Dornan Final Thoms Unit

Unit Name: Recent Literature: The House on Mango Street
Course: Grade 8 ELA

Duration: 8 Weeks
Creator: Amber Dornan
STAGE ONE: DESIRED RESULTS
Transfer
Students will be able to independently use their analysis of literature to understand that authors write for a
purpose and have a message for their audience(s). They will also be able understand and use figurative and
sensory language to make their writing more detailed and interesting.
Established Goals
State Standards:
ENGLISH LANGUAGE ARTS Massachusetts Curriculum Frameworks
A. *READING LITERATURE
RL 8.1 - Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text.
RL 8.2 - Determine a theme or central idea of a text and analyze its development over the course
of the text, including its relationship to the characters, setting, and plot; provide an objective
summary of the text.
RL 8.3 - Analyze how particular lines of dialogue or incidents in a story or drama propel the
action, reveal aspects of a character, or provoke a decision.
B. *WRITING
W 8.3 - Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.
A. Engage and orient the reader by establishing a context and point of view and introducing
a narrator and/or characters; organize an event sequence that unfolds naturally and
logically.
B. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop
experiences, events, and/or characters.
C. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts
from one time frame or setting to another, and show the relationships among experiences
and events.
D. Use precise words and phrases, relevant descriptive details, and sensory language to
capture the action and convey experiences and events.
E. Provide a conclusion that follows from and reflects on the narrated experiences or events
MA.3.A. Write fiction, personal reflections, poetry, and scripts that demonstrate awareness of
literary concepts and genres.
W 8.4 - Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types
are defined in standards 13 above.)
W 8.5 - With some guidance and support from peers and adults, develop and strengthen writing
as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how
well purpose and audience have been addressed. (Editing for conventions should demonstrate
command of Language standards 13 up to and including grade 8 on page 65.)
C. *LANGUAGE
L 8.5 - Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings
1
Meaning
Enduring Understandings:
Students will understand that
Figurative and sensory language make writing
more detailed and interesting.
Writers write for a purpose and have a message
for their audience(s)
Theme is the central message of the text.
Character is developed through S.T.E.A.L (what a
person Says or Thinks, the Effect they have on
others, his/her Actions and Looks)
Essential Questions:
What is the purpose of figurative and
sensory language?
Why do writers write?
What is theme and why does it matter?
What do you look at to figure out a
persons personality?
How does an author develop a
believable character?
Acquisition
Knowledge (Concepts and content that students will know):
Literal vs. Figurative Language
Sensory and otherwise detailed writing
Relevant literary terms
Essential vocabulary:
Plot
Setting
Conflict
- Internal
- External
Resolution
Character
Character development
Authors Purpose
Thematic Idea
Theme
Literal Language
Figurative Language
- Simile
- Metaphor
- Personification
- Hyperbole
- Onomatopoeia
- Alliteration
Sensory Language
Vignette
Annotation
Summary
Moral
Fact vs. Opinion
Revise vs. Edit
Flipped Classroom
Skills (Students will be able to do):

Identify literary elements (plot,
character, setting, conflict, resolution)
and analyze their impact on character
and theme development.
Identify figurative and sensory
language and analyze its impact on a
meaning in a story.
Summarize the plot of the story.
Write descriptions with figurative and
sensory language.
Create vignette with figurative and
sensory language about a lived
experience.
STAGE TWO: ASSESSMENT EVIDENCE

Performance Task (s):
Other Evidence:
[STUDENTS WILL DEMONSTRATE STANDARD(S)
Task 1: Journal: Students will do quick writes that

respond to questions posed in class that causes them
to write in detailed ways.
Task 2: Character Poster: Create a character poster
for a person from The House on Mango Street.
Describe his/her personality, physical traits, and how
you know (STEAL)
Task 3: Theme Poster: Students choose a theme they
want to focus on. They then select four vignettes that
deal with that theme. Select one quotation from each
vignette that supports the theme. Explain. Include
pictures or drawings.
Task 4: Vignette
Goal: Write an entertaining vignette.
Role: Writer
Audience: Middle Schoolers
Situation: Your employers, Randolph Publishers,
have given you your new assignment.
You need to create a vignette about your
life that will be engaging for a middle
school audience. It will be included in you
class book and published for all to read
and enjoy! Be thinking about a title for your
class book.
Product/
Performance: You must write a great vignette
that has completely gone through the
writing process (think, plan, write,
revise, publish).
Standards
For Success: Your story must be engaging for your
audience: middle schoolers. You must
write at least two paragraphs about a
snap shot of a moment in your life with
at least four pieces of figurative
language, sensory language, and literal
language each.
FORMATIVE (Assessment for student learning):

Notes on Mini Lessons
Open book quizzes
Text Annotation
TWPS (Think, Write, Pair, Share)
Small group and class discussions
Class activities
Teacher observations
Journal
TTG (Ticket To Go)
SUMMATIVE (Assessment of student learning):
Character Poster
Theme Poster
Vignette Creation (Writing)
Key Criteria [TO MEET THE STANDARD OF TASKS]

[Include rubrics or scoring criteria for performance tasks here.]
Task 1: Journal
Criteria
Satisfactory (3)
Fair (2)
Needs (1) Improvement
Format
Use of correct
written form
The format of the journal is

correct and contains:
- Name
- Date
- Title
- Directions
The journal is missing 1-2 of the

following:
- Name
- Date
- Title
- Directions
The journal is missing more than 2 of

the following:
- Name
- Date
- Title
- Directions
The journal includes all of the

following in every entry:
- On task writing
- At least 4 or more examples
of the figurative or sensory
language desired
- Usage of desired language is
correct
The journal includes

- On task writing
- Usage of desired language is correct
- 2-3 examples of the figurative or
sensory language desired.
(x 1)
Content
Appropriate to
task and use of
sensory or
figurative
language in the
writing.
The journal may have:

- Off task writing
- Desired language is used incorrectly
- Less than 2 examples of the figurative
or sensory language desired.
(x 3)
Total: _____________/12___________
Task 2: Character Poster
Criteria
Satisfactory (3)
Fair (2)
Character Traits
Knowledge and
understanding of a
character and what
s/he is like
(x 2)
Evidence
Use of evidence from
the text (The House
on Mango Street) to
support the
character traits.
The poster lists all of the

characters traits including:
- physical traits
- personality traits
The poster lists most of the

Most of the
-physical traits
-personality traits
The poster includes a quotation

from the book that supports ALL
of the character traits from
- what the character
*Says
*Thinks
*Effects on others
*Actions
*Looks like (appearance)

from the book that supports SOME
of the character traits from 3 -4 of
the signs:
*Says
*Thinks
*Effects on others
*Actions
Most of the drawings or images on
the poster are appropriate to the
characters
- physical traits
(x 2)
Design
Character posters
and drawings are
appropriate based on
who the character is.
(x 1)
All of the drawings or images on

characters
- physical traits
Needs (1)
Improvement
The poster lists only some of the
A few of the
- physical traits
from the play that supports LESS
THAN HALF of the character traits
from 2 or less of the signs:
*Says
*Thinks
*Effects on others
*Actions
Less than half of the drawings or
images on the poster are
appropriate to the characters
- physical traits
Total:_____________/15___________
Task 3: Theme Poster
Criteria
Satisfactory (3)
Fair (2)
Theme
Determining a
correct theme for
the book.
Student determines a theme for

the book that is correct. It meets all
the criteria:
- The authors message about
human nature or life
- Has to do with the story
- Goes BEYOND the story (no
character names, not a summary)
- A sentence (not a topic)
- An opinion (not a fact)
- Not a moral (or lesson)
Student determines a theme for the

book that is mostly correct. It meets 4
of the criteria.
Student determines an incorrect

theme for the story. It meets 3 or less
of the criteria:
Student uses 4 or more vignettes

that support the theme.
Student uses 3 vignettes that support

the theme.
Or
Of the students vignettes one of them
does not support the theme.
Student uses 2 or less vignettes that

support the theme
Or
Two or more of the students
vignettes does not support the theme.
Student uses 4 or more direct

quotations from the chosen
vignettes that support the theme.
Student uses 3 quotations from the

chosen quotations that support the
theme
Or
One of the quotations does not
support the theme.
Student uses 2 or less direct

quotations from the chosen vignettes
Or
Two or more of the quotations does
not support the theme.
Student explains:
- How the conflict and resolution
develop the theme
- How the quotation supports the
theme
Of each vignette
Student partially explains

develop the theme and
theme
Of half of the vignettes
OR
Struggles to explain how either the
conflict and resolution or quotation
develops the theme of the vignettes
All of the drawings or images on the
poster are mostly appropriate
(having 1-2 errors) to the
- Character
- Conflict
- Resolution
- Theme
- Quotation
In the vignette
Student does not explain either

develops the theme or
- Quotation supports the theme
For the vignettes
OR
Does it for only one vignette.
Project is mostly neat and attractive
Project is lacks neatness and/or

attractiveness
(x2)
Content
Use of correct
stories to support
the theme.
(x1)
Evidence
Use direct
quotations from the
text to demonstrate
the theme.
Needs (1)
Improvement
(x2)
Explanation
Explanation of how
the vignette and
quotation support
the theme
(x2)
Presentation
Accuracy of
images/illustrations
Neatness /
Attractiveness
(x1)

- Character
- Conflict
- Resolution
- Theme
- Quotation
In the vignette
Project is neat and attractive
The drawings or images on the poster

are appropriate to 2 or less of the
following:
- Character
- Conflict
- Resolution
- Theme
- Quotation
In the vignette
Score:_______/24______
Task 4: Creation of Own Vignette
Criteria
Excellent (4)
Good (3)
Fair (2)
Needs (1)
Improvement
Conventions
Spelling and
Grammar
(x 1)
There are no errors in

spelling or grammar
There are 1-2 errors in

spelling or grammar.

There are 5 or more

errors in spelling or
grammar.
Language
Use of literal,
figurative and
sensory language.
(x 3)
The Vignette includes four

or more of EACH of the
following:
- Literal Language
- Figurative Language
- Sensory Language
The Vignette includes three

of EACH of the following:
- Literal Language
- Sensory Language
The Vignette includes two

- Literal Language
- Sensory Language
The Vignette includes

one or less of EACH of
the following:
- Literal Language
- Sensory Language
Content
Use knowledge of
task, audience, and
purpose to create
vignette.
(x 2)
The content of the vignette

includes all of the following
and is correct:
- A moment from the
students life
- Written as a snapshot
- Written to entertain
middle schoolers
- Written in first person

and is mostly correct:
- A moment from the
students life
middle schoolers

includes 3 of the following
and are mostly correct
- A moment from the
students life
middle schoolers
The content of the

vignette includes 2 or
less of the following and
may not be correct:
- A moment from the
students life
middle schoolers
- Written in first person.
Total________/24______
Week/Day
Week 1
MINI LESSONS
(at home)
Topics:
1 Flipped
Classroom
2 Story Elements
3 Text
Annotation
Week 1
DURING CLASS
(in school)
The House on Mango Street Flipped Unit Outline

DAY 1
DAY 2
DAY 3
DAY 4
Mini Lesson
None First
Day needs an
introduction
Class Activities
1
Introduction:
Flipped
Classroom
*Requirements
*Expectations
2 Vignette
(to practice
home mini
lesson)
Week 2
MINI LESSONS
(at home)
Topics:
1 Conflict Types
2. Summarizing
Week 2
DURING CLASS
(in school)
Mini Lesson
Mini Lesson
1 Survey
on accessibility
2 Flipped
Classroom
Description
Parent/
Guardian
Signature
Class Activities
Story Elements
*Character
*Characterization
Class Activities
Class Activities
Class Activities
1 Plot &
Setting Lesson
1 Very short
quiz on mini
lesson (students
may use notes if
they took them)
1 Small groups
attempt to
annotate My
Name for
characterization
1 Read Boys
& Girls &
Laughter and
annotate for
character
2 Read My
Name & Hairs
& discuss
characterization
2 Our Good
Day and
annotate for
character
2. Character
Mini Poster
2 - Read The
House on
Mango Street
and discuss the
plot & setting of
the story.
3 Identify any
other elements?
(pre-assess)
Mini Lesson
Mini Lesson
DAY 5
Mini Lesson
Mini Lesson
Text
Annotation
*Characters
Mini Lesson
Mini Lesson
Mini Lesson
Conflict Types:
Internal:
Man vs. Self
Man vs. Biology
Conflict Types
External:
Man vs. Man
Man vs. Culture
Conflict Types:
Man Vs.
Nature
Man Vs.
Technology
Story
Elements and
Text
Annotation
for:
*Conflict
*Resolution
Class Activities
Flipped
Classroom
Survey
Class Activities
Class Activities
Class Activities
Class Activities
1 Read &
annotate
Louie, His,
Cousin, & His
Other Cousin
for conflict &
resolution (or
lack thereof)
1 Read &
annotate for
conflict and
resolution in
Cathy Queen of
Cats
1 Discuss and
chart internal
conflicts going on
in The House on
Mango Street so
far.
2. Chart other
characters and
how conflicts
have impacted
their
personality.
2. Read Hips &

annotate for
conflict and
solution.
Determine what
type of conflict is
happening.
1 Read Those
Who Dont and
Alicia Who Sees
Mice &
annotate for
conflict and
resolution.
Determine the
type of external
conflict.
1 Discuss and
add to chart
this type of
external
conflict. Discuss
where it is so
far.
2 Chart other
conflicts that
propel the
action of the
story.
2. Discuss and
chart external
conflicts so far
2. Read &
annotate Four
Skinny Trees
for conflict &
resolution and
determine type
of conflict.
Week 3
MINI LESSONS
(at home)
Topics:
1 Summarizing
2. Sensory
Language
Week 3
DURING CLASS
(in school)
Mini Lesson
Mini Lesson
Mini Lesson
Mini Lesson
Sensory
Language
*Sight
*Hear
Sensory
Language
*Smell
*Taste
*Touch
Mini Lesson
Elements of a
Summary
- 5Ws
- Character,
Plot, Setting,
Conflict,
Resolution
Class Activities
Summarizing
Important
details vs.
unnecessary
details
Class Activities
Class Activities
Class Activities
Class Activities
1 Short quiz
on what needs
to go in a
summary
(notes)
1 Read 4
summaries and
determine if
they have too
few, too much,
or just enough
details. Correct
them if theyre
wrong.
1 Pictures
projected &
students
participate in a
write around to
describe what
they see and
would hear at
that place.
1 Blindfolded,
students must
feel different
objects and
materials and
describe them.
Students write
down what
they say.
2. Students
write
summaries for
the last two of
their stories
which was not
done.
Mini Lesson
2. Identify lang.
that appeals to
the sight &
hearing in
paragraphs from
book.
1 Students
write a favorite
meal paragraph
(cannot name
the items, but
must describe
the smell and
taste)
Students in
group have to
guess.
Figurative
Lang.
*Simile
*Metaphor
Class Activities
Figurative Lang. Figurative

*Personification Lang.
*Hyperbole
*Onomatopoeia
*Alliteration
Class Activities
Class Activities
1 Short quiz
on differences
1 Which one is
which? Relay
Race. Groups
must decide:
personification
or hyperbole and
drop it in the
right box.
2. Summarizing
Jigsaw notes (3
per student in a
group of 4) One
is already done
for them as an
example.
Week 4
Mini Lesson
MINI LESSONS
(at home)
Figurative
Topics:
Lang.
Figurative Lang.
Vs.
Literal Lang.
Week 4
Class Activities
DURING CLASS
1 Practice
(in school)
Figurative vs.
Literal
language
Sentences
2 Read &
Annotate for
Figurative
Language
in
Gils
Furniture
Bought & Sold
& Meme Ortiz
Mini Lesson
2. Write
Around using
simile and
metaphor to
describe
morning.
2. Read &
annotate for F.L.
in A Rice
Sandwich&
Chanclas &
discuss purpose
3. I.D. simile &

