Esperanza Rising Opening Lesson

Candidate Name: Mileena (Mai) Boone

Grade Level: 5th
Content Area: ELA
Estimated Lesson Length: 60minutes
Setting: (x ) whole class (x ) small group ( ) Individual- asynchronous
Co-Taught Lesson: ( ) yes (x) no
MAIN CONCEPT/Central Focus (Essential understanding you expect students to know as a result of
this lesson.)
● Use the book Esperanza Rising, the Jigsaw activity, and brainpop video to understand aspects of
the Mexican Revolution and tie the information learned to their fictional narrative reading
lessons as well as expand the students’ understanding of immigration and social status.
RATIONALE (Why is this concept and/or skill important for students to learn/be able to do?)
● This lesson is important for students because it allows them to learn about concepts in social
studies (Mexican Revolution) as well as social justice (immigration and rich vs. poor).
● After this lesson, (and the end of the unit), students should be able to pick out key characters
in the text, point out key ideas of each chapter, and expand both their English and Spanish
vocabulary.
STANDARDS(Content Standards and ELD Standards. )https://www.cde.ca.gov/be/st/ss/index.asp
ELA
● ELA.RI.5.6. Analyze multiple accounts of the same event or topic, noting important similarities and
differences in the point of view they represent.
● ELA.SL.5.1. Engage effectively in a range of collaborative discussions with diverse partners on
grade 5 topics and texts, building on each other’s ideas and expressing their own clearly.
● ELA.SL.5.1c. Pose and respond to specific questions by making comments that contribute to the
discussion and elaborate on the remarks of others.
● ELA.SL.5.1d. Review key ideas expressed and draw conclusions in light of information and
knowledge gained from the discussions.
ELD
● ELD.P1.5.1.Em. Contribute to conversations and express ideas by asking and answering yes-no and
wh- questions and responding using short phrases.
● ELD.P1.5.6a.Em. Explain ideas, phenomena, processes, and text relationships based on close
reading of a variety of grade level texts and viewing of multimedia with substantial support.

OBJECTIVE/S (Students will be able to ……)

● Understand key concepts about the Mexican Revolution, immigration, and social status
● Understand concepts of print (front cover, back cover, chapter titles, images)
● Use the text and context clues to answer discussion questions in relation to the text
ASSESSMENTS(How will you know students met the learning objective? How will you assess student
learning during the instructional sequence?)
Formative Assessment: throughout the lesson, students will be asked to share between their partner
and their teacher the concepts they have learned during the jigsaw reading on the Mexican
Revolution, their Neighbors to the North, and Rich vs. Poor. When sharing out their answers will be
observed as evidence of their understanding of the concepts and the reading. Additionally, on the
jigsaw worksheet they will be writing down the key points of what they have read. They will also be
asked to answer discussion questions based on the read aloud of 1924, their oral answers will serve
as understanding of the reading.

ACADEMIC LANGUAGE DEMAND (A brief narrative that visualizes how students will participate in this
lesson. What are students being asked to do in this lesson, and how are they using language to
accomplish that? How will students collaborate for meaningful interaction, interpret and/or spoken text,
and produce evidence of their learning?)
Students will be participating in a reading and discussion in small groups, they will have to
communicate orally with their teacher and their peers what they believe the key concepts of their
reading assignment are. In addition, they will write their ideas of what the key concepts are and what
questions they might have onto the reading worksheet. After watching a video on the Mexican
Revolution they will further their understanding of what the revolution was and what it meant to the
people of Mexico. Then, I will distribute the books to the students and ask them to explore the front
and back covers as well as the chapter titles and explain how the cover art or chapter titles inform
them of what the book will be about. To end the lesson, I will read aloud the first chapter of Esperanza
Rising. After the read aloud, we will have a short discussion involving the spanish phrases used in the
chapter and the students’ predictions of what the next chapter will be about. They will vocalize these
ideas to the teacher.
CONTENT VOCABULARY(List the key vocabulary and/or phrases students need to understand in order
to have access to the content.)
● incline
● vineyard
● arbors
STRATEGIES/TECHNIQUES TO SUPPORT ACADEMIC LANGUAGE DEVELOPMENT(Given the
identified academic language demand, how is this lesson being adapted? How is it being scaffolded for
the targeted language proficiency level of your students? List strategies for supporting students’ use of
academic language such as word walls, sentence frames, realia, pictures, go kinetic, choral response, etc.)
This lesson uses a variety of material for students to see content (written text, animated video, and
oral instruction and discussion). Students can be paired in high-low reading groups if needed. The
initial jigsaw activity can be tough for some students to read, so extra attention can be given by the
teacher to support students in need.
STRATEGIES FOR ENGLISH LANGUAGE LEARNERS(Which SDAIE strategies will you use?)
http://www.supportrealteachers.org/strategies-for-english-language-learners.html
● Teachers can check in on students’ thinking as they write or speak about the text.
● Sentence framers can be given to assist in language production.
● A partially filled out template can be given if needed.
● If students need additional support, the teacher can check in to assure that they have come to
share key points.
● Students can be partnered with an advanced student to assist in language production and
reading.
● If possible, students will be allowed access to spanish-english dictionary.
STRATEGIES FOR STUDENTS WITH SPECIAL NEEDS(List accommodations and/or modifications
specified in IEPs, 504 Plans, etc.)
● Teachers can check in on students’ thinking as they write or speak about the text.
 ● If students need additional support, the teacher can check in to assure that they have come to
share key points.
● Students can be partnered with an advanced student to assist in language production and
reading.
TASK ANALYSIS(What should students already know and/or be able to do BEFORE engaging in this
lesson?)
Students should know how to examine concepts of print(front cover, back cover, title, table of
contents, chapter titles) and how to use what they already know about concepts featured in the
text(Mexican Revolution, immigration, rich vs. poor) to develop responses to material presented in
each chapter. They should activate their ability to work in small groups and share out their answers
both orally and written.
INSTRUCTIONAL SEQUENCE:(The components in the instructional sequence should be written as
explicitly described steps that clearly communicate the actions taken. Anyone reading through the steps
in the instructional sequence, such as a substitute teacher, should be able to execute the lesson smoothly,
including facilitating the transitions between components and applying formative assessments. The
instructional sequence should align to a direct or indirect instruction format and may be specific to the
content area selected for the lesson.)
Introduction: Students will be asked to think about realistic fiction and the key aspects of what
makes the genre (activating prior knowledge) and then I will introduce the title of the text they will be
reading and that it is a realistic fiction book. Then I will transition into talking about the major aspects
that will be explored in the text, the Mexican Revolution, immigration, and social status.

