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Efrendividedlessonplan

This lesson plan introduces 6th grade students to the novel Efrén Divided by Ernesto Cisneros. The plan aims to help students analyze how life challenges and external factors shape identity by comparing themselves to a character in the novel. Students will read chapters of the book individually and discuss them in class. Activities include fishbowl discussions about the readings and creating identity posters comparing themselves to a character. The teacher will assess students' understanding through their discussion responses, posters, and an essay comparing their identity to a character's.

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191 views3 pages

Efrendividedlessonplan

This lesson plan introduces 6th grade students to the novel Efrén Divided by Ernesto Cisneros. The plan aims to help students analyze how life challenges and external factors shape identity by comparing themselves to a character in the novel. Students will read chapters of the book individually and discuss them in class. Activities include fishbowl discussions about the readings and creating identity posters comparing themselves to a character. The teacher will assess students' understanding through their discussion responses, posters, and an essay comparing their identity to a character's.

Uploaded by

api-566483166
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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EFRÉN DIVIDED

LESSON PLAN Date: October 1, 2023

Lesson: Efrén Divided by Ernesto Cisneros, March 31, 2020, 6-8 Grades

Grade: 6th Grade Subject: Reading Culture: Mexican Topic: Mexican Immigration/ Identity

Social Justice Standards:


ID.6-8.1 I know that overlapping identities combine to make me who I am and that none of my
group identities on their own fully define me.
ID.6-8.4 I feel good about my many identities and know they don’t make me better than people
with other identities.
DI,6-8.9 I know I am connected to other people and can relate to them even when we are different
or when we disagree.
DI.6-8.10 I can explain how the way groups of people are treated today and the way they have
been treated in the past shapes their group identity and culture.

Nevada Academic Standards:


RL.G.6.1 Cite textual evidence to support analysis of what the text says explicitly, as well as
inferences drawn from the text.
RL.G.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes, as well as
how the characters respond or change as the plot moves toward a resolution.

Objectives:
1. Students will analyze how external factors and life challenges shape identity and perspective,
comparing their own with a character from the novel, with 95% accuracy.
2. Analyze the text for comprehension of Efrén Divided using the reading guide packet and class
discussions with 90% accuracy.
Materials:
The Novel “Efrén Divided” by Ernesto Cisneros
Pencil
Ernesto Divided Reading Guide Packet
Poster Board
Personal Photos/Magazines/ Stickers
Markers/Pens/Crayons
Glue
Scissors
Optional: Computer and Printer

Procedure:

Introduction:
Introduce the Novel “Efrén Divided” to students. Discuss the cultural and social context of Mexican
Immigration. Use the Ecological Theory of Identity to explore how our influence on every level
affects our own identity. Discuss how immigration could affect one's identity.

Read:
Read “Efrén Divided” individually, Chapters assigned nightly, Reading an additional chapter as a
class every day.

Discuss:
1) What are some things you have in common with Efrén or his situation? 2) What decisions made in
the book do you disagree with? 3) What are some important ideas that you will hold on to from this
book? 4) Did this book change any of your previous opinions? Explain. 5) Why do you think this
book is so important? (Additional Questions in Packet of Chapter related questions to assess reading
comprehension)
Activities:
Fish Bowl Discussion:
Students will complete nightly readings and a discussion packet about the night's reading. Those
packets will be utilized in Fish Bowl Discussions, where 4 Students will be called upon to share their
thoughts on the reading and questions. An additional chair is added for students to enter the
discussions if they would like to add anything.

Identity Poster and Paper:


Students will pick one character and create an Identity Heart graphic organizer on one side of a
poster board; on the opposite side, students will create one on themselves. Make sure to add all of
the parts of the Ecological Theory of Identity. Students must write a short essay comparing and
contrasting both sides and diving into how that has shaped their identity, their character's identity
and their actions in the book.

Assessment:
1) Fish Bowl Discussion/ Packet:
The educator will assess students' understanding of the Novel a few chapters at a time through their
answers on their Novel Discussion Packet and their elaboration during the Fish Bowl Discussion.

2) Identity poster and Compare and Contrast Paper:


The educator will assess students' understanding of their chosen character, influence, and how that
affects their identity through the character's side of the poster and the student's ability to examine
how their own ecological influences and experiences contribute to their identity through their side
of the poster. They will also assess student papers for their ability to respectfully, thoughtfully, and
contextually compare and contrast how they would handle the situation if they were in their
character's shoes with how the character handled situations, doing so with examples from the text.

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