metaphor in
There Was an
Old Woman &
Darius & The
Clouds &
discuss purpose
2. Identify lang.
that appeals to
taste & smell in
book.
2. What is the
purpose of
sensory
language? What
does it do for
the reader?
Mini Lesson
1 Write
around using
onomatopoeia
and alliteration
2. Students work
in pairs (jigsaw)
to retell 3 of the
stories using
either
alliteration or
onomatopoeia in
each sentence.
Class Activities
1 Compare
sensory and
figurative
language. What
impact do they
have on the
reader?
Week 5
MINI LESSONS
(at home)
Topics:
1 Thematic Idea
2. Theme
Week 5
DURING CLASS
(in school)
Mini Lesson
Mini Lesson
Mini Lesson
Mini Lesson
Mini Lesson
Theme
*What its NOT
Topic
Summary
Theme
*What Its NOT
Fact
Moral
Class Activities
Class Activities
Theme
*What is it?
*How does it
build on
Thematic Idea?
Class Activities
Class Activities
Class Activities
1 Students
generate a list
of thematic
ideas for then
novel so far
1 Read &
Annotate
Marin &
Sally for
character,
conflict,
resolution.
1 Read &
Annotate
Geraldo No Last
Name & No
Speak English
for character,
conflict,
resolution.
1 Why isnt a
theme a topic or
summary?
1 Why isnt a
theme a fact or
moral?
2. Read &
annotate What
Sally Said &
Linoleum
Roses &
annotate for
character,
conflict,
resolution
2. Read &
annotate Papa
Who Wakes
Up & A
Smart Cookie
& annotate for
character,
conflict,
resolution
Thematic Idea
*What is it?
*Common
Mistakes
2 Students
differentiate by
grouping all the
vignettes (so
far) based on
thematic idea
2. Determine
what thematic
idea they
belong with.
2. Determine
thematic ideas
3. Match correct
themes.
3. Find the
correct theme
and explain why.
Week 6
Mini Lesson
MINI LESSONS
(at home)
Theme
Topics:
*How to find it
1 Theme
Week 6
DURING CLASS
(in school)
Mini Lesson
Class Activities
Class Activities
1 Watch the
Spongebob
episode & write
down
character,
conflict, and
resolution
information.
Determine a
thematic idea
and then the
theme.
1 How do you
determine a
theme?
2. Do the same
process with a
story from two
weeks ago
Theme
*How to explain
WHY thats the
theme
Class Activities
1 Defend this
theme for A
Smart Cookie:
Education is the
key to success
2. In groups,
students split
up the vignettes
from the first
three weeks to
reread.
2. Defend this
theme for Papa
Who Wakes
Up:
Responsibility is
a burden
3. Determine a
theme for each
Class Activities
Class Activities
1 Read &
annotate
Minerva Writes
Poems &
Beautiful &
Cruel for
character,
conflict,
resolution, and
theme.
1 Read &
annotate The
Three Sisters
& Alicia & I
& annotate for
character,
conflict,
resolution, and
theme.
2. Determine a
theme for each
and defend
them.
2. Determine a
theme for each
and defend
them.
Week 7
MINI LESSONS
(at home)
Topics:
1 Theme
2. Vignette
Writing
3. Sensory Lang.
3. Figurative Lang
Week 7
DURING CLASS
(in school)
Mini Lesson
Theme
*Citing
Evidence to
support a
theme
Class Activities
1 Read &
annotate
Mango Says
Goodbye &
A House of My
Own &
annotate for
character,
conflict,
resolution, and
theme.
Theme Posters
*Students
choose a theme
they want to
focus on
select four
vignettes that
deal with that
theme. Select
one quotations
from each that
supports.
Explain. Include
pictures
Mini Lesson
Mini Lesson
Theme
Posters
*Project
Explanation &
Expectations
Class Activities
2. Determine a
theme for each
and defend
them with at
least ONE
quotation.
Week 8
MINI LESSONS
(at home)
Topics:
1 Detailed
Writing
2. Revision vs.
Editing
Week 8
DURING CLASS
(in school)
Mini Lesson
Mini Lesson
Vignette
Writing
* What is a
vignette again?
*Audience &
Purpose
Class Activities
Theme Posters
Continued
Class Activities
1 Look at a
snapshot of a
moment in a
persons life and
describe it with
as much sensory
and figurative
language that
you can in the
first person.
2. Read &
analyze
vignettes from
past years
students.
Mini Lesson
The Writing
Process
*Think
*Plan
*Write
Vignette
expectations
Class activities
1 Explain the
first three steps
of the writing
process
2 Students
brainstorm
topics for their
vignette
3. Students
choose one and
plan (who,
what, when,
where, why)
4. Write literal
lang.
description of
event.
Mini Lesson
Revision vs.
Editing
*Detailed
Writing
Peer Revision
*Why Do it?
*What should I
look for or
comment on?
Class Activities
Class Activities
1 Students
review their
literal language
and revise to
make their
stories and
language more
detailed and
interesting
1 Peer Editing
Mini Lesson
Class Activities
Final Draft of
Vignette
2 Final
Revising &
Editing
10
Class Activities
Sharing of
Vignettes
STAGE THREE: LEARNING PLAN [LESSON SEQUENCE]

Pre-assessment[Administered prior to the start of unit]:
Pre-Assessments:
-
Pretest on Literary Terms (Plot, Character, Setting, Conflict, Resolution, Theme, Literal, Figurative, Sensory Language)
https://goo.gl/forms/D3t9oRWeKiJmrx502
Lesson 1: 1 Day
Intro to Flipped Classroom: Plot & Vignette
Standard:
CCSSRL5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g.,
a section, chapter, scene, or stanza) relate to each other and the whole.
Objective:
Students will be able to (SWBAT)
- Compare a standard classroom to a flipped classroom
- Identify the characteristics of a vignette
- analyze how a vignette is different from a chapter, poem, and article
Resources/Materials
- Student Previous Vignette Best Day Ever
- Poem: A Rose that Grew from Concrete Tupac Shakur
- 1 Paragraph of first chapter of The Absolutely True Diary of a Part-Time Indian by Sherman Alexie:
ISBN: 978-0-316-01368-0
- 1 Paragraph of the article The Purple Passion of Sandra Cisneros by Kathy Lowry
- Computers
- Internet Access: http://8gradeela.weebly.com/mini-lessons.html
- Handouts
Key Terms:
- Flipped Classroom, Vignette
Opener:
Think Write Pair Share (TWPS): What is the routine of a typical class? (Opener, Mini Lesson, Activity, Ticket To Go,
Homework practice)
Mini-lesson:
- Typical Classroom Vs. Flipped Classroom chart
- Website Tutorial
- Class watches mini lesson on vignettes and follows teacher on how to take notes
Activity/Work Period:
1. Students work in groups of 3-4 to look at three texts (chapter, poem, article, and vignette) and determine which one is
the vignette and why (and why the others are not)
2. Teacher circulates and assists
Closer
- Discussion of differences between all the texts and why one is the vignette
- Ticket To Go (TTG) Students write three characteristics of a vignette
Homework:
- Parent/Guardian signature on flipped classroom expectations
- Accessibility Survey (paper or online): https://goo.gl/forms/8FERLLGiSQjxtQeg1
Formative Assessment:
- Notes
- Teacher Observation
- TTG
Accommodations:
- Partially filled out notes
- Translation of Parent/Guardian Letter if necessary
11
Name:
Class:
Date:
The Flipped Classroom and Vignettes

Do Now: Describe what a typical class is like.
(What do you do in class and at home for the class? Type of activities?)
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
Mini Lesson: Typical Classroom vs. Flipped Classroom:
Areas:
At School
During Class
TYPICAL Class
FLIPPED Class
At Home
Outside of Class
In other words
The Flipped Classroom _____________________ what is done in school with what is done at home so that
you can take ____________________ notes on lessons at home and have ________________________ to
_________________________________ in school!
Online Classroom:
Please enter this website: http://8gradeela.weebly.com/
Go to MINI LESSONS. Watch the video: Vignettes
Then well watch it again together and take notes
12
Name:
Class:
Mini Lesson Notes
Topic/Subject:
Part I: Notes
Topic
Important Word/Phrase
Definition or Notes on the Topic
13
Date:
Mini Lesson Notes

(page 2)
Part II: Questions
Answers to Questions:
Do you have any questions?
14
Name:
Class:
Date:
Class Small Group Activity: Is it a Vignette? (Well do one together)

Read the excerpts of text at your table and as a group, discuss whether each one is a vignette and why
Title of Text
Is it a Vignette? Why or why not?
Text 1:
The Purple Passion of Sandra Cisneros
By Kathy Lowry
AUGUST IS A TIME WHEN SAN ANTONIO likes to take the month off. But not this year. All
through the desultory dog days, this normally sun-sedated city, so proud and protective of its image of
bicultural harmony, suddenly found itself split along, of all things, color lines. Not black and white, or
even brown and white, as one might expect in a city where the Anglo population is a minority. No, the
color causing such consternation was a vivid, intense, in-your-face shade of purple, which appeared in
late May on a house in the oh-so-dignified King William Historic District, on the southern edge of
downtown. It wasnt just the location of the house that made the color so controversial; it was also the
owner. The Victorian cottage on East Guenther Street belonged to acclaimed Latina writer Sandra
Cisneros, and her choice of color was, depending on your point of view, either a cultural declaration or a
political provocation, maybe both.
Text 2:
A Rose that Grew from Concrete
By Tupac Shakur
Did you hear about the rose that grew
from a crack in the concrete?
Proving nature's law is wrong it
learned to walk with out having feet.
Funny it seems, but by keeping it's dreams,
it learned to breathe fresh air.
Long live the rose that grew from concrete
when no one else ever cared.
15
Text 3:
The Best Night Ever
By: (Name Removed)
Last night was so awesome! I spent it with my best friends in the world. I was with small Jacob; he
is so short he can wake straight under his bed standing up. I was also with big Jonathon; he is as fat as
Mercury. The last person was beautiful Lesly. Her hair is so soft and long, and her skin smooth and
glowing. Her smile makes the whole world smile.
We started off by going to the movie theater went. We bought our tickets fo an action-packed,
horror, romantic comedy. Before entering our auditorium, we bought snacks. I purchased a creamy sweat
melting hazel nut chocolate bar. The rest of the gang had Skittles and Starburst. As we walked into our
auditorium, our feet began sticking to the dried spilled soda on the floors. The smell of buttered popcorn
filled the air. During the movie, all we could hear was screaming and laughter.
After the crazy movie we went to a park at night. It was super creepy. We heard a howl from night
wolves and whos from an owl. The dark scary misty night and the glowing light from the full moon made
it very scary. Then it happened: Lesley grabbed my hand and held onto it. It was amazing. Feeling her soft
smooth hand in mine. It was magical.
Truly the best night ever.
Text 4:
Selection from The Absolutely True Diary of a Part Time Indian

(see book: 978-0-316-01368-0)
Ticket To Go: What are the three characteristics of a vignette?

(1)_______________________________________________________________________________________
(2)_______________________________________________________________________________________
(3)_______________________________________________________________________________________
16
Name:
Class:
Date:
Flipped Classroom Survey

Paper Version
* Required
1. Do you have internet access at home? *
2. Do you have a computer at home? *
3. Are you able to use this computer for 10-20 minutes a night? *
4. Are you able to come early to school to make up missed work? *
5. Are you able to stay after school to make up missed work? *
6. What do you think about the flipped classroom so far? Why?*

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
17
What is it?
Description and Expectations for Parents

The Flipped Classroom
The Flipped Classroom is an instructional technique that was introduced by Jonathan Bergmann and Aaron Sams.
The reason it is called this is because it flips or reverses what is done at home and what is done at school.
Lectures that would have been given during the class time are now given at home and the practice that students do
is done during class so that the teacher can assist in their practice.
Why was it created?
Both Bergmann and Sams were frusterated that students were unable to do the practice at home for
homework and then Sams made the following realization: The time that students really need me physically
present is when they get stuck and need my individual help. They dont need me there in the room with them to
yak at them and give them content they can receive content on their own (4-5). Many teachers and parents agree
with this idea and consequently, many classrooms have flipped.
Benefits:
Students are able to use ALL of the class time to practice and apply skills and understandings
Students are actively participating in class as opposed to passively listening.
The teacher is there during class in order to answer any questions they may have when they are practicing.
Students are able to take in the mini lesson at their own pace, pausing videos, and taking necessary notes.
How It Works:
Students will be told if there is a mini lesson for the night. If so, students will follow the below steps:
Go to the website: http://8GradeELA.weebly.com
Click on Mini Lessons
Follow the directions for the Mini Lessons for that date
o Often times, this includes students watching a video
and taking notes.
Students bring the notes in to class
Students discuss learning and practice and apply
the skills and understandings.
What if I dont have internet access?
If you do not have internet access, we can discuss accommodations such as students coming before or after school
or during lunch time. Please contact me as soon as possible if this is the case.
Works Cited
Bergmann, Jonathan, and Aaron Sams. Flip Your Classroom: Reach Every Student in Every Class Every Day. Eugene,
OR, International Society for Technology in Education, 2012
--------------------------------------------------------------------------------------------------------------------------------------------------Student Name:__________________________________________________________________________
Parent/Guardian Name:_______________________________________________________________
Parent Guardian Signature that you have read and understand the expectations:
___________________________________________________________________________________________
Questions:
(Please complete and return to school with your child)
18
Accommodation
Partially filled out notes
Name:
Class:
Mini Lesson Notes
Date:
Topic/Subject: Vignettes
Part I: Notes
Topic
Vignette Definition
A vignette is a
Characteristics of Vignettes:
(1)
(2)
(3)
Short Length:
A vignette is about
Description of Vignettes:
Vignettes is written with so much detail that a reader should be able to:
>
>
>
>
>
what s/he did!
19
Mini Lesson Notes

(page 2)
Part II: Questions
No questions were asked
20
Notes Model
Name:
Class:
Mini Lesson Notes
Date:
Topic/Subject: Vignettes
Part I: Notes
Topic
Vignette Definition
A vignette is a short, detailed description, account, or episode

Its a word picture Its so detailed you can see it!
Characteristics of Vignettes:
(1) Narrator telling a story or describing something
(2) Descriptive details
(3) Short length
Short Length:
Its about a MOMENT in time, so it wouldnt be about a whole day, just a

portion of it
Description of Vignettes:
Vignettes is written with so much detail that a reader should be able to:
See
Hear
Smell
Taste
Feel
what s/he did!
Mini Lesson Notes

(page 2)
Part II: Questions
Do you think you can recognize a vignette?

Yes, I can recognize a vignette because I know its a story thats short, descriptive, and detailed!
I do not have any questions at the moment.
21
Lesson 2: 1 Day
Intro to The House on Mango Street and Plot
Standard:
RL 8.3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action
Objective:
- Identify the setting of a vignette
- Identify the plot events in a text
- Determine the purpose of setting and plot in the story
Resources/Materials
- The House on Mango Street vignette in The House on Mango Street by Sandra Cisneros:
ISBN: 0-679-73477-5
- Computers
- Internet Access: http://8gradeela.weebly.com/mini-lessons.html
- Handouts
Key Terms:
- Setting, Plot
Opener (Pre-Assess)
Think Write Pair Share (TWPS): Write the setting and plot of your day yesterday.
Mini-lesson(on computer)
- Setting
- Plot
1. Students work in groups of 3-4 to read The House on Mango Street and determine the setting and plot events.
2. Students cross out the setting whats left of the story?
3. Students cross out the plot events whats left of the story?
4. Student discuss why setting and plot is important.
Closer
- Whole group discussion of importance of setting and plot.
- Ticket To Go (TTG) List two reasons why setting and plot are important.
Mini Lesson:
- Character/Characterization video & Notes: http://8gradeela.weebly.com/mini-lessons.html
- Notes
- TTG
Accommodations:
- Word Bank
- Partially filled out notes
22
Name:
Class:
Date:
The Flipped Classroom and Vignettes

Do Now: Describe the setting and plot of your day yesterday:
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
Mini Lesson: Go on http://8gradeela.weebly.com/mini-lessons.html and take notes on setting and plot!
Mini Lesson Notes
Topic/Subject:
Part I: Notes
Topic
23
Mini Lesson Notes

(page 2)
Part II: Questions
Class Activity: Read the vignette The House on Mango Street from the book The House on Mango Street
then answer these questions:
(1) What are the settings of the story?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
(2) What happens in the plot of this story?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
TTG: List two reasons why setting and plot are important:
1. __________________________________________________________________________________
2. __________________________________________________________________________________
24
Accommodation: Partially filled out notes

Name:
Class:
Mini Lesson Notes
Topic/Subject: Setting and Plot

Part I: Notes
Topic
Setting Definition:
The
Examples of Setting:
(1)
(2)
(3)
Plot Definition:
The
Five Elements of Plot

(1) E
Definitions of Five Elements & Examples:
(2) R
(3) C
(4) F
(5) D
25
Date:
Mini Lesson Notes

(page 2)
Part II: Questions
What is the setting of your favorite story?
Class Activity:
Read the vignette The House on Mango Street from the book The House on Mango Street
then answer these questions:
(3) What are the settings of the story?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
(4) What happens in the plot of this story?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Word Bank:
Landlord owner of property such as an apartment
Flat apartment
Washroom bathroom
Swollen puffed up
Temporary short-term, not permanent
TTG: List two reasons why setting and plot are important:
1. __________________________________________________________________________________
2. __________________________________________________________________________________
26
Lesson 3: 1 Day
Character & Characterization
Standard:
RL 8.3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a
character
Objective:
- Analyze text to determine character traits
Resources/Materials
- My Name and Hairs vignettes in The House on Mango Street by Sandra Cisneros
- Handouts (STEAL)
Key Terms:
- Character
- Characterization
- S.T.E.A.L. (Say, Think, Effect on others, Action, Looks)
Opener
Reflection on Mini Lesson night before
Open-Note Quiz on Character/Characterization
1. Students work in groups of 3-4 to read My Name
Discuss characterization
Fill in STEAL two column notes for Esperanza
2. CHECK IN: Whole group discussion of what was found in first activity
3. Students work in groups of 3-4 to read Hairs
Fill in STEAL two column notes for Esperanza and her mom
Closer
- Whole group discussion of importance of ways to determine a characters personality and looks
- Ticket To Go (TTG) What method does the author use the most to reveal Esperanzas personality?
Mini Lesson:
- Annotation for characterization
- Notes
- Quiz
- TTG
Accommodations:
- Word Bank
- Teacher starts out at specific group for clarification
27
Name:
Class:
Date:
Characterization
Do Now: What did you think about doing the notes for the first time at home by yourself?
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
Open Note Mini-Quiz: You can use the notes you took last night to answer these questions:
(1) What is characterization?:___________________________________________________________________________________
_________________________________________________________________________________________________________________
(2) What does STEAL stand for?
What the _____________________________:
S_______________________________________
T______________________________________
E______________________________________
A______________________________________
L______________________________________
Class Activity: Determining physical and personality traits for characters:
(1) Read My Name and characterize Esperanza:
Character Name
Information from the vignette
and STEAL
Esperanza
What does she:
S
T
E
A
L
28
(2) Read Hairs and characterize Esperanza and then Esperanzas Mother:
Character Name
and STEAL
Esperanza
What does she:
S
T
E
A
L
Character Name
and STEAL
Esperanzas Mother
What does she:
S
T
E
A
L
Ticket to Go: What method does the author use the most to reveal Esperanzas personality? (STEAL)
How do you know?
__________________________________________________________________________________________
__________________________________________________________________________________________
29
Word Banks
My Name
1. Records Big discs that are like CDs
2. Chandelier decorative light that hangs from the ceiling
3. Inherit to receive from an ancestor (older family member)
4. Syllables the parts of a spoken word (al-i-ga-tor)
5. Baptize to clean spiritually and give a new name to
Hairs
1. Barrettes hair clips
2. Rosettes roses
3. Pincurls - hair rollers that make the hair curly
Open Note Mini-Quiz ANSWERS

