Wizard ELA: Close Read Esperanza Rising
Useful website: http://teacherpages.hallco.org/webpages/rcothran/esparanza_rising.cfm
Lesson
Learning
Outcome(s)
1
I know that the setting of a
novel refers to time and
place.
2
I know how to use
evidence from the
text to answer
questions about the
main character,
Esperanza.
Skills/Literary
Elements
Setting
Prediction
Character
Summary
Materials
Procedures
Assessment
3
I know how to answer
comprehension questions
based on the text that I
have read.
I know how to identify
situations where a
character’s human rights
are challenged.
Inference
Summary
4
I know how to answer
comprehension
questions based on the
text that I have read.
I know how to write to
explain my thinking
about characters in ER
Summary
Point of View
Chapter 1:
AGUASCALIENTES,
MEXICO, 1924”
Analyze and discuss book
cover.
Create a “Close Read”
poster.
Read aloud pages 1-3 and
discuss geographical
setting (map)
Explain process for using
evidence flags
Hand out Background
Texts on Mexico (integrate
in S.S)
Chapter 2:
Uvas/Grapes
Chapter 3: Las
Papayas/Papayas
Chapter 4: Los
Higos/Figs
Review previous
chapter (have
students write a
summary statement
on a flag)
Read aloud pages 4-8
(pause and check)
Read aloud 8-12
Independent Reading
12-22
Review previous chapter
Introduce concept of an
Entrance Quiz ticket
Revisit Papa’s Death (22)
Read aloud 23-33
Read Independentl33-38
Review previous
chapter
Entrance Quiz
Read aloud 39-50
Read independently
50-57
Journal: How is
Esperanza’s response
to challenges compare
to that of other
characters? Use
evidence from the text.
Students will write a
sentence or two describing
the setting of Esperanza..
List character traits of
Esperanza and
examples of how she
exhibits these
behaviors in the story.
Create a poster listing
examples of when human
rights characters’ human
rights were challenged.
Journal: What challenges
do the characters face
and how do they
respond?
Collect student journals
and check for
understanding
5
I know I can summarize
the main ideas in an
informational text about
California in the 1930’s.
Summary
Main Idea
Details
Chapter 5: Las
Guayabas/Guavas
Review previous chapter
Entrance Quiz
Read aloud 58-72
Read Independently 72-80
Journal: How do you think
Esperanza’s life will be
different in California?
-Hint Cards from
Modules can be
used to help
students
Students locate details
related to descriptions of
the wagon and train ride.
Lesson
6
Learning Outcome(s)
I know I can analyze the
differences in the
setting change from
Mexico to California.
Skills/Literary
Elements
Summary
Metaphor
Materials
Procedures
Chapter 6: Los
Melones/Cantaloupes
Review previous
chapter
Entrance Quiz
Read aloud 81-93
-Heartbeat metaphor
(91)
-1st impressions of
California
Read independently 9399
Journal: What are your
first impressions of
Marta?
Assessment
Venn Diagram: Mexico
and California
7
8
I know I can describe the
I know
differences in
I can determine what
characters’ points of
metaphors the symbols
view (Esperanza and
of the chapter titles
Isabel).
represent in Esperanza
Rising.
Summary
Summary
Point of View
Metaphor
Chapter 7: Las
Cebollas/Onions
Review previous chapter
Entrance Quiz
Read aloud 100-113
How does Isabel
respond to having to
stay at home?
Read Independently
113-120
Journal: How does
Esperanza respond
differently to the
challenges of life in the
camp than Isabel does?
Share Journal entries
aloud and have students
complement one
another
Chapter 8: Las
Almendras/Almonds
Review previous
chapter
Entrance Quiz
Read aloud 121-125
Discuss rose bush
Read aloud 125-129
Discuss the almond
metaphor
Independently Read
129-138
Journal: Reread 132133 and discuss how
Marta uses kittens as a
metaphor.
Begin to create a chart
on “Big Metaphors” in
the story
9
10
I know I can analyze a
chapter in a novel
independently.
I know I can show how
Esperanza is changing
using evidence from
the book.
Summary
Author’s Purpose
Character Response
Inference
Chapter 9: Las
Ciruelas/Plums
Review previous
chapter
Read Independently
pages 139-157
Summary
Context Clues
Complete Mid-Unit
Assessment Questions
1-4
Chapter 10:
Las Papas/Potatoes
Review Previous
Chapter
Read aloud 158-164
What did the doctor
mean when he said
that Mama was
depressed?
Read aloud 164-172
Independently read
173-178
Journal: How is
Esperanza changing?
Give examples.
Collect and Grade MidUnit Assessment
Reread page 178 and
use context clues to
determine the meaning
of “la patrona”
Lesson
Learning Outcome(s)
Skills/Literary
Elements
Materials
Procedures
Assessment
11
I know how to define what a
strike is and why workers
strike (examples from text).
Summary
12
I know how interpret
characters’ different
Ic
perspectives and explain
how my response would
compare.
13
I know I can answer
comprehension questions
based on the text from
Esperanza Rising that I
have read independently.
14
I know I can
understand big
metaphors in the
chapter.
15
I know I can
complete a close
read to interpret big
metaphors in
Esperanza Rising.
Summary
Point of View
Perspective
Summary
Metaphor
Summary
Metaphor
Character
Metaphor
Chapter 11: Los
Aguacates/Avocados
Review previous chapter
Entrance Quiz
Read aloud 179-182 –How
does the change in her
hands relate to the change in
her life?
Read aloud 182-188 (stop at
indignation)
Discuss Mr. Yakota’s store
Independently Read 188-198
Chapter 12: Los
Esparragos/Asparagus
Review previous chapter
Entrance Quiz
Read aloud 199-204
How does Esperanza
respond to the strikers?
Read aloud 204-210
How does Esperanza help
Marta?
Independently read 210213
Chapter 13: Los
Duraznos/Peaches
Review previous chapter
Entrance quiz
Read aloud 214-224
Why does Esperanza get
mad at Miguel?
Discuss the River metaphor
Independently Read 225233
Esperanza Rising
Journal: Read 187-188 and
Summarize Miguel’s
explanation of how farm
workers are treated.
Journal: Was it a good or
bad idea for the workers
to strike? Give specific
details
Journal: How does
Esperanza respond to
Isabel’s disappointment?
Chapter 14:
Las Uvas/Grapes
Review previous
chapter
Entrance quiz
Read aloud 234-238
What did Miguel do
with the stolen
money?
Read aloud 239-247
Discuss blanket
metaphor
Discuss significance
of chapter title
(grapes)
Read aloud 247-253
Class Poll: To Strike or not
to Strike?
Share Journal entries aloud
and have students
complement one another
Draw a picture of a
phoenix and relate
it to Esperanza
Come up with a class
definition for “strike”
Put students into
small groups
Assign each group
one of the five big
metaphor
Complete group
work on chart paper
and share
information with
the class
Check metaphor
posters
Lesson
Learning Outcome(s)
Skills/Literary
Elements
Materials
Procedures
Assessment
16
I know I can complete a
close read to find
evidence in ER that will
support my inferences
about how Esperanza
changes throughout the
novel.
Summary
Inferences
Character Change
Esperanza Rising
Text Dependent
Questions for Chapter 5
(Lesson 16 )
Hand out text
dependent questions
Complete a close read
for question #1
together as a class
Students will complete
a close read on
questions 2 & 3
independently
Students will go into
small groups to share
and provide feedback
for their answers.
Circulate and check in
with small groups