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-I think that it’s important to review these documents in order to stay on target with the intended standard and to maintain pacing.
-Standards are revisited in alternating units. The standard matrix emphasizes the importance of maintaining pacing in order to have the opportunity to cover the material in its entirety.
-I’m especially interested in the first text. It’s a compelling story, it’s accessible to students, and it’s culturally relevant.

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Students will need to know how to use the digital tools. They may need some guidance on layout and design strategies.
Do
Create a website that incorporates their new scene as well as their created monster.
Consider
Examples of successful outcomes.

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Topic: Folklore of Latin America
Target: NC.RL.8.1NC.RL.8.3NC.RL.8.4NC.RL.8.6NC.RL.8.10NC.L.8.5.aNC.L.8.6
Task:
Analyze the impact of point of view and figurative language in a new excerpt of text. Analyze and discuss aspects of character revealed through events in the text.
Texts:
Summer of the Mariposas by Guadalupe Garcia McCall, excerpt from The Latin American Story Finder

Assessments and Lessons:
I am incredibly excited about the web-design lesson. This is an activity that I taught at my prior school, and it truly engages the students, especially since they will be highlighting their own writing.

I'm still very concerned with my ELL population. The support suggestions seem to depend on some language proficiency whereas a large percentage of our ELL students are "newcomers" with very little language skills.

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I'm really enjoying this text, and I think that it will be engaging for the students. However, there are some lessons that seem necessary that are not a part of our outlined unit, especially in regard to the concept of the Hero's Journey.

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Lesson 3 - Analyze Point of View: Summer of the Mariposas, Chapters 1–2

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Lesson 3 - Analyze Point of View: Summer of the Mariposas, Chapters 1–2

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Revisiting the timeline and standards matrix multiple times throughout the year benefits teachers and, ultimately, the students. Returning to these documents will support the need for PLC's to get a feel for the flow of the new curriculum and help teachers stay on track to ensure curricular continuity as expected. The information provided in these documents guide the actions of teachers and the expected outcomes for students. If and when there is a need for changes and/or adaptations to meet the immediate needs of diverse learners, these documents will be important in knowing “what’s next” and how to plan for that.

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I am interested in "playing" with Lesson 1 in our sandbox. I am also interested in acclimating and gain a better understanding of the "Language Dive" in the The Latin American Story Finder... So Lesson 5 is also a a lesson I am interested in teaching.

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Module 1 -Unit 1's performance tasks are two assessments that are based on the standards (RL 3, RL 10, RL 4, L4, RL 3, and RL 1). Students must know how to use strategies to close read, reflect and analyze fiction: the effects of difference in character/reader POV, the impact of figurative language, aspects of character.

In the first assessment, students must be able to answer multiple choice and open-ended questions. In the end-assessment students must be able to participate in a text-based discussion.
Consideration for the extensive amount of academic and domain-specific vocabulary, expected academic conversation may require additional planning so  scaffolds are in place for our diverse learners who need it.

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It will be important for EC teachers to review the standards matrix to be able to link the standards to the IEP goals needing to be addressed. EC teachers can then plan out which IEP goals are best addressed in which lessons. This will also allow for planning with the end in mind regarding helping EC students build knowledge to access and complete the performance tasks.

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Unit 1 Performance task (EC perspective) 

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Unit 1 Performance task (EC perspective) 

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Performance task is a mid-unit and end of unit assessment. Students are going to need a lot of scaffolding when working with deocding, vocabulary and comprehension concepts (identifying evidence, understanding events propelling action, etc.). They will need a range of supports to address these needs.

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I am beginning to think through supporting our inclusion teachers by providing them opportunities to teach to IEP goal bands (e.g. decoding goals, vocabulary goals, reading comprehension goals, writing goals). What lessons are best suited to which goal area?

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Based on my reading of the novel, Summer of the Mariposas, written by Guadalupe Garcia McCall, the following considerations may be important to keep in mind as lessons are initially planned:

The genre is considered magical realism fiction. Teachers may want to explain that within this genre, magical elements are intertwined in a plot that seems real.  Teachers may need to point this out in ways that make sense to our diverse learners.

Teachers need to encourage ways to support the translation of many words that are written in Spanish. Perhaps, keeping a collective, digital word map or list will help.

Teachers may want to first review the Hero's Journey Archetype because, evidenced by the three parts the story is divided into - the departure, the initiation, and the return, the author crafted the novel as a journey that mimic's Homer's Odyssey, and includes a series of adventures, filled with notable experiences and hardships that are overcome.

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Topic

Folklore of Latin America
Task

Analyze the impact of point of view and figurative language in a new excerpt of a text.

Analyze and discuss aspects of character revealed through events (incidents) in the text.

Targets

RL 1, 3,4, 6, 10

L 4a, 4c, 4d, 5a, 6

Texts
Summer of the Mariposa Excerpt from The Latin American Story Finder

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I apologize for using the wrong term originally (module/unit)! I am thankful that we have notes on both now, though.