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Us, in Progress: Stories About Young Latinos, Teacher Guide

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Grade Level Grade 8
Resource Type Activity, Lesson Plan
Standards Alignment
Common Core State Standards, State-specific

About This Lesson

Us, in Progress: Short Stories About Young Latinos is a thought-provoking collection of stories about the diverse population of Latinx living in the United States. It is written and illustrated by acclaimed author and Pura Belpré Award honoree Lula Delacre, who brings her engaging and heart wrenching style to the collection. The stories in Us in Progress were inspired by tales from the author’s friends and family, and from news articles from across the United States. Through the eyes of Delacre’s characters, we see the difficulties of living in two cultures, the confusions, and the love and respect. 

Students will write and publish a short story based on a positive personal experience. Students will also work on grammar skills involving the use of punctuation, including comma and dash, and the use of ellipsis to signal an omission.

Note: Schools will need to purchase Us, in Progress: Short Stories About Latinos, by Lulu Delacre; HarperCollins (August 6, 2019), ISBN# 978-0062392152 (paper).

Resources

Files

U1Us-in-Progress_TeacherGuide.pdf

Lesson Plan
January 12, 2024
2.95 MB

U1Us-in-ProgressAB.pdf

Activity
January 12, 2024
2.02 MB

Standards

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an accurate summary of the text based upon this analysis.
Analyze how differences in point of view between characters and audience (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
Analyze how particular lines of dialogue or incidents in a literary text propel the action, reveal aspects of a character, or provoke a decision.
Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.
Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
Provide a conclusion that follows from and reflects on the narrated experiences or events.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

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