homework unfamiliar vocabulary summer of the mariposas chapter 4

Summer of the Mariposas

Guadalupe garcía mccall, everything you need for every book you read..

Summer of the Mariposas

67 pages • 2 hours read

A modern alternative to SparkNotes and CliffsNotes, SuperSummary offers high-quality Study Guides with detailed chapter summaries and analysis of major themes, characters, and more. For select classroom titles, we also provide Teaching Guides with discussion and quiz questions to prompt student engagement.

Chapter Summaries & Analyses

Prologue-Chapter 3

Chapters 4-6

Chapters 7-10

Chapters 11-15

Chapters 16-19

Chapters 20-22

Character Analysis

Symbols & Motifs

Important Quotes

Essay Topics

Discussion Questions

Part 1, Chapter 4 Summary: “El Venado/The Deer Summary”

Odilia and her sisters gear up to cross the border. Odilia realizes that she is not wearing one ear pendant but two. Her sister Delia compliments Odilia, saying, “You look like a gypsy, a rebel with an eye for fashion” (90). The sisters dress the dead man to make it seem like he is sleeping. Odilia uses one of her amulet wishes to ensure she and her sisters pass the customs officer on the US side. On the Mexico side, the girls are stopped by a perverted old man. The girls make themselves personable and playfully invite him to the twins’ pretend birthday party. After they girls cross the border, Odilia’s sisters celebrate. However, Odilia warns them not to celebrate too soon, since they have a long road ahead of them.

Part 1, Chapter 5 Summary: “El Mundo/The World”

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Homework: Unfamiliar Vocabulary and Figurative Language: Summer of the Mariposas, Chapter 6 (Answers for Teacher Reference)

EL Education : 8th Grade : Module 1 : Unit 1 : Lesson 9

Analyze Point of View and Figurative Language: Summer of the Mariposas, Chapter 7

< Go to Lesson 8

> Go to Lesson 10

Google Slideshow

El education lesson page, feedback form, lesson synopsis.

A. Engage the Learner (5 minutes)

2. Work Time

A. Read Summer of the Mariposas , Chapter 7 Excerpt (20 minutes)

B. Language Dive Part I: Summer of the Mariposas , Page 110 - RL.8.4 (10 minutes)

3. Closing and Assessment

A. Exit Ticket: Analyze Point of View: Summer of the Mariposas , Chapter 7 - RL.8.6 (10 minutes)

4. Homework

A. Connotations: Using Homework: Unfamiliar Vocabulary and Connotations: Summer of the Mariposas , Chapter 7, students answer a combination of selected response and short constructed response questions requiring them to distinguish among the connotations of words with similar definitions.

B. Preread Anchor Text: Students should preread chapter 8 of Summer of the Mariposas in preparation for studying an excerpt from the chapter in the next lesson.

Daily Learning Targets

I can demonstrate understanding of the excerpt of chapter 7 of Summer of the Mariposas.

I can determine the meaning of figurative language in Summer of the Mariposas. (RL.8.4, L.8.5)

I can explain what effect is created by differences in the points of view of the characters and the reader in chapter 7 of Summer of the Mariposas. (RL.8.1, RL.8.6)

Lesson Prep

Prepare Entrance Ticket: Unit 1, Lesson 9.

Review Language Dive Guide: Summer of the Mariposas , Page 110.

Ensure there is a copy of Entrance Ticket: Unit 1, Lesson 9 at each student's workspace.

Post the learning targets and applicable anchor charts (see Materials list).

Lesson Plan

Repeated routine: As they arrive, students complete Entrance Ticket: Unit 1, Lesson 9 .

Repeated routine: Follow the same routine as with the previous lessons to review learning targets and the purpose of the lesson, reminding students of any learning targets that are similar or the same as in previous lessons.

MEETING STUDENTS' NEEDS

Remind students that they have seen vocabulary in the learning targets before (e.g., figurative), and that they learned about types of figurative language in the last lesson. Review simile and metaphor in preparation for Work Time A, and ask two or three students to find and share examples of these in the text.

