Page 110 - EL Grade 5 Teacher Guide

Stories of Human Rights
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Esperanza Rising. Both of these phrases are verb phrases, with verb + noun (direct object) + preposition. These are common academic collocations—words that are used together—in our classroom, so we will encounter them frequently.) (MMR)
■ For ELLs and udents who may need additional support with comprehension: To provide heavier support, whenever the learning target requires udents to make connections between Esperanza Rising and the UDHR, display a note that symbol- izes the learning target and say the learning target. Example:
— “Las Uvas” <-> Articles 1, 3, 5, 25 (MMR)
■ For ELLs: Invite udents to use their translation dictionary to further inve igate the meanings of universal and declaration. Consider drawing on home language assets by asking udents if they recognize cognates or borrowed words, e.g., deklarasyon in Tagalog, dichiarazione in Italian. Students can discuss the parts of speech of each word. They can add simpler English synonyms to the Word Wall in a lighter color next to the new academic vocabulary (e.g., common, international).
■ Provide an example of using the rategies to gure out unknown vocabulary by modeling with a think-aloud for the word universal. (MMR)
■ For ELLs: Consider asking udents to share and compare examples of a xes from their home language.
Work Time
A. Back-to-Back and Face-to-Face: Reviewing Homework Questions (5 minutes)
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Invite students to retrieve their copies of Esperanza Rising and their Homework: Esperanza Rising: Questions about “Las Uvas.”
Tell them they are going to participate in the Back-to-Back and Face-to-Face protocol to share what they wrote for homework.
Have students nd a partner and stand back-to-back with each other, being respectful of space.
Ask students the following question and give them 30 seconds to consider what they wrote for homework and how they will respond:
“What happened in this chapter, ‘Las Uvas’?” (Esperanza and her family are waiting for her father to come back from working in the elds, but he is killed by bandits.)
Invite students to turn face-to-face to share their responses. Refer to Homework: Esperanza Rising: Questions about “Las Uvas” (example, for teacher reference) to clarify any misconceptions.
Have students repeat this process with a new partner for the next question:
“How do you feel about what happened? Do you think it was right or wrong? Why?” (Responses will vary, but may include: It is wrong because it is wrong to kill people.)
Meeting Students’ Needs
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Provide di erentiated mentors by purposefully pre-selecting udent partner- ships. Consider meeting with the mentors in advance to encourage them to share their thought process with their partner. (MMAE)
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12/4/18 11:49 PM
Unit 1: Lesson 4