GATHERING EVIDENCE AND DRAFTING A TWO-VOICE POEM (CHAPTER 13: “LOS DURAZNOS/PEACHES”)
During Lessons 13 and 14, students work with the last two chapters of the novel, but with less teacher support. This is intentional; by this point in the study, students should be becoming increasingly independent. These chapters are also formally revisited in Lesson 15, before students begin their formal analytical essay about how Esperanza has grown and changed.
Lessons 13 and 14 engage students in working with a partner or their triad to write a Two-Voice Poem, in which they compare and contrast Esperanza to one of the other main characters in the novel. Note that this poem is an assignment, NOT a formal assessment. Students are not given time in these two lessons to create a final polished piece. Rather, the purpose is for students to continue working with reviewing textual evidence and planning writing in an engaging, creative way (more interesting, for example, than a Venn diagram). This planning serves as a scaffold to students’ more formal writing in Lessons 16-18.