(1) What is a character?:
A character is a person in the story
(2) How do you figure out a characters personality and physical traits?
Look at what the character:
Says
Thinks
Effect on others
Actions
Looks like
30
Lesson 4: 1 Day
Annotation for Characterization
Standard:
character
RL 8.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as
inferences drawn from the text.
Objective:
- Cite textual evidence to support character traits
Resources/Materials
- My Name and Our Good Day vignettes in The House on Mango Street by Sandra Cisneros
- Handouts
Key Terms:
- Annotation
- Character
- Characterization
Opener
Why annotate?
1. Students work in pairs to review My Name and annotate for characterization
Pairs switch with the other pair and evaluate the annotations based on key
3. Students work in groups of 3-4 to read and annotate Our Good Day for characterization
Fill in STEAL two column notes for Esperanza, Rachel, Lucy
Closer
- Whole group discussion of annotation and characterization
- Ticket To Go (TTG) Explain one benefit to annotation for characterization.
- Notes
- Annotation
- TTG
Accommodations:
- Word Bank
- Partially annotated pieces (underlined parts)
- List of symbols to use
31
Name:
Class:
Date:
Annotation and Characterization

Do Now: Why should we annotate?
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
Annotation:
(1) Re-read My Name with a partner and annotate for characterization.
(2) Switch your papers with another pair
(3) Correct their annotations according to the key
(4) Give the papers back to the peers.
(5) Look at your own papers.
(6) How did you do with annotation? Why?
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
Now read and annotate Our Good Day with your partner for characterization.
Then fill in the characterization two column notes for: Esperanza, Rachel, and Lucy
Character Name
and STEAL
Esperanza
What does she:
S
T
E
A
L
32
Character Name
and STEAL
Rachel
What does she:
S
T
E
A
L
Character Name
and STEAL
Lucy
What does she:
S
T
E
A
L
TTG: What is one benefit of annotating? Can you name more benefits?
__________________________________________________________________________________________
__________________________________________________________________________________________
33
Annotating Key
34
Accommodations
Annotating Symbols
- Box character names the first time they appear in a vignette or story
- Circle important words
- Cloud words you dont know
_____
- Underline important words or phrases (do NOT underline whole paragraphs)
( ) [ ] { } - Parenthesis or Brackets when referring to a chunk of text (paragraph)

- Characterization: S (see), T (think), E (Effect on others), A (Actions), L (Looks)
- Write in the margins any notes
Partially Annotated Piece
35
Word Bank
Our Good Day
1. Crooked- not straight
2. Laundromat- a store where people take their laundry to wash
3. Junk store- similar to a dollar store
4. Drugstore- pharmacy
36
Lesson 5: 1 Day
Annotation, Characterization, Posters
Standard:
character
RL 8.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as
Objective:
- Cite textual evidence to support character traits
Resources/Materials
- Laughter and Boys & Girls vignettes in The House on Mango Street by Sandra Cisneros
- Handouts
- Poster Board
- Coloring Materials
Key Terms:
- Annotation
- Character
- Characterization
Opener
What have we learned about Esperanza so far?
1. Students work in pairs to read and annotate Laughter and Boys & Girls and annotate for characterization
Pairs switch with the other pair and evaluate the annotations based on key
3. Students work in pairs to design and create a character poster
Closer
- Whole group discussion of annotation and characterization
- Ticket To Go (TTG) Name you character. Which personality trait do you see the most in this character? Why?
Mini Lesson:
- Conflict & Resolution
- Notes
- Annotation
- TTG
Summative Assessment
- Character Poster
Accommodations:
- Word Bank
- Partially annotated pieces (underlined parts)
- List of symbols to use
- Template for character poster
37
Name:
Class:
Characterization & Posters
Do Now: What have we learned about Esperanza so far?
Date:
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
Class Activities
(1) Read and annotate Laughter and Boys &
Girls for characterization
(2) Switch your papers with another pair
(3) Correct their annotations against the key
(4) Give the papers back to the peers.

(5) Look at your own papers.
(6) How did you do with annotation? Why?
_________________________________________________________________________________________________________________
(7) Now we are going to create Character Posters
Look back at your notes on Esperanza from what weve read so far and fill out this organizer with
your partner.
A. Notes:
Character Name: Esperanza
Character Trait
Support from the Text
(STEAL)
Lonely
T: Someday I will have a friend all my own (9).

A: Before that we lived on Loomisbefore that we lived on Keeler. Before
Keeler it was Paulina (3).
Responsible
**If you want to do a character OTHER than Esperanza, please let me know!**
38
B. Posters
Now youre going to take your notes and make a poster. Draw or print out pictures to represent
Esperanza physically and her personality traits. Look at the expectations in section 3 of the rubric.
Character Poster
Criteria
Satisfactory (3)
Fair (2)
Character Traits
Knowledge and
understanding of a
character and what
s/he is like
(x 2)
The poster lists all of the

- physical traits
The poster lists most of the

Most of the
-physical traits
-personality traits
Evidence
Use of evidence from
the text (The House
on Mango Street) to
support the
character traits.

from the book that supports ALL
of the character traits from
*Says
*Thinks
*Effects on others
*Actions

from the book that supports SOME
of the character traits from 3 -4 of
the signs:
*Says
*Thinks
*Effects on others
*Actions

from the play that supports LESS
THAN HALF of the character traits
from 2 or less of the signs:
*Says
*Thinks
*Effects on others
*Actions

characters
- physical traits
Most of the drawings or images on

characters
- physical traits
Less than half of the drawings or

images on the poster are
appropriate to the characters
- physical traits
(x 2)
Design
Character posters
and drawings are
appropriate based on
who the character is.
(x 1)
Needs (1)
Improvement
The poster lists only some of the
A few of the
- physical traits
Total:_____________/15___________
C. Check your poster with the rubric and circle what areas you think you scored in!
Ticket To Go: Name you character. Which personality trait do you see the most in this character? Why?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
39
Annotating Key
40
Accommodations
Annotating Symbols
- Box character names the first time they appear in a vignette or story
- Circle important words
- Cloud words you dont know
_____ - Underline important words or phrases (do NOT underline whole paragraphs)
( ) [ ] { } - Parenthesis or Brackets when referring to a chunk of text (paragraph)
- Characterization: S (see), T (think), E (Effect on others), A (Actions), L (Looks)
- Write in the margins any notes
Partially Annotated Copies
41
Poster Template
Character Trait:
Character Trait:
__________________________________________
__________________________________________
based on what s/he SAYS
based on what s/he THINKS

Character Description:
__________________________________________
based on his/her LOOKS

Character Trait:
Character Trait:
__________________________________________
__________________________________________
based on his/her EFFECT on others
based on his/her ACTIONS

42
Word Bank
Laughter
(None)
Boys and Girls
1. Separate- apart from
2. Responsibility- something/someone youre in charge of
43
Lesson 6: 1 Day
Conflict & Resolution
Standard:
RL8.3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a
character, or provoke a decision.
Objective:
- Identify conflicts and resolutions in a text
- Analyze how the conflicts and resolutions drive the plot
Resources/Materials
- The House on Mango Street by Sandra Cisneros
- Handouts
Key Terms:
- Conflict, Resolution
Opener:
Think Write Pair Share (TWPS): Looking at this picture, what do you think the conflict is? Give reasons to support your
answer. What could be a resolution for this conflict?
1. Students partner read and annotate Louie, His Cousin, & His Other Cousin for conflict and resolution. They also write
down the impact they have on the plot of the story.
2. Students work in groups of 3-4 to review the previous vignettes and identify the conflicts and the resolutions (if there
are any yet)
3. Compare vignettes without a conflict with ones that do
4. Teacher and students create a list of plot events and how they are formed by conflicts and resolutions
Closer
- Discussion of conflicts impact on the plot or sequence of events
- Ticket To Go (TTG) Independent identification of conflict and resolution
Mini Lesson:
- Flipped Classroom Survey (google forms):
https://docs.google.com/forms/d/e/1FAIpQLSdmeFVesha_5Q5BHjcYfjRfgTL_aNYNabNhG7cPlTNdgWyOYA/vie
wform
- Notes
- TTG
- Flipped Classroom Survey
Accommodations:
- Word Bank
- Specific vignettes to look at as opposed to sifting through the whole book so far
44
Name:
Class:
Date:
from Google images

Do Now: Choose ONE of the pictures. Looking at that picture, what do you think the conflict it? Give
reasons to support your answer. What could be a resolution for this conflict?
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
Class Activities
(1) In pairs, read and annotate Louie, His Cousin, & His Other Cousin for conflict and resolution.
CONFLICT
RESOLUTION
(2) What impact does the conflict and resolution have on the story? Would there be a story without them?
Why or why not?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
45
(3) Join back with your group of four and review the previous vignettes. Write down the conflicts and
resolutions (if they have a resolution) for each of the stories except for Boys & Girls.
Vignette Title
The House on
Mango Street
Conflict
Esperanza doesnt feel that she has some
place she can call home.
Resolution
No resolution yet
(4) TTG: Independently review Boys & Girls and identify the conflict and resolution.
CONFLICT
RESOLUTION
46
Accommodations
Word Bank
Louie, His, Cousin, & His Other Cousin
1. Basement- usually the bottom of a building, floor below the main floor
2. Nylons stockings made of nylon, like tights
3. Avon a make-up company
4. Flooring pushing the gas petal to the floor so the car goes as fast as possible.
Vignette List
(Vignettes weve read so far)
-
The House on Mango Street Ive already done this one

My Name
Hairs
Our Good Day
Laughter
Boys & Girls Do not do this one until the TTG
Louie, His Cousin, & His Other Cousin we did this one today
47
Lesson 7: 1 Day
Standard:
Objective:
- Analyze how the conflicts and resolutions show us the personalities of the characters
Resources/Materials
- Handouts
Key Terms:
- Conflict, Resolution
Opener:
Think Write Pair Share (TWPS): How has a conflict in the past affected you?
1. Students work in pairs to read and annotate Cathy Queen of Cats for conflict and resolution. They should also
describe how Cathys personality is formed by the way she tries to solve her conflict.
2. Students, in groups of 3-4, create a list of characters and their conflicts and resolutions (or lack thereof)
3. Students discuss in groups about how conflict impacts peoples characters
Closer
- Discussion of conflicts impact on peoples personalities.
- Ticket To Go (TTG) Identification and Analyzing paragraph student must identify the conflict and resolution in a
paragraph and state what impact they have on the persons personality.
Mini Lesson:
- Internal Conflict
- Notes
- Charts
- TTG
Accommodations:
- Word Bank
- Frequent check-ins for assistance
- Sentence starter for TTG paragraph
48
Name:
Class:
Date:
Conflict, Resolution, and Characters

Do Now: How has a conflict in the past affected you?
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
Class Activities
(1) In pairs, read and annotate Cathy Queen of Cats for conflict, resolution, and characterization.
(2) Identify the conflict and resolution in the story (or lack thereof)
CONFLICT
RESOLUTION
(3) What impact does this conflict have on Cathys character? Esperanzas character? Why?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
(4) Go back to the previous vignettes and write down the impact that the conflict and resolution (or lack
of resolution) has on the personality of a character. (HINT: Use your notes from yesterday!)
Character
Name
Esperanza
Character
Impact on Personality of Character
Conflict: She is constantly moving

around to different places and
doesnt feel like she has a real home.
Resolution: Theres no solution yet.
This unsolved conflict makes her very

unsatisfied and lonely. It also gives her the
desire to have a great home in her future.
Impact on Personality of Character
49
Name
(5) TTG: Individually read and annotate for character, conflict, and resolution.
Katie exhaled calmly. After several long nights of studying, she finally felt ready for the exam.
Shannon whispered to her, "I forgot to study. Please let me copy off of you. I'll give you fifty bucks."
Katie didn't want to jeopardize her future, but fifty dollars was a lot of money to her, so she silently
nodded at Shannon. After the test Katie approached Shannon in the hallway. "When am I going to
get the fifty dollars?" Shannon sneered at her. "Ha, never. What are you going to tell someone that
you let me copy? Please..." Shannon snapped at Katie. Katie ran away crying, upset that she had been
deceived (from: http://www.ereadingworksheets.com/reading-worksheets/theme-worksheet ).
What impact does the conflict and resolution have on Katies personality?
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
Accommodations
50
Word Bank
Cathy Queen of Cats
1. Raggedy- messy and unclean
2. Stuck-up- someone who feels theyre better than others
3. Inherit- to receive something when someone passes away
Sentence Starters/Frames
for TTG Paragraph
1. The conflict in this story is __________________________.
2. The resolution to this problem was:___________________________.
3. The conflict that Katie faces and how she resolves it impacts her personality by___________________
Lesson 8: 1 Day
51
Internal Conflict
Standard:
Objective:
Resources/Materials
- Handouts
Key Terms:
- Internal Conflict: Character vs. Self or Character vs. Biology (Man vs. Self)
Opener:
Think Write Pair Share (TWPS): Describe an internal conflict that you have had or have.
1. Student group read and annotate Hips for conflict and resolution. They should also decide what type of internal
conflict is happening.
2. Students discuss what impact this internal conflict has on Marin
3. Groups then determine which characters have internal conflict in the book (chart)
4. Students individually choose a character with an internal conflict and give them advice about possible ways to resolve
the conflict through a written, typed, or recorded letter.
Closer
- Ticket To Go (TTG) 3-2-1: 3 things I know about conflict, 2 characters that have an unresolved internal conflict, one
question I still have about conflict.
Mini Lesson:
- External Conflict: Person vs. Person, Person vs. Society
- Notes
- Charts
- TTG
Accommodations:
- Word Bank
- Letter Sentence Frames
52
Name:
Class:
Date:
Internal Conflict
Do Now: Describe an internal conflict that you have had or have now.
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
Class Activities
(1) In groups, read and annotate Hips for conflict, resolution, and characterization.
(2) What internal conflict is happening?
INTERNAL Conflict
RESOLUTION
(3) What impact does this have on Esperanzas personality?

_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
(4) As a group, determine which characters have internal conflicts. Then write down the internal conflicts
they are having and whether or not is has been resolved.
Character Name
Esperanza
Internal Conflict Description

Resolution
Esperanza is internally struggling with the
Theres not resolution yet.
fact that she dislikes her name and feels that it
does not fit her personality (My Name).
53
Character Name
Resolution
(5) Individually, choose a character and write them a letter of advice about how they could solve their
conflict.
Dear_______________________,
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
Sincerely,
(6) TTG: 3-2-1

Three things I know about conflict:
1. _________________________________________________________________________________________________________________
2. _________________________________________________________________________________________________________________
3. _________________________________________________________________________________________________________________
Two characters that have an unresolved internal conflict:
1. ________________________________________________________________
2. ________________________________________________________________
One question I still have about conflict:________________________________________________________________________
54
Accommodations
Word Bank
Hips
1. Ignition- where you put your keys to start a car without a push start
2. Naphtha- chemical mixture used to clean things
Letter to Character
1. You seem to be struggling with __________________________.
2. My advice to you would be to ___________________________.
3. This would help you because ____________________________.
55
Lesson 9: 1 Day
External Conflict
Standard:
Objective:
Resources/Materials
- Handouts
Key Terms:
- External Conflict, Person Vs. Person (Man vs. Man), Person vs. Society/Culture (Man vs. Society/Culture)
Opener:
Think Write Pair Share (TWPS): Give an example of Person vs. Person and Person vs. Society conflict
1. Jigsaw: Students work in pairs to read and annotate Those Who Dont or Alicia Who Sees Mice for conflict and
resolution. They should identify what type of external conflict Esperanza or Alicia is dealing with.
2. Students, in groups of 4 share what they learned about the conflicts in the vignettes they read. The other group takes
notes and answers the question about the external conflict.
3. Students work in those same groups of four to determine the characters with either the Person vs. Person or Person
vs. Society conflict and chart them. Students then rotate so that there are two people representing each group and
sharing the information.
Closer
- Ticket To Go (TTG) Compare Person vs. Person and Person vs. Society conflicts
Mini Lesson:
- External Conflict: Person Vs. Nature, Person vs. Technology
- Notes
- Charts
- TTG
Accommodations:
- Word Bank
56
Name:
Class:
Date:
External Conflict: Person vs. Person & Person Vs. Society
Do Now: Give an example of a Person vs. Person and Person vs. Society conflict:
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
Class Activities
(1) Jigsaw: In a group of four, one pair reads and annotates Those Who Dont and the other reads and
annotates Alicia Who Sees Mice for conflict, resolution, and characterization.
Vignette Title: ____________________________________________________________________________________________________
EXTERNAL Conflict
RESOLUTION
(2) Now get share your story with the other pair and they will share with you.
Vignette Title: ____________________________________________________________________________________________________
EXTERNAL Conflict
RESOLUTION
(3) You will be assigned Person vs. Person conflict or Person vs. Society conflict. With your group,
determine the characters with that type of external conflict.
External Conflict Type: _________________________________________________________________________________________
Character Name
Resolution
57
(4) Jigsaw: Now two people from your group will leave and two new people will show up. Get information
about the other external conflict.
External Conflict Type: _________________________________________________________________________________________
Character Name
Resolution
(5) TTG: Compare Person vs. Person and Person vs. Society conflicts
Person vs. Person
Person vs. Society
58
Accommodations
Word Bank
Those Who Dont
(none)
Alicia Who Sees Mice
1. Four-clawed tub- before tubs were built in, they had four legs like a chair
2. Rolling pin- a tool cooks use, usually made of wood, to roll things flat
59
Lesson 10: 1 Day

External Conflict
Standard:
Objective:
Resources/Materials
- Handouts
Key Terms:
- External Conflict, Person (Man) vs. Nature, Person (Man) vs. Technology
Opener:
Open Note Quiz on Conflict and Resolution
1. Student in groups of 3-4 read and annotate Four Skinny Trees for conflict and resolution. Student discuss what
conflicts are present and whether there are any solutions.
2. Students work together to chart any further internal or external conflicts.
3. In pairs, students write a story paragraph with characters, conflicts, and maybe a resolution. Students exchange
papers and determine what type of conflict is being used.
Closer
- Discussion of conflicts
- Ticket To Go (TTG) Which conflict does Esperanza deal with the most? How do you know?
Mini Lesson:
- Elements of a Summary
- Notes
- Quiz
- Charts
- TTG
Accommodations:
- Word Bank
60
Name:
Class:
Date:
Conflict & Resolution Review

