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Grade - 6

Designated Group

Accelerated X On


Above Below
anguage Arts Novel Unit


Novel Title: Lupita Manana

Author: Patricia Beatty

M
1st

2 weeks
arking Period: Unit Length: Prerequisite(s):


  • The ability to identify elements of plot and characterization

  • Create a structure to generate and organize ideas

  • Understand the necessary elements in a persuasive speech




E


Explain how the theme represents a view or comment on life
Explain how literary elements create meaning for readers
Analyze characterization as delineated through character's thoughts, words, speech patterns, and deeds
Compare and contrast one's personal view with the author’s view of human experience and character
nduring Understanding(s):
Curricular Connections:


  • Social Studies-Latin America and Geography of Northern Mexico

and California


  • Math: Estimating and Computing

- Time: Elapsed time, Time zones

- Money: Word forms, Operations, Making change




Essential/Key Questions:


  • How do we connect our lives with the experiences of others we read about?

  • What literature connections can be made when writing for personal experience?

  • How do writers make plots and settings vivid?

  • How do writers make characters come alive?




Evidence of Learning: Instructional Resources:


Formative Assessments:


  • Reading strategy Pre-Assessment Unit 1

  • Self-selected reading teacher conference logs

  • Gates McGinity (Fall)

  • Journal Entries

  • Unit 1 limited writing –letter


Summative Assessments:

  • Unit 1 Assessment results

  • Culmination Project

Sourcebook

  • Gutman, Bill. “A Better Life”

pg.122

  • Krumgold, Joseph. “I am

Miguel” pg. 162

  • Krumgold, Joseph. “Sangre de

Cuiz Mountains” pg. 170
Daybook of Critical Reading

  • Velasquez, Rosa. “Robots Will

Never Replace Humans” pg. 93





Technology Indicator(s):



Upon graduation, students will be able to use computers and related technologies:

  • In a manner that demonstrates understanding of the social, ethical, and human issues related to their use.

  • To gather, evaluate, analyze information/data and report results.

  • To solve problems and make decisions

  • As tools to increase productivity, promote creativity, and encourage collaboration





Read Aloud/Journal Topic

Teacher Directed Reading

Teacher Directed Writing

Word Development

Technology

Selection - “I am Miguel” Krumgold, Joseph

Background Information




Outcome:

RA: Students will make personal connections to prior experiences.

Journal: Students will share personal feelings.


Outcome:

Students will identify elements of characterization.
Students will identify setting and its impact on the story.


Outcome:

Students will write an informative paragraph that predicts possible characters, settings, themes, plot, and problem for Lupita Manana.


Outcome:

Students will generate a list of words that can be used to help persuade.

Outcome:

Students will analyze pictorial evidence on the internet.



Procedure:

Read Aloud: Casagrande and Johnson

Life in Mexico

The teacher will read the selection aloud to the students stopping periodically to clarify. At the end of the selection, the students will share any personal experiences that are similar to the main character and will share any geographical knowledge of the setting.



Journal: (After the writing block) What feelings do you have about the pictures that you viewed today? Why do you think you feel this way?


Procedure: Using the Sourcebook- Krumgold, Joseph. “I am Miguel” pg. 162

Before:

  • Students will discuss times that they have struggled with growing up

  • Students will view the first page and make predictions on the characters, setting, and theme

  • Purpose for reading – How are Miguel and Pedro different? the same?

  • Vocabulary- commotion, sheepherder, Sangre de Cristo Mountains

During:

  • The students will use post-it notes to mark examples of Miguel and Pedro’s character traits

  • The students will highlight any section that needs clarification

After:

  • Review predictions

  • Have students share their need to clarify sections

  • Use a Venn diagram to compare and contrast the characteristics of Miguel and Pedro TR1




Procedure:

Revision: Prevatte, Connie. “Ready, Set, Revise” Persuasive Writing: Loaded Words pg.189 TR2

Editing Drill: Prevatte, Connie. “Ready, Set, Edit” Paragraphs/ Lesson 3 pg. 159 TR3

