Cite Textual Evidence to Support Inferences Drawn from Text
7th - 9th
Finding concrete evidence and analyzing it is one of the most important skills language arts pupils can develop. The video models how to take the text, add in original thinking, and come up with an inference. The narrator uses a T-chart and three quotations from the short story "A Pair of Silk Stockings" to explain the main character's decision. A thorough and clear video, this will help your learners figure out how to make their own inferences, especially if you pause the video and allow time for the class to discuss in-between clips. Also consider the presentation and provided guided notes to strengthen the lesson.
You might also be interested in:
Inferring About Characters Based on How They Respond to Challenges (Chapter 4: "Los Higos/Figs")
How do you know what a character's personality is like if an author doesn't tell you? With a focus on character development in Esperanza Rising, pupils complete a jigsaw activity to analyze the actions of Mama, Abuelita, and Miguel. Once group members have shared with their expert group and their own group of three, they compare and contrast the other characters to Esperanza. Class members must make inferences using author details and character behavior. During this well-sequenced lesson, learners will complete a quiz, participate in a jigsaw activity, create posters and charts, and write briefly for an exit ticket, and close with a discussion about human rights.
Contrasting Perspectives: Should the Farmworkers in Esperanza Rising Go On Strike? (Chapter 12: "Los Esparragos/Asparagus")
Explore multiple perspectives through a jigsaw activity that will improve your pupils' understanding of the characters in Esperanza Rising as well as their understanding of strikes and human rights. Tapping into prior knowledge, and previous notes taken on these topics, class members will first add to their information about their assigned character, then meet in expert groups, and last, but not least, get together with their original group of three and cross-share information. Wrap up with an exit ticket that asks learners to take a stance and use evidence to support their answers.
Inferring About Characters Based on How They Respond to Challenges (Chapter 3: "Las Papayas/Papayas")
Start off your day with a quick reading comprehension quiz about chapter three of Esperanza Rising by Pam Muñoz Ryan. After they complete the quiz, pupils participate in a discussion and look closely at the text. A strong Common Core designed lesson, the activities described here focus on discussing the text in groups, making inferences, responding to text-dependent questions, and using evidence. The lesson is nicely organized, with an entrance ticket and an exit ticket to tie the activities together.
Characters in Live Performance
Your intermediate or advanced thespians choose dramatic scenes to perform in duos, small groups, or solo to demonstrate vocal and physical characterization. Use class time to prepare and rehearse. Detailed rubrics work for peer assessment.
Gathering Evidence and Drafting a Two-Voice Poem (Chapter 13: "Los Duraznos/Peaches")
Begin class with a short comprehension quiz and review and then move into a new genre: two-voice poems. The lesson provides information about this type of poetry as well as a video example made by eighth graders that you can show your class. After watching and listening, class members can refer to the included transcript as they compose their own two-voice poems comparing and contrasting two characters from the novel Esperanza Rising, by Pam Muñoz Ryan. Spend some time discussing text features and previous notes about the characters before sending pupils off with their graphic organizers to draft their poems with a partner or small group. Close by sharing golden lines from the poems.
Say It Like A Character
Students read a story and retell it to the class by role-playing one of the characters. In groups, they use the correct facial expressions along with body language and voice to convince the others in their group that they are actually the character they are role-playing. They also discuss the reasons for the character's actions.
The Call of the Wild: Characters
Cover the canine characters in The Call of the Wild through discussion and writing. Small groups complete a jigsaw-style activity, with each group focusing on one dog and using textual evidence to back up their ideas. Next, individuals respond in writing to several provided questions about the fight between Buck and Spitz. The handout referenced at the very beginning of the plan is included in the materials tab.
Seven directions: Making connections between literature and American Indian history
Stereotype or archetype? Myth or fact? Middle schoolers apply critical thinking skills to assess the validity of the images and story details in picture books portraying Native American history. The study begins with an examination of Susan Jeffers’ Brother Eagle, Sister Sky, listed as a book to avoid by the Oyate website. The plan details how to direct readers’ attention to the messages sent by illustrations and how to check the facts of a story. As a contrast, class members are introduced to Joseph Bruchac’s Between Earth and Sky: Legends of Native American Sacred Places and create their own compass rose.
Character in a Box
Partners choose, research, and analyze fictional or historical characters and design character life boxes to represent them. They also compose a rhyme royal, which they understand inductively by deconstructing examples. Based largely on the book/play The Shakespeare Stealer, but it's not necessary to complete this creative project.
Cashing In on Cartoons
Students examine the popularity of cartoon characters in marketing strategies. They work on developing their own cartoon characters that could be used for a licensing plan.
Be the first to comment
Join Lesson Planet Community, our free teacher discussion forum, to share ideas about this resource, and more.Join the Conversation