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Lesson 1: Building Background Knowledge

Duration: 45 minutes
Class Size: 25 students
Focus: Activate prior knowledge and set context for Abuela Invents the Zero by Judith Ortiz Cofer
Common Core Standards:

• CCSS.ELA-LITERACY.RL.8.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-LITERACY.SL.8.1: Engage effectively in a range of collaborative discussions with diverse partners on grade 8 topics, texts, and issues.
• CCSS.ELA-LITERACY.W.8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information clearly.

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Learning Targets

• I can activate my background knowledge to better understand story context.
• I can make inferences about characters based on text and discussion.
• I can collaborate thoughtfully with peers in group discussions.

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Materials

• Copies of a brief biography of Judith Ortiz Cofer (scaffolded for ESE/ESOL)
• Whiteboard/chart paper
• Interactive notebooks for note-taking
• Sentence stems for discussion support
• Graphic organizer: “What I Know/What I Wonder”

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Instructional Plan

Bell Ringer (5 minutes)

• Prompt: Write for 3 minutes — “Describe a family member who has a different way of doing things than you.” Share with a partner.
• Purpose: Connect personal background to theme of family differences.

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Learning Target & I Do (5 minutes)

• Teacher introduces the learning targets clearly and writes them on the board.
• Teacher models how to use the “What I Know/What I Wonder” graphic organizer based on a short read-aloud excerpt about Judith Ortiz Cofer. Highlight how to make inferences about her cultural background and inspirations.

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We Do (15 minutes)

• In small groups (4-5 students), students read a scaffolded biography excerpt of Cofer.
• Together, students fill out “What I Know/What I Wonder” graphic organizer.
• Teacher circulates, prompting discussion with sentence stems:
  • “I think the author came from…”
  • “I wonder why she might have chosen to write about…”
• Support ESE/ESOL: Provide bilingual glossaries, simplified texts, visual aids.

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You Do (15 minutes)

• Individual students write 3 inferences about the story's possible themes and characters using the info from the biography.
• Students add their inferences and questions to their notebooks.
• Encourage use of sentence starters such as:
  • “Based on what I read, I infer that…”
  • “This makes me wonder if…”

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Exit Ticket (5 minutes)

• On an index card: Write one new thing you learned about Judith Ortiz Cofer and one question you have about the story.
• Collect for formative assessment.

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Word Power Rise

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Lesson 2: Vocabulary Instruction

Duration: 45 minutes
Focus: Academic and story-specific vocabulary understanding and use through interactive notebooks
Common Core Standards:

• CCSS.ELA-LITERACY.L.8.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases using context clues, affixes, and roots.
• CCSS.ELA-LITERACY.L.8.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
• CCSS.ELA-LITERACY.SL.8.1: Collaborative discussion skills.

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Learning Targets

• I can determine the meaning of new vocabulary using context and word parts.
• I can use academic and story vocabulary in speaking and writing.
• I can work effectively in groups to deepen vocabulary understanding.

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Materials

• Word cards with target vocabulary from Abuela Invents the Zero (e.g., immigrant, inventive, frustrated, Latino, dignity)
• Interactive notebooks with vocabulary organizer sections
• Graphic organizer template: Frayer Model (Definition, Synonym, Antonym, Sentence)
• Whiteboard for modeling
• Context sentence strips

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Instructional Plan

Bell Ringer (5 minutes)

• Quick quiz: Match words with rough meanings (word bank). Students do this on mini whiteboards to allow quick formative checks.

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Learning Target & I Do (7 minutes)

• Teacher models how to use the Frayer Model with one word from the story (“inventive”).
• Discuss how to use context clues in sentences and break down the word parts.

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We Do (15 minutes)

• In pairs, students pick 3 vocabulary words from the provided word cards.
• Together, they fill out Frayer Model sections in their interactive notebooks using story context sentences provided.
• Teacher and paraprofessional support ESE/ESOL by pre-teaching cognates, visually representing meanings, and using gestures.

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You Do (15 minutes)

• Students create original sentences using two of their vocabulary words orally in small groups, integrating academic language sentence stems:
  • “I think this word means…”
  • “In the story, the character feels…”
• Students write one new sentence using one vocabulary word in their notebooks.

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Exit Ticket (3 minutes)

• On a sticky note, write the most interesting word you learned today and use it in a sentence. Stick on the board for peer review.

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Text Talk Inquiry

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Lesson 3: Shared Reading & Text-Dependent Questions

Duration: 45 minutes
Focus: Collaborative reading with evidence-based discussions and inference making
Common Core Standards:

• CCSS.ELA-LITERACY.RL.8.1: Cite textual evidence to support analysis and inference.
• CCSS.ELA-LITERACY.SL.8.1: Collaborative discussions with text support.
• CCSS.ELA-LITERACY.RL.8.3: Analyze how particular lines of dialogue or incidents in a story reveal character traits or themes.

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Learning Targets

• I can cite evidence from the text to support my answers.
• I can make inferences about character feelings and motivations.
• I can participate in respectful and purposeful group discussions.

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Materials

• Copies of Abuela Invents the Zero story (printed and online digital copies)
• Text-dependent question cards
• Interactive notebooks for recording responses
• Sentence stems and discussion norms poster
• Teacher-created inference chart

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Instructional Plan

Bell Ringer (5 minutes)

• Quick write: “What qualities do you think Abuela might have based on the title ‘Abuela Invents the Zero’?” Share with partner.

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Learning Target & I Do (7 minutes)

• Teacher reads aloud first two paragraphs of the story.
• Models thinking aloud citing text evidence and making an inference about Abuela’s character.

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We Do (15 minutes)

• Divide class into five groups, each assigned a text-dependent question such as:

  1. What does Abuela invent, and why is it important? Cite lines that support your answer.
  2. How does the narrator feel about Abuela? Use evidence from the text.
  3. What cultural values are shown in the story?
  4. Describe a conflict in the story and how it is resolved.
  5. How do the characters’ actions reveal their personalities?

• Groups discuss, gather evidence, record answers in interactive notebooks.

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You Do (13 minutes)

• Students independently answer a new text-dependent question in writing:
  “How does the story’s title relate to the theme? Use evidence from the text.”
• Support ESE/ESOL students with sentence frames and graphic organizers.

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Exit Ticket (5 minutes)

• Turn and talk: Share your answer with a partner using evidence.
• Quick write on sticky: One piece of evidence that helped me understand the story better is…

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Differentiation Supports for ESE and ESOL

• Visual supports and bilingual glossaries.
• Sentence stems for oral and written practice.
• Chunked text with preview and review.
• Peer buddy system for discussion.
• Extended wait time and small group instruction as needed.

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Formative Assessments

• Exit tickets from all lessons collected and analyzed to guide instruction.
• Observation notes during partner and group work.
• Interactive notebook entries reviewed for understanding.

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This scaffolded 3-day sequence using Abuela Invents the Zero thoughtfully integrates inference, vocabulary, and collaborative discussion aligned with CCSS while supporting diverse learners to build critical literacy skills in Grade 8.