Lesson 4: The Last Cuentista, Chapters 1–3

Turn and Talk

Directions: Turn and talk with a partner to share your annotations from Chapters 1-3 of The Last Cuentista. Then respond to the following prompt with your partner:

• What characters are we introduced to in the exposition of this novel? What events are happening, and what conflicts surface?

Using Context Clues

Target Word: cuento

Directions: We’re learning about the word cuento today. It shows up in The Last Cuentista to describe the stories that Lita (Petra's grandmother) and Petra tell in the novel. This is a Spanish word. Let’s explore this word more deeply.

Key Sentence:

• "'You need a cuento,' she says, referring to one of her tall tales." (p. 3)

Directions: Turn to page 3 in The Last Cuentista and read the sentences surrounding the use of the word cuento.

• What is happening in this part of the text?

• Which words or phrases help explain the meaning of cuento?

• How is the word cuento used here? How does Petra feel about the cuentos?

• Based on these clues, what does the word most likely mean in this text?

• If we replace the word with our meaning, does the sentence still make sense?

Directions: Check your inferred definition using a dictionary or other reference material.

Directions: Create an original sentence using the word cuento.

Part A: Understanding Character Development Through Discussion

Turn and Talk

Directions: Turn and talk with a partner to discuss the following question:

• What did you notice about the memories Petra is thinking about as she prepares to leave Earth in Chapters 1–3?

Iterative Conversation Protocol

Directions: Read aloud from p. 9, starting with the sentence: “Instead, I picture Lita and Tía Berta lying under the red-and-black . . .” through “This is the story my mind will keep of them” and listen to how I model answering the question and then refining my explanation based on feedback.

• How do Petra's memories and cuentos in Chapters 1–3 shape who she is?

Part B: Iterative Conversations: Partner Rounds

Iterative Conversations

Directions: Work independently to write a response to the question below using evidence from the text:

• How do Petra's memories and stories in Chapters 1–3 shape who she is, and what might she lose if those memories disappear?

Directions: Now share your response with a partner. As you listen, be ready to give one piece of specific feedback.

Giving Feedback:

• Your claim is clear because ___.

• You could strengthen your response by adding ___ (a quote or detail).

• One place you could be more precise is ___.

Revising Your Response:

• I revised my response by adding ___.

• I made my idea clearer by changing ___ to ___.

Directions: After you receive feedback, revise your response. Then, work with your partner to create one strong response you can share with the class.

Quick Write

Directions: Reflect on the responses you wrote and refined with a partner during Learning in Action Part B. Then, respond to the following question in one to two sentences.

• How do Petra's memories and stories in Chapters 1–3 shape who she is, and what might she lose if those memories disappear? Use the target vocabulary word (cuento) in your response