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Common Core: ELA
CCLS - ELA: RL.5.3
- Category
- Reading Literature
- Sub-Category
- Key Ideas and Details
- State Standard:
- Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
14 Results
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- In Unit 2, students continue to build their reading and writing skills as well as their understanding of how new or improved technologies are developed to meet the needs of society, through a case...
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- END-OF-UNIT 2 ASSESSMENT: ON-DEMAND ANALYTICAL ESSAY ABOUT HOW ESPERANZA CHANGES OVER TIME Note, because this is an on-demand assessment students will need to complete their essays independently,...
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- PARAGRAPH WRITING, PART II For this writing assignment, students are not given a formal rubric. Rather, they work with the teacher to create “criteria for success.” The rationale behind this is to...
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- PARAGRAPH WRITING, PART I: HOW ESPERANZA RESPONDS ON THE TRAIN (REVISITING CHAPTER 5: “LAS GUAYABAS/GUAVAS”) In this lesson, students revisit Chapter 5: “Las Guayavas/Guavas.” In advance, reread...
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- GATHERING EVIDENCE AND DRAFTING A TWO-VOICE POEM (CHAPTER 13: “LOS DURAZNOS/PEACHES”) During Lessons 13 and 14, students work with the last two chapters of the novel, but with less teacher support....
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- CONTRASTING PERSPECTIVES: SHOULD THE FARMWORKERS IN ESPERANZA RISING GO ON STRIKE? (CHAPTER 12: “LOS ESPÁRRAGOS/ASPARAGUS”) This lesson repeats the Jigsaw structure students have used several times,...
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- CHARACTERS CHANGING OVER TIME (CHAPTER 10: “LAS PAPAS/POTATOES”) This lesson begins to lay the foundation for students’ End of Unit 2 Assessment, in which they write an essay about how Esperanza...
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- MID-UNIT 2 ASSESSMENT AND DISCUSSING THEMES IN ESPERANZA RISING: (CHAPTER 9: “LAS CIRUELAS/PLUMS”) Review Chapter 9, “Las Papas/Plums” from Esperanza Rising, and the answers to Mid-Unit 2 Assessment...
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- POINT OF VIEW: COMPARING ESPERANZA’S AND ISABEL’S PERSPECTIVES ABOUT LIFE IN THE CAMP (CHAPTER 7: “LAS CEBOLLAS/ONIONS”) This lesson includes a close reading of pages 116–117, which is done as a full...
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- CONTRASTING TWO SETTINGS (CHAPTER 6: “LOS MELONES/CANTALOUPES”) This lesson begins to introduce students to the idea of central metaphors (or symbols) in the novel. This purpose links directly to RL....
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- INFERRING ABOUT CHARACTERS BASED ON HOW THEY RESPOND TO CHALLENGES (CHAPTER 4: “LOS HIGOS/FIGS”) This lesson builds directly on Lesson 3, and reinforces a pattern of analysis that students will use...
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- GETTING TO KNOW ESPERANZA (CHAPTER 2: “LAS UVAS/GRAPES”) This lesson introduces a new small group structure: Triad Talk. These reading and discussion groups will be used throughout the study of...
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- CASE STUDY: ESPERANZA’S STORY In this second unit, students will apply their new learning about human rights through a case study of how a fictional character responds to human rights challenges....
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- Becoming a Close Reader and Writing to Learn: Stories of Human Rights What are human rights, and how do real people and fictional characters respond when those rights are challenged? Students will...