For Teachers
This unit was developed as a student companion guide to the NYS
ELA Module 1 Unit 2 Literature Study of Esperanza Rising.
You will need to print out the student resources from
www.engageny.org. I would suggest printing out each student
resource separately before starting the unit to save time. I've
included a module printing guide to help with this.
This unit is intended to be displayed for the class as well as printed
for student notebooks or binders. This way, the students can have a
copy of unit targets, questions, vocabulary, and writing assignments
all in one place.
I have included supplemental materials including a target checklist for
student self-assessment and an assessment grading guide for your
own records. Use the student notes checklist to make notes about
which students need reinforcement with each standard.
Student Packets:
Homework Guide, Guided Notes, Anchor Charts
Teacher Resources:
Printing Guide, Assessment Guide
NYS ELA Module 1
Unit 2:
Literature Study
Esperanza Rising
By Pam Munoz Ryan
Reader Response Journal
Name: _______________________________
Date: _______________________
Homework Routine
Each night, you will be given a purpose for reading. This is a question you will think
about as you read.
Keep track of your thinking with evidence flags. Mark any passages related to the
question.
My evidence flag should include:
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Example:
We will read and reread chapters in the text. We will discuss the questions as a class,
and we will use our evidence to explain our answers.
You will not be expected to understand the whole chapter for your first read. Do your
best to find evidence and answer the questions. Keep an open mind because you may
change or add to your answers when we reread and discuss as a class.
Think about where you could make a quiet, cozy spot to read if you don't already
have one. It is helpful to read away from distractions so you can focus your reading
and think about the questions.
Homework: Chapters 1 and 2 pgs 1-22
Vocabulary/Questioning:
What questions did you have when reading? If possible, answer the questions after
reading the chapter.
1.  Page ________________________
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2. Page ________________________
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Find synonyms for these words:
1.  Arbors (1) _____________________________________________
2.  Vicious (8) _____________________________________________
3.  Premonition (9) _________________________________________
4.  Capricious (13) _________________________________________
5.  Nape (13) _____________________________________________
Homework: Chapters 1 and 2 pgs 1-22
Question & Notes:
1. Describe the geographical setting.
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Evidence flag on page: _____________________
2. What is Esperanza’s relationship with her papa like? How do you know?
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Evidence flag on page: _____________________
3. What is her life like in Mexico?
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Evidence flag on page: _____________________
Homework: Chapter 3 pgs 23-38
Vocabulary/Questioning:
What questions did you have when reading? If possible, answer the questions after
reading the chapter.
1.  Page ________________________
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2. Page ________________________
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Find synonyms for these words:
1.  Anguish (23)____________________________________________
2.  Devious (33) ___________________________________________
3.  Indignation (30) _________________________________________
4.  Pretentious (33)_________________________________________
5.  Throttle (35)____________________________________________
Homework: Chapter 3 pgs 23-38
Question & Notes:
1.  What challenges do the main characters in this chapter face?
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Evidence flags on page(s): _____________________
Homework: Chapter 4 pgs 39-57
Vocabulary/Questioning:
What questions did you have when reading? If possible, answer the questions after
reading the chapter.
1.  Page ________________________
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2. Page ________________________
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Find synonyms for these words:
1.  Silhouetted (41)__________________________________________
2.  Unpredictable (51)________________________________________
3.  Salvage (43) ___________________________________________
4.  Indebted (52) __________________________________________
5.  Charred (56) ___________________________________________
Homework: Chapter 4 pgs 39-57
Question & Notes:
1.  What challenges do the main characters in this chapter face? How does each
character respond?
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Evidence flags on page(s): _____________________
Homework: Chapter 5 pgs 58-80
Vocabulary/Questioning:
What questions did you have when reading? If possible, answer the questions after
reading the chapter.
1.  Page ________________________
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2. Page ________________________
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Find synonyms for these words:
1.  Renegades (61)__________________________________________
2.  Alms (66) _____________________________________________
3.  Persistent (62) __________________________________________
4.  Complexions (79) _________________________________________
5.  Blustery (64) ___________________________________________
Homework: Chapter 5 pgs 58-80
Question & Notes:
1.  What is Esperanza’s journey to the United States like?
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Evidence flags on page(s): _____________________
Homework: Chapter 6 pgs 81-99
Vocabulary/Questioning:
What questions did you have when reading? If possible, answer the questions after
reading the chapter.
1.  Page ________________________
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2. Page ________________________
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Find synonyms for these words:
1.  Panorama (81)__________________________________________
2.  Staggered (93)__________________________________________
3.  Smirked (99) ___________________________________________
4.  Immigration (81) _________________________________________
5.  Stagnant (81)___________________________________________
Homework: Chapter 6 pgs 81-99
Question & Notes:
1.  What is Esperanza’s journey to the United States like?
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Evidence flags on page(s): _____________________
Homework: Chapter 7 pgs 100-120
Vocabulary/Questioning:
What questions did you have when reading? If possible, answer the questions after
reading the chapter.
1.  Page ________________________
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2. Page ________________________
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Find synonyms for these words:
1.  Cringed (101)___________________________________________
2.  Splotches (110)_________________________________________
3.  Unrelenting (116) _______________________________________
4.  Bestowed (104) _________________________________________
5.  Gingerly (114) __________________________________________
Homework: Chapter 7 pgs 100-120
Question & Notes:
1.  What new challenges does Esperanza face in the camp? How does she
respond?
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Evidence flags on page(s): _____________________
Homework: Chapter 8 pgs 121-238
Vocabulary/Questioning:
What questions did you have when reading? If possible, answer the questions after
reading the chapter.
1.  Page ________________________
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2. Page ________________________
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Find synonyms for these words:
1.  Massaged (121)__________________________________________
2.  Crimped (125) __________________________________________
3.  Burlap (127) ___________________________________________
4.  Swaddled (131) _________________________________________
5.  Trellis (124) ___________________________________________
Homework: Chapter 8 pgs 121-138
Question & Notes:
1.  What new challenges does Esperanza face in the camp? How does she
respond?
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Evidence flags on page(s): _____________________
Homework: Chapter 9 pgs 139-157
Vocabulary/Questioning:
What questions did you have when reading? If possible, answer the questions after
reading the chapter.
1.  Page ________________________
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2. Page ________________________
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Find synonyms for these words:
1.  Concerns (139)__________________________________________
2.  Encrusted (151) _________________________________________
3.  Frantically (145) _________________________________________
4.  Peculiar (146) ___________________________________________
5.  Immunized (156) _________________________________________
Homework: Chapter 9 pgs 139-157
Question & Notes:
1.  How is Esperanza changing?
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Evidence flags on page(s): _____________________
Homework: Chapter 10 pgs 158-178
Vocabulary/Questioning:
What questions did you have when reading? If possible, answer the questions after
reading the chapter.
1.  Page ________________________
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2. Page ________________________
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Find synonyms for these words:
1.  Depressed (162) _________________________________________
2.  Repatriation (170) ________________________________________
3.  Shawl (164) ____________________________________________
4.  Frayed (174) ___________________________________________
5.  Riveted (177) ___________________________________________
