GRADE 8TH UNIT 4 LESSON 5-9 3/9-13/2026

Independent Reading 15 min
reading conferences

​Monday Tuesday Wednesday Thursday Friday


Channel Cristian kiara Jostin jade

Mauricio Neymar Briana Ambioris Cristian

Word Cloud

How’s your day treating you?

By Deyvi Rocha

​UNIT 4
Social Change and Revolution: Anne Frank

Essential Question

​¿Cómo afecta el punto de vista de un individuo la forma en que aborda los conflictos y conduce al cambio?

​How does an individual's point of view affect the way they deal with conflict and lead to change?

​A person’s point of view changes how they handle problems and can help them make good changes.

Agenda 3/2-6/2026

• ​Independent Reading 15 min

• Objectives - Assessment

• Everybody Writes

• Vocabulary:

• Lesson 5 Central Idea

• Activity

• DIT

• Small groups

Objectives Assessment

​Everybody Writes

​ Use context clues to determine the meaning of each word

Resistencia
coraje
escapar

Vocabulary

​Resistance – This is what the Danish people did to stand up against the Nazis and help Jewish families escape.
Courage – Shows the bravery of ordinary people who risked their lives to do the right thing.
Escape – Refers to how Jewish families safely got away from danger, thanks to the help of the Danish citizens.

​Central Idea - Reading

questions ( everybody writes )
paragraph 1 - 2

What happened in Denmark during World War II, and how did the Nazis treat Jewish people?

paragraph 3,4

Why was it dangerous to help Jewish families, and how did brave people still help them?

paragraph 5-8

How did the people of Denmark work together to help Jewish families, and what was the result of their efforts?

​Ordinary people can make a big difference when they work together and show courage to help others, even in dangerous situations.

Multiple Choice

What is the central idea on the passage Courage in Denmark; Resistance to the Nazis in WWII,

• The central idea is the courage of the Danish resistance against the Nazis during WWII.
• The central idea is the role of Danish citizens in supporting Nazi policies.
• The central idea is the economic impact of WWII on Denmark.
• The central idea is the collaboration of Denmark with the Nazis during WWII.

​Model
In the passage Courage in Denmark; Resistance to the Nazis in WWII, we see that ordinary people can make a big difference when they are brave and work together. One way people created change was by helping Jewish families escape from the Nazis. The text says, “Many Danish families hid them in their houses, hospitals, and churches”, and fishermen “used their boats to take people across the sea to Sweden, a nearby country that was safe.” These examples show that people risked their own safety to protect others.

Another way people made a difference was by giving Jewish families support to travel safely. The text explains that some people “gave them false papers and helped them find secret escape routes so they could travel safely.” This shows that even ordinary citizens could act bravely and stop injustice.

People can also create change in other ways. For example, in school or in stories, students or characters can help others or stand up against something unfair.

In conclusion, the Danish resistance shows that working together and being courageous can save lives and make a real difference. As the passage says, people all across Denmark worked together to help, proving that ordinary people can change the world.

​DIT

Agenda 3/2-6/2026

• ​Independent Reading 15 min

• Objectives - Assessment

• Everybody Writes

• Vocabulary:

• Lesson 4 Literary Devices

• Activity

• DIT

• Small groups

Objectives Assessment

​Everybody Writes

  Think about the line in Anne’s diary that reads; “I instantly turned white, my stomach churned, and my heart beat wildly—and all because I was afraid.”  Write 2 or 3 sentences that describe a time when you were genuinely afraid.  What does being “afraid” mean to you?

Piensa en la línea del diario de Anne que dice: “Al instante me puse blanca, mi estómago se revolvió y mi corazón latió salvajemente, y todo porque tenía miedo”. Escribe 2 o 3 oraciones que describan un momento en el que tuviste miedo genuino. ¿Qué significa para ti tener “miedo”?

​What is tone ?

• Tone is an attitude of a writer toward a subject or an audience. Tone is generally conveyed through the choice of words (diction) or the viewpoint of a writer on a particular subject. Tone may be formal, informal, intimate, solemn, somber, playful, serious, ironic, condescending, or many other

​What is the function of tone? Why do authors create tone?

Tone decides how the readers read a literary piece and how they should feel while they are reading it. It also bestows voice to characters/speakers and it throws light on the personalities and dispositions of characters that readers understand better.

​Literary Devices

​Literary devices are special tools that writers use to make stories more interesting, clear, and fun to read.

​They help readers imagine, feel, and understand the story better.

​Literary Devices

trick or technique writers use to make their writing stronger or more exciting.

Example;

Simile: Her smile is like the sun.

Metaphor: The classroom was a zoo.

Personification: The wind whispered.

Alliteration: Silly snakes slide slowly.

​Model

​Careful diction, details, and figurative language to show her feelings.
First, she chooses words that show her fear and sadness, like when she writes about being afraid of the Nazis or feeling trapped in the secret annex. For example, she says, “I feel frightened and alone,” which helps the reader understand her serious tone. Second, she uses details and comparisons to show hope and imagination. She describes small moments of happiness, like looking out the window or writing in her diary, which shows that she still dreams and hopes. She writes, “I long to go outside and feel the sun,” which shows her hopeful feelings. These examples show how Anne Frank’s words and descriptions create a tone that is both serious and hopeful.

