LITERACY LESSON PLAN

Name: Type of Lesson:

Megan Kagebein Interactive Read-Aloud
Erica Hegarty
April Cronin

MENTOR TEXT MEANING GOALS TARGETED IN THIS

LESSON

Title: Essential Question(s)/Enduring

Yes! We Are Latinos! Understanding(s)
(My Name is Monica) R.CCR.1 - Students will be able to read
Reading Level: 5th Grade closely to determine what the text says
explicitly and to make logical inferences
from it; cite specific textual evidence
when writing or speaking to support
conclusions drawn from the text.
R.CCR.4 - Students will be able to
interpret words and phrases as they are
used in a text, including determining
technical, connotative, and figurative
meanings, and analyze how specific word
choices shape meaning or tone.

Learning Target(s):
5.RL.2.2 - I can determine a theme of a
story, play, or poem from details in the
text, including how characters respond to
challenges or how the speaker in a poem
reflects upon a topic; summarize the text.

5.RL.3.1 - I can explain how a series of

chapters, scenes, or stanzas fits together
to provide the overall structure of a
particular story, play, or poem.

KEY ACADEMIC VOCABULARY MATERIALS NEEDED FOR THIS LESSON

Close Reading Yes! We Are Latinos

Character Analysis Photocopies of poem for each student
Influence Highlighters or colored pencils (2 different
colors for each student)
T-Chart (Feelings and Influence)
Quick Write

FORMATIVE ASSESSMENT Be sure to integrate formative

assessment into Lesson Plan
What formative assessment will
give you information on each of
your students learning
outcome(s)?
LESSON PLAN
Into the Learning
In this section you set the
purpose and activate prior
knowledge
Introduce the Text
Name the strategy and/or
skill
Spark motivation and
interest by using a hook
Through the Learning
In this section you read the
selection, support readers
through explicit instruction,
modeling, guided practice
with active participation and
independent practice.
Acquire knowledge and
skills, make meaning, and
practice transfer
Gradual Release of
Responsibility:
o I DO, WE DO, YOU DO
The students will be writing a sentence
about how Monica feels and why she feels
that way. The T-Chart and discussions will
also serve as formative assessment.
Script each of the three major
sections of your Lesson Plan
The text we are going to be looking at
today is from a collection of poems called,
Yes! We Are Latinos. The poems talk
about different experiences Latino
children have who are living in the U.S.
The poem My Name is Monica is
about a girl from El Salvador who is
now living in Texas. In between she
lived in Mexico. (Show map of where El
Salvador, Mexico and Houston, Texas
are located)
Our purpose for reading this poem is to
better understand the character of
Monica.
Read the whole poem silently to
yourself. After you are done, put your
thumb up and then we will come back
together.
I DO: Lets go back and read the first
stanza to get an idea of how Monica is
feeling. As we read we will look for
words or phrases that show Monicas
emotion. (Underline/highlight/ words or
phrases like anxiously, crying for hours,
eyes were so swollen, face so red) Based
on what we underlined, Monica seems to
be anxious, along with her mother. Lets
record these words.
We found different words or phrases
that show Monicas emotion but
recognizing that Monica feels a certain
way is not enough. In order to
understand her we have to understand
why she feels that way.
Im wondering why she feels that way?
What does the poem say that supports
her feelings? Lets look at the poem
again and this time we want to
understand why she feels these
emotions.
Why does she feel anxious? Why does
someone feel anxious? When do I feel
anxious? This time as I read I will go
back with another color highlighter so
that I can tell which words are about her
emotions and which tell us why she feels
that way.

I noticed that her and her mother seem

to be waiting for their father and
husband to return. I highlighted the
phrases, Your father went to the north
and Soon youll be here with me.

When I read this poem I notice that she

keeps listing time. (underline) For
hours, five years ago, for weeks,
soon youll be here with me, three
years before I saw him again, for
many years
She is continually waiting and unsure of
what will happen and this shows why
she feels anxious.

Now that we have our evidence to

support the emotion that we noticed, we
can record it on the other side of this
page, creating a T-Chart.

