? What could they mean on a deeper level or out in the world? Explain that we’ll revisit these proverbs after we read the novel to see how they add meaning to the story. § “He who falls today may rise tomorrow.” § “The rich person is richer when he becomes poor, than the poor person when he becomes rich.” •
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Use illustration to help students interpret and paraphrase the meaning of proverbs and figurative language. Post a map of Mexico and the United States to help students visualize Esperanza’s journey. Unit 5.4: Analyzing Characters in Fiction Week 2: RL.2 RL.3 RL.4 I. Make inferences about characters based on how they respond to challenges (RL.3) • In “Los Higos/Figs,” analyze how characters’ behavior in response to challenges reveals aspects of who they are. Students can discuss and write in response to the text-­‐
dependent questions in Appendix D when analyzing Mama, Miguel, and Abuelita’s responses to challenges presented by the uncles after Papa’s death. • Track how Esperanza responds to various situations and analyze why she behaves this way. Start to infer how and why her responses are so different from other characters’ responses at this point in the story. o See the text-­‐dependent questions for “Las Guayabas/Guavas” in Appendix D that address the significant moment on the train. Students will also revisit this moment in their culminating essays. II. Use comparing and contrasting to deepen your understanding of characters and settings. (RL.3) • Compare and contrast Esperanza’s point of view with other characters’ points of view o For example, zoom in on the scene on pages 52-­‐53 when Esperanza misunderstands the purpose of the box of clothes, or pages 58-­‐60 when she can’t comprehend the full implications of her new situation. Why does she naturally respond the way she does? How and why does her perspective at this point in the book differ from Mama’s? o Zoom in on pages 74 – top of 75 and determine differences between Esperanza’s attitude about moving to California and Miguel’s attitude. Make inferences, drawing on details from past chapters, about why their perspectives differ on this issue. Another passage that lends itself to comparing Miguel and Esperanza is on pages 78-­‐80. • Contrast two settings (Mexico and California) while reading Los Melones/Cantaloupes. See Appendix D for text-­‐dependent Anchor Text: •
Los Higos/Figs, Las Guayabas/Guavas, and Los Melones/Cantaloupes Pages 39-­‐99 Supplemental Texts (Appendix B) •
n/a Supplemental Resources (Appendix D) • Anchor Charts: Making Thinking Visible • “Los Higos/Figs” Text-­‐
Dependent Questions (response to challenges) • “Las Guayabas” TDQs •
• “Los Melones/ Canteloupes” Engage NY LP and TDQs • Sentence Frames (use Compare/Contrast page this week, others are for reference) •
Begin an anchor chart titled “Big Metaphors and Themes in Esperanza Rising.” Add to it throughout your reading of the novel. Post an anchor chart with the “language” of comparing and contrasting to support students and especially ELLs. See Appendix D for examples. Also provide comparing and contrasting graphic organizers to help students organize their thoughts and sort details from the text. There are no supplemental texts listed for this week because the section of the anchor text you’re reading is longer. You may want to do a longer read-­‐aloud some days this week so that others can be spend rereading short section in order to analyze. The phrase “big Unit 5.4: Analyzing Characters in Fiction questions that lead students to contrast the two settings. Based on the differences, students should anticipate future challenges Esperanza will face once they arrive in California. III. Interpret big, repeating metaphors in Esperanza Rising and analyze how they reveal important ideas and themes (RL.2, RL.4) • Teaching Point: Metaphors are a type of figurative language where an author compares two things (without using “like” or “as”) that are similar in at least one important way. Sometimes a metaphor represents, or symbolizes, an important character or idea that appears again and again in a story. This type of metaphor is called an “extended metaphor” or, as we’ll call it, a “big metaphor.” o Read pages 1-­‐3 and pages 90-­‐93 together to uncover (and model thinking about) one of the novel’s big metaphors: the “heartbeat” of the land as an “anchor” to her home and to Papa, and the silence/fear of being “untethered” she experiences is a symbol for how lost and alone she feels at this point. • Reread other sections of the book to identify possible metaphors. Allow to students to discuss what they think the author wants readers to understand from each metaphor, and how they connect to the book’s characters and events. Note: Don’t give away the full meaning of these metaphors at this point; it is okay that students will not have a complete or deep understanding of these yet. They will revisit each of these as they come up again and again in the novel and develop theories about what they mean. o Other passages that develop big metaphors include: § Pages 12-­‐15 (the thorn and the valleys and mountains of Abuelita’s blanket) § Page 18 (the river between Esperanza and Miguel) § Page 8-­‐9 and 34-­‐35 (the rosebush) § Pages 49-­‐50 (the phoenix – will be revisited in Week 5) metaphor” is a more student-­‐friendly way to think about the central symbols in the novel. Feel free to introduce the term and concept of a symbol if appropriate for your students, although the term is above the demands of 5th grade standards. Unit 5.4: Analyzing Characters in Fiction Week 3: RL.2 RL.3 RL.4 RI.2 RI.9 I. How can comparing two characters, settings, or events deepen my understanding of those things? (RL.3) • (Las