Agenda 3/2-6/2026

• ​Independent Reading 15 min

• Objectives - Assessment

• Everybody Writes

• Vocabulary:

• Lesson 11 KWL Chart

• Activity

• DIT

• Small groups

Objectives Assessment

​Everybody Writes

How does an individual’s point of view affect the way they deal with conflict and lead to change?

​¿Cómo afecta el punto de vista de un individuo la forma en que aborda los conflictos y conduce al cambio?

​A person’s point of view guides how they handle conflict. Being open and flexible helps solve problems and create change, while a closed view can make conflicts worse.

​ In Context Vocabulary Predictions

​Objective: Students will learn how to use the words and sentences around an unfamiliar word to guess its meaning.fizz

​“Sometimes we read a word we don’t know. Can we figure out what it means without a dictionary?”

​Example; During the science experiment, the mixture started to fizz and bubble wildly!

​“What do you think ‘fizz’ means? What clues help?”

​“What do you think ‘fizz’ means? What clues help?”

​“What do you think ‘fizz’ means? What clues help?”

​“What do you think ‘fizz’ means? What clues help?”

​“What do you think ‘fizz’ means? What clues help?”

Animation of Anne Frank: The Graphic Biography- Cornell Notes

​https://youtu.be/yLSvdEUA2wI

​1. Why did Anne and her family go into hiding?
2. What happened to the Frank family after they were captured by the Gestapo?
3. Why is Anne Frank remembered and studied in school in Europe and the Americas?

​Anne and her family went into hiding to escape the Nazis, who were persecuting Jews during World War II. After they were captured by the Gestapo, the Frank family was sent to concentration camps. Anne and her sister Margot died in Bergen-Belsen. Anne Frank is remembered and studied because her diary gives a personal, powerful account of the Holocaust and teaches lessons about courage, hope, and the consequences of hatred.

​Anne Frank: A True Story

​Anne Frank: A True Story Anne Frank was a Jewish girl who lived in Germany. When she was very young, her family moved to the Netherlands to be safe. But during World War II, the Nazis came and started hurting Jewish people. To stay safe, Anne, her family, and some friends hid in a secret part of a building. They had to be very quiet and could not go outside. While hiding, Anne wrote a diary about her life, her feelings, and her hopes for the future. After two years, the hiding place was discovered. Anne and her family were taken to a concentration camp. Sadly, Anne died there when she was only 15. Her diary was found later and published as “The Diary of a Young Girl”. Today, Anne’s story helps children and adults learn about the Holocaust and remember the importance of kindness and freedom.

​K.W.L. Anna Frank

By Deyvi Rocha

​UNIT 3
Persuasion and Influence: Animal Farm

Book;
Essential Question

How can power corrupt good political intentions?

​¿Cómo puede el poder corromper las buenas intenciones políticas?

Objectives Assessment

Agenda 2/9-13/2026

• ​Independent Reading 15 min

• Objectives - Assessment

• Everybody Writes

• Vocabulary:

• Lesson 18

• Activity

• DIT

• Small groups

​The principle “All animals are equal” is no longer followed in Animal Farm. In Chapter 9, the pigs clearly break this rule. For example, the pigs get special food and comforts while the other animals suffer. The author shows this when he explains that the pigs receive extra rations, even though the other animals are hungry (indirect citation). This proves they are treated better than everyone else. Also, when Boxer gets sick, Napoleon says he will be taken to the hospital, but instead Boxer is sold to the knacker. One clear line shows the animals’ confusion and pain: “The van was moving away. Boxer was being taken to the knacker!” (direct citation). This shows that Boxer, a loyal worker, is not treated equally or fairly. Because the pigs have power and privileges while the other animals suffer and are betrayed, the principle “All animals are equal” is clearly not followed in Chapter 9.

Agenda 2/2-6/2026

• ​Independent Reading 15 min

• Objectives - Assessment

• Everybody Writes

• Vocabulary:

• Lesson 15 Irony

• Activity

• DIT

• Small groups

Objectives Assessment

​Daily Instructional task

Agenda 1/28-30/2026

• ​Independent Reading 15 min

• Objectives - Assessment

• Everybody Writes

• Vocabulary:

• Lesson 12 Turning Point

• Activity

• DIT

• Small groups

Objectives Assessment

​EVERYBODY WRITES

​: Chapter 6
Can you think of a time when something happened that was the opposite of what you expected?

¿Puedes recordar alguna ocasión en la que sucedió algo que fue lo contrario de lo que esperabas?

I studied a lot for a test and thoughtI woud do great but I got a low grade

Irony - cornell notes

​What is irony? | Irony is when something happens or is said that is the opposite of what we expect.

Why do authors use irony? | Authors use irony to make stories funny, interesting, or surprising.

​Verbal Irony

When someone says one thing but means the opposite. Example: Saying “Great job!” when someone spills milk.

Situational Irony
When the opposite of what is expected happens. Example: A fire station catching on fire.

Dramatic Irony

When the audience knows something that the character does not. Example: The audience knows a secret, but the character doesn’t.
How can we spot irony? Look for surprises, opposites, or things that don’t match expectations.

​Irony is when something happens or is said that is the opposite of what we expect. Writers use irony to make stories more interesting, funny, or meaningful. There are three main types of irony: verbal, situational, and dramatic.

​Daily Instructional task

​Chapter 6 Irony
1. No animal shall engage in trade” Expectation: The rule should be followed by everyone.