Homework: Chapter 10 pgs 158-178
Question & Notes:
1.  How is Esperanza changing? Try to develop your answer from chapter 9.
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Evidence flags on page(s): _____________________
Homework: Chapter 11 pgs 179-198
Vocabulary/Questioning:
What questions did you have when reading? If possible, answer the questions after
reading the chapter.
1.  Page ________________________
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2. Page ________________________
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Find synonyms for these words:
1.  Vapors (179) ___________________________________________
2.  Weathered (182) _________________________________________
3.  Rutted (192) ___________________________________________
4.  Susceptible (183)_________________________________________
5.  Humanity (193) __________________________________________
Homework: Chapter 11 pgs 179-198
Question & Notes:
1.  What challenges to human rights do characters face in chapter 11?
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Evidence flags on page(s): _____________________
Homework: Chapter 12 pgs 199-213
Vocabulary/Questioning:
What questions did you have when reading? If possible, answer the questions after
reading the chapter.
1.  Page ________________________
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2. Page ________________________
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Find synonyms for these words:
1.  Menacing (200)__________________________________________
2.  Despondent (207)________________________________________
3.  Shards (202) ___________________________________________
4.  Caravan (205) __________________________________________
5.  Deportation (207) ________________________________________
Homework: Chapter 12 pgs 199-213
Question & Notes:
1.  On page 195, near the end of chapter 11, Marta’s mother tells Esperanza
“We all do what we have to do.” Think about this comment as you read
chapter 12. Should the workers strike?
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Evidence flags on page(s): _____________________
Homework: Chapter 13 pgs 214-233
Vocabulary/Questioning:
What questions did you have when reading? If possible, answer the questions after
reading the chapter.
1.  Page ________________________
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2. Page ________________________
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Find synonyms for these words:
1.  Novena (214)___________________________________________
2.  Optimism (224) _________________________________________
3.  Diplomas (229) _________________________________________
4.  Relapse (229) __________________________________________
5.  Prophecy (224) __________________________________________
Homework: Chapter 13 pgs 214-233
Question & Notes:
1.  How is Esperanza similar to the other characters in the novel? How is she
different from the other characters?
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Evidence flags on page(s): _____________________
Homework: Chapter 14 pgs 234-253
Vocabulary/Questioning:
What questions did you have when reading? If possible, answer the questions after
reading the chapter.
1.  Page ________________________
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2. Page ________________________
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Find synonyms for these words:
1.  Mottled (235) ___________________________________________
2.  Tangy (235) ___________________________________________
3.  Flushed (241) __________________________________________
4.  Rumpled (238)_________________________________________
5.  Skeptically (248) _________________________________________
Homework: Chapter 14 pgs 234-253
Question & Notes:
1.  How is Esperanza changing? Pay particular attention to rich quotes to
include in the two-voice poem.
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Evidence flags on page(s): _____________________
Homework: Chapter 13/14 Reread
Question & Notes:
1. 
How do the “big metaphors” in this novel show up again in these last two chapters?
Why do you think Pam Munoz Ryan did this?
1.  Pgs 220-225
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Evidence flag on page: _____________________
2. Pgs 243-247
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Evidence flag on page: _____________________
3. Pgs 248-251
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Evidence flag on page: _____________________
4. Pgs 252-253
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Evidence flag on page: _____________________
NYS ELA Module 1
Unit 2:
Literature Study
Esperanza Rising
Guided Notes
Name: _______________________________
Date: _______________________
Guiding Questions
What are human rights?
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What lessons can we learn about human rights
through literature and life?
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Unit Targets
Comprehension:
 