Do Now: Conflict and Resolution Open-Note Quiz (you can use your notes on this quiz).
What are the two main types of conflict?
_________________________________________________________________________________________________________________________
What are the six types of conflict within the main two types of conflict?
1. _________________________________________________________________________
2. _________________________________________________________________________
3. _________________________________________________________________________
4. _________________________________________________________________________
5. _________________________________________________________________________
6. _________________________________________________________________________
What is a resolution?
_________________________________________________________________________________________________________________________
Is there always a resolution to the conflict?
_________________________________________________________________________________________________________________________
Class Activities
(1) In groups, read and annotate Four Skinny Trees for conflict, resolution, and characterization.
(2) What type of conflicts are shown in this vignette? Is there any resolution? If so, what is it?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
(3) What do these conflicts show us about Esperanzas character?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
(4) Please add any additional conflicts to your previous notes.
61
(5) With a partner, you will be assigned a type of conflict. You must write a story (that you make up) that
shows this conflict. Do not write your conflict here because people will have to guess!
Story Title:____________________________________________________________________________________
Authors:_______________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
(6) Switch you story with another students story. Read that story and determine what conflict this story
has. Continue this process till youve read at least three stories.
Story Title:
Authors:
1.
Type of Conflict
Resolution?
If so, what?
2.
3.
(7) TTG: What type of conflict does Esperanza deal with the most? How do you know?
_____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
62
Quiz Key
What are the two main types of conflict?
Internal and External Conflict
What are the six types of conflict within the main two types of conflict?
1. Person vs. Self
2. Person vs. Biology
3. Person vs. Person
4. Person vs. Society
5. Person vs. Nature
6. Person vs. Technology
What is a resolution?
A resolution is when the conflict is solved in some way.
Is there always a resolution to the conflict?
No, there isnt always a resolution.
Accommodations
Word Bank
Four Skinny Trees
1. Ferocious- fierce and aggressive
2. Droop- slouch
3. Despite- even though or going against what is expected
63
Lesson 11: 1 Day

Summaries
Standard:
RL8.2: provide an objective summary of the text.
Objective:
- Identify the elements of a summary
- Write summaries
Resources/Materials
- Handouts
Key Terms:
- Summary, 5Ws, objective, subjective
Opener:
Mini Open Note Quiz: Summary
1. Students in groups of four look at an exemplar summary of The House on Mango Street and determine the parts of
it (5Ws)
2. In the same groups, each student is assigned three vignettes that they must summarize.
3. Students then jigsaw within their groups and share their summaries.
Closer
- Discussion of summaries
- Ticket To Go (TTG) What is the most difficult part of writing a summary?
Mini Lesson:
- Summarizing (Important vs. Unnecessary Details)
- Notes
- Quiz
- TTG
Accommodations:
- Sentence starters and frames
64
Name:
Class:
Date:
Summarization
Do Now: Open-note Quiz. You may use your notes from last night to answer these questions:
1. What is a summary?
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
2. What are the elements that need to be included in a summary?
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
Class Activities
(1) Read this summary and label the parts of it.
The House on Mango Street
In the vignette House on Mango Street, Esperanza talks about all the places that she has lived and the
home that she ultimately wants for herself. She first lived in Loomis which was a rundown apartment
building. Now, she lives in a house on Mango Street, but its not good enough because its condition is not
good, its crowded, and she doesnt own it. She dreams someday of having her own house which shes not
ashamed to point to and has all the things she wants like a big back yard and spiral staircases. This vignette
is important because it shows how unsatisfied Esperanza is with her life and that she wants to escape from
this place to her dream home.
(2) Is this a great summary? Why or why not?

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
65
(3) Now, split up the remaining vignettes that weve read about in your group, and summarize them. It
should be about three vignettes per person in a group of four. Please DO NOT do the last two.
The House on Mango Street Summaries
Directions: For each summary, remember to include the 5 Ws:
1. Who was involved? (CHARACTERS)
2. Where did this happen? (SETTING)
3. When did this happen? (SETTING)
4. What happened? (PLOT Conflict - Resolution)
5. Why is this story important? (THEMATIC IDEA well learn about this later)
My Name
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Hairs
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Our Good Day

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
66
Laughter
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Boys & Girls

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Louie, His Cousin, & His Other Cousin

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Cathy Queen of Cats

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Hips
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
67
Those Who Dont

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Four Skinny Trees
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
(4) Now share your summaries with your group members
(5) TTG: What is the most difficult part of writing a summary? Why?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
68
Quiz Answer Key

1. What is a summary?
A brief statement or account of something (text, story, event, etc.).
2. What are the elements that need to be included in a summary?
The elements that need to be included in a summary are the 5Ws: when, where, who, what, why.
They all relate to the story. The when and where represent the setting, the who represents the
characters, the what represents the plot, conflict, and resolution, and the why represents the
storys importance.
Breaking Down the Summary (5Ws)
The House on Mango Street
In the vignette House on Mango Street Esperanza (Who)(What/When&Where ) talks about all the places
that she has lived and the home that she ultimately wants for herself. She first lived in Loomis which was a
rundown apartment building. Now, she lives in a house on Mango Street, but its not good enough because its
condition is not good, its crowded, and she doesnt own it. She dreams someday of having her own house
which shes not ashamed to point to and has all the things she wants like a big back yard and spiral
staircases.(Why ). This vignette is important because it shows how unsatisfied Esperanza is with her life and
that she wants to escape from this place to her dream home.
Accommodations
Sentence Starters/Frames for Summaries
1. The vignette __________________ is about
2. ______________________ (Vignette Title) _______ (use a verb: introduces, discuses, talks about)
3. In the vignette ________________, __________ (character name)
4. In ____________________ (Vignette Title) we learn
69
Lesson 12: 1 Day

Summaries
Standard:
RL8.2: provide an objective summary of the text.
Objective:
- Analyze summaries and determine their effectiveness
- Write summaries
Resources/Materials
- Handouts
Key Terms:
- Summaries, Effective
Opener:
Think Write Pair Share (TWPS): What two mistakes do people often mistake when trying to write a summary?
1. Students work in pairs and read four summaries. They have to determine which ones have too much details, which
ones have not enough information, and which ones are just right. They must correct them if theyre wrong.
2. Individually, students revise the other summaries from yesterday in previous groups.
Closer
- Discussion of the amount of information needed in a summary.
- Ticket To Go (TTG) Students write a summary of another vignette that has not been covered yesterday.
Mini Lesson:
- Sensory Language: Sight, Hearing
- Notes
- TTG
Accommodations:
- Sentence starters and frames for TTG summary
70
Name:
Class:
Date:
Summarization: Common Mistakes
Do Now: What two mistakes do people often mistake when trying to write a summary?
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
Class Activities
(1) With a partner, read these four summaries and determine if they are just right summaries or not. If
not, youll need to summarize them.
Alicia Who Sees Mice Summaries
- A. In the vignette Alicia Who Sees Mice, we meet Alicia: a girl who is scared of her father. Her
mother died, so she performs household and care-taking duties and goes to school.
Is this a just right summary? Why or why not?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
-
B. In the vignette Alicia Who Sees Mice we are introduced to Alicia: a young woman who lives on
Mango Street. Ever since her mother died, her father has made her the mother of the family by
making her cook everyones food and clean the house. He ignores her fear of mice dismissing them
as stupidity. Alicia doesnt want to be a housewife or a factory worker so she goes to college in
hopes of escaping her current condition and getting a good job.

_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
Four Skinny Trees Summaries
-
A. Four Skinny Trees opens on Esperanza as she is staring out of the window as she often does.
She looks at four skinny trees and analyzes how they look. She describes them as having hairy
toes and arms that stretch towards the sky. In this way, she compares their skinny branches with
her own skinny arms. She also admires the trees for surviving in concrete. After all, it is difficult
for a plant to grow in concrete instead of rich soil where there is tons of clean air and water.
Instead, it is growing in a city. Esperanza identifies with them thinking that just as they dont
belong on Mango Street, neither does she. She puts her faith in them and tries to survive just as
they are.
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
71
B. In Four Skinny Trees, Esperanza compares herself to four trees. She thinks that they share
similar physical characteristics and both struggle to survive on Mango Street.

_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
If you need to, write a correct summary of one of the vignettes above:
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
What make your summary just right?

_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
(2) Individually, revise the other summaries you or other wrote yesterday if they are not just right.
(3) What makes a summary just right?

_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
72
Accommodations
Sentence Starters/Frames for TTG
1. A summary is considered just right when_________________________________________________
2. Information that must be included in a just right summary include:_____________________________
3. Information that can be unnecessary include:________________________________________________
73
Lesson 13: 1 Day

Sensory Language
Standard:
W8.3d: Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and
convey experiences and events.
Objective:
- Identify sensory language in vignettes
- Write using sensory language
Resources/Materials
- Handouts
Key Terms:
- Five Senses (Focus on Sight and Hearing), Sensory Language
Opener:
Think Write Pair Share (TWPS): Describe what it looks and sounds like in this classroom.
1. Students in groups of 3-4 look at projected pictures and participate in a write around to describe what they would
see and hear in that place (3 pictures)
2. Students identify sensory language that appeals to their sense of sight and hearing and put examples in a chart.
Closer
- Discussion of the examples found in the book
- Ticket To Go (TTG): Describe what it would look and sound like at a concert.
Mini Lesson:
- Sensory Language: Smell, Taste, Touch
- Notes
- Charts
- TTG
Accommodations:
- List of sensory words (sight, hearing)
74
Name:
Class:
Date:
Sensory Language: Sight & Hearing

Do Now: Describe what it looks and sounds like in this classroom.
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
Class Activities
(1) Write Around: You will look at images projected on the board and write (on one lined piece of paper)
in a group about what it would look and sound like there.
Review: Rules of Write Around
No talking
One person writes at a time
This is a timed writing (4 minutes), when the timer goes off, drop your pens and pencils
Writing must stay on topic and focus (the focus is sensory language today).
(2) Go back through the vignettes and find some examples of sensory language that appeals to your sense
of sight and hearing.
Example of Sensory
Language
(Hearing/Sight)
Bricks are crumbling in
places, and the front door
is so swollen you have to
push hard to get in (4).
How does the language help you see or hear what is going on
better?
This description helps me to see Esperanzas house on Mango Street
better because I can picture the crumbling bricks outside and a huge
door that can get stuck. I can just imagine her trying, with difficulty, to
get into her front door.
75
Example of Sensory
Language
(Hearing/Sight)
How does the language help you see or hear what is going on
better?
(3) TTG: Describe what it would look and sound like at a concert.
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
76
Pictures for Write Around
77
78
Accommodations
List of Sensory Words
Sight Words:
COLORS
Colorless
Red
Orange
Yellow
Green
Blue
Purple
Pink
Round
Oval
Triangular
Rectangular
Immense
Massive
Large
Tiny
Small
Tall
Short
Wide
round
flat
curved
wave/wavy
ruffled
angular
hollow
tapered
wiry
lopsided
freckled
wrinkled
striped
bright
clear
glossy
jeweled
fiery
Hearing Words
crash
squawk
crackle
chime
ring
thud
whine
buzz
laugh
silence
bump
bark
clink
gurgle
chuckle
boom
hiss
giggle
cry
thunder
snort
bawled
bang
blare
SHAPE
Brown
Black
White
(or any other variation
Square
Shapeless
SIZE
Long
Narrow
Lean
APPEARANCE
shimmering
muddy
dark
grimy
worn
cluttered
fresh
flowery
transparent
sing
crow
roar
rumble
growl
hum
chatter
scream
whimper
mutter
mumble
screech
sheer
muscular
fragile
pale
lacy
shadowy
slam
wail
shout
clap
snap
whisper
stomp
rustle
sigh
cheer
whistle
From: http://www.writing.com/main/view_item/item_id/662095-Sensory-Words
79
Lesson 14: 1 Day

Sensory Language
Standard:
Objective:
Resources/Materials
- Handouts
- Containers with smells (candles with labels removed, containers with scents sprayed in them)
Key Terms:
- Five Sense (Smell, Taste), Sensory Language
Opener:
Think Write Pair Share (TWPS): Students have a container on their desk. Describe the smell of that container.
1. In groups of 3-4, students look at a paragraph of a Favorite Meal that describes a meal without naming the food.
Students try to guess the foods based on the descriptions
2. Individually, students write their own Favorite Meal paragraphs
3. In pairs, students switch paragraphs, identify the sensory language, and try to guess what food it is.
4. In the same pairs, students identify the sensory language that appeals to smell and taste and add them to their chart
of sensory language.
Closer
- Discussion of sensory language a couple of students share their paragraphs
- Ticket To Go (TTG) Write down a two pieces of sensory language that you really liked today:
Mini Lesson:
- None
- Notes
- Paragraphs
- Charts
- TTG
Accommodations:
- List of sensory words appealing to the senses of smell and taste
80
Name:
Class:
Date:
Sensory Language: Taste and Smell

Do Now: There is a container at your desk. Open it up and smell it (be careful not to take to strong of a
whiff!) Then try to describe that smell:
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
Class Activities
(1) Read this paragraph with your group and try to write down what foods this person is eating.
Best Meal
Anyone can recognize that greasy smell anywhere. As I sat on the couch I kept smelling that
delicious scent as I listened to the food sizzle, crackle, and pop on the frying pan. I then caught a whiff of a
sweet smell mixing in with the grease. As I sat down to eat, I grabbed some sugary, thick liquid and
poured it all over those beautiful round discs. My mouth watered as I lifted the fork to my mouth and an
explosion of slimy sugar and puffy goodness reached my tongue as my teeth mashed the heavenly food.
Next, I took some of that dripping food and crunched down on it. It was so salty and crisp. Just how I like
it. This was the best meal ever.
Based on this sensory description, what was the writer eating? How do you know?
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
(2) Now, individually, write in a mysterious way about some food or a meal. Just use sensory language
appealing to peoples sense of smell or taste. Remember, you cant say what the food is!
Title:______________________________________________________________
Author:____________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
(3) Now switch paragraphs with another person and see if you can guess what food they are describing.
81
Title:________________________________________________
Author:____________________________________________
What food are they describing? How do you know?

_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
Were you right?:__________________________________________________________________________________________________
(4) With that same partner, look through the vignettes weve read and find sensory language that appeals
to your sense of smell or taste:
Example of Sensory
How does the language make the story more descriptive?
Language (Smell/Taste)
But my mothers hairis
This description helps me to understand what Esperanzas mothers
the warm smell of bread
hair smells like. I know she likes to put her face in her mothers hair
before you bake it (6).
when she is hugging her and now I can smell that same scene and
imagine Esperanza smelling it.
(5) Write down a two pieces of sensory language that you really liked today:
1. Smell:__________________________________________________________________________________________________________
2. Taste:__________________________________________________________________________________________________________
82
Accommodations
Taste Words
oily
rich
bland
ripe
buttery
hearty
tasteless
medicinal
salty
mellow
sour
fishy
bitter
sugary
vinegary
spicy
bittersweet
crisp
fruity
hot
sweet
savory
tangy
burnt
Smell Words
sweet
piney
acrid
sickly
scented
pungent
burnt
stagnant
fragrant
spicy
gaseous
musty
aromatic
gamy
putrid
moldy
perfumed
fishy
spoiled
dry
fresh
briny
sour
damp
earthy
sharp
rancid
dank
83
Lesson 15: 1 Day

Sensory Language
Standard:
Objective:
Resources/Materials
- Handouts
- Objects such as: playdough, stuffed animal, sandpaper, frozen water bottle, Rubik's cube, troll doll, fake plastic food,
moist towelette, etc.
Key Terms:
- Five Senses (Touch), Sensory Language
Opener:
Think Write Pair Share (TWPS): Describe a time that the touch of something scared you. What did it feel like?
1. In pairs, one student is blindfolded and given three objects. S/he must describe what the object looks like and the
other student will write down the descriptions. The blindfolded student then has an opportunity to guess what they
are. The students then switch and three different objects are given to the other student.
2. Individually, students then form paragraphs from the notes about the objects.
3. Teacher poses the question What is the purpose of sensory language?
4. In pairs students look at one paragraph without sensory language and a paragraph about the same topic with sensory
language. Students discuss the differences between the paragraphs.
Closer
- Discussion of sensory language what is the purpose of sensory language?
- Ticket To Go (TTG) What is the benefit of using sensory language?
Mini Lesson:
- Figurative Vs. Literal Language
- Notes
- Paragraphs
- TTG
Accommodations:
- List of sensory words appealing to the sense of touch
- Sentence starters and frames for the Touch paragraph
84
Name:
Class:
Date:
Sensory Language: Touch

Do Now: Describe a time you touched something you couldnt see and it made you scared.
What did it feel like?
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
Class Activities
(1) This is a partner activity. One person, put a blindfold on. The other person will hand you three objects
one by one. You must describe how they feel and the other person will write down your descriptions.
You can guess what you think it is if you want as well! Repeat the process for the next person.
Object 1 Description
- .
- .
- .
- .
- .
- .
- .
- .
- .
- .
- .
- .
- .
- .
- .
(2) Now choose one object to describe in a paragraph:
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
85
(3) What is the purpose of sensory language?