Reality: The pigs secretly change the rules so trading is allowed.
Type of irony: Situational irony

The rules are supposed to protect equality, but they are changed to benefit the pigs. 3. The animals work

Multiple Choice

What is Irony ?

• Irony is a form of humor based on exaggeration.
• Irony is a contrast between expectation and reality.
• Irony is a literary device that enhances dialogue.
• Irony is a type of metal used in construction.

English: A moment when an important change happens; a decisive moment that changes the direction of a situation.

• Spanish: Un momento en el que ocurre un cambio importante; un momento decisivo que cambia la dirección de una situación.

​📘 Turning Point

• English: To control, handle, or influence something or someone, often skillfully or sometimes unfairly.

• Spanish: Controlar, manejar o influir en algo o alguien, a menudo con habilidad o a veces de manera injusta.

​📘 Manipulate

Vocabulary

​EVERYBODY WRITES

​: Chapter 5

"How do Napoleon and the pigs control the animals on the farm?"

¿Cómo controlan Napoleón y los cerdos a los animales de la granja?

​Napoleon and the pigs control the animals by using fear, spreading lies, and making the animals follow without thinking.

​Daily Instructional task

English: A moment when an important change happens; a decisive moment that changes the direction of a situation.

• Spanish: Un momento en el que ocurre un cambio importante; un momento decisivo que cambia la dirección de una situación.

​📘 Turning Point

• English: To control, handle, or influence something or someone, often skillfully or sometimes unfairly.

• Spanish: Controlar, manejar o influir en algo o alguien, a menudo con habilidad o a veces de manera injusta.

​📘 Manipulate

Vocabulary

Turning Point

• After Snowball is gone, the pigs:
  

  • Spread propaganda through Squealer
    

  • Use fear to control the animals
    

  • Change the rules to benefit themselves
    

Question; How do things on the farm get worse after this point?”
Why Chapter 5 is the turning point in Animal Farm.

Turning Point- cornell notes

​Turning point is the moment in a story when something happens that changes the main events or the characters’ actions.

• It’s often when the conflict becomes more serious or when a major decision is made.

Question; “When does the pigs’ leadership start to become unfair and cruel?”
key turning point is Chapter 5, when Napoleon uses the dogs to chase Snowball away.

​This moment shows Napoleon taking full control and the farm beginning to change from a hopeful rebellion into a dictatorship.

Multiple Choice

What is turning point?

• A turning point is a critical moment that leads to a change in direction or outcome.
• A turning point is a static moment that remains unchanged over time.
• A turning point is a minor detail that has no impact on events.
• A turning point is a simple choice that does not affect the outcome.

Model

​Model Essay

​In Chapter 5 of “Animal Farm” by George Orwell, Napoleon becomes the leader of the farm by using fear and lies, which makes the farm less fair for all the animals. His rise to power shows how control, propaganda, and manipulation can replace the ideals of equality that the rebellion originally promised. Napoleon uses fear to make the animals obey him. He has nine large dogs that scare anyone who might challenge him: “Nine enormous dogs wearing brass-studded collars came bounding into the barn.” The animals are too afraid to speak out because they know the dogs will attack them. Napoleon also removes his rival, Snowball, who had ideas for the farm and could challenge his leadership: “Snowball was seen no more.” By getting rid of Snowball, Napoleon makes sure he is the only leader, and no one can oppose him. These actions show that Napoleon is no longer following the original goal of equality for all animals. Instead, he rules through fear and power.

​Napoleon also uses propaganda and manipulative language to control the animals’ thoughts. Squealer, the pig who spreads Napoleon’s messages, tells the animals: “Surely, comrades, you do not want Jones back?” This makes the animals afraid of Mr. Jones returning, so they accept Napoleon’s decisions without question. Squealer also twists the truth, saying, “Napoleon had never in reality been opposed to the windmill.” By changing the story, he convinces the animals that Napoleon is always right. Because of this propaganda, the animals stop thinking for themselves, which allows Napoleon to strengthen his control over the farm. Other animals, especially the sheep, help Napoleon stay in power without realizing it. The sheep repeated slogans like “Four legs good, two legs bad!” to drown out anyone who might question the pigs’ actions. Many animals follow the slogans and obey Napoleon, supporting him even if they do not fully understand what is happening. This helps Napoleon maintain his leadership and allows him to control the farm completely. The farm becomes less equal, and the rebellion’s original ideas are lost.
In conclusion, Napoleon uses fear, lies, and the help of the sheep to control the animals and take full power over the farm. Chapter 5 shows that when animals stop thinking for themselves and obey blindly, a leader can replace equality with tyranny. The original goals of the rebellion disappear as Napoleon secures his rule.

​Daily Instructional task

SMALL GROUPS

Agenda 1/19-23/2026

• ​Independent Reading 15 min

• Objectives - Assessment

• Everybody Writes

• Vocabulary:

• Lesson 7 Characterization

• Activity

• DIT

• Small groups

Objectives Assessment

​Daily Instructional task

​EVERYBODY WRITES

​: Chapter 2 Discussion Questions
After Old Major’s death, what happens to the other animals? What do we learn about the intelligence of the animals on the farm?

​Preguntas para debatir del Capítulo 2 Tras la muerte de Viejo Mayor, ¿qué les ocurre a los demás animales? ¿Qué aprendemos sobre la inteligencia de los animales de la granja?