 
 
 
 
 
 
 
 
I can summarize a literary and informational text.
(RL5.2, 5.5)
I can determine the meaning of literal and figurative
language (metaphors and similes) in text. (RL5.4)
I can determine the main idea(s) of an informational text
based on key details. (RI5.5)
I can explain what a text says using
quotes from the
text. (RL5.1)
I can make inferences using quotes from the text.
(RL5.1)
I can compare and contrast literary elements using
details from the text (two or more characters' points of
view, settings, events) (RL5.3)
I can determine a theme based on details in the text.
(RL.5.2)
I can use quotes to support my inferences in literary
texts. (RL.5.1)
I can describe how a narrator's point of view influences
the description of events. (RL.5.6)
Unit Targets
Expanded Vocabulary:
 
I can use what the text says to help me understand the
meaning of a word or phrase. (L.5.4)
Speaking & Listening:
 
 
I can effectively engage in a discussion with my peers.
(SL.5.1)
I can adapt my speech for a variety of contexts and
tasks, using formal English when appropriate. (SL.5.6)
Writing:
 
 
I can write informative/explanatory texts. (W.5.2)
I can use the writing process to produce clear and
coherent writing (with support). (W.5.5)
Independent Book Recommendations
Meet Kit: An American Girl, 1934 by Valerie Tripp
Any Small Goodness: A Novel in the Barrio by Tony Johnston
Parvana's Journey by Deborah Ellis
Angels in the Dust by Margot Theis Raven
Number the Stars by Lois Lowry
Journey of Dreams by Marge Pellegrino
The Mighty Miss Malone by Christopher Paul Curtis
I Am a Taxi by Deborah Ellis
Sacred Leaf by Deborah Ellis
A Thousand Never Evers by Shana Berg
Homesick: My Own Story by Jean Fritz
My Name is Gabito by Monica Brown
Bud, Not Buddy by Christopher Paul Curttis
Cat Running by Zilpha Keatly Snyder
The Great Depression by Elaine Landau
Welcome to Kit's World, 1934 by Harriet Brown
Children of the Dust Bowl by Jerry Stanley
For Every Child: The Rights of the Child in Words and Pictures by Caroline
Castle
Lesson 1
Learning about the historical and geographical setting of Esperanza Rising
I can:
"   Define historical fiction
"   Describe the geographical setting of Esperanza Rising
"   Describe the historical setting of Esperanza Rising
Student Materials:
" Esperanza Rising novel
"   Jigsaw folder (one per triad of students, each with a complete set
of texts and pictures)
"   Jigsaw note-catcher
"   Sticky notes
Lesson 1
A geographical setting is:
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What do you know about Mexico?
Genre Guide: Historical Fiction is: ____________________________
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Look at the cover of Esperanza Rising with a partner.
What do you notice? What do you wonder?
Think about the setting of the novel as I read pages 1-3 of Esperanza
Rising.
Lesson 1
Reread pages 1-3 silently. Try to picture in your mind what it's like
where Esperanza lives.
Discussion Questions:
  What is a vineyard?
  What are gentle slopes?
  What might Papa mean when he says, “Our land is alive?”
Place an evidence flag titled “Geographical setting: Mexico” on page 1.
There will be many Spanish words in this book. You will need to use context
clues to figure out the meanings of these words. Look at the title of
Chapter 1: Aguascalientes, Mexico, 1924.
Can you infer anything about Aguascalientes based on the root words aqua
(water) and caliente (hot)?
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Jigsaw Directions
In your group of 3, you will each read about one topic on your Jigsaw note-catcher. Look for key points, new information
and examine the pictures. Record your learning on the Jigsaw note-catcher.
When finished, share with each other what you've learned. Fill in the rest of your note-catcher.
Section
Mexico:
Government
and Revolution
Mexico:
Neighbor to the
North
Mexico: Rich
versus Poor
Key Points
Questions
Lesson 2
Getting to Know Esperanza
I can:
"   Discuss answers to questions with my triad and provide evidence
to explain my ideas.
"   Answer questions about the setting of the novel based on evidence
from the text.
"   Answer questions about the main character, Esperanza, based on
evidence from the text.
Student Materials:
"
"
"
"
Esperanza Rising novel
  Norms for Triad Talk
  Sticky notes
  Anchor Chart from Unit 1: Close Reading
Lesson 2: Triad Discussion
Get into your triads. Here are your group tasks:
•  Review the Triad Norms and the lesson tasks.
•  Turn and tell a neighbor where Esperanza Rising takes place.
•  Discuss and answer these two questions:
1.  Describe the geographical setting of Esperanza Rising. What is it like where
Esperanza lives? Use details from the text to support your answer.
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2. What is Esperanza’s relationship with her papa like? How do you know?
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Lesson 2: Read Aloud, Independent Reading,
Text-Dependent Questions
As we read this book, we are going to think a lot about the
characters, what they are like, the challenges they face, and how
they change over time.
Follow along as I reread pages 4-6. Remember, it is important to
reread to look for evidence and think about how we can find proof
for our answer to question one.
Reread this section on your own. Use your evidence flag to mark
your evidence for the answer to question one.
What evidence did you find to answer question one?
Page Number: ________________
Evidence: _______________________________________
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Discuss your answer with your group. Repeat this process with your
group for the remaining pages and questions 2-5.
NYS ELA Module 1
Unit 2:
Literature Study
Esperanza Rising
Anchor Charts
Name: _______________________________
Date: _______________________
Steps in a Close Reading
Inferences About Esperanza s Character
Character Analysis
1. Character: __________________ Trait: _______________
Supporting Quote: __________________________________
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2. Character: __________________ Trait: _______________
Supporting Quote: __________________________________
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3. Character: __________________ Trait: _______________
Supporting Quote: __________________________________
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4. Character: __________________ Trait: _______________
Supporting Quote: __________________________________
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What is the Theme?
1.  Theme: _______________________________________
