A Rice Sandwich Day 10
Megan Sheridan, Sam Brannan Middle School
Opener: G.U.M (grammar, usage, and mechanics) Review: Students will complete the
review worksheet by identifying the four levels of grammar in the provided sentences
from the short story A Rice Sandwich. The instructor will guide students through a whole
class discussion of the worksheet, stopping to review the definitions of the four levels of
grammar. Students will make quick predictions as to what the story may be about based
on the example sentences.
Preview: Quickwrite on page 140 of HOLT Literature book: “In this story, Esperanza
has an upsetting encounter with Sister Superior. Have you, or someone you know, ever
been corrected by someone in authority? Jot down some notes about the incident.”
Students are given five minutes to complete the quickwrite and there is two-three minutes
of class discussion in which students are able to share their responses with the class.
Reading Standard 3.3: Analyze characterization as delineated through a character’s
thoughts, words, and actions.
Reading Standard 3.5: Identify the speaker, and recognize first-person narration.
Objective: Students will read A Rice Sandwich in class. Students will analyze the main
character Esperanza in the story by taking notes on the character’s thoughts, words, and
actions. Students will examine the use of first-person narrative and how the author’s
narrative choice shapes the actions and characters within the story.
Instructional Input: Instructor will transition the discussion of the quickwrite responses
to the story by explaining the importance of the main character’s thoughts, feelings,
actions, and words as crucial elements to the short story. Instructor reinforces the
expectations of the class to read along as volunteers read, reminds students to be looking
for examples of both direct and indirect characterization, and explains that the students
will be partaking in a group activity in which they will analyze the main character. (3
minutes) The instructor reads the introduction information for the story, stopping to
check for understanding through direct questions. Students read the story and Instructor
stops at various points to confirm understanding and to point out important moments of
direct and indirect characterization.
Modeling: Instructor displays character analysis worksheet on the projector, and
periodically refers to the text and suggests where particular evidence would belong.
Checking for Understanding: Instructor pauses periodically to ask simple
comprehension questions such as, “What does Esperanza want? Whom is Esperanza
Guided Practice: Students will work in small groups to find evidence and list character
traits for their assigned category. The instructor circulates the classroom to make sure
students understand the activity and are on task. (10 minutes) The class comes back
together and a representative from each group comes up to present his/her category,
instructor confirms the correct answer and displays on the board. Students complete their
character analysis worksheet. (5 minutes)
Closure: Instructor will ask the class if they saw a connection between themselves and
Esperanza? Do they share any personality/character traits with her? With whom do they
relate to more: Keevan or Esperanza? Instructor will reiterate to the class that the focus of
chapter 2 is characterization and analysis of how an author presents his/her character to a
reader. Instructor will emphasize that we have been building our close reading skills by
pulling evidence or proof from the text to gain a better understanding of the material we
are reading. In addition, the Instructor will explain that we will continue to practice as we
read additional stories in chapter 2. (3 minutes)
Independent Practice/Process: Students will complete the “writing” exercise on page
144 of the HOLT Literature book: “This is a story about a tiny incident in Esperanza’s
life. Take the incident, and let another character tell a story about it. You might let Sister
Superior be the new narrator or Esperanza’s mother or even Nenny, Kiki, or Carlos.”
Students will complete in class and Instructor will review the answers as time permits. (5-