​Mini Lesson; Dialogue

​In literature, dialogue is the written conversation between characters in a story, play, or novel. Authors use dialogue to: Show character personalities – how a character speaks, what they care about, or their emotions.
Reveal relationships – how characters interact or feel about each other. Create realism – making the story feel like real life.

Example in literature: “Where are you going?” asked Alice. “To find the truth,” replied Bob, determination in his voice.

​The dialogue tells us: Alice is curious. Bob is determined and serious. The story is moving forward because Bob is leaving to do something important. In short, dialogue in literature is not just talking—it shows character, emotion, and story development.

Multiple Choice

WHAT IS A DIALOGUE IN LITERATURE ?

• A dialogue is a narrative technique used in poetry.
• A dialogue is a description of a character's thoughts.
• A dialogue is a summary of events in a story.
• A dialogue is a conversation between characters in a literary work.

​4-Column Dialogue Chart

​What do we learn about Snowball from this dialogue in Chapter 2?

What do we learn about Mollie from this dialogue in Chapter 2?

​MODEL
In Animal Farm by George Orwell, the dialogue between Snowball and Mollie in Chapter 2 shows important differences in their personalities and beliefs. Snowball is dedicated to the principles of Animalism and cares about the freedom of all the animals.

When Mollie asks, “Will there still be sugar after the Rebellion?” Snowball answers firmly, “No… you do not need sugar. You will have all the oats and hay you want.” This shows that Snowball thinks about what is truly important for the animals, not just comfort or luxury. Mollie, on the other hand, is more focused on her own pleasures and appearances. She asks, “And shall I still be allowed to wear ribbons in my mane?” Snowball replies that the ribbons are “the badge of slavery” and that liberty is more important. Mollie agrees but does not seem convinced.

This dialogue reveals that Mollie values personal enjoyment more than freedom or hard work. In conclusion, the exchange between Snowball and Mollie highlights Snowball’s commitment to the farm and the rebellion, while Mollie shows selfishness and concern for her own comfort. This contrast helps readers understand how the characters’ priorities influence their actions on the farm.

​DIT

SMALL GROUPS

​Daily Instructional task

Objectives Assessment

Everybody Writes

Think about a time when a leader (in school, in history, or even in a movie/book) started out trying to help others but ended up being unfair or controlling. What happened? Why do you think power changes people?

​Piensa en alguna ocasión en la que un líder (en la escuela, en la historia o incluso en una película o un libro) comenzó intentando ayudar a los demás, pero terminó siendo injusto o autoritario. ¿Qué sucedió? ¿Por qué crees que el poder cambia a las personas?

​Say something strategy

Say Something strategy

​Questions - Cornell notes- video https://www.youtube.com/watch?v=FrtDZ-LOXFw

​What are some important points about political concepts that you read about in the overview?
What sparked your interest about The Russian Revolution or any of the political concepts in your reading?
How do you think these political concepts will connect to Animal Farm?
What questions do you still have after reading the text?

​¿Cuáles son algunos puntos importantes sobre los conceptos políticos que leíste en el resumen? ¿Qué te llamó la atención de la Revolución Rusa o de alguno de los conceptos políticos que leíste? ¿Cómo crees que estos conceptos políticos se relacionan con Rebelión en la granja?
¿Qué preguntas te quedan después de leer el texto?

​Daily Instructional Task: 

Multiple Choice

What is the main purpose of the “Say Something” strategy?

• To memorize every word in a story

• To stop and think while reading

• To skip difficult parts

• ) To write a summary at the end only

Multiple Choice

When using “Say Something,” what can you do after reading a paragraph?

• Summarize it in your own words

• Ask a question about it

• Share your opinion or connection

• All of the above

​Small groups

Agenda 1/5-9/2026

• ​Objectives - Assessment

• Everybody Writes

• Vocabulary:

• Lesson 1

• Activity

• DIT

• Small groups

Objectives Assessment

Everybody Writes

​Which line is the same length as the one on the left?

​The students who questioned or followed another student's guess were displaying herd behavior as well but in questioning authority.

• Herd behavior is when individuals decide to follow others and imitate those group behaviors instead of making decisions independently on the basis of their own opinion.

El comportamiento de rebaño se produce cuando los individuos deciden seguir a otros e imitar los comportamientos del grupo en lugar de tomar decisiones de forma independiente basándose en su propia opinión.

Daily Instructional task

Explain, in your own words, what herd behavior is.  Answer: According to the authors of “Herd Behavior”, explain why when adopted by groups of humans, herd behavior becomes very violent and dangerous. 

Be sure to cite evidence from the article and use your own research of the topic.

• Use relevant facts, definitions, concrete details, quotations, or other information and examples to show why herd behavior can become violent and dangerous.

• Include a brief introduction, the title of the work, and a conclusion in your response.

​Video; https://www.youtube.com/watch?v=0IJCXXTMrv8

• Jot down two things from the video that sparked your interest and share with your group or elbow buddy. 

• Share their responses with the class.

Say Something Bookmark Activity

​ Strategy while reading

​For example: Do you think that’s why it's called herd behavior? The writer said, “The term also applies to human behavior, and it usually describes large numbers of people acting the same way at the same time.” So does that mean that people act like a herd? When danger comes, people who are acting fearfully group together to protect themselves.

​SAY SOMETHING "BOOKMARK"

You looked at your partner when he or she was talking.
You looked interested.
You did not let other things distract you.
You let your partner express his or her views.
You thought carefully about what your partner was saying.