Supporting Quote: ___________________________________
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2. Theme: _______________________________________
Supporting Quote: __________________________________
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3. Theme: _______________________________________
Supporting Quote: __________________________________
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1.  4. Theme: _____________________________________
Supporting Quote: __________________________________
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Key Scenes
1.  Scene: _______________________________________
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What is the significance? ______________________________
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2. Scene: _______________________________________
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What is the significance? ______________________________
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I Spy
Figurative Language
1. Figurative Language: ______________________________
Supporting Quote: __________________________________
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2. Figurative Language: ______________________________
Supporting Quote: __________________________________
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3. Figurative Language: ______________________________
Supporting Quote: __________________________________
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4. Figurative Language: ______________________________
Supporting Quote: __________________________________
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Triad Talk
I Must:
• 
Show specific details from the text by pointing to specific page
numbers, paragraphs, and lines
• 
Contribute to the discussion, but take turns talking.
• 
Ask questions so I understand everyone’s ideas.
Things to Say/Ask:
• 
Say, “My evidence is here on page ___ in the ____ paragraph,”
and read the evidence aloud.
• 
Ask each other, “Would you like to add to my idea?” or “Can you
tell us what you’re thinking?”
• 
Say, “Can you tell me more about that?” or “Can you say that
another way?”
Spanish/English Dictionary
A__________________________________________
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B__________________________________________
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C__________________________________________
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D__________________________________________
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Spanish/English Dictionary
E__________________________________________
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F__________________________________________
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G_________________________________________
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H_________________________________________
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Spanish/English Dictionary
I_________________________________________
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J__________________________________________
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K_________________________________________
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L_________________________________________
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NYS ELA Module 1
Unit 2:
Literature Study
Esperanza Rising
Assessment Guide
3. Exit Ticket
3. Ch 3 Quiz
2. Flag Observation
1. Jigsaw Notes
1. Sticky Notes
ELA Unit 2 student progress
5. Note Catcher
5. Exit Ticket
5. Ch 5 Quiz
4. Exit Ticket
4. Ch 4 Quiz
ELA Unit 2 student progress
7. Character Chart
7. Exit Ticket
7. Ch 7 Quiz
6. Exit Ticket
6. Ch 6 Quiz
ELA Unit 2 student progress
10. Exit Ticket
10. Ch 10 Quiz
9. Mid-Unit Test
8. Exit Ticket
8. Ch 8 Quiz
ELA Unit 2 student progress
12. Triad Discussion
12. Exit Ticket
12. Ch 12
Quiz
11. Exit Ticket
11. Ch 11 Quiz
ELA Unit 2 student progress
15. Chalk Talk
15. Poem
14. Ch 14
Quiz
13. Poem Organizer
13. Ch 13 Quiz
ELA Unit 2 student progress
Unit Discussion
18. Unit 2 Test
18. Paragraphs
17. Accordion
Organizer
16. Draft Paragraph
ELA Unit 2 student progress
Targets
Comprehension:
I can summarize a literary and informational text. (RL5.2, 5.5)
Skill Reinforcement Group:
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I can determine the meaning of literal and figurative language (metaphors and
similes) in text. (RL5.4)
Skill Reinforcement Group:
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I can determine the main idea(s) of an informational text based on key details.
(RI5.5)
Skill Reinforcement Group:
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I can explain what a text says using quotes from the text. (RL5.1)
Skill Reinforcement Group:
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I can make inferences using quotes from the text. (RL5.1)
Skill Reinforcement Group:
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I can compare and contrast literary elements using details from the text (two or
more characters' points of view, settings, events) (RL5.3)
Skill Reinforcement Group:
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I can determine a theme based on details in the text. (RL.5.2)
Skill Reinforcement Group:
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I can use quotes to support my inferences in literary texts. (RL.5.1)
Skill Reinforcement Group:
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I can describe how a narrator's point of view influences the description of events.
(RL.5.6)
Skill Reinforcement Group:
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Student Target Notes
Expanded Vocabulary:
 
I can use what the text says to help me understand the
meaning of a word or phrase. (L.5.4)
Skill Reinforcement Group:
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Speaking & Listening:
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I can effectively engage in a discussion with my peers. (SL.5.1)
Skill Reinforcement Group:
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I can adapt my speech for a variety of contexts and tasks, using formal
English when appropriate. (SL.5.6)
Skill Reinforcement Group:
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Student Target Notes
Writing:
 
I can write informative/explanatory texts. (W.5.2)
Skill Reinforcement Group:
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I can use the writing process to produce clear and coherent writing (with
support). (W.5.5)
Skill Reinforcement Group:
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