Read this paragraph and compare it to the second paragraph.
A. I walked into the dark room and tried to find my flashlight. I was scared, moving around. Finally I
found it, turned on the light, and found my way out.
B. My clammy hands moist with sweat scaled the slimy walls. In the pitch black I was trying
desperately to find my flashlight that I had dropped. The damp feeling of the room sent chills
down my spine as I smelt the dank, putrid air. I heard the creeping and slithering of many bugs
around me and wanted to scream but I held it in my throat. I got on all fours. My jeans became
saturated with the damp ground. I felt around and finally, I felt a round cylinder! This must be my
flashlight! I found the switched it on. The yellow light poured into the room and revealed that I
was in bug-infested cave! Just as I thought! I ran as fast as I could, slipping back through the
entrance of the cave.
What is the difference between the two paragraphs? They both tell the same story.
_____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
(4) TTG: What is the benefit of using sensory language?
_____________________________________________________________________________________________________________________
86
Accommodations
Touch (feeling) Words
cool
wet
silky
sandy
cold
slippery
velvety
gritty
icy
spongy
smooth
rough
lukewarm
mushy
soft
sharp
tepid
oily
woolly
thick
warm
waxy
furry
dry
hot
fleshy
feathery
dull
steamy
rubbery
fuzzy
thin
sticky
bumpy
hairy
fragile
damp
crisp
leathery
tender
For Touch Paragraph
1. This object felt_________________________________________________.
2. When I touched it felt:_________________________________________.
3. I thought it may be______________________________ because ______________________________________________.
87
Lesson 16: 1 Day

Figurative Language
Standard:
L 8.5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Objective:
- Understand the difference between figurative and literal language
- Compare figurative and sensory language
Resources/Materials
- Handouts
Key Terms:
- Literal Language, Figurative Language, Sensory Language
Opener:
Distinguish between literal and figurative language sentences
1. In groups of 3-4, students read and annotate Gils Furniture Bought & Sold and Meme Ortiz for literal and
figurative language.
Closer
- Discussion of the impact of figurative language
- Ticket To Go (TTG) Figurative language matching terms (pretest)
Mini Lesson:
- Figurative Language (Simile & Metaphor)
- Notes
- Annotation
- TTG
Accommodations:
- List of literal and figurative language examples
- Word Bank
88
Name:
Class:
Date:
Literal vs. Figurative Language

Do Now: Determine which sentences are literal and which ones are figurative. Explain why they are
either literal or figurative.
1. Tyrell has decided to try out for the basketball team.
Literal or figurative?:__________________________________________
Why?:____________________________________________________________________________________________________________________
2. My teammate is a snail!
Why?:____________________________________________________________________________________________________________________
3. Tyrell and Jake have a million things to do before practice.
Why?:____________________________________________________________________________________________________________________
4. They won their first game!
Why?:____________________________________________________________________________________________________________________
Class Activities
(1) In your group, read and annotate Gils Furniture Bought & Sold for literal and figurative language.
Write down at least two examples of each (not including mine) and why they are literal or figurative.
Vignette Name: Gils Furniture Bought and Sold
Literal Language Examples & Why
Figurative Language Examples & Why
We bought a used refrigerator from him once (19).
This sentence is literal because it means exactly
what it says, they bought a refrigerator from the old
man.
89
(2) In your group, read and annotate Meme Ortiz for literal and sensory language.
Write down at least three examples of each and why they are literal or figurative.
Vignette Name: Meme Ortiz
Literal Language Examples & Why
Figurative Language Examples & Why
We bought a used refrigerator from him once (19).
This sentence is literal because it means exactly
what it says, they bought a refrigerator from the old
man.
(3) What is the effect of figurative language?

_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
(4) TTG: Take this figurative language and literary term pretest to see how much you already know!
Match the terms with their definitions.
Terms
1. Simile
2. Metaphor
3. Personification
4. Hyperbole
5. Alliteration
6. Onomatopoeia
Definitions
A. Figure of speech in which a thing, an idea or an animal is given
human attributes
B. Figure of speech that makes a comparison, showing similarities
between two different things using the words like or as
C. Figure of speech which involves an exaggeration of ideas for the
sake of emphasis.
D. A word that imitates a sound
E. Figure of speech which makes a comparison between two
things that are unrelated but share some common
characteristics NOT using the words like or as
F. The occurrence of the same beginning sound in a series of
words.
90
Accommodations
Word Bank
Gils Furniture Bought & Sold
1. Brass- a type of metal with a goldish/blackish tint
2. Marimba- a type of instrument similar to a piano
Meme Ortiz
1. Lopsided- leaning/crooked
2. Jutting- sticking out
3. Scrambling- running/hurrying
4. Mighty- large and powerful
5. Annual- happening once a year
Figurative Vs. Literal Language Examples

Literal Language Examples
He runs very fast!
She is depressed.
The flower is straight and facing the sun.
I am really hungry!
Figurative Language Examples

He runs as fast as a cheetah!
She is a dark storm cloud waiting to burst.
The flower reached its arms up and smiled at the sun.
Im so hungry I could eat an elephant!
91
Lesson 17: 1 Day

Figurative Language
Standard:
Objective:
- Define and identify similes and metaphors
- Create similes and metaphors
Resources/Materials
- Handouts
Key Terms:
- Figurative Language, Simile, Metaphor
Opener:
Quiz: Open note comparison quiz on similes and metaphors
1. In groups of 3-4 students participate in a write around in which they use similes and metaphors to describe their
morning.
2. In same groups, students read and annotate There was an Old Woman & Darius & The Clouds for simile and
metaphor.
Closer
- Discussion of the purpose of similes and metaphors
- Ticket To Go (TTG) Does literal language or similes/metaphors better describe things? Why?
Mini Lesson:
- Figurative Language: Personification & Hyperbole
- Notes
- Quiz
- Annotation
- TTG
Accommodations:
- Word Bank
- Sentence starters and frames for TTG summary
92
Name:
Class:
Date:
Figurative Language: Simile and Metaphor

Do Now: Open-Note Quiz. You may use your mini lesson notes to help you on this quiz.
1. What is a simile?
___________________________________________________________________________________________________________________________
2. What is a metaphor?
___________________________________________________________________________________________________________________________
3. Which of these sentences is a simile, metaphor, or literal language? Explain why.

Jamie is a sloth.
Literal language, simile, or metaphor?:__________________________________________

Why?:____________________________________________________________________________________________________________________
Jamie is very lazy: he watched TV on the couch for hours!

Why?:____________________________________________________________________________________________________________________
On Saturday, Jamie was as lazy as a hibernating bear.

Why?:____________________________________________________________________________________________________________________
Class Activities
(1) In your group, you will be participating in a write around. You must use as many similes and
metaphors as possible to describe your morning.
(2) In your group, read and annotate Darius & The Clouds for similes and metaphors. Write at least two
examples of each below including my example.
Vignette Name: Darius & The Clouds
Simile Examples
Metaphor Examples
the world was full of clouds, the kind like

pillows (33).
93
(3) In your group, read and annotate There was an Old Woman for similes and metaphors. Write at
least two examples of each below.
Vignette Name: There was an Old Woman
Simile Examples
Metaphor Examples
(4) TTG: Does literal language or similes/metaphors better describe things? Why?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
94
Quiz Key
1. What is a simile?
A simile is the comparison of two unlike things or ideas using the words like or as
2. What is a metaphor?
A metaphor is the comparison of two unlike things NOT using the words like or as
3. Which of these sentences is a simile, metaphor, or literal language? Explain why.
Jamie is a sloth.
Literal language, simile, or metaphor?: Metaphor
Why?: This sentence is a metaphor because it is a comparison of two unlike things: Jamie and a sloth
NOT using the words like or as to emphasize his laziness.
Jamie is very lazy: he watched TV on the couch for hours!
Literal language, simile, or metaphor?: Literal Language

Why?: This sentence is an example of literal language because it means exactly what it says: Jamie was lazy
because he sat and watched television for hours.
On Saturday, Jamie was as lazy as a hibernating bear.
Literal language, simile, or metaphor?: Simile

Why?: This sentence is a simile because it is a comparison of two unlike things: Jamie and hibernating
bear using the word as to emphasize his laziness.
Accommodations
Word Bank
There Was an Old Woman
1. Playing chicken- doing something daring until one person quits (they are the chicken)
2. Slats- boards of a fence
Darius & The Clouds
1. Drunk- in a different mind-state, usually because of consuming alcohol
Sentence Starters
For TTG Paragraph
1. ________________________ (Literal language or Simile and Metaphor) best describes things because
95
Lesson 18: 1 Day

Figurative Language
Standard:
Objective:
- Define and identify personification and hyperbole
- Create personification and hyperbole
Resources/Materials
- Handouts
- Boxes
Key Terms:
- Figurative Language, Personification, Hyperbole
Opener:
Think Write Pair Share (TWPS): Identify which is personification and hyperbole.
1. Relay Race: Groups are given a bunch of sentence strips with sentences on them. There are two boxes on the opposite
side of the room marked hyperbole and personification. Students must race and put the sentences in the correct box.
2. In the same groups, students will read and annotate A Rice Sandwich & Chanclas for figurative language.
Closer
- Discussion of the purpose of personification and hyperbole
- Ticket To Go (TTG): Write you own example of personification and hyperbole.
Mini Lesson:
- Figurative Language: Onomatopoeia & Alliteration
- Notes
- Annotation
- TTG
Accommodations:
- Word Bank
- Figurative Language Reference Sheet
96
Name:
Class:
Date:
Figurative Language: Personification and Hyperbole

Do Now: Which sentence is an example of figurative language, hyperbole, and personification?
1. It will take me a million years to finish this essay.
Literal language, hyperbole, personification?:__________________________________________

Why?:____________________________________________________________________________________________________________________
2. The dog and cat fought with one another

Why?:____________________________________________________________________________________________________________________
3. Will you please feed me and then take me for a walk? asked the dog.

Why?:____________________________________________________________________________________________________________________
Class Activities
(1) Relay Race. You will be given a bunch of sentence strips with examples of similes, hyperboles, and
personification. There are two boxes at the other side of the room marked hyperbole and
personification. You must put the correct sentences in the right places. Keep the similes at your
table. Add one point for every right sentence and subtract one for every wrong sentence. This will be
timed to see who can go the quickest but there is NO running and only one person at a time will be
quickly walking the sentence strips to the boxes.
(2) In your groups, read and annotate A Rice Sandwich for figurative language. Write down at least two
examples of figurative language not including mine and explain their purpose (what do they mean
and why are they being used?).
A Rice Sandwich
Type of Figurative Language
Metaphor
Example from Text & Purpose

Im no Spartan (44).
Esperanza compares herself to a Spartan to emphasize that she is not
someone who is tough.
97
(3) In pairs, read and annotate Chanclas for figurative language. Write down at least three examples of
figurative language and explain their purpose (what do they mean and why are they being used?)
Chanclas
Type of Figurative Language
Example from Text & Purpose
(4) TTG: Now you try! Write your own personification and hyperbole.
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
98
Sentence Strips for Relay Activity

Hyperbole
Simile
Personification
Bill Gates has enough money

to feed an entire continent.
That bed was like a pile of

rocks.
The stars danced playfully in the

moonlit sky.
Christmas will never come.
My heart is racing like a

frightened rabbit.
The run down house appeared

depressed.
The fire alarm was like a

screaming baby.
The first rays of morning tiptoed

through the meadow.
Watching that movie was like

watching paint dry.
She did not realize that opportunity

was knocking at her door.
Hes 900 years old.
The winter air was like a cold

razor.
He did not realize that his last chance

was walking out the door.
Hes got tons of money.
The hotel was like a castle.
Her brain is the size of a pea.
Being grounded is like living in

an empty desert.
The bees played hide and seek with

the flowers as they buzzed from one
to another.
Everyone knows that.

He always knows the right
thing to say.
He was thirsty enough to
drink a river dry.
Her smile was a mile wide.

His house is large enough to
have its own zip code.
His teeth were blinding white.
I am so tired I could sleep for
a year.
I can smell pizza from a mile
away.
I cant do anything right.
That kid can run as fast as a

cheetah.
The wind howled its mighty objection.
This sauce is as hot as the sun.
The river swallowed the earth as the

water continued to rise higher and
higher.
My tongue is as dry as burnt

toast.
Time flew and before we knew it, it

was time for me to go home.
His feet were as big as a tree.
The ocean waves lashed out at the

boat and the storm continued to
brew.
These bed sheets are as

scratchy as sandpaper.
That dog is as messy as a
tornado.
From:
From:
http://www.hyperbolelist.com/ http://homeworktips.about.com
/od/englishhomework/qt/ListOf-Similes.htm
99
My computer throws a fit every time I

try to use it.
From:
http://examples.yourdictionary.com
/examples-of-personification.html
Accommodations
Word Bank
A Rice Sandwich
1. Canteen- cafeteria
2. Anemic- lacking iron, a mineral in blood used to transport oxygen
Chanclas
1. Baptism- a ceremony at church when someone is cleaned spiritually and given a new name
2. Tamales- a Mexican food
3. Saddle shoes- two toned dress shoes
4. Plungers- tool used to unclog toilet
5. Linoleum- rubber material used for floors (not wood or tile)
6. First Communion- a Christian ceremony at church when Christians believe they eat some
representation of Jesus body and blood in bread and wine.
Figurative Language Reference Sheet

1. Personification is a figure of speech in which a thing, an idea or an animal is given human attributes.
The non-human objects are portrayed in such a way that we feel they have the ability to act like
human beings.
For example, when we say, The sky weeps we are giving the sky the ability to cry, which is a
human quality.
2. Metaphor is a figure of speech which makes an implicit, implied or hidden comparison between two
things that are unrelated but share some common characteristics.
For example:
o My brother was boiling mad. (This implies he was too angry.)
o The assignment was a breeze. (This implies that the assignment was not difficult.)
3. Simile is a figure of speech that makes a comparison, showing similarities between two different
things. Unlike a metaphor, a simile draws resemblance with the help of the words like or as.
Therefore, it is a direct comparison.
For example:
o Our soldiers are as brave as lions.
o Her cheeks are red like a rose.
4. Hyperbole is a figure of speech which involves an exaggeration of ideas for the sake of emphasis.
For example:
o Your suitcase weighs a ton! (overemphasizes how heavy the suitcase is).
o I have told you a million times not to do that!
(overemphasizes the amount of times the person has said what s/he did).
100
Lesson 19: 1 Day

Literary Terms
Standard:
Objective:
- Define and identify onomatopoeia & alliteration
- Create onomatopoeia & alliteration
Resources/Materials
- Handouts
- Computers for accommodations
Key Terms:
- Figurative Language, onomatopoeia, alliteration
Opener:
Think Write Pair Share (TWPS): Read this paragraph and add onomatopoeia and alliteration to make it more detailed!
1. In groups of 3-4 students participate in a write around creating their own story using onomatopoeia and alliteration.
2. Students will work in pairs to rewrite 3 vignettes of their choice adding either onomatopoeia or alliteration to each
sentence.
Closer
- Discussion of the purpose of onomatopoeia and alliteration
- Ticket To Go (TTG): Which piece of figurative language or literary term is most difficult for your to understand still?
Mini Lesson:
- None
- Notes
- Write Around
- Retelling of stories
- TTG
Accommodations:
- List of examples of onomatopoeia & alliteration
- Websites for words to pick from:
Adjectives: http://adjectivesthatstart.com/with-a/
Verbs: http://verbs1.com/start-a/
Nouns: http://noun1.com/start-a/
101
Name:
Class:
Date:
Literary Terms: Onomatopoeia and Alliteration

Do Now: Read this paragraph. Based on your notes from last night, add at least one example of
onomatopoeia and alliteration to make it more interesting!
(*Hint: look at areas where there is sound for onomatopoeia)
When I heard the sound of the car leaving in a rush, I knew my sister was late for work. My snooze
alarm went off letting me know that I too had overslept. I put my feet on the ground and stretched my
arms in the air as I yawned. I brought my robe to the bathroom and took a shower. The steamy air
refreshed me and I felt much more awake. Thank God for showers!
What examples of onomatopoeia and alliteration can you add?
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
Class Activities
(1) Write Around. In your group, participate in a write around using onomatopoeia and alliteration to
describe the cafeteria at lunch time.
(2) Rewriting Vignettes. You are such a great writer that you could give Cisneros some tips! With a
partner, pick three vignettes. From each of your three vignettes, choose one paragraph to rewrite
using as much onomatopoeia and alliteration as possible.
See my example below:
Rewriting: Hairs Paragraph 1
My fabulous family fashions many different hair styles. My fathers hair halts high in the air. My lazy
hair lacks lusciousness and laughs in my face HAHAHA when I try to style it. Carlos hair is thick and
standard straight staring stately from the top of his head to see all that is around. No comb is needed.
Nennys hair hisses like a snake as it shiningly slips past seeking fingers. My youngest brother Kiki has
ferociously fury hair that fuses for frivolous care products.
List of Three Vignettes Chosen
1.
Number of Paragraph Chosen
2.
3.
102
(3) Now rewrite the three paragraphs using as much onomatopoeia and alliteration that you can!
1. Vignette Title:__________________________________________________________ Paragraph Number:__________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
(4) TTG: Which piece of figurative language or literary term are you still struggling with?
_____________________________________________________________________________________________________________________
103
Accommodations
Examples of Onomatopoeia and Alliteration
Onomatopoeia
achoo
clap
giggle
Lub Dub
roar
ahem
clack
glug
(heart
rumble
bang
clatter
glup
beating)
screech
bam
clip clop
groan
meow
shuffle
bark
cluck
growl
moan
shush
beep
cock a
grunt
moo
sizzle
blab
doodle doo
gurgle
murmur
slap
boing
cough
hack
neigh
slash
boink
crackle
haha
oink
slish
bong
crash
hiccup
ouch
slither
boo
creak
hiss
phew
slosh
boo-hoo
croak
hohoho
pitter
slurp
boom
crunch
honk
patter
smack
bow-wow
cuckoo
hoot
plop
snap
brring
ding
howl
plunk
sniff
buzz
ding dong
huh
poof
snip
chatter
drip
hum
pop
splash
chirp
fizz
jangle
pow
splat
chomp
flick
jingle
purr
splish
choo-choo
flip
ker-ching
quack
splosh
clang
flip-flop
kerplunk
rattle
squawk
clash
flop
knock
ribbit
squeak
clank
flutter
la
ring
swish
From: https://kathytemean.wordpress.com/2009/12/29/onomatopoeia-word-list/
Alliteration
*He has a way with words
*Alices aunt ate apples and acorns around August
*An ape ate an avocado.
*Angela Abigail Applewhite ate anchovies and
artichokes.
From: http://www.alliterationlist.com/
swoosh
thud
thump
tic-toc
tinkle
twang
tweet
ugh
vroom
wham
whimper
whoosh
woof
yelp
yikes
zap
zing
zip
zoom
*Around the rugged rock the ragged rascal ran.

