Standards Used Throughout Learning Segment as a Whole:

Reading Standards for Literature

Speaking and Listening

Reading Standards for Literature

Speaking and Listening

Writing

Lesson 1: Historical Background and Context of Novel

Grade 10 English
This lesson is the introductory lesson to the unit focused on the text In the
Time of the Butterflies.

Learning Outcomes: Students will gain basic knowledge of time period of

the novel, come to conclusions about historical information, and make
predictions about novel based on their knowledge.
Standard: Speaking and Listening Standard- Presentation of Knowledge and Ideas

Materials: daybooks, big sticky notes, markers, white board, dry erase
markers, articles found by students.
Homework from previous day: During class the day before, students had
the opportunity to find and print an about Dominican Republic history or
culture during the time period of the novel. These articles had to be
approved by the teacher before they were printed in order to ensure
relevance, appropriateness, and lack of repetition between articles. Their
homework was to read the article, highlighting important information, and
bring it to class today.
Writing Into the Day: What are you expecting in In the Time of the
Butterflies?
Group Activity:
Students divide into small groups of four people and discuss
information they found in their article.
They write information they feel is important on a big sticky
note.
Each group shares their findings with the class.
I tell students to take notes in their daybooks on
what other groups share.

 As they are sharing, I am dividing up the information

into categories (e.g. government, culture, information about
time period, etc.) and writing it on the board.
After each group shares, the groups then write conclusions
about information and predictions about how it would affect the
characters in a novel set within this context.
For example: Information from an article might state
that men were the head of the household during this time and
women were responsible for taking care of the children.
Students might conclude that this is a patriarchal society in
which womens roles are restricted. Students might predict that
this will affect characters in the novel in that a female character
might face obstacles if she does not submit to the male
authority.
While students are discussing conclusions and predictions, I
will walk around and observe/assess their understanding of the
historical context.
Direct Instruction:
Present (verbally) any additional information about historical
context, culture, and specifically Trujillo, that has not been discussed.
Present (verbally with visual) information on author and how the
book came about.
Initial presentation of genocide.
Definition: The deliberate killing of a large group of
people, especially those of a particular nation or ethnic group
(Oxford Dictionary).
Connection to Holocaust (because students are
probably most familiar with this particular genocide)
Ask students to share the specific information they
found about this particular genocide from their articles and add
any other details.
Assessment: Information and conclusions/predictions they write down on
their big sticky notes. (formative; not for an individual grade, but counts for
participation credit)

 I am looking for students demonstration of basic knowledge

about the time period of the novel.
I am looking for students ability to analyze and come to
conclusions about information from their articles.

Lesson 2: Exploring the Theme of Justice

Grade 10 English
This lesson occurs after the reading of chapter 7-8. In chapter 7, Maria
Teresa joins the revolution after falling in love with Leandro who is involved
in the movement. In chapter 8, Patria joins the revolution (demonstrated in
her letting them move their meetings from outside her home to insider her
home).
Learning Outcomes: Students will practice expression through writing.
Students will become more comfortable with using figurative language.
Students will make connections from the theme of justice in the text to
modern justice issues.
Standard:
Reading Standards for Literature- Key Ideas and Details

Language Standards- Vocabulary Acquisition and Use

Materials: daybooks, white board

Writing Into the Day: Each sister has a different reason for getting
involved in the revolution. What are their motivations?
Are you motivated to get involved in any justice movements? What are your
reasons?

Social Justice Poetry Activity (from poetry conference)

Ask students to individually make lists (in day books) of what
they think are the most important issues today.
Words as Power for Positive Change
1. Spoken word performed (or video shown)
2. Students give one word to describe how that poem made them
feel
3. Discussion of most important issues in your community- top ten
written on board (similar issues can be grouped under broad
categories to allow for more distinction between groups)
4. Class votes on top 5 out of those 10 issues
5. Students numbered off 1-5 and students are assigned the issue
of their number
6. Students make list of at least ten weapons that could be used
against their issues (literal weapons and abstract concepts such as
silence, relationships, conversation)
7. Teacher explains how to write (metaphor, simile, alliteration,
hyperbole, or freeverse) and models with example.
8. Students write (metaphor, simile, alliteration, hyperbole, or
freeverse) using weapons they have written down
9. Students split into 5 groups based on the numbers they have
been assigned
10.
Each student reads their metaphor, simile, alliteration,
hyperbole, and freeverse to the rest of the group
11.
The group picks their two favorites out of what the student
shared
12.
Group combines the favorite lines into one collective
piece (students write collective piece on one paper with all group
members names)
13.
Group performs piece ending by stating their names and
together saying, Words as Power for Positive Change
Assessment:
Observation of discussion of first WID questions. Collective
pieces turned in from each group.