Shared writing:

  • Using the Internet Introduction Activity, the students will view pictures (see Technology)

  • Using the pictures student pairs will write down predictions of the literary elements TR4

  • Under predictions; list support from the pictures

  • Students will then use that information to write a paragraph that convinces a class member of the predicted literary elements

Procedure:

  • In groups, students will list words that they use when trying to persuade their parents/siblings




  • Students will share their lists with the class and a whole class list will be generated to use during writing

  • This activity can be done on chart paper or Inspiration

Procedure:


  • The teacher will model how to interpret a picture using the first picture




  • The students will follow the instructions provided



























































Read Aloud/Journal Topic

Teacher Directed Reading

Teacher Directed Writing

Word Development

Technology

Selection - Chapter 1 & 2

Pgs. 9-35



Outcome:

RA: Students will. listen to create a list of factors that impact growing up as Latino.

Journal: Students will reflect on their choices.


Outcome:

Students will identify the setting of the story.
Students will create a list of the characters and their traits.


Outcome:

Students will rewrite an important part of the novel with them taking the place of a character.


Outcome:

Students will decipher words from different languages using context clues.

Outcome:

Students will create a graphic organizer in Inspiration.



Procedure:

Read Aloud: Carlson , Lori. Cool Salsa: Bilingual Poems on Growing Up Latino in the United States

  • After reading the poem the class will generate a list of factors that affect Latinos growing up in America

Journal: (After the writing block)

  • Explain why you picked the character for writing. What are the similarities and differences between you and that character?


Procedure:

Before:

  • Share their predictions from the TDW internet activity. Other students will question the examples to support the predictions (the pictures will be available for explanations)

  • Make predictions based on the cover of the book

  • Purpose for Reading: to verify predictions

During:

  • Read Chapters one and two using the Character/Setting Chart TR5

  • Page numbers will be noted to show evidence of the trait or description of the setting

After:

  • The students will use Inspiration to organize their information into a web and outline.

  • Pick the dominant trait and an example for each character

  • The teacher will show that different traits were picked for the same character and that this correlates to a person’s prior knowledge

Procedure:

Revision: Prevatte, Connie. “Ready, Set, Revise” Character Description Through Setting pg.79 TR 6

Editing Drill: Prevatte, Connie. “Ready, Set, Edit” Variety Lesson 9 pg. 135 TR 7

Shared writing:

  • Teacher and students brainstorm similarities and differences between the Torres’ lives and they own.

  • Students pick a character that they think is acting incorrectly.

  • Search for an important event in Chapter 1 or 2, that involves that character

  • Students will rewrite the event using them as the character they chose (possible differentiate comic strip/sound recording)

  • The events will be shared in the class

Procedure:

  • In groups, the students will need to figure the meanings of Mexican words using only the context. (the majority of the words will be from Lupita Manana)

TR8


Procedure:

  • Using Inspiration, make a graphic organizer for the characters showing their traits. Be sure to include the examples to support the traits




  • Identify the dominant traits of the characters using a picture for that bubble or some other graphic device






Read Aloud/Journal Topic

Teacher Directed Reading

Teacher Directed Writing

Word Development

Technology

Selection - “Chapters 6 & 7

Pgs. 70-103




Outcome:

RA: Students will compare the book and Lupita Manana.

Journal: Students will share personal feelings.


Outcome:

Students will predict to set a purpose for reading.
Students will create a visual representation of an important scene.



Outcome:

Students will create captions for pictures that relate to Chapters 6 & 7 of Lupita Manana.


Outcome:

Students will rewrite captions to be more descriptive.

Outcome:

Students will view pictorial connections to Lupita Manana



Procedure:

Read Aloud: McGovern, Ann. The Lady in a Box

Journal: (After the writing block) Write a story that uses one of the pictures, from TDW, as a setting.




