Page 113 - EL Grade 5 Teacher Guide

Grade 5: Module 1: Unit 1: Lesson 4
■ Ask students to turn and talk with their partner, and then cold call students to share with the whole group:
“How are they the same?” (They say the same thing but in di erent language.)
“How are they di erent?” (The choice of words is di erent; for example, it says “safety” on the simpli ed version, rather than “security of person.”)
■ In the remaining time, invite students to work with their partner to read through the sim- pli ed version and to draw small symbols as reminders of what each of the articles means as they work through.
Meeting Students’ Needs
■ For ELLs: Invite udents to notice and highlight language patterns in the simpli- ed version. (Example: “We all ____. Nobody has any right to _____. Nobody should _____.”) Ask:
“Is this language you use in everyday conversation? How is this language special to this document?” (usually not; this language is declarative, suitable for a formal docu- ment like the simpli ed UDHR)
■ For ELLs and udents who may need additional support with reading: Sugge that udents who need lighter support paraphrase the articles for those who need heavier support and allow udents to compare the English version to the trans- lated version in their home language at the website if possible. (MMR, MMAE)
Closing and Assessment
A. Making Connections between the UDHR and “Las Uvas” (10 minutes)
■ Tell students that they are going to have 5 minutes to work with their partner to look over the simpli ed UDHR text and “Las Uvas” in Esperanza Rising to answer the following posted question:
“Which human rights have been threatened in ‘Las Uvas’?”
■ Underline the word threatened. Select volunteers to respond:
“What does it mean to be threatened?” (cause someone or something to be at risk or in danger) If students aren’t sure of the meaning, invite a volunteer to look up the word in the dictionary.
■ Emphasize that students will be looking for instances in “Las Uvas” that go against the arti- cles of the UDHR.
■ Tell students that when they nd an instance, they need to record the number of the arti- cle that it goes against on a sticky note and stick it in their book to remind them. Model an example.
■ Distribute sticky notes.
■ After 5 minutes, refocus whole group.
■ Cold call students to share out. As they share out, capture their responses on the How Were the Human Rights of the Characters in Esperanza Rising Threatened? anchor chart. Refer to How Were the Human Rights of the Characters in Esperanza Rising Threatened? anchor chart (example, for teacher reference) as necessary.
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