Repeated routine: Follow the same process as with previous lessons for students to read the excerpt of chapter 7 of Summer of the Mariposas , using the Text Guide: Summer of the Mariposas (for teacher reference) . Instruct students to read the excerpt independently and support struggling students as needed. If students do not finish reading the chapter within the allotted reading time, distribute Synopsis: Summer of the Mariposas , Chapter 7 to each student to review the key details from the chapter. Then have students identify the meaning of unfamiliar vocabulary, add words to the chart paper of Spanish words , reflect on their reading as they choose, and record the gist on sticky notes using the following resources as appropriate: vocabulary logs and Work to Become Ethical People anchor chart .

Gist: The sisters stay with the dead man's wife and find out that they are in the news headlines.

Stop on page 105, and focus students on the question in their Entrance Ticket: Unit 1, Lesson 9, using total participation techniques (cold call, equity sticks) to select students to share their responses with the whole group. Refer to Entrance Ticket: Unit 1, Lesson 9 (answers for teacher reference) as needed.

Think-Pair-Share:

"What is the tone of these sentences? How is Odilia feeling about the cake? How do you know?" (Student responses will vary, but may include the following: Odilia is feeling very excited and enthusiastic about eating the food. We know because she describes it in detail.)

"Which of the words on the list has the connotation (an idea or feeling that a word invokes in addition to its literal or primary meaning) of being exciting and enthusiastic?" (Scrumptious.)

With students' support, record the meaning of connotation on the academic word wall , with translations in students' home languages. Write synonyms or sketch a visual above the word to scaffold students' understanding. Invite students to record this word in their vocabulary logs.

Follow the steps from previous lessons to read and reflect on the chapter.

Repeated routine: Invite students to reflect on their progress toward the relevant learning targets.

Review the learning target relevant to the work to be completed in this section of the lesson:

"I can determine the meaning of figurative language in Summer of the Mariposas ."

Tell students they will now participate in Part I of a two-part Language Dive to explore language structure used with figurative language and the relationships between words in sentences.

Reread aloud page 110 of Summer of the Mariposas .

Focus students on the sentence:

"Pita was all bug-eyed and big-eared, nodding like a ratoncita , nervous as a little mouse sitting on the edge of a wooden trap."

Use the Language Dive Guide: Summer of the Mariposas , Page 110 to guide students through a Language Dive conversation about the sentence. Distribute and display the Language Dive: Summer of the Mariposas , Page 110 note-catcher and the Language Dive: Summer of the Mariposas , Page 110 sentence chunk strips .

Before beginning Work Time B, provide a list of translations of key vocabulary from the Language Dive sentence (e.g., nodding, precariously, wooden, trap) in students' home languages to bypass any confusion vocabulary may cause and maintain a focus on structure and figures of speech.

"I can explain what effect is created by differences in the points of view of the characters and the reader in chapter 7 of Summer of the Mariposas ."

Remind students of the definitions and content already recorded on the Analyze Point of View anchor chart . Display and distribute Exit Ticket: Analyze Point of View: Summer of the Mariposas , Chapter 7 , and read the questions aloud. Invite students to respond to the questions on their own and submit.

Collect exit tickets as students leave.

EL Education Curriculum

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• ELA 2019 G8:M1:U1:L5

Close Read: The Latin American Story Finder Excerpt

In this lesson, daily learning targets, ongoing assessment.

• Technology and Multimedia

Supporting English Language Learners

Materials from previous lessons, new materials, closing & assessments, you are here:.

• ELA 2019 Grade 8
• ELA 2019 G8:M1
• ELA 2019 G8:M1:U1

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Focus Standards:  These are the standards the instruction addresses.

• RI.8.1, RI.8.2, L.8.4, L.8.4a, L.8.4b

Supporting Standards:  These are the standards that are incidental —no direct instruction in this lesson, but practice of these standards occurs as a result of addressing the focus standards.