​WHEN you stop after each section you can:
-make a prediction
-ask a question
clarify a misunderstanding paraphrase difficult sections of text
make a connection
pose questions that connect the ideas of your partner.
acknowledge new information expressed by your partner.

Questions

​1.What are some important points about herd behavior you and your partner discussed?
2.What would the motivation be for someone to use herd behavior?
3. What do you think the motivation is of the author of this article/video?
4. What sparked your interest about herd behavior in the text?
5. How do you think herd behavior will connect to Animal Farm?
6. What questions about herd behavior do you still have after reading the text?

​1. ¿Cuáles fueron algunos puntos importantes sobre el comportamiento de manada que tú y tu compañero/a discutieron?
2. ¿Cuál sería la motivación para que alguien utilice el comportamiento de manada?
3. ¿Cuál crees que es la motivación del autor de este artículo/video?
4. ¿Qué te llamó la atención sobre el comportamiento de manada en el texto?
5. ¿Cómo crees que el comportamiento de manada se relaciona con Rebelión en la granja?
6. ¿Qué preguntas sobre el comportamiento de manada te quedan después de leer el texto?

Daily Instructional task

Explain, in your own words, what herd behavior is.  Answer: According to the authors of “Herd Behavior”, explain why when adopted by groups of humans, herd behavior becomes very violent and dangerous. 

Be sure to cite evidence from the article and use your own research of the topic.

• Use relevant facts, definitions, concrete details, quotations, or other information and examples to show why herd behavior can become violent and dangerous.

• Include a brief introduction, the title of the work, and a conclusion in your response.

Everybody Writes

Imagina una casa que es completamente tuya. ¿Cómo es? ¿Qué se siente estar allí? ¿Qué notas sobre su sonido, olor o silencio? ¿Cómo la describirías en 2 o 3 frases?

Acogedora, silenciosa, colorida, vacía, tranquila, etc.

​Imagine a house that is completely yours.  What does it look like?  What does it feel like to be there?  What do you notice about its sound, smell, or quiet?  How would you describe it in 2–3 sentences?

cozy, silent, colorful, empty, peaceful, etc.

By Deyvi Rocha

​UNIT 2
Places We Call Home House on Mango Street

Book; The House on Mango Street
Essential Question
How can finding your voice empower you to challenge the expectations placed on you by society, family, and culture?
¿Cómo puede ayudarte descubrir tu propia voz a cuestionar o enfrentarte a las expectativas que la sociedad, tu familia y tu cultura tienen sobre ti?

Book

Agenda 12/1/2025

• ​Objectives - Assessment

• Everybody Writes

• Vocabulary:

• Lesson 20

• Activity

• DIT

• Small groups

​In literature, a literary device is a technique a writer uses to convey meaning, create a specific effect, or enrich their writing. Think of it as a tool that makes writing more expressive, interesting, or impactful. En literatura,”device” un recurso literario es una técnica que un escritor utiliza para transmitir significado, crear un efecto determinado o enriquecer su escritura. Considérelo una herramienta que hace que la escritura sea más expresiva, interesante o impactante.

Word Cloud

Types of figurative languages

​The House on Mango Street: ”A House of My Own” Bridge to the lesson: In the vignette A House of My Own, Esperanza imagines the kind of home that would finally belong just to her—physically and emotionally. As we reread this piece today, we’ll look closely at how Sandra Cisneros’s word choice, imagery, and figurative language all work together to reveal Esperanza’s tone—her attitude about independence, belonging, and hope.

Multiple Choice

what it tone ?

• Tone indicates the physical location of an event.
• Tone is the emotional quality or attitude expressed in writing or speech.
• Tone is the grammatical structure of a sentence.
• Tone refers to the volume level of sound.

​What is tone?
Tone is an attitude of a writer toward a subject or an audience. Tone is generally conveyed through the choice of words (diction) or the viewpoint of a writer on a particular subject. Tone may be formal, informal, intimate, solemn, somber, playful, serious, ironic, condescending, or many other possible attitudes. What is the function of tone?
Why do authors create tone?
Tone decides how the readers read a literary piece and how they should feel while they are reading it. It also bestows voice to characters/speakers and it throws light on the personalities and dispositions of characters that readers understand better. Identifying Tone:

Agenda 11/11/2025

• ​Objectives - Assessment

• Everybody Writes

• Vocabulary:

• Lesson 9 Diction mid unit assessment

• Activity

• DIT

• Small groups

Objectives Assessment

• I can understand Ruthie by analyzing syntax and the author’s use of diction.

• Puedo comprender a Ruthie analizando la sintaxis y el uso que hace la autora del lenguaje.

DIT
In “Edna’s Ruthie,” Esperanza describes a likable, yet odd adult named Ruthie.  In a well-written essay, explain how Cisneros uses literary elements such as diction and figurative language to portray Ruthie’s childlike character.  Remember to use details from the text to support your ideas.

As you write your essay, remember to do the following:

• Focus on the vignette, “Edna’s Ruthie.”

• Explain how Cisneros uses literary elements such as diction and figurative language to portray Ruthie’s childlike character.

• Define terms that you use, such as diction and any figurative language examples that you use.

• Give specific examples and details from the text and quote accurately.

• Choose words with care.

• Give any necessary plot information, but avoid giving a plot summary.

