Literacy Planning

Esperanza Risingby Pam Munoz Ryan–6 Weeks

Concept Question: Can people truly change? How?

Week 1 – 2/13 – 2/17

Genre: Historical Fiction

Vocabulary strategy: Context Clues

Comprehension Strategies: Characters’ Perspectives, Making Inferences, Cause and Effect, Drawing Conclusions, Using Evidence, Making Predictions.

2/13 –YWBAT listen for and identify the relevant evidence in the arguments of your peers.

  • Library 8-8:45
  • Warm up: What are the parts of a letter? An envelope? Write a letter or postcard to someone in this school (student or staff). Make sure you have all of the parts!
  • Preview, Esperanza Rising
  • Front cover, summary, concept question
  • Why do you think Esperanza and Mama will have to leave Mexico?
  • Look at the chapter names. What do you notice about them?
  • Frontload vocabulary

2/14 - YWBAT draw inferences and support thoughts by analyzing photographs and their captions.

YWBAT articulate your analysis in a clear and concise manner.

YWBAT identify and explain the components of the genre: historical fiction.

YWBAT develop an idea of the novel’s theme(s) by building your background knowledge of the 1930’s.

  • Warm up: write a letter to your reading buddy and to a person of your choice.
  • Gallery Walk
  • Reflection/discussion
  • Historical Fiction reading and questions
  • Historical Context: When where the 1930’s?
  • Author Biography
  • Comprehension questions

2/15 – YWBAT use appropriate inflection and context when speaking in Spanish.

YWBAT build a deeper understanding of vocabulary words by participating in Vocabulary Dice.

YWBAT provide a summary of the text distinct from personal opinions or judgements.

  • Warm up: look over the Spanish words list, practice saying them out loud with a partner
  • Write a letter to your Spanish teacher, use as much Spanish as possible. Then, write a letter to a different teacher or TA.
  • Read: Prologue
  • Vocabulary chart
  • Note taking and summarizing chart example
  • Read, “Las Uvas” as a class
  • Vocabulary chart
  • Fill out chapter outline (p. 34)
  • Fill out summary chart

2/16– YWBAT demonstrate your understanding of figurative language by identifying the use of personification in the

text.

YWBAT provide a summary of the text distinct from personal opinions or judgements.

  • Warm up: Write two letters to two different people that may not receive many letters. They cannot be in this class.
  • Complete the Personification page
  • Discuss
  • Read, “Las Papayas” as a class
  • Fill out personification chart in pairs
  • Fill out summary chart as a class
  • Reading buddies

10/23 – YWBAT Cite textual evidence to support analysis of what the text says explicitly.

  • Warm up: write a thank-you letter or postcard to our custodian, Obed. Use as much Spanish as possible!
  • “Las Papayas” comprehension questions 1, 3, 7-8
  • Discuss
  • Comprehension Quiz 1
  • Spelling/vocab test
  • Book club

Week 1 spelling and vocabulary list: we will study the words throughout the week and have a test on Friday.

For use from 2/13 to 2/17

Word: / Page / Definition:
prejudice / n/a / n. preconceived opinion that is not based on reason or actual experience
antagonist / n/a / n. a person who actively opposes or is hostile to someone or something
arbors / 1 / n. a shelter of vines or branches; similar to lattice
scythe / 4 / n. a tool used for mowing; a long curving blade fastened at an angle to a long handle
congregate / 9 / v. to assemble or gather
capricious / 13 / adj. impulsive, unpredictable
propriety / 13 / n. state of being proper
anguish / 23 / n. anxiety or sorrow
condolences / 26 / n. expressions of sympathy
cordial / 26 / adj. warm and friendly
encroaching / 29 / v. gradually advancing beyond proper limits
reputation / 31 / n. quality or character as seen or judged by people in general
vultures / 32 / n. predatory persons
pretentious / 33 / adj. showing exaggerated importance or worth