WE DO: Go through second stanza in

groups. Read through it first with the
emotion lens. How does she feel in this
stanza? Discuss which words you are
highlighting and then when you finish,
write those words in the feeling side of
the T-Chart. Put your thumb up when
you are done.
(ex. afraid, alone)
Raise your hand to share what your
group wrote down. Record words in the
 class T-Chart.

Now, go through in your groups again

and highlight all of the words or phrases
in a different color that show why she
might be experiencing the emotions that
you found in your first close read.
Remember to think, Why might she feel
afraid or alone? Record all of this
information on your T-Chart under
influences and then we will come
together as a class again.

Record words or phrases from the

groups in the T-Chart.

YOU DO: Go through last stanza

independently with the same two
lenses. Discuss in groups. As you read
the last stanza, record what you
highlight on your T-Chart.
(ex. Hopeful, liberated, relieved..)

Beyond the Learning Why do you think we had you read the
Lesson closure: poem multiple times? Why did you look for
students extend their different feelings or influences each time?
learning by discussing How did this help you understand the
and revisiting the text poem?
Reinforce your
learning target In many Latin American countries, family is
very important. Extended families like
Grandmas, Grandpas, Aunts, Uncles, and
Cousins tend to live closer to each other and
because of that they develop closer
relationships. Knowing this about Latin
American culture helps me better
understand texts like this poem that have to
do with family. Monica talks about not just
her immediate family but members of her
extended family, like her Aunt Vicky.

Write a one sentence summary that

describes how Monica feels and why she
feels that way.

DIFFERENTIATION
FRAMEWORK
 How will you differentiate your LANGUAGE SUPPORT FOR ELLs
lesson to meet diverse Using the SIOP Model of Sheltered
students needs? Immersion, list 1) the General Category
of Key Components of Teaching Language
and Content Effectively and 2) the
Specific Instructional Strategies used in
this lesson. Be sure to add these labels
in bold in your lesson plan.
We use a T-Chart as a graphic organizer. We will
encourage a moreelaborate responses and turn
and talk.

EXCEPTIONAL LEARNING NEEDS

Using the Tomlinson Framework of
Differentiation, list 1) the General Approach
(Content, Process, Product. Affect/Environment,
and 2) the Specific Strategy related to that
General Approach. Be sure to add these labels
in bold in your lesson plan
Content: Modeling
Process: Graphic Organizer (T-Chart)
Product: Allow students with disabilities to
demonstrate their understanding orally to
the teacher
Affect/Environment: N/A

CLASSROOM MANAGEMENT

How will you foster a positive Seating/Classroom Arrangement (only

learning environment that will if special arrangement is needed for this lesson)
enhance all students learning and
growth? The class will be sitting in groups.

Special Rules/Procedures (only if special

rules/procedures required for this lesson)
N/A

My Name is
Mnica
I am from El Salvador. I live
in Houston.
I am Texan. I am Latina.
Moms eyes were so swollen, her face so red,
when I got home from school.
I could see she had been crying for hours.
This was five years ago, in El Salvador.
All she could say was,
Your father went to the North.
We waited anxiously for weeks for his first letter.
From then on, always the same message:
Soon youll be here with me.
It was three years before I saw him again.
We moved to Mexico to be closer to the North,
staying with my aunt, Tia Vicky,
who had been living there for many years,
cleaning and cooking for Mrs. Randall,
a lady on the other side, in Laredo, Texas,
coming home only on Sundays.
Now we live in Houston.
Dad has been working here for awhile.
He has done many odd jobs,
but now he is the janitor
in a building
with many law offices.
And one of the lawyers
Is helping,
trying to get us papers,
legal papers,
so we wont be illegal
anymore,
so I wont have to be afraid
of the Migra-
having nightmares
that they send back my parents
and I stay
all alone
in this big city.
My father says illegal
is a dirty word.
All human beings
are made legal
by God
when they are born.
Say undocumented,
he insists,
if you need to call it something.
Illegal or undocumented-
I do not care.
I am glad I wont have to be
any of that anymore
and just be me-
Mnica,
daughter, niece, friend,
student,
girl.

Feeling Influence