Lesson 3: Narration Choices in In The Time of the Butterflies

Grade 10 English
Context- This lesson will occur after chapter 9 in the text. Throughout the
novel, we will have addressed ideas of narration (who is narrating, what is
their view, how is the author doing this, etc. without going very in depth),
but this specific lesson focuses in on that particular rhetorical choice of the
author based on the understanding that the students have gathered from
adjusting to the narration style thus far. This lesson focuses on the book
thus far, not one specific chapter.

Learning Outcomes: Students will gain a better understanding of the

purpose of different narration choices.
Standard:
Reading Standards for Literature- Craft and Structure-

[emphasis within number 5- Analyze how an authors choices concerning

how to structure a text]
Materials: daybooks, whiteboard, big sticky notes, and markers.
Watch Video: https://www.youtube.com/watch?v=7YAcMgoSpDE (4 min.)
Guided Questions about Video: (7 min)
What did you notice about the music in this video?
Mashup of two songs
Two melodies combined to make one overall song
Pentatonix has made a lot of mashups. Why do you think they
choose to do this?
How does this compare to In the Time of the Butterflies?
Writing Into the Day: Why do you think Julia Alvarez chose to use multiple
narrators? (3 min)
Activity: (15 min.)
Students focus on differences in each narrator in In the Time of
the Butterflies. Stations with big sticky notes around the room for
each different narrator. Students write answers to the following
questions, observations, thoughts, quotes from the text, perceptions
about the character based on her style of narration, etc.
How does each one tell the story?

 What does each include/exclude?

Why do you think Julia Alvarez chose to include this
narrator?
Class discussion as a whole.
Wrap it up!
We are going to continue this activity tomorrow, so if you didnt
get to go to all the stations you will get to tomorrow!
Exit Ticket:
What are your thoughts on the WID question Why
do you think Julia Alvarez chose to use multiple narrators?
after our class today?
One takeaway/something you learned/a new way
you saw something in the novel from todays class

How does each one tell the story?

What does each include/exclude?
Why do you think Julia Alvarez chose to include this
narrator?

Activity: Stations with big sticky notes

around the room for each different narrator. Students write
answers to these questions, observations, thoughts,
quotes from the text, perceptions about the character
based on her style of narration, etc. Class discussion as a
whole.
How would the story be different if
certain parts were told by a different sister?

ASSESSMENT
Ask your students to imagine they are one of the Mirabal sisters or their
husbands and write a short journal entry or letter from that persons point of
view. (NEAbigread.org).
One overarching written project will assess students understanding of
characters in the text by having them keep journal entries from a
characters point of view. Students have the opportunity to select one
character to focus on, or to write from multiple characters perspectives. At
the end of each section of the novel, students will turn in their journal
entries. The students will complete five total entries. After we complete the
novel, we will have writing workshop days to peer edit and revise journal
entries before they turn them in for a final grade.

This assessment reveals their grasp of why characters are making

decisions and not just how they are making decisions. This also reveals
their understanding of narrative/point of view as they write from the
perspective of one specific character. This assessment is both a writing
practice and an analysis exercise.

Secondary English Language Arts Context for Learning Information

Use the Context for Learning Information to supply information about your school/classroom context.

About the School Where You Are Teaching

1. In what type of school do you teach? (Type an X next to the appropriate
description; if other applies, provide a brief description.)
Middle school:
High school: X
Other (please describe):
2. Where is the school where you are teaching located? (Type an X next
to the appropriate description.)
City:
Suburb:
Town:
Rural: X
3. List any special features of your school or classroom setting (e.g.,
charter, coteaching, themed magnet, classroom aide, bilingual, team taught
with a special education teacher) that will affect your teaching in this
learning segment.
N/A
4. Describe any district, school, or cooperating teacher requirements or
expectations that might affect your planning or delivery of instruction, such
as required curricula, pacing plan, use of specific instructional strategies, or
standardized tests.
N/A

