Summer of the Mariposas

12 Steps to the Hero's Journey

Final Project

Directions: Use the book, your knowledge of the story, and the notes about the Hero’s Journey to complete the project. 

Note, This is NOT a group project. You must work by yourself. 

This project is worth 25 points. 

Write the scene from Summer of the Mariposa that goes with the stage in the hero’s journey. 

Why do you think this part of the story goes with this stage of the Hero’s Journey? How do they match? 

1. The Ordinary World. We meet our hero.

2. Call to Adventure. Will they meet the challenge?

3. Refusal of the Call. They resist the adventure.

4. Meeting the Mentor. A teacher arrives.

5. Crossing the First Threshold. The hero leaves their comfort zone.

6. Tests, Allies, Enemies. Making friends and facing roadblocks.

7. Approach to the Inmost Cave. Getting closer to our goal.

8. Ordeal. The hero’s biggest test yet!

9. Reward (Seizing the Sword). Light at the end of the tunnel

10. The Road Back. We aren’t safe yet.

11. Resurrection. The final hurdle is reached.

12. Return with the Elixir. The hero heads home, triumphant.

Unit 5–Test Prep and Close Reading:

Learning Targets:

How do I write a paired passage essay?

(802: 1st/2nd Periods; 801: 6th/7th pds. )

Do Now–Test Prep Vocab– Let’s Review from Yesterday (Homework Check)--802 only

Narrator–Main Character telling a story

Speaker–Main Character telling a poem

Structure of a piece–How the piece is organized/built

Impact/Effect–Influence

Contribute–add to

Tone–the feeling of a piece (based on how the author has written the piece-is it humorous or sad or strict or angry)

Do Now–801 Finish reading and jotting on the story and poem from yesterday–When you are done, read your IR book.

Guided Practice:

With your co-writing partner:

Read the prompt for the essay. What do you need to write about?

What is the POV of the narrator in the story about her family situation?

What is the POV of the speaker in the poem about their family situation?

Partner Practice: Co-writing the paired passage essay

The essays should always be 4 paragraphs. Everyone’s first paragraph is “The authors of 100 Days and 99 Nights and Rain Check have different points of view of their family situations.” That’s it, just one sentence that flips the prompt around from a question to a statement!

Now, gather evidence that you will use in each paragraph. Use the planning page to store the evidence once you’ve found what you want to use.

Co-writing time

Wrap-up:

3 partner pairs share out one of their paragraphs that they have written.

Homework–Each partner finishes writing the rest of the essay that isn’t finished. Tomorrow you will compare.

Differentiation:

Bilingual Language Glossaries to practice for the exam for those who have accommodations.

802:

Ian/Brandon Partners–Ms. Barrera will assist.

Mackenzie sits with Ms. Rodriguez

801:

6th–Samar, Brehma, Ibrahima, Bashar with Ms. Dupree

7th–Brehima and Bashar: Imagine Learning on the computer.

Samar and Ibrahima: Reading Response practice as partners.

Everyone else, Language Glossaries and strategic Pairing.

how many characters are there?

what point of view is this reading book ?

Day 2 EL Module 1-Unit 1:

Learning Targets:

I can show empathy and respect as I listen to my classmates

I can find the gist of Chapter 1

I can determine the difference between academic and domain-specific vocab

(801: 2nd Period; 802: 3rd Period)

Do Now–

Look at your Know/Wonder Chart that you started yesterday, and finished last night for homework. Circle 3 pieces on your chart that were new pieces of info for you.

Opening 1: Homework Share–

Share with your table the information you circled on your chart. Compare with the other students. Did you all learn similar things? Did you know things others didn’t? Did they know things you didn’t?

As a table, decide what was the most interesting information you learned yesterday. As you listen to other tables, how does your table compare to the ideas of others?

Guided Practice–

Let’s learn a bit more background knowledge before we start the book. The last video text we will watch is about La Llorona. Listen carefully, when we are done, you will decide with your table what to write on your know and wonder charts.

(801 will start this portion with 2 videos–the history of Mexico and La Llorona)

Students will watch the remaining video and work together to add to their know/wonder chart and share out with the class.

Opening 2: Academic vs. Domain Specific Vocabulary

Look through your notebook pages from our last unit on oceans. Who can remind us what academic vocabulary is vs. domain specific vocabulary?

Let’s think about our new vocabulary from yesterday, Folklore, Myth, Infer, Traditional, Modernize, Infer: as a table, decide where each should go.

Share out and vote as a class.

(802: 4th pd; 801: 7th pd)

Opening 3: Preview the book

When you get a copy of the book, interview the book by reading the back blurb, looking through the inside and carefully examining the cover. Based on what you notice, and what you learned from background knowledge, what do you INFER might be some important events or might become the conflicts of this book. Write one sentence in your notebook that describes an inference you are making about this book before we begin.

Sentence starters ENL and SWD:

I think _____ might be a conflict in this book because_________.

I think one thing we just learned about might appear in the narrative is ______________ because_____________.

We noticed some words that are important to know to really understand what’s happening in the story. Let’s look at these words and what they mean. They will stay on the slide up here while we read:

-cadaver

-predicament

-chastised

-resolutely

-agonzing

Shared/Guided Reading

We are going to read the Prologue and Chapter 1 together.

While we are reading, keep these reading focus questions in mind:

What are we learning about the setting?

What are we learning about the family in this story and their relationship with each other?

How do the sisters’ opinions differ from each other?

What plans are the sisters making?

Notebook set-up for ENL and SWD:

Chart of the sisters

4 quadrants with the reading focus questions

Chat and Jots– At various points in the read aloud, students will be asked to capture golden lines and inferences that connect to the reading focus questions in their notebooks.

Wrap up:

Each table will be assigned one of the reading focus questions to answer with a gist statement.

Homework:

-Unfamiliar Vocabulary Questions: cadaver, predicament, chastised, resolutely, agonizing

RL.8.1, RL.8.6

Name: Date:

Read the excerpt in chapter 2 beginning at “What are you doing here?” on page 32 and ending at “. . . it’s not an emergency” on page 33.

QuickWrite to answer this question (this means write whatever comes into your head based on what you have read in the text):

From reading this excerpt, what do you, the reader, know that Mama doesn’t know? What effect does this create?