• Write coherent paragraphs, use correct grammar, spelling, punctuation, and capitalization.

DIT

Vocabulary

Everybody Writes

​piensa en alguien que conozcas que sea un poco peculiar, infantil o extravagante pero de una forma adorable, puede ser un familiar o un vecino o alguien de la television o el cine , describe en una sola frase que nos de una imagen vivida de quies es.

​Think of someone you know who is a little peculiar, childish or eccentric but in an adorable way; it could be a family member or a neighbor or someone from television or film. Describe them in a single sentence that gives us a vivid image of who they are.

​Mini Lesson "Diction"

Objective: Understand how Sandra Cisneros uses diction (word choice) to show characters’ personalities and feelings.

​1. What is diction?
Diction is the author’s choice of words.
Why it matters: Words can show how a character thinks, feels, or speaks.

​Types of Diction Formal Diction – Uses sophisticated, proper language with complex sentence structures. Example: “Good morning, sir. It is a pleasure to make your acquaintance.”
Informal Diction – More relaxed and conversational. Example: “Hey, nice to meet you!”
Colloquial Diction – Includes regional expressions or slang. Example: “Y’all better hurry up!”

Types of diction

​Slang Diction – Very informal and often specific to a group or time period. Example: “That party was lit!” Poetic Diction – Uses figurative language, rhythm, and elevated vocabulary typical of poetry. Example: “The moon danced upon the silver sea.

” Functions of Diction Establishes Tone: The author’s attitude toward the subject (e.g., serious, humorous, ironic). Creates Mood: Influences how the reader feels.

​What Cisneros Is Trying to Show Us in “Edna’s Ruthie”

In “Edna’s Ruthie,” Sandra Cisneros shows readers that growing up doesn’t always mean being happy or free. Ruthie is an adult who still acts like a child—she laughs, tells stories, and finds joy in small things—but she also lives a sad and lonely life. Cisneros uses this contrast to show that the world can take away people’s dreams when they grow up, especially for women on Mango Street.

Ruthie’s childlike personality shows how she holds on to imagination and innocence, but her situation—living with her mother, Edna, and not being able to live on her own—shows how limited her life has become. Through Ruthie, Cisneros helps us understand what happens when dreams and reality don’t match.

Overall, Cisneros wants us to see that Ruthie represents both hope and sadness. She reminds us that imagination can help people survive difficult lives, but also that it can trap them in the past if they never move forward.

​Cisneros is trying to show that:

Ruthie’s childlike nature shows innocence and imagination
Her loneliness shows lost dreams and limitations
She represents what happens when people stop chasing their dreams

Agenda 11/3/2025

• QUIZ 11-17

• ​Objectives - Assessment

• Everybody Writes

• Vocabulary:

• Lesson 7  THEME

• Small groups

Objectives Assessment

• I can deepen my understanding of the vignette “Papa Who Wakes Up in the Dark” and the poem “Abuelito Who?” by writing a well-developed paragraph analyzing the common theme.

Daily Instructional Task:  What theme or central idea does Sandra Cisneros convey about family and loss in her poem “Abuelito Who” and the vignette “Papa Who Wakes Up Tired in the Dark”? How does the imagery and emotion in “Abuelito Who” deepen your understanding of Esperanza and her father’s feelings about her grandfather’s passing in “Papa Who Wakes Up Tired in the Dark?”

​Everybody Writes

Think of a time when someone in your family or community was sad or going through something hard.  Did you do anything to help or comfort them?  What did that moment teach you about growing up, family, or responsibility?”

Piensa en algún momento en que alguien de tu familia o comunidad estuviera triste o pasando por un momento difícil. ¿Hiciste algo para ayudarle o consolarle? ¿Qué te enseñó ese momento sobre el crecimiento personal, la familia o la responsabilidad?
“I remember when my ______ was upset.  I tried to ______.  This moment made me realize that…”

​Vignettes 18-22, Rice Sandwiches, Chanclas, Hips, First Job, Papa, pp. 44-57 Vignettes 18-22 Quiz (link)

​Analyzing Theme

​Analyzing a theme involves identifying the central message or idea of a text by examining its components, such as plot, characters, and symbolism.

Agenda 10/27/2025

• QUIZ 11-17

• ​Objectives - Assessment

• Lesson 6  It Says, I Say, So

• Everybody Writes

• Vocabulary:

• Small groups

Objectives Assessment

​I can use an It Says, I Say, So… chart to write analysis about life on Mango Street and find supporting evidence from the text to support my assertions.

​Daily Instructional Task:
Students will think about what the story shows about life on Mango Street and what Esperanza experiences, hopes, or struggles with. Use 1–2 quotations from the text and explain in a paragraph how they deepen your understanding of her life.

​Everybody Writes

​Have you ever had to figure something out about a person or situation—even though they didn’t say it directly? Maybe your friend said they were ‘fine,’ but you could tell something was wrong. Maybe a family member had a certain look on their face, and you knew what it meant.”

What clues did you use to help you figure it out?

​¿Alguna vez has tenido que descifrar algo sobre una persona o situación, aunque no te lo dijera directamente? Quizás tu amigo dijo que estaba "bien", pero notaste que algo andaba mal. Quizás un familiar tenía una expresión especial en el rostro, y sabías lo que significaba.

​Then, have them turn and talk to a partner for 1–2 minutes. Call on 2-3 students to share aloud.