Procedure:

Before:

  • Make a list of all of the settings from chapters 1-5,include their importance

  • Predict what possible settings may be important in the reading

  • Purpose for Reading: to verify predictions

During:

  • Read chapters 6 & 7

  • Fill out a sequence sheet TR 9

After:

  • In pairs, share sequence sheets to ensure understanding of the plot and settings

  • Each pair will create a visual of the scene and write a caption

  • The caption should include an explanation of the scene and its overall importance to the story

  • Group students according to the scene they chose

  • Share within the groups

  • Each group will pick one or two pictures to explain to the whole class

Procedure:

Revision: Prevatte, Connie. “Ready, Set, Revise” Setting Tone pg.65 TR 10

Editing Drill: Prevatte, Connie. “Ready, Set, Edit” Capitalization Lesson 8 pg. 74 TR 11

Shared writing:

  • Using Chapters 6 & 7 Power Point Presentation:

  • In small groups, students will view pictures that deal with the Mexican-US border and its surrounding areas

  • As each picture is shown on the screen the students will create a caption for the picture, focusing on use of senses to explain TR 12

  • Groups will share their captions

  • The true caption will be revealed and the students will discuss how it relates to their caption and to the novel

Procedure:

  • In groups, students will pick three to five captions from TDW

  • The captions will be rewritten to use more sensory words

  • The goal is to include one reference to all five senses in the caption

Procedure:


  • The teacher will model how to interpret a picture using the Example Picture




  • In small groups, students will view pictures that deal with the Mexican-US border and its surrounding areas

  • As each picture is shown on the screen the students will create a caption for the picture, focusing on use of senses to explain






Read Aloud/Journal Topic

Teacher Directed Reading

Teacher Directed Writing

Word Development

Technology

Selection - “Chapters 11 & 12

Pgs. 137-165




Outcome:

RA: Students will make a list of the hardships endured by the main character of the book.

Journal: Students will share personal feelings.


Outcome:

Students will identify the impact of setting on the novel.

Outcome:

Students will create a set of guidelines for immigration into the U.S.


Outcome:

Students will identify the difference between formal and informal language.

Outcome:

Students will make a comparison chart.



Procedure:

Read Aloud: Jimenez, Francisco The Circuit

Journal: (After the writing block)


Write a possible plan if you made it into the US from Mexico, illegally? What if you made it legally, does it change your plans? How?


Procedure:

Before:

  • Discuss the differences between the main geographical areas of the US

  • Discuss the differences between California and Maryland

During:

  • Read Chapters 11 & 12

  • Record information about setting on the Setting Chart TR 13

After:

  • In groups, share Setting Charts

  • Pick a new area of the US that the group has prior knowledge about

  • Using Setting Template in Inspiration to compare and contrast the impact on the story if the setting is changed to your new area TR 14

  • Groups will share their webs or outlines with the class

  • Discuss why the author chose the setting she did and not one of the areas that we discussed in the groups




Procedure:

Revision: Prevatte, Connie. “Ready, Set, Revise” Persuasive Expert Opinion pg 196 TR 15

Editing Drill: Prevatte, Connie. “Ready, Set, Edit” Usage Lesson 29 pg. 35 TR 16

Shared writing:

  • Using the information on

the Culmination Page,

students will do initial

research to get prior

knowledge on the process

of legally entering the

US


  • Students choose one of the following groups: Citizens for the Restriction of Immigration /Citizens for the Immigration of All

  • The group will need to decide on new guidelines for immigration, using the ideas of Lupita Manana and the information from the Culmination Page




Procedure:

  • The teacher will model the difference between formal and informal language

  • Students will complete the chart

  • Go over in small groups


TR 17

Procedure:


  • Open the Setting Template in Inspiration

  • First, students will fill out the novel setting side

  • Then students will fill out the new area side

  • Then move the idea into a presentable format

Novel Plot Summary




Parts of the Plot

Summary

Chapters 1-2


Lupita Torres (Lupita Manana) goes to find her mother in Ensenada only fancy hotel. Her mother has left work early because the Mr. Ortega’s son has come for her. Mr. Ortega is the captain of the fishing boat that Mr. Torres works on. Lupita finds out that her father was washed overboard during the last trip. The Torres family deals with the tragedy of losing Mr. Torres. Mrs. Torres is forced to borrow money from a moneylender. Lupita and Salvador, her older brother, are told that they must go to the Aunt’s house in the US. They must find a way over the border, find work, and send it home so the moneylender does not take the house.