*Baby bananas beat buckwheat bread.
*Baby Bobby bed bounced better by bedtime before
Billy bounced.
Assistive Website
For Alliteration Creation
Go to the website needed based on the part of speech
Adjectives: http://adjectivesthatstart.com/with-a/
Verbs: http://verbs1.com/start-a/
Nouns: http://noun1.com/start-a/
Then select the letter that youre looking for
104
Lesson 20: 1 Day

Sensory Language
Standard:
Objective:
- Understand the difference between literal, figurative, and sensory language
- Compare literal, figurative, and sensory language
- Change literal language into more interesting writing
Resources/Materials
- Handouts
Key Terms:
- Literal Language, Figurative Language, Sensory Language
Opener:
Mini Open Note Quiz: Figurative Language
1. In pairs, student will work together to compare literal, figurative, and sensory language by filling out a triple Venn
diagram.
2. In pairs, students work to change literal language paragraphs
Closer
- Discussion of the impact of figurative and sensory language
- Ticket To Go (TTG) List your two favorite examples of figurative language that you created and your two favorite
examples of sensory language.
Mini Lesson:
- Thematic Idea
- Notes
- Paragraphs
- Quiz
- TTG
Accommodations:
- List of literal, figurative, and sensory language examples (see previous lessons)
105
Name:
Class:
Date:
Bringing It All Together:

Literal, Figurative, and Sensory Language
Do Now: Open-Note Quiz. You many use the mini-lesson notes to help you on this quiz.
Figurative Language Quiz
PART I: Define the following terms:
1.
Figurative Language:_________________________________________________________________________
2.
Simile:_____________________________________________________________________________________
3.
Metaphor:_________________________________________________________________________________
4.
Personification:_____________________________________________________________________________
5.
Hyperbole:_________________________________________________________________________________
PART II: Read the sentences and circle what type of figurative language is being used
1. Their thoughts were like golden birds.
a. simile
b. metaphor
c. hyperbole
d. personification
2. Fear lurks, watching me, waiting for the moment to pounce.

a. hyperbole
b. metaphor
c. simile
d. personification
3. The sound of your breath is a music of which I will not soon tire.
a. hyperbole
b. personification c. metaphor
d. simile
4. Wisdom gently whispers to us to part from evil.

a. hyperbole
d. simile
5. After she left, the sun never shined again.

a. hyperbole
b. metaphor
d. personification
c. simile
Adapted from:
http://www.ereadingworksheets.com/figurative-language-worksheets/figurative-language-quiz-02answers.htm
106
Class Activities:
(1) With a partner, compare literal, figurative, and sensory language.
LITERAL Language
SENSORY Language
FIGURATIVE Language
(2) With that same partner, revise these literal language paragraphs by adding figurative and sensory
language to them to make them more interesting.
1. A Big Surprise
I was sitting at home alone playing video games one night when my dad came home with something
unusual. He asked me if I was doing anything important. I told him I wasnt. Then he pulled out a pair
of Celtics game tickets for seats on the floor. I was so excited! It took a while to get there because of
the traffic. When we finally got inside the stadium, it was so crowded! We got some food and then
took our great seats. It was a good night.
2. The Birthday Disappointment
Today was my 16th birthday and I was really looking forward to all that was in store for me. However,
when I got up, it seemed like no one knew it was my birthday. I sadly put on my clothes and went to
school. At school it was the same. When I got home, my parents informed me we were going out to eat
with some of their friends from church. I was devastated. When I walked into the restaurant, I looked
up to realize, this party was for me! All my family and friends were looking at me. There was food,
music, cards, and presents. I guess it wasnt so disappointing after all!
(3) TTG List your two favorite examples of figurative language that you created and your two favorite
examples of sensory language.
______________________________________________________________
________________________________________________
______________________________________________________________
107
________________________________________________
Figurative Language Quiz Answer Key

PART I: Define the following terms:
1.
Figurative Language: Nonliteral language meant to provide more detail through comparison,
exaggeration, and elaboration.
2.
Simile: An explicit or obvious comparison of two unlike things using the words like or as
3.
Metaphor: An implied comparison of two unlike things NOT using the words like or as
4.
Personification: Giving animals, object, or ideas human characteristics
5.
Hyperbole: An extreme exaggeration
PART II: Read the sentences and circle what type of figurative language is being used
1. Their thoughts were like golden birds.
a. simile
b. metaphor
c. hyperbole
d. personification
2. Fear lurks, watching me, waiting for the moment to pounce.

a. hyperbole
b. metaphor
c. simile
d. personification
3. The sound of your breath is a music of which I will not soon tire.
a. hyperbole
d. simile
4. Wisdom gently whispers to us to part from evil.

a. hyperbole
d. simile
5. After she left, the sun never shined again.

a. hyperbole
b. metaphor
d. personification
c. simile
Adapted from:
http://www.ereadingworksheets.com/figurative-language-worksheets/figurative-language-quiz-02answers.htm
108
Lesson 21: 1 Day

Thematic Idea
Standard:
RL 8.2 - Determine a theme or central idea of a text and analyze its development over the course of the text, including its
relationship to the characters, setting, and plot
Objective:
- Describe what a thematic idea is
- Determine thematic ideas for The House on Mango Street so far
Resources/Materials
- Handouts
Key Terms:
- Thematic Idea, Topic, Characterization, Conflict, Resolution, Universal
Opener:
TWPS: What is a thematic idea? What other thematic idea did you come up for Finding Nemo?
1. In groups of 3-4, students will look at a list of thematic ideas and pick four that the students see the most in The House
on Mango Street
2. In those same groups, students will create a top-down web in which the thematic idea is at the top and the vignettes
that demonstrate that thematic idea will be below it. Students will also write why those vignettes have those thematic
ideas.
Closer
- Discussion of thematic ideas in The House on Mango Street
- Ticket To Go (TTG) Of the four thematic ideas that you picked, which do you think the author believes is the most
important? Why?
Mini Lesson:
- None
- Notes
- Top-Down Web
- TTG
Accommodations:
- Minimized list of thematic ideas to choose from
- Teacher assistance
109
Name:
Class:
Date:
Thematic Idea
Do Now: What is a thematic idea? What other thematic ideas did you come up with for Finding Nemo?
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
Class Activities
(1) In your group, look at this list of thematic ideas and pick four that you see the most in The House on
Mango Street so far.
Thematic Idea List
Acceptance or rejection
Gender Roles
Nature
Beauty
Good or Evil
Oppression
Challenges
Greed
Patriotism
Change
Growing Up
Power
Character (Personality)
Heroism
Pride
Communication
Hope
Prejudice
Death
Identity (who a person is)
Progress
Desire to Escape
Injustice
Racism
Dreams
Knowledge or Ignorance
Relationships
Emptiness
Loneliness
Religion
Faith
Loss
Social Class
Fate or Free Will
Love
Survival
Failure
Materialism
Technology
Family
Motherhood
War
Which four do you see in the book so far?
1. _______________________________________________
2. _______________________________________________
3. _______________________________________________
4. _______________________________________________
(2) In the same groups, create a top down web with thematic idea at the top, your four thematic ideas
under that, and then the stories that have those thematic ideas underneath the thematic ideas. Do this
on the next page
110
THEMATIC IDEA in The House on Mango Street

Thematic Idea 1:
Thematic Idea 2:
Thematic Idea 3:
Thematic Idea 4:
Vignette 1 Title:
Vignette 1 Title:
Vignette 1 Title:
Vignette 1 Title:
Vignette 2 Title
Vignette 2 Title:
Vignette 2 Title:
Vignette 2 Title:
Vignette 3 Title
Vignette 3 Title:
Vignette 3 Title:
Vignette 3 Title:
Vignette 4 Title
Vignette 4 Title
Vignette 4 Title:
Vignette 4 Title:
TTG: Of the four thematic ideas that you picked, which do you think the author believes is the most
important? Why?
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
Top Down Webs are a concept made famous by Keys to Literacy
111
Accommodations
Minimized List of Thematic Ideas
Acceptance or rejection
Beauty
Desire to Escape
Dreams
Emptiness
Gender Roles
Growing Up
Identity (who a person is)

Injustice
Knowledge or Ignorance
Loneliness
Loss
Love
Motherhood
112
Pride
Prejudice
Racism
Relationships
Survival
Lesson 22: 1 Day

Thematic Idea
Standard:
Objective:
- Determine thematic ideas for two vignettes
- Defend why a thematic idea is true for the vignettes
Resources/Materials
- Handouts
Key Terms:
- Thematic Idea, Topic, Characterization, Conflict, Resolution, Universal
Opener:
TWPS: What is a thematic idea for this paragraph? How do you know?
1. In pairs, students will read and annotate Marin for character, conflict, resolution. From the information they
annotated, students will determine a thematic idea for the vignette and explain why its a thematic idea.
2. Whole class discussion: After twenty minutes, the teacher will pause the group and discuss the thematic idea(s) that
the students came up with.
3. In the same pairs, students will read and annotate Sally for character, conflict, and resolution. From the information
they annotated, students will determine a thematic idea for the vignette and explain why its a thematic idea.
Closer
- Discussion of thematic ideas in Sally
- Ticket To Go (TTG) Students, individually, add the two vignettes to their Top-Down Web of Thematic ideas to picture
where these two vignettes fit into the already developing thematic ideas.
Mini Lesson:
- Theme Part II: What is it?
- Notes
- Annotation
- Top-Down Web
- TTG
Accommodations:
- Minimized list of thematic ideas to choose from (see yesterdays lesson)
- Sentence frames for explanations of thematic ideas
- Word Bank
113
Name:
Class:
Date:
Thematic Idea and More Vignettes

Do Now: Read the paragraph below and determine the thematic idea.
The Monkey and the Cookies
A monkey put his hand into a jar of cookies. He grasped as many as he could possibly hold, but when he
tried to pull out his hand, he was prevented from doing so by the neck of the cookie jar. Unwilling to lose
the cookies, and yet unable to withdraw his hand, he burst into tears and bitterly lamented his
disappointment.
From: http://www.ereadingworksheets.com/reading-worksheets/understanding-theme.pdf
What is the thematic idea of this story? How do you know?

_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
Class Activities
(1) With a partner, read and annotate Marin for character, conflict, resolution, and thematic idea.
What is the thematic idea of Marin? How do you know?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
(2) After reviewing with the whole class, what was the overall thematic idea for Marin?
_____________________________________________________________________________________________________________________
(3) With your same partner, read and annotate Sally for character, conflict, resolution, and thematic
idea. What is the thematic idea of Sally? How do you know?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
(4) After reviewing with the whole class, what was the overall thematic idea for Marin?
_____________________________________________________________________________________________________________________
(5) TTG: Add the titles of the vignettes that we read today in the correct category in the top down web on
the next page.
114
THEMATIC IDEA in The House on Mango Street

Thematic Idea 1:
Gender
Roles
Thematic Idea 2:
Identity
Thematic Idea 3:
Prejudice
Thematic Idea 4:
Desire to
Escape
Vignette 1 Title:
Vignette 1 Title:
Vignette 1 Title:
Vignette 1 Title:
Vignette 2 Title:
Vignette 2 Title:
Vignette 2 Title:
Vignette 2 Title:
Vignette 3 Title:
Vignette 3 Title:
Vignette 3 Title:
Vignette 3 Title:
Vignette 4 Title:
Vignette 4 Title:
Vignette 4 Title:
Vignette 4 Title:
Vignette 5 Title:
Vignette 5 Title:
Vignette 5 Title:
Vignette 5 Title:
Top Down Webs are a concept made famous by Keys to Literacy
115
Accommodations
Word Bank
Marin
1. Pregnant- when a woman is having a baby
2. Moustache- hair on the upper lip
Sally
1. Raven- a jet black bird
2. Cleopatra- an Egyptian princess
3. Suede- a rough leather material used for shoes
4. Nosy- wanting to know other peoples business
Sentence Frames
For Explanation of Thematic Ideas
1. ___________________is the thematic idea of _________________ (vignette title) because ____________________
2. The thematic idea of ________________ (vignette title) is _______________________ because ________________
3. .because the character _________________ (name) has a problem with ___________________________________
4. because the conflict/unresolved conflict is______________________________________________________________
116
Lesson 23: 1 Day

Theme
Standard:
Objective:
- Describe what a theme is
- Determine thematic ideas for two vignettes
- Choose the correct second part to the thematic idea to create a theme
Resources/Materials
- Handouts
Key Terms:
- Theme, Thematic Idea, Topic, Characterization, Conflict, Resolution, Universal
Opener:
TWPS: What is a theme? How is it related to thematic idea?
1. In groups of 3-4, students will read and annotate Geraldo No Last Name for character, conflict, and resolution. They
will then determine a thematic idea. Students will then need to pick the correct authors message about that
thematic idea and explain why its correct.
2. Whole class discussion of authors message for that story.
3. In groups of 3-4, students will read and annotate No Speak English for character, conflict, and resolution. They will
then determine a thematic idea. Students will then need to pick the correct authors message about that thematic
idea and explain why its correct.
Closer
- Discussion of authors message for No Speak English
- Ticket To Go (TTG) Add todays vignettes to the top down web under the correct top down web (see lesson 22)
Mini Lesson:
- What theme is NOT: Part 1
- Notes
- Annotation
- TTG
Accommodations:
- List of thematic ideas for the stories (see lesson 21)
- Sentence frames for explanations of themes
- Word Bank
117
Name:
Class:
Date:
THEME: An Introduction
Do Now: What is a theme? How is it related to thematic idea?
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
Class Activities
(1) In your group, read and annotate Geraldo No Last Name for character, conflict, resolution, and
thematic idea.
What is the thematic idea of Geraldo No Last Name? How do you know?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
(2) After reviewing with the whole class, what was the overall thematic idea for Geraldo No Last Name?
_____________________________________________________________________________________________________________________
(3) Now, its time for part 2!!! We need to add what the author is saying about that thematic idea in order
to get the theme. Choose the correct option below to fit with the thematic idea.
A. ___________________________ is what Geraldo experienced outside the dance and at the hospital.
B. ___________________________ affects everyone involved.
C. ____________________________ is something you shouldnt do.
Fill in the thematic idea and then circle the correct option. Why did you pick that option as the theme?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
118
(4) In your group, read and annotate No Speak English for character, conflict, resolution, thematic idea.
What is the thematic idea of No Speak English? How do you know?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
(5) After reviewing with the whole class, what was the overall thematic idea for No Speak English?
_____________________________________________________________________________________________________________________
(6) Now, its time for part 2!!! We need to add what the author is saying about that thematic idea in order
to get the theme. Choose the correct option below to fit with the thematic idea.
A. ___________________________ causes people to hide in fear.
B. ___________________________ makes Mamacita want to go back to Mexico
C. ____________________________ should be illegal.
Fill in the thematic idea and then circle the correct option. Why did you pick that option as the theme?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
(7) TTG: Go back to the top down web and add these two stories under their correct thematic idea.
119
Accommodations
Word Bank
Geraldo No Last Name

1. Saturday Shirt- dress shirt, used for going out
2. Cumbia/salsa/rancheras- types of dances
3. Intern- a Doctor student who is about to graduate
4. Brazer- slang term for an immigrant
5. Kitchenette- a small kitchen (in an apartment or dorm)
No Speak English
1. Mamacita- little mama in Spanish
2. Mamasota- big mama/woman in Spanish
3. Fuschia- a pinkish, purplish color
4. Landlord- owner of a building who rents it out
5. Hollyhocks- a pink type of flower
Sentence Frames
For Explanation of Theme
1. ___________________is the theme of _________________ (vignette title) because ____________________
2. The theme of ________________ (vignette title) is _______________________ because ________________
120
Lesson 24: 1 Day

Theme
Standard:
Objective:
- Describe what a theme is and what it is not
- Compare theme and thematic idea
- Choose the correct theme for the vignettes and explain the choice
Resources/Materials
- Handouts
Key Terms:
- Theme, Thematic Idea, Topic, Characterization, Conflict, Resolution, Summary
Opener:
TWPS: How is a theme different from a topic or summary?
1. In pairs, students will read and annotate What Sally Said for character, conflict, and resolution. They will then
choose the best theme among choices and distractors. They must explain why thats the best theme.
2. Whole class discussion of theme for that story.
3. Individually, students will read and annotate Linoleum Roses for character, conflict, and resolution. They will then
chose the best theme among choices and distractors. They must explain why thats the best theme.
Closer
- Discussion of theme for Linoleum Roses
- Ticket To Go (TTG) Did you choose the best theme? Why or why not?
Mini Lesson:
- What theme is NOT: Part 2
- Notes
- Annotation
- Choices on assignment
- TTG
Accommodations:
- Sentence frames for explanations of themes
- Word Bank
- (Read to if in their IEP for step 3).
121
Name:
Class:
Date:
THEME: What Its Not Part I

Do Now: How is a theme different from a topic or summary?
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
Class Activities
(1) With your partner, read and annotate What Sally Said for character, conflict, resolution, and theme.
What is the theme of What Sally Said?
A. Prejudice towards women
B. Sally is beaten because her father believes that she will be like his sisters who were all beautiful,
met a boy, ran away with that boy, and disgraced the family.
C. Women are mistreated due to strict gender roles that hold a woman responsible for attracting
others.
Circle the theme. Why is that option the theme? Why are the other options not the theme?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
(2) With your partner, read and annotate Linoleum Roses for character, conflict, resolution, and theme.
What is the theme of Linoleum Roses?
A. Housewife is the expected role of women.
B. Escaping an environment
C. Minerva marries a man to escape Mango Street but ends up trapped in her new house because her
husband doesnt trust her.
Circle the theme.
122
Why is that option the theme? Why are the other options not the theme?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
TTG: Did you choose the best themes? Why or why not?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
Add these two vignettes to your Thematic Idea Top Down Web in the correct category.
123
Accommodations
Word Bank
What Sally Said
1. Lard- animal fat made used for cooking like butter
2. Permission- approval from authority
Linoleum Roses
1. Linoleum - rubber material used for floors (not wood or tile)
2. Bazaar- yard sale to raise money
3. Drapes- curtains
Sentence Frames
5. ____________________ is not the theme of _______________ (vignette title) because_________________________
124
Lesson 25: 1 Day