​Vignette 7: Laughter

​It shows how to pick a quote, explain it, and connect it to life on Mango Street.

​Quick pair discussion: Vignette 13: Rosa Vargas—What does Esperanza learn about women’s lives?

​Independent Practice (3 min)


Students complete chart for:
Vignette 14: Alicia Who Sees Mice → Are mice a metaphor for women’s lives?

Vignette 15: Darius and the Clouds → What does the sky represent?

Vignette 16: The Family of Little Feet → Are feet a symbol for growing up? Share with partner, make quick edits.

​Quick Reflection (1 min) Write 1–2 sentences: Everybody Writes

What did the chart help you understand about life on Mango Street?


How do the quotes show Esperanza’s experiences, hopes, or struggles?

Multiple Choice

why is important to use It says, I say, and So strategy?

• It is important for memorizing facts.
• It focuses solely on grammar rules.
• It is only useful for oral presentations.
• It is important because it structures arguments, enhances critical thinking, and improves clarity in writing.

​Daily Instructional Task

​Title and Author:
"The House on Mango Street" by Sandra Cisneros
(Model):
The analysis helped me understand that life on Mango Street can be hard, especially for women and children. Many people have problems they try to hide, like Rosa Vargas who has too many kids, or Alicia who is afraid of mice but works hard to study. The quotations I chose show how Esperanza notices these struggles and dreams of something better. For example, Marin thinks a woman’s success depends on looking pretty and getting married, but Esperanza sees that life can be more than that. The quote about Darius and the clouds shows that even in a difficult neighborhood, there are moments of beauty and hope. This helps me understand Esperanza’s experiences, hopes, and struggles because she is learning about the challenges of growing up, especially as a girl, and thinking about her own dreams for the future.

Agenda

• ​Objectives - Assessment

• Launching the Unit 2

• Key Questions Posed During the Lesson:

• Vocabulary:

• Small groups

• Objectives - Assessment

​I can write a response that explains how finding your voice can empower you to challenge expectations placed on you by family, society, and culture.

Puedo escribir una respuesta que explique cómo encontrar tu voz puede empoderarte para desafiar las expectativas que tu familia, la sociedad y la cultura tienen sobre ti.

​After learning about author Sandra Cisneros and the unique structure of the novella, respond to the following in writing: In what ways can discovering and using your own voice help you stand up to the expectations that your family, culture, or society place on you? Be sure to write a well structured paragraph.

​Daily Instructional Task

​Anticipatory Set:
Think about a place that shaped you—a home, a neighborhood, a school, or even a room. How did it shape who you are? Students write for 3–5 minutes, then turn and talk with a partner. Invite a few students to share aloud.

​Conjunto Anticipativo: Piensa en un lugar que te haya formado: una casa, un barrio, una escuela o incluso una habitación. ¿Cómo te influyó? Los estudiantes escriben durante 3 a 5 minutos y luego hablan con un compañero. Invita a algunos estudiantes a compartir en voz alta.

propósito,
viñetas,
empoderamiento,
expectativas,
cultura,
sociedad

purpose,
vignettes,
empower,
expectations
, culture,
society

Vocabulary
english espanol

​Novel Launch & Meet the Author:

​Sandra Cisneros Biography: Meet the Author (after the video)  https://youtu.be/0Pyf89VsNmg?si=3by4tCMM01wai6Tj
Can you make any connections between Sandra Cisneros and yourself?
Stop, Jot & Share
Banned Book Club: Author Sandra Cisneros Talks “House on Mango Street” (link) or The House on Mango Street - The Story What kind of subject matter do you think might be brought up in this book that led it to being banned? Discuss: How can a writer's life influence their stories? Turn, Talk & Share

​La historia. ¿Qué tipo de tema crees que se trató en este libro que llevó a su prohibición? Debate: ¿Cómo puede la vida de un escritor influir en sus historias? Turn, Talk & Share.

​What is Genre Elements?






¿Qué son los elementos de género?

GENRE ELEMENTS

​Genre elements, consider the following key components:
Theme: The central idea or message conveyed through the narrative. Characterization: The development and portrayal of characters, including their traits and motivations.
Setting: The time and place where the story unfolds, influencing the mood and context.
Plot: The sequence of events and actions that drive the story forward. Conflict: The struggle between opposing forces that creates tension and interest.
Style: The author's unique way of expressing ideas, including tone, language, and structure.

​Genre elements

​Genre Elements: Literary fiction a type of fiction that focuses on character development, internal conflict, and deep themes rather than plot-driven action.
A book made up of short, impressionistic scenes or sketches that together form a cohesive whole. The novel consists of 44 short, loosely connected vignettes. Each vignette captures a moment, image, or feeling. Together, they build Esperanza’s world and emotional journey Prose Poetry: writing that uses poetic techniques (imagery, metaphor, repetition) within prose form. Cisneros’s language is lyrical, rhythmic, and rich in imagery. Figurative language is used heavily (e.g., “My name is the Mexican records my father plays on Sunday mornings…”). Sentence structures vary, sometimes mimicking thought or emotion.
Look at the front cover art and read some of the titles of the vignettes. Discuss. What do you notice about the titles? What might this book focus on?

Multiple Choice

What are the elements of a genre?

• Themes, narrative structure, character types, setting, stylistic features.
• Cultural impact, reader demographics, publication date
• Plot twists, dialogue styles, author biography
• Marketing strategies, book covers, sales figures

​BOOK; THE HOUSE THE Mango street

​Look at the front cover art and read some of the titles of the vignettes. Discuss.
What do you notice about the titles?
What might this book focus on?