• RI.8.4, RI.8.10, L.8.6
• I can determine a central idea and how it is developed in an excerpt from The Latin American Story Finder . (RI.8.1, RI.8.2)
• I can write an objective summary of an excerpt from The Latin American Story Finder . (RI.8.1, RI.8.2)
• I can identify strategies to determine the meaning of unfamiliar vocabulary. (RI.8.4)
• Opening A: Entrance Ticket (RL.8.4)
• Work Time A: Close Read: The Latin American Story Finder Excerpt, Page 1 note-catcher (RI.8.1, RI.8.2)
• Work Time B: Language Dive: The Latin American Story Finder Excerpt, Page 1 note-catcher (RI.8.1, L.8.4)
• Prepare Entrance Ticket: Unit 1, Lesson 5
• Predetermine triads for the close read. Have students work in the same triads as in Lesson 4.
• Preview the Close Reading Guide: The Latin American Story Finder Excerpt, and Close Read: The Latin American Story Finder Excerpt, Page 1 note-catcher to become familiar with what will be required of students.
• Ensure there is a copy of Entrance Ticket: Unit 1, Lesson 5 at each student's workspace
• Post the learning targets and applicable anchor charts (see Materials list).

Tech and Multimedia

Work Time A and B: Students complete their note-catchers in a word-processing document such as a Google Doc.  

Supports guided in part by CA ELD Standards 8.I.B.6, 8.I.B.7, and 8.I.B.8.

Important Points in the Lesson Itself

• To support ELLs, this lesson supports ELLs through guided work with determining the meaning of unfamiliar vocabulary, a close read activity with an informational text, and a Language Dive that addresses RI.8.1 (cite evidence), as well as L.8.5 (determine the meaning of unfamiliar vocabulary using context and affixes).  
• ELLs may find it challenging to understand all of the information they encounter and analyze in the close reading and the Language Dive, as this will be the first time they participate in these approaches to learning. Use strategic grouping to pair ELLs with proficient and supportive peers to reduce anxiety and provide support in understanding task instructions. This also helps ELLs navigate the informational text and heavy linguistic processing during both the close read and the Language Dive.
• central idea, objective, originated, resilience, summary, transformed (A)
• non-indigenous, realities, values (DS)

(A): Academic Vocabulary

(DS): Domain-Specific Vocabulary

• Close Readers Do These Things anchor chart (one for display; from Unit 1, Lesson 4, Opening B)
• Close Readers Do These Things anchor chart (example for teacher reference; from Unit 1, Lesson 4, Opening B)
• Work to Become Ethical People anchor chart (one for display; from Unit 1, Lesson 2, Work Time A)
• Work to Become Ethical People anchor chart (example for teacher reference; from Unit 1, Lesson 2, Work Time A)
• Academic word wall (one for display; from Unit 1, Lesson 1, Opening A)
• Domain-specific word wall (one for display; from Unit 1, Lesson 1, Work Time B)
• Vocabulary logs (one per student; from Unit 1, Lesson 2, Opening A)
• Summer of the Mariposas (text; one per student; from Unit 1, Lesson 1)
• Entrance Ticket: Unit 1, Lesson 5 (answers for teacher reference)
• Close Reading Guide: The Latin American Story Finder Excerpt (for teacher reference)
• Close Read :   The Latin American Story Finder Excerpt note-catcher (example for teacher reference)
• Language Dive Guide: The Latin American Story Finder Excerpt, Page 1 (for teacher reference)
• Language Dive: The Latin American Story Finder Excerpt, Page 1 note-catcher (example for teacher reference)
• Entrance Ticket: Unit 1, Lesson 5 (one per student)
• The Latin American Story Finder Excerpt (one per student and one for display)
• Close Read: The Latin American Story Finder Excerpt, note-catcher (one per student and one for display)
• Close Read :   The Latin American Story Finder Excerpt, note-catcher ▲  
• Language Dive: The Latin American Story Finder Excerpt, Page 1 note-catcher (one per student and one for display)
• Language Dive: The Latin American Story Finder Excerpt, Page 1 sentence chunk strips (one per pair of students)
• Homework: Unfamiliar Vocabulary: Summer of the Mariposas , Chapter 3 Part II (one per student; from Homework Resources in unit download)

Each unit in the 6-8 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize students' understanding of what they accomplished through supported, standards-based writing.

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