Reading Lesson Plan-Amy Mulford- 5th Grade- Thomas ...



Reading Lesson Plan-Amy Mulford- 5th Grade- Thomas Jefferson Elementary School

The following are lessons that I used when I was using the book Esperanza Rising- I had a few students in my class that were from Mexico and I wanted to showcase them. They really enjoyed the unit and the other students enjoyed learning about another culture.

Reading SOL 5.1, 5.4, 5.5, 5.6, 5.7

Objectives- The student will-

• Analyze and identify the structural elements of the novel

• Interpret some of the reasons for Mexican immigration to the US after the Mexican Revolution and during the Great Depression

• Make predictions about text

• Recall and understand vocabulary definitions

• Analyze character traits and note changes

• Check for text evidence to support conclusions

• Create products to demonstrate symbols and themes

Day 6

1. Review what has occurred so far in the novel-orally

2. Make a prediction based on Esperanza’s character as to how she will adapt to her new surroundings and circumstances

3. Create a Double Bubble comparing Esperanza before the immigration to the Esperanza after immigration-What has changed for her?

4. Will she survive in her new surroundings?

5. Read Ch.7 of Esperanza Rising

Day 15

1. Review what has occurred so far in the novel-orally

2. Read Ch.13 of Esperanza Rising

3. Find vocabulary words in context, using context clues predict the meaning, check predictions with the dictionary

4. Write a letter home to Abuelita, Esperanza’s grandmother, in which they imagine they are Esperanza describing what life is like for her and her mother in the United States. Include as much news as they can, but try not to alarm their grandmother unnecessarily by writing only of bad news.

Objectives- The Student will-

• Analyze and identify the structural elements of the novel

• Interpret some of the reasons for Mexican immigration to the US after the Mexican Revolution and during the Great Depression

• Make predictions about text

• Recall and understand vocabulary definitions

• Analyze character traits and note changes

• Check for text evidence to support conclusions

• Create products to demonstrate symbols and themes

• Interpret the change in Esperanza by analyzing her actions

• Compare/Contrast the work and living conditions in the camp where Esperanza is staying to the one where the strikers are living.

Day 16

1. Read Ch.14 of Esperanza Rising

2. Discuss Ch.13-14- How had Esperanza changed since the beginning of the book?

3. Begin comprehension questions for Ch.13-14

4. Create a Double Bubble comparing the camp where the strikers are staying to the camp where Esperanza is living and the new camp being built for the Okies. What do the differences in the living conditions at these camps suggest about the differences among the social status of these different groups of laborers?

Day 17

1. Using a flow map, create a summary of what has happened to Esperanza so far in the story. Students will focus on the main events/problems that Esperanza has faced.

2. Create a Double Bubble- Comparing/Contrasting Life in Mexico with Life in California

3. Review Ch.13-14 of Esperanza Rising

4. Identify the metaphor Abuelita uses for Esperanza’s need to overcome life’s challenges (the Phoenix rising from the ashes). Discuss. Use details from the story to explain how Esperanza fit’s that comparison. Create a metaphor for a time when they had to overcome a difficulty in life.

Day 18

1. Distribute copies of the Fruits and Vegetables Worksheet. Fruits and vegetables play in important role in Esperanza’s story. In fact, the title of each chapter is named after a fruit or vegetable. Students will explore with the various examples of fruits/vegetables- “What does it taste like?” They will eat the sample slowly, reflecting on the flavor. Using their powers of observation and the text, students will fill in a worksheet. Discuss their answers and the symbolism/importance of each fruit/vegetable in the text.

Day 20

1. Explain to students there are many different kinds of conflict: Character vs. Character, Character vs. Self, Character vs. Nature, and Character vs. Society. Discuss the meaning of each type of conflict. Students will brainstorm examples of each kind of conflict. Students should think not only about other stories they many have read in school, but also television shows and movies they may have seen. For example, they may think of Harry Potter vs. Lord Voldemort as a type of Character vs. Character conflict.

2. Students will complete the Conflict Type Worksheet for Esperanza Rising. When they finish, discuss the conflicts they have noted on their worksheets.

o In “Las Almendras,” Miguel and Alfonso show Esperanza the rose they secretly brought with them from Mexico. Is the rose a metaphor for Esperanza’s character? Discuss with the class. Refer to “Las Papayas” to see when the rose was first mentioned.

o Review vocabulary from Ch.1-14 of Esperanza Rising, class will be divided into two teams. Use Esperanza Rising vocabulary words with their letters jumbled as a word list. Student 1 from Team A faces off against Student 1 from Team B. Write the first jumbled word on the board. The first student to unscramble the word wins the chance fro his/her team to score points. If 1A wins the jumble, go to student 2A and give him/her a definition. He/she must give the correct spelling of the vocab. word, which fits that definition. If he/she does, Team A scores a point, and you give student 3A a definition for which you expect a correctly spelled matching vocabulary word. An incorrect response sends the game back to the jumbled word face off, with student 2A and 2B.

Day 21

1. Students will create a unit test for Esperanza Rising. The test will be comprised of 4 sections: matching, true/false, short answer, and essay. Students may use ½ the class period to make the test and then swap papers and use the other ½ of the period to take a test a classmate has devised. I will then use some of the student generated questions for the final unit test on Esperanza Rising.

2. Using the student generated questions; the class will be divided into 2 teams. Correct answers will earn 1 point, incorrect responses minus 1 point.

Day 22

1. Play “What’s my line?” Students will be asked quotes from the story, or description of character actions. They will have to guess who said or did the description.

2. Play “Drawing in the Detail”- Similar to Pictionary. Divide the class into 2 teams. A student from one team draws a scene from the story. Drawings show be kept simple, to keep the pace lively. Students in the opposing team locate the scene in their books and read it aloud. If they are incorrect, the illustrator’s team has a chance to guess.

3. Crossword Puzzle-Reviewing vocabulary words

Day 23

1. Final Comprehension Test and Vocabulary Test on Esperanza Rising

2. Students will also begin a final project on the book of their choosing-

a. Create a biographical poem about any character by following an assigned format

b. Choose a chapter of Esperanza Rising to rewrite into a play

c. Create a book cover and back from the book Esperanza Rising, inside describe the main parts of the book- characters with descriptions, setting, conflict/solution and the main events of the story.

d. Create a timeline of the major events from the story

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