Cebollas/Onions) Compare Esperanza’s and Isabel’s perspective about life in the camp. Collect evidence about similarities and differences; provide students with a graphic organizer and/or a sequence of text dependent questions to guide their thinking. Push students to analyze differences more deeply by inferring what past experiences or mindsets might be causing a character to act a certain way. o Writing Extension: See the resources in Appendix D that guide students to write a “Two-­‐Voice” Poem. This writing task builds on their comparison of characters’ perspectives in way that incorporates creative writing. Students can write a poem using Esperanza’s voice and another character of their choice, such as Isabel, Miguel, Mama, or Marta. • Compare and contrast Marta’s and Miguel’s responses when Esperanza struggles to sweep the floor at the end of “Las Cebollas.” How does each person make Esperanza feel? What can you infer about each character based on how they treat Esperanza? What might the author want us to learn based on this situation? II. Interpret two big metaphors in “Las Almendras/Almonds” (the rosebush and the kitten) in order to infer themes. (RL.2, RL.4) • Revisit some of the big metaphors you started forming theories about last week. Dig deeper into two metaphors in “Almonds,” the rosebush and the kitten, through close reading and discussion: Why is this metaphor important to the story? What does the author want us to see or understand? What theme might this metaphor represent? (See the “Interpreting Big Metaphors and Themes” lesson plan and corresponding text-­‐
dependent questions in Appendix D.) • Writing Connection: Students can choose to write about either the rosebush or the kitten. As students to respond to the following prompts: Why is this “big metaphor” so important in the story? What message is the author trying to give us as Anchor Text: Las Cebollas/Onions, Las Almendras/Almonds Pages 100-­‐138 Supplemental Texts (Appendix B) • “Produce Pickers Go On Strike During Harvest in Mexico” (950L, 810L, and 660L) • “Strike by Christian Schools in Israel forces Arab students into long summer” (820L and 510L) •
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Supplemental Resources (Appendix D) Interpreting Big Metaphors and Themes LP & TDQs (EngageNY) Two Voice Poem Resources (listed under Week 5) •
The phrase “big metaphor” is a more student-­‐friendly way to think about the central symbols in the novel. Feel free to introduce the term and concept of a symbol if appropriate for your students, although the term is above the demands of 5th grade standards. This week’s supplemental texts are leveled to provide an opportunity for independent reading and connections to the novel. Assign each student the version that correlates most closely to their independent level; all students will be able to discuss together no matter which version they read. Students can also access these articles online at www.newsela.com Note: If pacing doesn’t allow you to Unit 5.4: Analyzing Characters in Fiction readers?” Students should support their interpretations with text evidence. III. How can informational text enrich my understanding of what’s happening in a fictional novel? (RI.2, RI.9) • Begin building knowledge about strikes during this week using the leveled articles from NewsELA. In upcoming chapters in Esperanza Rising, rumors of a strike amongst workers at the camp will continue to circulate and students will need a solid understanding of what they’re doing, along with why a group of people might choose to go on strike. • Encourage students to use the two articles (different examples of strikes) to infer some potential risks and benefits of going on strike, and to make a claim about why the people in the articles decided it was worth it. have students write two-­‐voice poems during this week, there is another opportunity for them to do this during Week 5. Unit 5.4: Analyzing Characters in Fiction Week 4: RL.3 RL.4 I. Analyze how Esperanza is changing over time (RL.3) Anchor Text: Las Circuelas/Plums, Las • Throughout the chapters this week, students should discuss Papas/Potatoes, Los how Esperanza seems to be changing. Consider tracking these Aguacates/Avocados changes in a reading log or anchor chart so they can see Pages 139-­‐198 progression over time. This teaching point lays the groundwork for the final performance task. o See the Text-­‐Dependent Questions from “Las Papas” in Supplemental Texts Appendix D. (Appendix B) • While reading “Los Aguacates/Avocados,” students should n/a specifically analyze how Esperanza’s opinion of the camp has changed (186-­‐188) and how Esperanza herself has changed based on how she responds to the poor people they encounter Supplemental at another camp when dropping off Marta. Resources (Appendix D) o Students can compare Esperanza’s response to the people in Marta’s camp with her response to the little • Chapter 9 (Plums) girl on the train in the beginning of the story. How does Mid-­‐Unit Assessment her behavior demonstrate a change? II. How does figurative language contribute to my understanding of a character or event? (RL.4) • After reading “Las Papas/Potatoes,” revisit the metaphor of Abuelita’s blanket by doing a close reading of pages 159-­‐161 (see the text-­‐dependent questions in Appendix D to support your planning). Interpret the metaphor (particularly by linking the metaphorical valleys and mountains to specific events that have occurred in the story) and analyze why it is important that Esperanza is now “picking up where Abuelita left off.” What theme might Abuelita’s blanket convey? • There are no supplemental texts listed for this week because the section of the anchor text you’re reading is longer. • In “Plums,” draw upon students’ prior knowledge about dust storms and Valley Fever they learned about in Unit 3. Link their knowledge back to Week 3’s teaching point about how informational text can help us better understand what’s going on in fiction. • Use the “Mid-­‐Unit Assessment” alongside Chapter 9 (Plums) as a checkpoint for independent progress. You can also use this document for partner practice if you feel that would be higher-­‐
