Review the learning target relevant to the work to be completed in this section of the lesson:
- “I can determine a central idea and how it is developed in an excerpt from The Latin American Story Finder.”
Focus students on the Close Readers Do These Things anchor chart, and ask:
- “When reading the novel so far, what routines have we been following to help us better understand the text?” (Student responses will vary, but may include the following: finding the gist, determining the meaning of unfamiliar vocabulary, analyzing text in response to questions.)
Update the Close Readers Do These Things anchor chart with student responses. See Close Readers Do These Things anchor chart (example for teacher reference).
Move students into predetermined triads. Direct students to look at the Work to Become Ethical People anchor chart, and ask them to Think-Pair-Share about a habit of character they will work toward while in triads today.
Display and distribute The Latin American Story Finder Excerpt.
Use the Close Reading Guide: The Latin American Story Finder Excerpt to set the purpose of the close read and to guide students through a close read of this excerpt. Refer to the guide for how to integrate the Close Read: The Latin American Story Finder Excerpt note-catcher.
Tell students that the purpose of the note-catcher is to help them track the development central idea through main ideas and supporting details. Explain to students that taking notes and writing down key ideas from the text on a graphic organizer will help them to process and remember important information while they read. The note-catcher divides the text into sections to help isolate essential information. For ELLs and students who require additional support, Close Read: The Latin American Story Finder Excerpt note-catcher (triangle) can be used to aid students’ processing and comprehension by reducing linguistic barriers through images and selected response options.
Refer to Close Read: The Latin American Story Finder Excerpt note-catcher (example for teacher reference) as necessary.
After the close read, focus students on the Close Readers Do These Things anchor chart again, and ask:
- “When reading this text, what did we do to help us better understand the text?” (Student responses will vary, but may include the following: rereading the text, digging into it more deeply through questions paragraph by paragraph.)
Update the Close Readers Do These Things anchor chart with student responses. See Close Readers Do These Things anchor chart (example for teacher reference).
With students’ support, record the meanings of vocabulary words in the Close Read (originated—started or began; resilience—ability to recover quickly from difficult situations; transformed: changed in a major way) on the academic word wall and the meaning of values (the ideas and ways of living that people care about, and guide how they live) on the domain-specific word wall, with translations in students’ home languages. Write
synonyms or sketch a visual above each key term to scaffold students’ understanding. Invite students to record these words in their vocabulary logs.
Repeated routine: Invite students to reflect on their progress toward the relevant learning targets.

Lesson 5 Narrative