1. Topic-
La Mariposa
 
2. Content-
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 5 Reading standards to literature (e.g., "Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]").

ELD1.1.C.12 Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas.

ELD2.1.C.10a Write literary and informational texts collaboratively and sometimes independently.

ELD2.1.11a Support opinions by expressing appropriate/accurate reasons using textual evidence or relevant background knowledge about content
 
3. Goals: Aims/Outcomes-
 
4. Objectives-
1. Students will listen to teacher read-aloud of La Mariposa by Francisco Jimenez.

2. Students will work collaboratively in pairs and groups to write a compare and contrast paragraph with an illustration of two of the story's characters, Francisco and Curtis.

3. Students will create a watercolor butterfly
 
5. Materials and Aids-
Smart board, digital copy of La Mariposa, classroom copies of La Mariposa, Venn Diagram handout, watercolor paper, watercolor paints, glue
 
6. Procedures/Methods-

A. Introduction-

1. Teacher will have students look out classroom window, she will walk outside with a bag, pull a jar out of the bag, ask the students to watch carefully, open the lid of the jar and let the butterfly inside fly free.

2. She will then show the class the cover page of the book La Mariposa and ask them what they think the story will be about. Teacher will ask the native Spanish speaking students to tell the English only students what mariposa means.

3. She will continue to ask the students to predict what will happen at various point is the in the story as she does a picture walk of the book and also continue to ask the native Spanish speakers to be experts in translating Spanish words.

4. Teacher will tell the students that after listening to a read-aloud of the story, they will be writing a group compare and contrast paragraph about two of the characters in the story. They will need to listen carefully to learn about each boy. During the read-aloud the teacher will pause occasionally to have students describe something about one of the characters. She will write the response on a Venn diagram on the smart board being directed where to put the information by the student.
 

B. Development-

1. Students had previously used Venn diagrams and process writing to write a contrast and comparison paragraphs about two story settings. This activity would be an extension to practice this skill with story characters.

2. Teacher will do a quick review of the use of a Venn diagram on the smart board, asking students to compare an apple and an orange. She will then draw a diagram labeled Francisco, Both, and Curtis and pass out Venn diagram worksheets to the class.

3. Teacher will review the poster in the classroom with the steps for process writing: Prewriting; drafting; revising; proofreading; and publishing. She will remind the students that they will be following those steps later in their groups to write their paragraphs.
 

C. Practice-

1. Teacher begins read-aloud, pausing for students to make predictions, define Spanish words and new or unknown English words that are added to the classroom word wall, and describe traits of the two characters chosen to compare and contrast- filling in the smart board Venn diagram. Specific questions are directed to specific students in order for all students to experience successful contributions.

2. The teacher will also pause to think-aloud strategies to determine aspects of each character based on their actions, modeling this skill for the class.

3. Teacher will review the structure of a compare and contrast paragraph; topic sentence, supporting sentences, and conclusion using the students paragraphs written earlier about story settings.
 

D. Independent Practice-

1. Half way through the story read-aloud the teacher will stop filling in the smart board Venn diagram and ask the students to continue on their worksheets using pictures, words, phrases etc. They should not worry about spelling or grammar at this point.

2. At the end of the story, the students are divided into their heterogeneous groups of six to write their paragraphs. Each member of the group has a role:
 Leader/Understanding coach " keeps members on task and occasionally checks to make sure everyone understands what the group has written at each step
 Cheerleader " motivates members to work their hardest and contribute to project; praises response of others
 Group recorder - writes down important decisions, contributions, brainstorming, draft copies, sentences, revisions etc.
 Final copy scribe " writes final copy of paragraph after proofreading is complete
 Illustrator " draws picture to accompany paragraph
 Reporter " reads final group paragraph to entire class

3. Students begin by comparing the information each student documented on their Venn diagrams each adding any missing information on their own worksheet. They discuss as a group and choose the qualities they want to compare in the two characters (prewriting).

4. The group splits into three pairs. Each pair should choose one quality to focus on. The pairs work on writing a sentence in their own words (or drawing a picture) comparing or contrasting the quality they have chosen in each of the characters. Students at lower English proficiency levels can dictate to their partners or draw to communicate. The pairs should read the sentences to each other (or verbally describe the pictures) and decide if they depict what they wanted (drafting).

5. The group then gets back together as a whole, reading the three sentences together and deciding if they fit together or need to be revised (revising).

6. After completing the revision of the body of their paragraph they work together as a group to draft a topic sentence and a concluding sentence. After that draft, revisions are made as necessary.

7. Proof reading begins using their proofreading checklists.

8. The final product should be a paragraph and drawing comparing and contrasting the two characters.

9. read the paragraphs to the class and the projects are displayed in the classroom (publishing)
 

This Lesson Plan is available at (www.teacherjet.com)