leverage for students at this point in the unit. It reviews a number of skills we’ve covered so far including inferring about character based on responses to challenges. Unit 5.4: Analyzing Characters in Fiction Week 5: RL.2 RL.3 RL.5 RL.6 W.1 SL.1 I. Evaluate Contrasting Perspectives: Make a claim about whether or not the workers should go on strike, and support your claim with evidence from the text. (RL.3, RL.6, SL.1) • This teaching point should be paired with the chapter Los Esparragos/Asparagus. While reading, collect text evidence that explains and supports the contrasting perspectives of the field workers about going on strike. How and why do the two groups disagree? o Students should summarize the key opinions and reasoning held by workers on both sides of the issue. o Focus on Esperanza, Miguel, and Marta’s point of view about the strike. Analyze how they feel about it, what’s most important to them, and how they respond to the other side’s point of view. What similarities exist between the two groups even though they disagree on whether or not to strike? • Hold a class debate about the issue with the goal of evaluating the pros and cons of the strike. What makes this an especially difficult choice for workers like Esperanza? Which character’s response to the strike do you agree with and why? o Writing Connection: Following the discussion, consider having students choose a side and write an on-­‐demand persuasive speech or letter addressed to their fellow workers. To persuade their audience to agree with their point of view, they should include plenty of relevant evidence, details, and reasoning. II. How does the structure of Esperanza Rising help me to understand how Esperanza has changed? (RL.5) • The novel begins and ends with the harvest of “Las Uvas” and Esperanza’s birthday celebration. Compare and contrast these two events, noticing similarities that enhance the cyclical structure of the novel and differences that reveal changes in what Esperanza values. (RL.3) • In addition to revealing how Esperanza has changed, how does a comparison of these two events convey important themes (about family, value, wealth, etc.)? (RL.2) Anchor Text: •
Los Espárrggos/ Asparagus, Los Duraznos/ Peaches, Las Uvas/Grapes Pages 199-­‐253 Supplemental Texts (Appendix B) • “The Story of the Phoenix” (pair with close reading pgs. 249-­‐
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Supplemental Resources (Appendix D) Two-­‐Voice Poem resources and LP •
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While reading “Asparagus” and paying attention to the contrasting perspectives about the strike, students should record evidence on a two-­‐
column organizer or Venn diagram. They can also draw upon evidence/events from earlier chapters to support their claims and discussion as an extension/challenge. Another major thematic focus of “Peaches” is the injustice and prejudice Mexicans experience in America. If time permits, explore how a theme about prejudice is developed through Isabel’s experience at school. A great passage for close reading is Esperanza’s conversation with Miguel on pages 220-­‐
222. To build on and Unit 5.4: Analyzing Characters in Fiction III. Analyze the meaning and significance of the novel’s title, Esperanza Rising, incorporating evidence from the novel and a supplemental text. (RL.5, RL.2, RL.9) • Read the supplemental text, “The Story of the Phoenix.” First, use the details and events in the story to determine what the phoenix symbolizes or represents. Then, make connections to Esperanza – how are she and the phoenix similar? How do the two stories connect? In what ways do both the phoenix and Esperanza “rise,” and why? • Conduct a paired close reading of 249-­‐251 in order to determine how and why Esperanza has changed. o Track the numerous times the two authors reference “rising” and infer what theme the phoenix metaphor represents in Esperanza Rising. o Extension: To establish context, refer back to pages 49-­‐
50 when Abuelita explain the story of the phoenix to Esperanza for the first time. • Draw conclusions about why the author titled the novel Esperanza Rising, and how it contributes to the story’s central themes (rising above and overcoming challenges). synthesize analysis of point of view and comparing characters, have students write “two-­‐
voice poems” using Esperanza and another character of their choice. See the resources in Appendix D for guidance and ideas. Note: This writing activity is also listed in Week 3. Depending on what works best with your pacing, students can complete this during either week. Unit 5.4: Analyzing Characters in Fiction Week 6: RL.2 RL.3 RL.4 W.9 I. Analyze Mexican proverbs and important quotes to determine themes (RL.2, RL.4) • Revisit the Mexican proverbs students interpreted at the very beginning of the novel. o “He who falls today may rise tomorrow.” o “The rich person is richer when he becomes poor, than the poor person when he becomes rich.” Now that we have read the whole book, allow students to discuss and/or write about the proverbs’ meaning in the context of Esperanza Rising. Why do you think Pam Munoz Ryan selected these two particular proverbs to frame the story? How do they connect to the book’s themes? • Interpret the layers of meaning of the book’s final phrase (the advice Esperanza gives to Isabel): “Do not ever be afraid to start over.” How did Esperanza come to believe this? What are some of the experiences that led her to understand this idea? Why do you think Pam Munoz Ryan chose to end the book with this particular phrase? II. Complete Performance Tasks: (RL.2, RL.3, W.9) • Complete the MCLASS End of Unit Assessment online. • Students will write an analytical essay about how Esperanza changes over time. Specifically, they will analyze Esperanza’s growth and development by comparing how she responds to events earlier and later in the novel. Each student will select the two or three key events that best support his/her analysis of Esperanza’s growth and development. o The essay prompt, outline, and planning resources can be found in Appendix C. Anchor Text: (optional) Author’s Note Pages 255-­‐262 •
