Page 147 - EL Grade 5 Teacher Guide

Grade 5: Module 1: Unit 1: Lesson 7
■ Refocus whole group. Invite students to turn and talk with their triad, and then cold call students to share out:
“What happened in this chapter, ‘Los Higos’?” (Esperanza’s house was burned down, and she and her mother decided to move to the United States with Miguel and his family.)
“How do you feel about what happened? Did you think it was right or wrong? Why?” (Responses may vary, but may include: It is wrong that Esperanza’s house was burned to the ground, and also it was very dangerous, as they could have been killed.)
Meeting Students’ Needs
■ For udents who may need additional support with expressive language: To reduce anxiety about sharing in public and to bene t from peer models, have them answer their que ions second or third in the triad. (MMAE, MME)
■ Remind udents that they may have di erent answers and that is okay. They are working with their partners to put their heads together to nd the be answer. (MME)
Opening
B. Reviewing Learning Targets (5 minutes)
■ Move students into pairs and invite them to label themselves A and B.
■ Direct students’ attention to the posted learning targets and select a volunteer to read them
aloud:
“I can answer questions about an article of the Universal Declaration of Human Rights by referring to the text.”
“I can determine the main ideas and summarize an article of the Universal Declaration of Human Rights.”
■ Tell students that in this lesson they will make connections between “Los Higos” and the UDHR, and then dig into an article of the UDHR that is connected to this chapter of Esperanza Rising. Tell students that the article is not numbered in these learning targets so as not to give it away before they have had a chance to make connections themselves.
Meeting Students’ Needs
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For ELLs and udents who may need additional support with memory: Invite u- dents to recall how they referred to the text to answer a que ion about Article 23 in Lesson 5. (MMR)
Provide di erentiated mentors by purposefully pre-selecting udent partnerships. Consider meeting with udents in advance to coach them to share their thought process with their partner. (MMAE)
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