Theme
Standard:
Objective:
- Describe what a theme is and what it is not
- Compare theme and thematic idea
- Choose the correct theme for the vignettes and explain the choice
Resources/Materials
- Handouts
Key Terms:
- Theme, Thematic Idea, Topic, Characterization, Conflict, Resolution, Summary
Opener:
TWPS: How is a theme different from a fact or moral?
1. In pairs, students will read and annotate Papa Who Wake Up Tired in the Dark for character, conflict, resolution,
and theme. Students will determine the best theme from a list of five options (distractors are purposeful) for the
vignettes. They will briefly explain why each option is or is not the theme for the stories.
2. In pairs, students will read and annotate A Smart Cookie for character, conflict, resolution, and theme. Students will
determine the best theme from a list of five options (distractors are purposeful) for the vignettes. They will briefly
explain why each option is or is not the theme for the stories.
Closer
- Discussion of best themes
- Ticket To Go (TTG) Out of three options, what is the best theme for this paragraph?
Mini Lesson:
- Determining Theme: How to Find Theme on Your Own
- Notes
- Choices on assignment
- TTG
Accommodations:
- Word Bank
- Frequent teacher check-ins
125
Name:
Class:
THEME: What Its Not Part 2
Do Now: How is a theme different from a fact or moral?
Date:
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
Class Activities
(1) With your partner, read and annotate Papa Who Wakes Up Tired in the Dark for character, conflict,
resolution, and theme.
Are these themes for this vignette?
A. Loss
Yes
No
(Circle one)
Why/Why not?:__________________________________________________________________________________________
B. Esperanzas grandfather dies
Yes
No
Why/Why not?:__________________________________________________________________________________________
C. Loosing someone
Yes
No
Why/Why not?:__________________________________________________________________________________________
D. You have to cherish people while theyre alive because youll miss them very much.
Yes
No
Why/Why not?:__________________________________________________________________________________________
E. People judge others according to their neighborhoods.
Yes
No
Why/Why not?:__________________________________________________________________________________________
F. Responsibility is thrown on people in troubled times.
Yes
No
Why/Why not?:__________________________________________________________________________________________
G. The loss of someone can cause some people to be depressed.
Yes
No
Why/Why not?:__________________________________________________________________________________________
126
(2) With your partner, read and annotate A Smart Cookie for character, conflict, resolution, and theme.
Are these themes for this vignette?
A. Go to school and study hard
Yes
No
(Circle one)
Why/Why not?:__________________________________________________________________________________________
B. Quitting something may result in future regret
Yes
No
Why/Why not?:__________________________________________________________________________________________
C. Ignorance makes it impossible for people to take in knowledge
Yes
No
Why/Why not?:__________________________________________________________________________________________
D. Shame
Yes
No
Why/Why not?:__________________________________________________________________________________________
E. People desire to escape when facing conflict
Yes
No
Why/Why not?:__________________________________________________________________________________________
F. Esperanzas mother regrets quitting school
Yes
No
Why/Why not?:__________________________________________________________________________________________
G. Successful through school
Yes
No
Why/Why not?:__________________________________________________________________________________________
H. Happiness is a choice an individual makes
Yes
No
Why/Why not?:__________________________________________________________________________________________
I. Success cannot be achieved without going to school.
Yes
No
Why/Why not?:__________________________________________________________________________________________
TTG: Did you choose the best themes? Why or why not?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
Add these two vignettes to your Thematic Idea Top Down Web in the correct category.
127
Accommodations
Word Bank
Papa Who Wakes Up Tired in the Dark
1. Abuelito- little grandfather in Spanish
2. Est muerto- hes dead in Spanish
A Smart Cookie
1. Velvety- soft and smooth material
2. Comadres- female friends in Spanish
Sentence Frames
10. ____________________ is not the theme of _______________ (vignette title) because_________________________
128
Lesson 26: 1 Day

Determining Theme
Standard:
Objective:
- Determine a theme for media or text.
Resources/Materials
- Spongebob Squarepants Episode: Porous Pockets
http://watchcartoonsonline.eu/watch/spongebob-squarepants-s6-ep12a-porous-pockets/
- Handouts
Key Terms:
- Theme, Thematic Idea, Authors Message, Characterization, Conflict, Resolution,
Opener:
TWPS: How do you determine a theme? What equation can you use?
1. Review and discuss theme from last night
2. Whole class watches Porous Pockets and takes notes on character, conflict, and resolution.
3. In groups of 3-4, students create a list of thematic ideas. They then choose one and determine the authors message
about that thematic idea. They then put it together to create a theme.
4. In pairs, students repeat the process with short-story paragraphs
Closer
- Discussion of paragraph themes
- Ticket To Go (TTG) When creating a theme, which is more difficult to determine, the thematic idea? Or the authors
purpose or about that thematic idea? Why?
Mini Lesson:
- None
- Notes
- Classwork
- TTG
Accommodations:
- Minimized list of thematic ideas to choose from (see lesson 21)
129
Name:
Class:
Date:
Determining a Theme from Scratch

Do Now: How do you determine a theme? What equation can you use?
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
Class Activities
(1) Share your theme that you came up with last night with your group.
Write down the themes of the other people in your group
Name:__________________________ Theme:__________________________________________________________________________
Name:__________________________ Theme:__________________________________________________________________________
Name:__________________________ Theme:__________________________________________________________________________
Compare all the themes. Did you get something similar or different? Whose theme do you think is the
best? Why?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
(2) STEP 1: Watch the episode Porous Pockets from the cartoon SpongeBob SquarePants and take notes
on character, conflict, resolution, and thematic idea.
Annotating Topics
1. Characters
Notes
2. Conflict(s)
3. Resolution(s)
4. Thematic Idea/Topic
130
STEP 2: After watching the episode discuss some possible thematic ideas for the episode and write
them down (no more than three)
Thematic Idea 1:
Thematic Idea 2:
Thematic Idea 3:
Now pick one of those thematic ideas:__________________________________
STEP 3: Determine what the authors message is for the audience about that thematic idea as told
through the story s/he has created:
STEP 4: Now, use the equation
- T+A=T
- Thematic Idea (2) + Authors Message (3) = Theme
What is your theme?:________________________________________________________________________________________
STEP 5: Use the checklist to double check if its a theme.
1. Is it a sentence?
If it is, then it might be a theme! (Themes are NOT words or phrases those are topics)
2. Does it have to do with story?
The topic of the theme should be about something in the story.
3. Does it go beyond the story?
If it doesnt include character names or specific details from the story it could be a theme!
4. Does it have to do with human nature or life?
Is it about something that most humans would experience? Does it seem to be universal?
5. Is it a moral?
Is it telling people what to do? Giving advice? Is so it is NOT a theme.
Look for words like you should shouldnt must etc.
6. Is it a fact?
It should not be a fact, it should be debatable. Someone should be able to disagree with it.
If it meets all of this criteria, it is probably a theme!!!
STEP 6: Finalized theme:________________________________________________________________________________________
(3) Youve done it!!! Now that youve determined a theme as a group, its time to try to attempt it as a pair.
With a partner, go through the process of determining a theme for this fable starting with annotating
for character, conflict, resolution, and thematic idea.
The Bundle of Sticks
An old monkey on the point of death summoned his sons around him to give them some parting
advice. He ordered them to bring ina bundle of sticks, and said to his eldest son: "Break it." The son
strained and strained, but with all his efforts was unable to break the sticks. The other sons also tried,
but none of them was successful. "Untie the bundle," said the father, "and each of you take a stick."
When they had done so, he called out to them: "Now, break," and each stick was easily broken. "You
see my meaning," said their father.
From: http://www.ereadingworksheets.com/reading-worksheets/understanding-theme.pdf
131
STEP 1: Analysis of character, conflict, resolution.

Characters:
Conflict:
Resolution:
STEP 2: Determine a thematic idea
What is a thematic idea or topic that is shown through our analysis that goes beyond the story to
relate to human nature or life?:
STEP 3: Determine what the authors message is for the audience about that thematic idea as told
STEP 4: Add step 2 & 3 Together
- T+A=T
STEP 5: Use the checklist to double check if its a theme.
1. Is it a sentence?
If it is, then it might be a theme! (Themes are NOT words or phrases those are topics)
2. Does it have to do with story?
The topic of the theme should be about something in the story.
3. Does it go beyond the story?
If it doesnt include character names or specific details from the story it could be a theme!
4. Does it have to do with human nature or life?
Is it about something that most humans would experience? Does it seem to be universal?
5. Is it a moral?
Is it telling people what to do? Giving advice? Is so it is NOT a theme.
Look for words like you should shouldnt must etc.
6. Is it a fact?
It should not be a fact, it should be debatable. Someone should be able to disagree with it.
STEP 6: Finalized theme:________________________________________________________________________________________
(4) TTG: - When creating a theme, which is more difficult to determine, the thematic idea? Or the author's
purpose or about that thematic idea? Why?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
132
Lesson 27: 1 Day

Determining Theme
Standard:
Objective:
- Determine the themes of previously read vignettes
Resources/Materials
- Handouts
Key Terms:
- Theme, Characterization, Conflict, Resolution
Opener:
TWPS: Why is it important to look at the resolution (or lack of resolution) to determine a theme?
1. In groups of four, students will split the vignettes from the first two weeks in half (each pair gets three) and
determine themes for them.
2. Jigsaw, students share the themes they determine with the other pair.
Closer
- Discussion of themes so far
- Ticket To Go (TTG) Add the vignette titles to the appropriate categories in the Thematic Idea Top Down Web (see
lesson 22).
Mini Lesson:
- Defending Your Theme
- Notes
- Annotation
- Student-determined themes
- TTG
Accommodations:
- Minimized list of thematic ideas to choose from (see lesson 21)
- Equation for theme
133
Name:
Class:
Date:
Determining Theme in The House on Mango Street

Do Now: Why is it so important to look at the resolution (or lack of resolution) to determine a theme?
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
Class Activities
(1) In your group of four, split the following list of vignettes weve previously read in half (each pair
should get three vignettes).
Cathy Queen of Cats
Four Skinny Trees
Those Who Dont
Chanclas
Circle your vignettes. With your partner, determine a theme for each of your three vignettes.
Then fill in the themes that the other pair in your group come up with (if you agree with them)
Vignette Title
Theme
Cathy Queen of Cats
Those Who Dont
Four Skinny Trees
Chanclas
(2) TTG: Add these vignettes to your Thematic Idea Top Down Web in the correct category.
134
Accommodations
Equation for Theme
T+A=T
Thematic Idea (Topic) + Authors Message about it = Theme
Steps for Theme

Step 1: Analysis of character, conflict, resolution.
Characters:
Conflict:
Resolution:
Step 2: Determine a thematic idea
What is a thematic idea or topic that is shown through our analysis that goes beyond the story to relate to
human nature or life?:
Step 3: Determine what the authors message is for the audience about that thematic idea as told
Step 4: Add step 2 & 3 Together
- T+A=T
Step 5: Checklist:
1.
Is it a sentence?
- If it is, then it might be a theme! (Themes are NOT words or phrases those are topics)
2.
Does it have to do with story?
- The topic of the theme should be about something in the story.
3.
Does it go beyond the story?
- If it doesnt include character names or specific details from the story it could be a
theme!
4.
Does it have to do with human nature or life?
- Is it about something that most humans would experience? Does it seem to be
universal?
5.
Is it a moral?
- Is it telling people what to do? Giving advice? Is so it is NOT a theme.
- Look for words like you should shouldnt must etc.
6.
Is it a fact?
- It should not be a fact, it should be debatable. Someone should be able to disagree with
it.
135
Lesson 28: 1 Day

Defending a Theme
Standard:
Objective:
- Defend why a statement is the theme of a story (vignette)
Resources/Materials
- Handouts
Key Terms:
- Theme, Thematic Idea, Topic, Characterization, Conflict, Resolution
Opener:
TWPS: What are two ways to defend why a statement is a theme?
1. Review their defense of a them from last night
2. In pairs, students are given a theme for A Smart Cooke (which they read and annotated previously): Education is
the key to success. Students must defend this theme using what they know about what a theme is and what it is not.
3. Whole class discussion of an exemplar defense of that theme.
4. In pairs, students are given a theme for Papa Who Wakes Up Tired in the Dark (which they read and annotated
previously): Responsibility is a burden. Students must defend this theme using what they know about what a theme
is and what it is not.
Closer
- Discussion of reasons why that is the theme for Papa Who Wake Up Tired in the Dark
- Ticket To Go (TTG) What do you find most difficult about explaining why something is the theme for a story?
Mini Lesson:
- None
- Notes
- Defense paragraphs
- TTG
Accommodations:
- Sentence frames for defense of themes
136
Name:
Class:
Date:
Defending a Theme
Do Now: What are the two ways to defend why a statement is a theme?
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
Class Activities
(1) Share the defense you created last night with your group.
Compare all the defenses. Did you get something similar or different? Whose theme do you think is
the best? Why?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
(2) With your partner, defend the theme Education is the key to success for A Smart Cookie
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
137
(3) With your partner, defend the theme Responsibility is a burden for Papa Who Wakes up Tired in
the Dark
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
(4) TTG: What do you find most difficult about explain why a statement is a theme for a story?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
138
Accommodations
Sentence Frames for
Defense of Themes
1. ___________________ is the theme for ______________ (vignette name) because it_______________________
2. This statement is also a theme because it is not_______________________________________________________
139
Lesson 29/30: 2 Day

Determining and Defending Theme
Standard:
Objective:
- Determine a theme and defend it for two vignettes
Resources/Materials
- Handouts
Key Terms:
DAY 1
Opener:
TWPS: Is theme important? Why or why not?
1. In pairs, students will read and annotate Minerva Writes Poems for character, conflict, and resolution. They will
then determine a theme and defend it.
3. Individually, students will read and annotate Beautiful & Cruel for character, conflict, and resolution. They will then
determine a theme and defend it.
Closer
- Discussion of theme for Beautiful and Cruel
- Ticket To Go (TTG) Please circle the following and BE HONEST.
When determining a theme I think:
I do GREAT! No help needed.
I can get it sometimes, but am still a little confused.
I am so lostwhat do I do?
When defending and explaining why a statement is a theme:
Mini Lesson:
- None
DAY 2
Opener:
TWPS: Compare the themes for Minerva Writes Poems and Beautiful & Cruel
1. In pairs, students will read and annotate The Three Sisters for character, conflict, and resolution. They will then
determine a theme and defend it.
*Students who were still confused are paired with those who were confident about theme
* For students who felt completely lost from the ticket to go, they will sit at a teacher station. So that the teacher can
go over it with them.
3. Individually, students will read and annotate Alicia & I Talking on Ednas Steps for character, conflict, and
resolution. They will then determine a theme and defend it.
Closer
- Discussion of theme for Alicia & I Talking on Ednas Steps
- Ticket To Go (TTG) Did you work with a teacher or peer today? How helpful was it working with him/her?
Mini Lesson:
- Citing Evidence to Support Theme
140
For both days:

- Annotation
- Theme and explanation/defense
- TTG
Accommodations:
- Sentence frames for explanations of themes (see lesson 28)
- Word Bank
- (Read to if in their IEP for step 3 on both days).
141
Name:
Class:
Date:
DAY 1:
Putting it All Together: Determining a Theme and Defend It
Do Now: Is theme important? Why or why not?
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
Class Activities
(1) With a partner, read and annotate Minerva Writes Poems for character, conflict, and resolution.
Determine a theme:
_____________________________________________________________________________________________________________________
Defend your theme:
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
(2) Individually, read and annotate Beautiful & Cruel for character, conflict, and resolution.
Determine a theme:
_____________________________________________________________________________________________________________________
Defend your theme:
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
142
TTG: Please circle the following and BE HONEST.

When determining a theme I think:
When defending and explaining why a statement is a theme:
143
Name:
Class:
Date:
DAY 2:
Putting it All Together: Determining a Theme and Defend It
Do Now: Compare the themes in Minerva Writes Poems and Beautiful & Cruel
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
Class Activities
(1) With a partner, read and annotate The Three Sisters for character, conflict, and resolution.
Determine a theme:
_____________________________________________________________________________________________________________________
Defend your theme:
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
(2) Individually, read and annotate Alicia & I Talking on Ednas Steps for character, conflict, and
resolution.
Determine a theme:
_____________________________________________________________________________________________________________________
Defend your theme:
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
144
TTG: Did you work with a teacher or peer today? How helpful was it working with him/her?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
145
Accommodations
Word Bank
Minerva Writes Poems
1. Comes over black and blue bruised
Beautiful & Cruel
(none)
The Three Sisters
1. Porcelain- a hard, but delicate material (toilets and tiles are made of porcelain)
2. Satin- flowing fabric, similar to silk
Alicia & I Talking on Ednas Steps
1. Guadalajara- a city in Mexico
2. Photograph- picture
146
Lesson 30: 1 Day

Citing Evidence to Support Theme
Standard:
RL 8.1 - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as
Objective:
- Defend why a statement is the theme of a story (vignette)
- Use evidence to support themes
Resources/Materials
- Handouts
Key Terms:
- Evidence, Direct Quotations, Theme
Opener:
TWPS: Why use evidence from a text?
1. Share explanations of theme with evidence from last night.
2. In pairs, students read and annotate Mango Says Goodbye Sometimes for character, conflict, resolution, and theme.
They then determine a theme and defend it with at least one quotation
3. Individually, students read and annotate A House of My Own for character, conflict, resolution, and theme. They
then determine a theme and defend it with at least one quotation
Closer
- Discussion of reasons why that is the theme for both stories
- Ticket To Go (TTG) What does using a direct quotation add to your defense?
Mini Lesson:
- Theme Posters
- Notes
- TTG
Accommodations:
- Word Bank
- Sentence frames for introducing and explaining evidence
- Read aloud for step 3 for students with that accommodation in their IEP
147
Name:
Class:
Date:
Citing Evidence to Support a Theme

Do Now: Why should we use evidence from a text?
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
Class Activities
(1) Share with your group the defense with evidence that you created last night.
Compare all the defenses. Did you get something similar or different? Whose defense do you think is
the best? Why?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
(2) With a partner, read and annotate Mango Says Goodbye Sometimes for character, conflict,
resolution, and theme.
Determine a theme:
_____________________________________________________________________________________________________________________
Defend your theme with at least one quotation:
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
148
(3) Individually, read and annotate A House of My Own for character, conflict, resolution, and theme.
Determine a theme:
_____________________________________________________________________________________________________________________
Defend your theme with at least one quotation:
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
TTG: What does using a direct quotation add to your defense/explanation of your theme?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
149
Accommodations
Word Bank
Mango Says Goodbye
1. Trudged- walked with heavy/loud feet
A House of My Own
1. Petunias- a type of flower
Sentence Starters for

Introducing and Explaining Direct Quotations
Introducing Evidence
1. On page ____ the author states that.
2. For example
3. The author states that
4. In the text it states
5. ______________________ (character name) says ______________________________
Explaining Evidence
1. This shows that
2. This demonstrates
3. This proves
4. In other words
5. Clearly
6. Based on this quotation
150
Lesson 32/33: 2 Day