Supplemental Texts (Appendix B) • Reader’s Theater Scripts (optional) Performance Tasks (Appendix C) • MCLASS Assessment and Teacher Rationale • Essay Prompt, Student Planning Sheets, and Rubric •
The “Author’s Note” at the end of the book is a great chance for students to learn about the biographical components of Esperanza Rising and to gain insight into Pam Munoz Ryan’s inspiration for the book. As an extension, students can read this short text and compare & contrast her family’s real experiences with the events and characters in the novel. Reader’s Theater scripts are available in Appendix B if you wish to do an extension performance/project with students. Unit 5.4: Analyzing Characters in Fiction Appendix A: Unpacked Standards Guide Source: Public Schools of North Carolina NCDPI Collaborative Workspace Standard Explanation and Example RL.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RL.5.2: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. RL.5.3: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). Fifth grade students are required to quote accurately from the text to support their answers. “Quote accurately” may include using their own words. Determining a theme continues to be a focus and students should be giving more thought to characters’ actions in a text. They are required to refer to specific details in the text when finding the similarities and differences between two or more characters, settings, or events. Use questions and prompts such as: • Can you tell me the reasons why you think…? • Show where you linked your thinking to the text. • What are the most important events that happened in the story? • Can you provide specific examples from the text to support your thinking? • What is the theme of this text? • Summarize the story from beginning to end in a few sentences. • Can you tell me how the character solved the problem in this story? • Describe how these two characters are the same. How are they different? RL.5.4: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. RL.5.5: Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. RL.5.6: Describe how a narrator’s or speaker’s point of view influences how events are described. Students will continue to tell the meaning of words and phrases in a text and focus on figurative language. Students should tell how chapters, scenes, or stanzas in a series fit into the overall structure of a story, drama, or poem. The students must continue identifying the narrator’s point of view and also explain how it impacts the events in the text. Use questions and prompts such as: • What do you do when you come to words or phrases you do not know? (use context) • Interpret the metaphor ________. What is the author comparing? Why? • Can you tell me how this text is presented/ organized? • How does the organization of the text contribute to the author’s meaning? • Think about what you read. Who is telling the story? • Can you tell how the person telling the story is thinking? How does this affect the events of the story? Unit 5.4: Analyzing Characters in Fiction RI.5.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. Students at this level should be able to quote correctly from the text to explain what the text is about and to draw conclusions. Students must identify two or more main ideas and find the most important details that strengthen these main ideas. They should also be able to summarize the text in their own words. Use questions and prompts such as: •
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Can you tell me the reasons why you think...? Show where you linked your thinking to the text. Can you find at least two of the main ideas of this text and key details that support them? Summarize the main points of the text. Can you tell me how these ideas, people, and events are the same? Can you tell me how they are different? Show me in the text. W.5.9: Draw evidence from literary or Fifth grade students use strategies for reading literary and information text as they investigate informational texts to support analysis, topics. reflection, and research. • When reading literary text: fifth grade students are required to refer to specific details in a. Apply grade 5 Reading standards to the text when finding the similarities and differences between two or more characters, literature (e.g. Compare and contrast settings or events. two or more characters, settings, or • When reading informational text: students at this level give explanations about how an events in a story or drama, drawing on author uses proof to support a point in the text. In addition, they must prove each point specific details in the text, like how with evidence from the text. Students will combine information from several texts about characters interact). the same subject in a written or oral response that demonstrates knowledge of the Apply grade 5 Reading standards to subject. informational texts (e.g. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]).