Lesson Sequence: Students will be asked if they know anything about the three topics. After they
discuss with an elbow partner I will take a few share outs. Then I will ask the students to find out if
they were right by completing a reading jigsaw activity in small groups. Each group will be assigned
one of the topics and will read their assigned section. When they finish reading they will discuss what
they think the key ideas are, when everyone is finished. I will show them an additional video on the
Mexican Revolution. Then I will ask them to add on to their existing key ideas. After a few minutes, I
will call a group discussion of the reading and their ideas. I will write their ideas on the board so those
who need ideas or support can have an example to look at. I will ask further discussion questions
about students' experiences relating to the three topics before transitioning to the next step.

The second part of the lesson will be to pass out the books to the students and have them explore the
concepts of print. I will ask them to explore the front and back covers for interesting images and
words/phrases. I will also ask them to look inside the book, check how many chapters there are and
see if they notice anything about the chapter titles. (I hope that if there are any spanish speakers in
the class they can connect that the chapter titles are names of fruits).

Closure: After I take a few share outs of what students notice, I will begin to read the first chapter,
1924, aloud to them. I will ask the students to visualize in their mind what is happening as I read to
them. When I am finished, I will ask the student’s their thoughts and what their predictions are for the
next chapter. It is my hope that they point out characters and the setting from the chapter.
CONTENT EXTENSIONS (How will you challenge students who finish early? How will you meet the
needs of students who are identified as GATE or need an extra challenge?)
Students who finish early can be asked to work with struggling readers, students with learning
disabilities, or ELL students to assist them in reading the text and formulating ideas to write down on
the worksheet or answer aloud. They can also be asked to connect what they learned from the video
and the reading to their personal experiences and how what they learned can be used to help others.
CONTENT INTEGRATION (How could you connect your lesson to other content areas?)
While Esperanza Rising, a realistic fiction text, is used primarily as an ELA lesson, it also ties into
social studies by exploring the Mexican Revolution and social justice by expanding on the concepts of
immigration and rich versus poor.
SOURCES (Cite all sources used in planning and implementing this lesson. List sources in APA format.)
BrainPop. (n.d.). Mexican Revolution. brainpop.com. Retrieved September 9, 2021, from
https://www.brainpop.com/socialstudies/worldhistory/mexicanrevolution/.

Engage New York. (2012, November 13). Grade 5 ELA Module 1, Unit 2, Lesson 1. Engage New
York. Retrieved September 9, 2021, from
https://www.engageny.org/resource/grade-5-ela-module-1-unit-2-lesson-1.

Munoz Ryan, P. (2000). Esperanza Rising. Scholastic.

MATERIALS AND SUPPLIES NEEDED

● 18 copies of the jigsaw reading and response sheet
● teacher copy of the book
● 33 copies of the book Esperanza Rising
● pencils for students
PERSONAL TEACHING FOCUS (List the area(s) you want your university supervisor to focus on during
the observation.)
I would like to make sure that I meet the needs of target learners such as ELLs, students with special
needs, struggling readers, and advanced readers in addition to the rest of the class. I also would like to
make sure I employ appropriate measures to make sure class expectations are maintained throughout
my lessons.