About the Class Featured in this Learning Segment

1. How much time is devoted each day to English Language Arts instruction
in your classroom?
50 minutes
2. Is there any ability grouping or tracking in English Language Arts? If so,
please describe how it affects your class.
Honors. This grouping affects my class in the way the students are very
motivated and work diligently. They are active in participation in discussion.
Grades, however, are very important to this group, so I continually try to
teach these students the value of learning over a number grade. For that
reason, I try to focus on low-stakes formative assessment to remove as
much pressure as possible from assessment.
3. Identify any textbook or instructional program you primarily use for
English Language Arts instruction. If a textbook, please provide the title,
publisher, and date of publication.
Prentice Hall Literature, Common Core Student Edition with 5year access to PH LIT Online + Common Core
Student Workbook Package
Pearson Education Inc., publishing as Prentice Hall
2012
4. List other resources (e.g., electronic white board, online resources) you
use for English Language Arts instruction in this class.
-Smart Board
-One computer
http://www.neabigread.org/teachers_guides/lesson_plans/timeofthebutterfli
es/Alvarez_TG2014.pdf
About the Students in the Class Featured in this Learning Segment
1. Grade level(s): 10th grade

2. Number of students in the class:

males: 12
females: 10
3. Complete the charts below to summarize required or needed supports,
accommodations, or modifications for your students that will affect your
instruction in this learning segment. As needed, consult with your
cooperating teacher to complete the charts. Some rows have been
completed in italics as examples. Use as many rows as you need. Consider
the variety of learners in your class who may require different
strategies/supports or accommodations/modifications to instruction or
assessment. For example, students
- With Individualized Education Programs (IEPs) or 504 plans
- With specific language needs
- Needing greater challenge or support
- Who struggle with reading
- Who are underperforming students or have gaps in academic
knowledge
For Assessment Task 3, you will choose work samples from 3 focus
students. At least one of these students must have a specified learning
need. Note: California candidates must include one focus student who is an
English language learner.

N/A
Commentary
1. Central Focus
a. Describe the central focus and purpose of the content you will teach in the learning segment.
Central focus- elements/themes from text and their application to students lives.
For example, we will focus on justice, courage, false power vs. real power, and their
relevance to the modern world outside of the text.
Purpose Give students opportunity to experience nontraditional novel
(broaden typical scope of world literature)

Help students understand why choices were made in writing style,

narration, etc.
Identify and be able to apply to their own writing

Present a model of good writing as they are

growing as writers

Help students gain deeper grasp of justice and other themes listed
previously and how they develop throughout the text

b. Provide the title, author (or, if a film, the director), and a short description (about a paragraph
in length) of salient features of the text(s) that a reviewer of your evidence, who is unfamiliar
with the text(s), needs to know in order to understand your instruction. If there is more than one
text, indicate the lesson(s) where each text will be the focus.
The Time of the Butterflies is a historical novel by Julia Alvarez. It is based on the story of the
Mirabel sisters who rebelled against the Trujillo dictatorship in the Dominican Republic. The text
is divided into chapters that are narrated by each of the four Mirabel sisters. There is also use of
Spanish terms occasionally throughout the novel. This novel deals with the themes of courage
and the value of justice in the midst of brutal political oppression.

Consider including the following in your description: genre, text structure, theme, plot, imagery, or
linguistic features, depending on the central focus of your learning segment.

c. Given the central focus, describe how the standards and learning objectives within your
learning segment address students abilities to use the textual references to construct meaning
from, interpret, or respond to complex text create a written product, interpreting or responding to
complex features of a text
The standards and learning objectives are all selected in response to/built around features in
the text.
d. Explain how your plans build on each other to help students make connections between
textual references, constructions of meaning from, interpretations of, and responses to a text to
deepen their learning of English Language Arts.

My plans begin with a historical background to give students a basis for approaching this text
they are removed from in both time and space. My plans also build on each other by addressing
themes and then addressing the strategies the author uses to communicate those themes. First
the themes themselves are examined and then how those themes are created. We specifically
look at narration and the authors choices of multiple narrators in order to communicate the
ideas within the text. By examining the authors choices, students gain a better understanding of
choices in their own writing.

2. Knowledge of Students to Inform Teaching

For each of the prompts below (2ab), describe what you know about your students with respect to the
central focus of the learning segment. Consider the variety of learners in your class who may require
different strategies/support (e.g., students with IEPs or 504 plans, English language learners, struggling
readers, underperforming students or those with gaps in academic knowledge, and/or gifted students).

a. Prior academic learning and prerequisite skills related to the central focusCite evidence of
what students know, what they can do, and what they are still learning to do.
Students will be familiar with the Holocaust from previous Social Studies classes.
Students should also have a solid understanding of the term narrator and
narration from previous English classes.
b. Personal, cultural, and community assets related to the central focusWhat do you know
about your students everyday experiences, cultural and language backgrounds and practices,
and interests?
N/A
3. Supporting Students English Language Arts Learning
Respond to prompts 3ac below. To support your justifications, refer to the instructional materials and
lesson plans you have included as part of Planning Task 1. In addition, use principles from research
and/or theory to support your justifications.