Chapters 3-5


Lupita, traveling as a boy, and Salvador start on their journey to Tijuana and the border. They sew money into their clothes and start walking north. Salvador attempts to flag down a car for a ride and they are robbed of some of their money. The first night they sleep in a small concrete building. They arrive in Tijuana and Lupita is awestruck by all of the lights and sounds. They begin their quest to find a way over the Mexico/US border. They find a coyote, someone who smuggles illegals into the US, and he wants more money than they have for his services. They decide to follow him and find their way into the US. They sneak into his truck and are led into the desert outside of Tijuana. The immigration police capture the entire group and kill one old man. Lupita and Salvador are released because of their age. They must now find a new way and go to sleep in the park.

Chapters 6-7


They are low on money and desperate to get across the border. Salvador meets a friend from Ensenada and meets him that night. The friend takes Salvador’s knife and Lupita’s cross as payment for helping them. He puts them in crates of vegetables in the back of a truck and they cross the border. They reach a railroad yard and another Mexican helps them into a flour car. They soon reach another railroad yard in Colton and move to a boxcar. Soon they see a Mexican looking security guard who helps them find work and a place to sleep.

Chapters 8-10


The immigration police come to the place of work and they leave to find the Aunt’s house. They find the interstate toward Indio, where the aunt lives. A passing car once again attacks them. This time two Americans shoot at them and run them off the road. They reach Indio and find the aunt’s house. The aunt gets them work in the fields.


Chapters 11-12

Lupita and Salvador are taken to see a movie by her new family. They meet Lucy, who befriends Salvador immediately. Lupita watcher a woman collapses in the fields. This causes new worries for her, because if the They meet Lucy, who befriends Salvador immediately. Lupita watcher a woman collapses in the fields. She realizes that if she gets sick them they will find she is illegal in the hospital and this worries her. Lupita is taken by the aunt’s youngest daughter to buy new clothes. Salvador comes home and announces that he is leaving Lupita and living with Lucky. Lupita turns fourteen without a visit from Salvador.


Chapter 13

The aunt makes Salvador take Lupita to a dance. At the dance the immigration police come and take Salvador away. Lupita now is going to live with her aunt and continue to send money to her mother

Teaching Resources
TR1- Miguel and Pedro

TR2- Prevatte, Connie. “Ready, Set, Revise” Persuasive Writing: Loaded Words pg.189

TR3- Prevatte, Connie. “Ready, Set, Edit” Paragraphs/ Lesson 3 pg. 159

TR4- Exploring the Ideas in Lupita Manana- Prediction Page

TR5- Chapters 1 & 2 Character /Setting Chart

TR6- Prevatte, Connie. “Ready, Set, Revise” Character Description Through Setting pg.79

TR7- Prevatte, Connie. “Ready, Set, Edit” Variety Lesson 9 pg. 135

TR8- Word Development- Words in Context

TR9- Sequence for Chapters 6 & 7

TR10- Prevatte, Connie. “Ready, Set, Revise” Setting Tone pg.65

TR11- Prevatte, Connie. “Ready, Set, Edit” Capitalization Lesson 8 pg. 74

TR12-Captions for Chapters 6 & 7

TR13- Chapters 11 & 12 Setting Chart

TR14- Chapters 11 & 12 Setting Comparison( Inspiration)

TR15- Prevatte, Connie. “Ready, Set, Revise” Persuasive Expert Opinion pg 196

TR16- Prevatte, Connie. “Ready, Set, Edit” Usage Lesson 29 pg. 35

TR17- Word Development Formal/Informal Language



Name of novel Lupita Manana Created by: Matt Rietschel NATT(ms) MTA Satellite Program, 2002 Anne Arundel County Public Schools




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