​Unpack the Essential Question. and the Culminating Task/Model

​Unpacking the Culminating Task & Understanding the Essential Question:

Project the Culminating Task on the board and have a volunteer read aloud the culminating response: In The House on Mango Street, Esperanza shares stories that show her hopes, struggles, and dreams of leaving Mango Street to create a better life for herself. Imagine what might happen next in Esperanza’s life. Write a new vignette as a continuation of the novella. Use Esperanza’s voice and style to show how she continues to grow and how her home still affects her thoughts, choices, or future. Your story should include descriptive details, dialogue, and internal reflection, just like Cisneros uses in the book. Stay true to the tone and themes of the original story, while adding your ideas about what might come next for Esperanza. Analyze the Purpose What is the purpose of the Culminating Task? Clarify the Topic What is the topic of the Culminating Task? Find the Format What is the format of the Culminating Task? Use the Rubric to Examine the Expectations for Success What are the expectations of students for the Culminating Task so that they are successful in their writing? Example:

Essential Question

​ How can finding your voice empower you to challenge the expectations placed on you by society, family, and culture?

¿Cómo puede el descubrimiento de su voz empoderarlo para desafiar las expectativas que la sociedad, la familia y la cultura depositan sobre usted?

Multiple Choice

Did you like the lesson?

• The lesson was too long.
• No, I didn't enjoy it.
• I prefer a different subject.
• Yes, I liked the lesson.

Model Paragraph:

​Model Paragraph: Finding your voice means speaking up for yourself and expressing your thoughts, feelings, and dreams, even when others expect you to follow a certain path. For example, in Wonder by R.J. Palacio, Auggie is a boy with a facial difference who faces teasing and judgment from his peers. At first, he feels pressure to hide and stay quiet, but over time he learns to be confident in who he is and to stand up to bullies. By discovering his voice, Auggie shows others that he deserves respect and friendship just like anyone else. Similarly, in The House on Mango Street, Esperanza struggles with the expectations of her neighborhood and family but begins to dream of a life where she can make her own choices. Using your voice allows you to resist unfair expectations and follow the path that feels true to you.

Small groups

​Lesson 2: Vignettes & Story Elements

​​Agenda
Objectives - Assessment ​

Lesson 2: Vignettes & Story Elements

Key Questions Posed During the Lesson:


Vocabulary:



Small groups

Daily Instructional Task: 

Based on the vignettes you have read and heard, Students will explain in writing what they think The House on Mango Street is mostly about.

• I can analyze vignettes with my peers by putting them in order based on story elements.

• I can write using evidence from 2–3 vignettes to explain what the text is mostly about.

objectives Assessment

Key Vocabulary:

• Protocol: A way to do something in an organized manner.

• Vignette: A short, descriptive story or scene.

​B (10 min) – Anticipatory Set / Everybody Writes (2–3 min):

Think about a favorite movie, TV show, or book. Write 3–4 sentences: What makes it a good story? What do you remember most—character, setting, conflict, or ending?
Turn & Talk (3 min):

• Share with a partner.

• Identify common story elements in both responses.

​Share Out (2–3 min):
Record student ideas on chart paper under


What Makes a Story Work? ¿Qué hace que una historia funcione?








Exploring story elements in vignettes and learn how order helps us understand a story.

​Vignette: “Our Good Day” (pages 16–17)
Summary: Esperanza meets two girls, Lucy and Rachel, and together they buy a bicycle, starting a new friendship.
Story Elements:
Character: Esperanza, Lucy, Rachel
Setting: Neighborhood streets
Problem: Esperanza wants a bike to play with Solution: They pool money and buy a bike together Theme: Friendship, cooperation, sharing

Multiple Choice

What is a vignette?

• A vignette is a type of camera lens.
• A vignette is a long novel with multiple chapters.
• A vignette is a form of poetry that must rhyme.
• A vignette is a short, descriptive literary or artistic work.

Multiple Choice

What are the story elements?

• Protagonist, antagonist, exposition, denouement, motif
• Narrative, dialogue, climax, resolution, genre
• Characters, setting, plot, conflict, theme
• Setting, character development, symbolism, tone, style

​. Teacher Model – Fishbowl Protocol (5 min) Teacher models
with a student partner: Read your vignette.
Listen to partner’s vignette without discussing. Discuss each vignette. Add story elements to chart. Determine vignette order (first, next, last).
https://www.facinghistory.org/resource-library/fishbowl

Student Practice (15 min)

• Pairs (5 min): Read and share vignette(s). Discuss order and story elements.

• Groups of 4 (5 min): Combine pairs, repeat order and discussion.

• Groups of 6 (5 min): Repeat process, refine story elements and order.

• Debrief (2–3 min): Class discussion:

  • What stuck out?

  • Any common themes or ideas?

Cornell notes

• • left column; Story element questions

  • Right Column: Evidence/examples from vignettes

  • Summary: What the book is mostly about.

  • what did you learn today? why is it important for you?

Daily Instructional Task : 10 min

Write a short paragraph: Explain what The House on Mango Street is mostly about.

Include evidence from 2–3 vignettes and Story Elements Chart. Include introduction (title/author) and conclusion. Check spelling, punctuation, and sentence variety.