a. Justify how your understanding of your students prior academic learning and personal,
cultural, and community assets (from prompts 2ab above) guided your choice or adaptation of
learning tasks and materials. Be explicit about the connections between the learning tasks and
students prior academic learning, their assets, and research/theory.
Students prior knowledge about genocide provides a good foundation for
learning the unfamiliar genocide addressed in this text.
Because students have a basic understanding of narration and narrator, I am
able to build off of that and go more in depth by examining the rhetorical purposes
behind the authors choices in those areas.
b. Describe and justify why your instructional strategies and planned supports are appropriate
for the whole class, individuals, and/or groups of students with specific learning needs. Consider
the variety of learners in your class who may require different strategies/support (e.g., students

with IEPs or 504 plans, English language learners, struggling readers, underperforming
students or those with gaps in academic knowledge, and/or gifted students).

however, are very important to this group, so I

continually try to teach these students the value of learning over a
number grade. For that reason, I try to focus on low-stakes formative
assessment to remove as much pressure as possible from
assessment.--- this is what I said previously when talking about my
specific class. Should I move this information down to this prompt? Is
this prompt looking for something different/additional information?

Grades,

c. Describe common student errors or misunderstandings within your central focus and how you
will address them.
Multiple narrators could potentially be confusing to my students. I will address
this confusion by discussing this element of the text prior to beginning the novel. I will
point out to students that it is important to pay attention to the narrator specified at the
beginning of each chapter. As we read through the book, students will fill out character
charts in their daybooks. The chart for this text will have the four different narrators and
as they read they will write down information, quotes, characteristics, etc. about the
character that is narrating at the time. They will also include which chapters that
character is the narrator on that list.

4. Supporting English Language Arts Development Through Language

As you respond to prompts 4ad, consider the range of students language assets and needswhat do
students already know, what are they struggling with, and/or what is new to them?

a. Language Function. Using information about your students language assets and needs,
identify one language function essential for your students to construct meaning from, respond
to, or interpret text. Listed below are some sample language functions. You may choose one of
these or another more appropriate for your learning segment.
Analyze Argue Describe Evaluate Explain Interpret Justify Synthesize
b. Identify a key learning task from your plans that provides students with opportunities to
practice using the language function identified above. Identify the lesson in which the learning
task occurs. (Give lesson day/number.)
Analyze. While each lesson in the segment is geared toward this language function, one specific learning
task that will address it is when we read, analyze, and come to conclusions about the information in the
students articles during Lesson 1.

c. Additional Language Demands. Given the language function and learning task identified
above, describe the following associated language demands (written or oral) students need to
understand and/or use: Vocabulary Plus at least one of the following: Syntax, Discourse.
d. Language Supports. Refer to your lesson plans and instructional materials as needed in your
response to the prompt. Identify and describe the planned instructional supports (during and/or
prior to the learning task) to help students understand, develop, and use the identified language
demands (language function, vocabulary, discourse, or syntax).
5. Monitoring Student Learning
In response to the prompts below, refer to the assessments you will submit as part of the materials for
Planning Task 1.

a. Describe how your planned formal and informal assessments, including a written product, will
provide direct evidence of students abilities to construct meaning from, interpret, OR respond to
a complex text throughout the learning segment.
Each of my informal assessments help me gauge how well my students are
constructing meaning from, interpreting, or responding to a complex text in the way they
tie back to the overarching goals of understanding authors choices and the texts
themes, as well as the individual learning objectives for each lesson. .
One overarching written project will assess students understanding of characters
in the text by having them keep journal entries from a characters point of view. This
assessment reveals their grasp of why characters are making decisions and not just how
they are making decisions. This also reveals their understanding of narrative/point of
view.
b. Explain how the design or adaptation of your planned assessments allows students with
specific needs to demonstrate their learning. Consider the variety of learners in your class who
may require different strategies/support (e.g., students with IEPs or 504 plans, English language
learners, struggling readers, underperforming students or those with gaps in academic
knowledge, and/or gifted students).
These assessments allow me to gauge my honors students growth and
understanding with an emphasis on learning instead of grades. By focusing on lowstakes assessments, students feel less pressure about performing to make a certain
grade and, therefore, are more genuine. These assessments also allow students to go
deeper into their understandings of theme and explore them beyond a mere
comprehension level.