Theme Posters
Standard:
RL 8.1 - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as
Objective:
- Determine a theme and defend it for four vignettes
- Create a theme poster with evidence to support the themes
Resources/Materials
- Notes from Previous Classes (students have them in binders)
- Poster Board
- Coloring Supplies
- Computer
- Printer
- Paper
- Scissors
- Glue
Key Terms:
Opener:
TWPS: What are the expectations for the theme poster projects?
1. Students choose a theme they want to focus on.
2. Students select four vignettes that deal with that theme.
3. Students cite one quotation from each vignette that supports the theme
4. Student explains how the quotation supports the theme
5. Draw or include pictures
Closer
- Discussion of theme for Beautiful and Cruel
- Ticket To Go (TTG) Rate yourself according to the rubric.
Mini Lesson:
- Vignette Writing (after day 2)
- Annotation
- Theme and explanation/defense
- TTG
- Theme Poster
Accommodations:
- Frequent teacher check-ins at each stage of the process
- Optional Poster Organizer
151
Name:
Class:
Date:
Theme Posters
Do Now: What are the expectations for the theme poster projects (you can use your notes from last
nights mini lesson to answer this question).
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
Class Activities
(1) Follow this checklist to complete your theme poster:
Your notes will be EXTREMELY helpful for this project, make sure you have them with you
(should be in you in-class English binder)
1. Choose a theme you want to focus on
Theme:____________________________________________________________________________________________________
2. Choose four vignettes that deal with that theme
Vignette Titles:
*____________________________________________________________________________________________________________
*____________________________________________________________________________________________________________
*____________________________________________________________________________________________________________
*____________________________________________________________________________________________________________
STOP HERE AND GET TEACHER SIGNATURE TO CONTINUE:____________________________________________
3. Cite one quotation from each vignette that supports the theme:
Quotations:
*____________________________________________________________________________________________________________
*____________________________________________________________________________________________________________
*____________________________________________________________________________________________________________
*____________________________________________________________________________________________________________
4. Explain how those quotations support your theme
*____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
*____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
*____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
*____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
152
5. Draw or print out picture that go with each vignette and the theme
6. Put it all together!
(2) TTG Day 2: Rate your poster according to the rubric
Criteria
Satisfactory (3)
Fair (2)
Theme
Determining a
correct theme for
the book.
Student determines a theme for

the book that is correct. It meets all
the criteria:
Student uses 4 or more vignettes
Student determines a theme for the

book that is mostly correct. It meets 4
of the criteria.
Student uses 3 vignettes that support
the theme.
Or
Of the students vignettes one of them
does not support the theme.
Student uses 3 quotations from the
chosen quotations that support the
theme
Or
One of the quotations does not
support the theme.
Student partially explains
develop the theme and
theme
Of half of the vignettes
OR
Struggles to explain how either the
conflict and resolution or quotation
develops the theme of the vignettes
All of the drawings or images on the
poster are mostly appropriate
(having 1-2 errors) to the
- Character
- Conflict
- Resolution
- Theme
- Quotation
In the vignette
Student determines an incorrect

theme for the story. It meets 3 or less
of the criteria:
Student uses 2 or less vignettes that
support the theme
Or
Two or more of the students
vignettes does not support the theme.
Student uses 2 or less direct
quotations from the chosen vignettes
Or
Two or more of the quotations does
not support the theme.
Student does not explain either
develops the theme or
- Quotation supports the theme
For the vignettes
OR
Does it for only one vignette.
Project is mostly neat and attractive
Project is lacks neatness and/or

attractiveness
(x2)
Content
Use of correct
stories to support
the theme.
(x1)
Evidence
Use direct
quotations from the
text to demonstrate
the theme.
(x2)
Explanation
Explanation of how
the vignette and
quotation support
the theme
Student uses 4 or more direct

quotations from the chosen
vignettes that support the theme.
Student explains:
develop the theme
theme
Of each vignette
(x2)
Presentation
Accuracy of
images/illustrations
Neatness /
Attractiveness
(x1)

- Character
- Conflict
- Resolution
- Theme
- Quotation
In the vignette
Project is neat and attractive
Needs (1)
Improvement
The drawings or images on the poster

are appropriate to 2 or less of the
following:
- Character
- Conflict
- Resolution
- Theme
- Quotation
In the vignette
Score:_______/24______
Why do you deserve that grade?

_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
153
Accommodations
Project Template
Theme:____________________________________________________________________________________________________________
Vignette 1 Title:
Vignette 2 Title:
Image/Picture:
Image/Picture:
Quotation:
Quotation:
Explanation:
Explanation:
Vignette 3 Title
Vignette 4 Title
Image/Picture:
Image/Picture
Quotation:
Quotation:
Explanation:
Explanation:
154
Lesson 34: 1 Day

Vignette Writing
Standard:
Objective:
- Write with sensory and figurative language
- Evaluate student work according to a rubric
Resources/Materials
- Handouts
- Previous Student Vignettes
- Rubric
Key Terms:
- Sensory, Figurative, and Literal Language
Opener:
TWPS: What makes a vignette unique? (What makes it different than other types of writing?)
1. Review writing from last night
2. Write Around: Look at snapshots of a moment in a persons life and describe it with as much sensory and figurative
language that you can in the first person.
3. Read & analyze vignettes from past years students and evaluate them according to the rubric.
Closer
- Discussion of past vignettes
- Ticket To Go (TTG) What needs to be in your vignette?
Mini Lesson:
- Writing Process: Think Plan Write
- Notes
- TTG
Accommodations:
- Copies of the pictures for their desks
155
Name:
Class:
Date:
Vignette Writing
Do Now: What makes a vignette unique? (What makes it different than other types of writing?)
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
Class Activities
(1) Share with your group the writing about the picture you did last night. Write down at least one good
detail from each persons story:
Name:______________________________ Detail:___________________________________________________________________
Name:______________________________ Detail:___________________________________________________________________
Name:______________________________ Detail:___________________________________________________________________
(2) Write around. Look at three images of snap shots in peoples lives. Write as much figurative and
sensory language you can about that event. Write in the 1st person! (On lined piece of paper)
(3) Read and analyze two vignettes from past students. Evaluate their vignettes according to the rubric.
Vignette Title:_____________________________________________________________________________________________________
Criteria
Excellent (4)
Good (3)
Fair (2)
Needs (1)
Improvement
Conventions
Spelling and
Grammar
(x 1)
Language
Use of literal,
figurative and
sensory language.
(x 3)

spelling or grammar


There are 5 or more

grammar.

following:
- Literal Language
- Sensory Language
and is correct:
- A moment from the
students life
middle schoolers

- Literal Language
- Sensory Language

- Literal Language
- Sensory Language

- A moment from the
students life
middle schoolers

- A moment from the
students life
middle schoolers

the following:
- Literal Language
- Sensory Language
The content of the
may not be correct:
- A moment from the
students life
middle schoolers
Content
Use knowledge of
task, audience, and
purpose to create
vignette.
(x 2)
Total________/24______
156
Why does the author deserve that score?

_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
Vignette Title:_____________________________________________________________________________________________________
Criteria
Excellent (4)
Good (3)
Fair (2)
Needs (1)
Improvement
Conventions
Spelling and
Grammar
(x 1)
Language
Use of literal,
figurative and
sensory language.
(x 3)

spelling or grammar


There are 5 or more

grammar.

following:
- Literal Language
- Sensory Language
and is correct:
- A moment from the
students life
middle schoolers

- Literal Language
- Sensory Language

- Literal Language
- Sensory Language

- A moment from the
students life
middle schoolers

- A moment from the
students life
middle schoolers

the following:
- Literal Language
- Sensory Language
The content of the
may not be correct:
- A moment from the
students life
middle schoolers
Content
Use knowledge of
task, audience, and
purpose to create
vignette.
(x 2)
Total________/24______
Why does the author deserve that score?

_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
(4) TTG: What needs to be in your vignette?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
157
Images
158
All pictures from Google Images
159
Vignettes
An Afternoon at the Mall
By: (Name Removed)
One sunny fall afternoon, my friends and I went to the mall. We met up at the Cheesecake Factory.
As I opened the door, the sweet smelling scent of cakes and pies kissed my nose. Our mouths began to
water as we thought about the desert we would have later. But first, we wanted to check out the mall. We
went to Macys since there was a One Day Sale. When we reached the entrance we saw how busy it was.
It was packed with people. It looked like a carnival. We squeezed our way through people to find
something worth fussing about, but there was nothing that interested us. We got out of there as fast as a
robber running away from the cops.
Our next stop, of course, was foot locker. We had to freshen up our sneaker game and wanted to
see what was available. When you walked in you saw shelves and shelves of shoes all different colors of
the rainbow. Foot locker is paradise to a sneaker head. The scent of sneaker cleaner was in the air and we
were grinning from ear to ear when we reached the Nike section. However, when we went to reach into
our pockets all we could find was dust. Looks like well have to come back another time.
Having worked up an appetite, we rushed back towards the Cheesecake Factory. We sat down
quickly and ordered our cheesecake. It took a million years before mine finally came out: the oreo
cheesecake. I took a bite and my taste buds rejoiced! The chocolate and cream mixed together to produce
a sugary sweet taste. The cake was smooth, but the cookie bits were crunchy. There is no meal better in
the whole world. After finishing our delicious pies, we headed outside into the brisk autumn air to wait
for our rides.
My Family
By: (Name Removed)
My family is very large. Its so large that if everyone gathered at one place for a family reunion, it
would look like a parade. But most of my family (aunts, uncles, cousins, etc) are in another country across
the sea. So for right now, I live with my father, mother, grandmother, and little brother. We live in
Randolph, MA in a small house.
My dad runs his own business so naturally, my mom also works with him too. They work from
7:30AM to 5:00PM. His business is new so its not famous yet. My grandma is old so she stays at home. At
home, she looks after me and my brother and cooks our meals and clean the house. She says my room
looks like a monkey lives in it. My grandma is like a professional chef. Our kitchen smells like a bakery.
Even though the kitchen smells like that, our house smells completely different. In every room, my mom
puts one of those candle things so one room may smell like apples while another smells like roses. My
room just smells like chips because I refuse to put a candle in my room.
My little brother is in 4th grade. Even though he is just in 4th grade, he is the most rude person
ever. For example, when he watches the TV, he puts it so loud that it makes my ears bleed. The barges
into my room without permission and takes things that belong to me and doesnt even care to but it back
where it was. He talks back to my parents and grandma when they tell him to do something. At dinner, he
doesnt even help set up the table. He just sits there and waits for the food to come. He also eats like a
cave man and has no manners.
Well, that is my family that I live with.
160
Lesson 35: 1 Day

Writing Process: Think Plan Write
Standard:
MA.3.A. Write fiction, personal reflections, poetry, and scripts that demonstrate awareness of literary concepts and
genres.
W 8.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience. (Grade-specific expectations for writing types are defined in standards 13 above.)
Objective:
- Brainstorm, plan, and prewrite a narrative of a moment in their life
Resources/Materials
- Handouts
- Rubric
Key Terms:
- Writing Process: Think, Plan, Write; Sensory, Figurative, and Literal Language
Opener:
TWPS: Why is it important to brainstorm and plan writing?
1. Brainstorm ideas
2. Pick a topic (event from life)
3. Plan vignette
4. Free write
Closer
- Discussion of vignette ideas
- Ticket To Go (TTG) What do you want to add to your story at this point?
Mini Lesson:
- Writing Process: Revise
- Notes
- Brainstorm, Plan, Freewrite
- TTG
Accommodations:
- Notes from previous days
- Individual meeting with teacher
161
Name:
Class:
Date:
Vignette Writing
Do Now: Why is it important to brainstorm and plan writing?
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
Class Activities: Writing Process
(1) THINK: A Vignette is a word picture. So when you pick a topic for your vignette, think about
something you could make a word picture of. We like to think of it as snap shot writing. What is a
snap-shot of your life that you could write about?
Snap Shots of YOUR life:
*
*
*
*
*
*
*
*
*
*
*
*
Now choose ONE that you think you can describe in the most detail:___________________________________
(2) PLAN: Plan your vignette by outlining the basic details of your story:
TOPIC: _________________________________
Details:
Who:
When:
Where:
Why:
What happened?:
162
(3) WRITE: Now that you have your basic details, write a LITERAL language retelling of the snapshot
moment in your life.
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
(4) TTG: Reread what you were able to finish today. What do you still want to add to your story now?
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
163
Lesson 36-39: 4 Days

Writing Workshop
Standard:
MA.3.A. Write fiction, personal reflections, poetry, and scripts that demonstrate awareness of literary concepts and
genres.
W 8.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
W 8.5 - With some guidance and support from peers and adults, develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Objective:
- Revise and rewrite a narrative of a moment in their life
- Peer edit another students paper
Resources/Materials
- Handouts
- Rubric
Key Terms:
- Writing Process: Think, Plan, Write, Revise, Edit; Sensory, Figurative, and Literal Language
Opener:
TWPS: Check where you are in the writing process
1. Revise by adding sensory and figurative language to your literal language writing
2. Rewrite your story with the figurative and sensory language in it
3. Peer edit
4. Revise your work according to the peers feedback
5. Write your final draft
6. Share your final draft
7. Sponge Activity: Drawing of figurative and sensory language in vignette
Closer
- Discussion of writing process
- Ticket To Go (TTG) What do you have left to do at this point?
Mini Lesson:
- Peer Revision
- Notes
- Rough Draft, Peer Edit
- TTG
- Vignette
Accommodations:
- Notes from previous days
- Individual meeting with teacher
164
Name:
Class:
Date:
Writing Workshop
Do Now: Where are you at in the process of writing your vignette?
(Please check off what youve done every day):
Think - I am still thinking about topic

Plan I am still planning the basics of my vignette
Write 1 I am writing the literal language of my story
Self Revision 1 I am adding figurative and sensory details into my writing
Write 2 I am rewriting my story with the figurative and sensory details so someone else
can read it
Peer Revision I am peer revising with a classmate
Self Revision 2 I am revising my work based on my peers feedback
Write 3 I am writing my final draft!
Im done!
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
Peer Editing Questions
Vignette Writers Name:_____________________________________________________________________________________
Peer Revisers Name:________________________________________________________________________________________
Questions:
1. Does the Vignette have an interesting title? Why or why not?
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
2. Does the vignette have at least four examples of literal language? Put an L next to them.
3. Does the vignette have at least four examples of figurative language? Underline them.
4. Does the vignette have at least four examples of sensory language? Star them.
5. Is this story about a moment in this persons life? Why or why not?
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
165
6. Is this story entertaining for you? Why or why not?

_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
7. Are there error in spelling and grammar? Correct them.
8. Whats one thing this writer does well?
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
9. Whats the main thing that the writer needs to work on?
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
10. Grade them according to the rubric.
Criteria
Excellent (4)
Good (3)
Fair (2)
Needs (1)
Improvement
Conventions
Spelling and
Grammar
(x 1)
Language
Use of literal,
figurative and
sensory language.
(x 3)

spelling or grammar


There are 5 or more

grammar.

following:
- Literal Language
- Sensory Language
and is correct:
- A moment from the
students life
middle schoolers

- Literal Language
- Sensory Language

- Literal Language
- Sensory Language

- A moment from the
students life
middle schoolers

- A moment from the
students life
middle schoolers

the following:
- Literal Language
- Sensory Language
The content of the
may not be correct:
- A moment from the
students life
middle schoolers
Content
Use knowledge of
task, audience, and
purpose to create
vignette.
(x 2)
Total________/24______
166
Sharing Vignettes
Congrats! Youre done with your vignette. Now listen to other peoples and write down them.
Vignette 1
(1) Title of Vignette:______________________________________________________________________________________________
(2) Author:________________________________________________________________________________________________________
(3) Summary:_____________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
(4) One piece of figurative/sensory language you liked:______________________________________________________
_________________________________________________________________________________________________________________
Vignette 2
(2) Author:________________________________________________________________________________________________________
(3) Summary:_____________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
Vignette 3
(2) Author:________________________________________________________________________________________________________
(3) Summary:_____________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
167
Vignette 4
(2) Author:________________________________________________________________________________________________________
(3) Summary:_____________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
Vignette 5
(2) Author:________________________________________________________________________________________________________
(3) Summary:_____________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
Vignette 6
(2) Author:________________________________________________________________________________________________________
(3) Summary:_____________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
168

Dornan Final Thoms Unit

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Unit Name: Recent Literature: The House on Mango Street

Course: Grade 8 ELA

Skills (Students will be able to do):

STAGE TWO: ASSESSMENT EVIDENCE

[STUDENTS WILL DEMONSTRATE STANDARD(S)

Task 1: Journal: Students will do quick writes that

FORMATIVE (Assessment for student learning):

Key Criteria [TO MEET THE STANDARD OF TASKS]

Needs (1) Improvement

The format of the journal is

The journal is missing 1-2 of the

The journal is missing more than 2 of

The journal includes all of the

The journal includes

The journal may have:

Task 2: Character Poster

The poster lists all of the

The poster lists most of the

The poster includes a quotation

The poster includes a quotation

All of the drawings or images on

Task 3: Theme Poster

Student determines a theme for

Student determines a theme for the

Student determines an incorrect

Student uses 4 or more vignettes

Student uses 3 vignettes that support

Student uses 2 or less vignettes that

Student uses 4 or more direct

Student uses 3 quotations from the

Student uses 2 or less direct

Student partially explains

Student does not explain either

Project is mostly neat and attractive

Project is lacks neatness and/or

All of the drawings or images on

The drawings or images on the poster

Task 4: Creation of Own Vignette

There are no errors in

There are 1-2 errors in

There are 3-4 errors in

There are 5 or more

The Vignette includes four

The Vignette includes three

The Vignette includes two

The Vignette includes

The content of the vignette

The content of the vignette

The content of the vignette

The content of the

The House on Mango Street Flipped Unit Outline

2. Read Hips &

Figurative Lang. Figurative

3. I.D. simile &

STAGE THREE: LEARNING PLAN [LESSON SEQUENCE]

The Flipped Classroom and Vignettes

Definition or Notes on the Topic