Page 158 - EL Grade 5 Teacher Guide

Stories of Human Rights
✓ Close Reading Note-catcher: Article 2 of the UDHR (one per student and one to display) — A xList(fromLesson4;oneperstudent)
— CloseReadersDoTheseThingsanchorchart(beguninLesson2)
— StrategiestoAnswerSelectedResponseQuestionsanchorchart(beguninLesson5) — CriteriaforanE ectiveSummaryanchorchart(beguninLesson6)
— ModelSummary:Article16oftheUDHR(fromLesson6;oneperstudent)
— CloseReadingNote-catcher:Article2oftheUDHR(example,forteacherreference)
✓ Vocabulary logs (from Lesson 3; one per student)
✓ Academic Word Wall (begun in Lesson 1)
✓ Domain-Speci c Word Wall (begun in Lesson 3)
✓ Language Dive Guide: Article 2 of the UDHR (optional; for ELLs; for teacher reference)
— SentenceStripChunks:Article2oftheUDHR(optional;forELLs;onetodisplay)
— Blueandredmarkers(oneofeachperstudent)
— Language Dive Note-catcher: Article 2 of the UDHR (optional; for ELLs; one per student and one to display)
Opening
A. Reviewing Learning Targets (5 minutes)
134
■ ■
■
Move students into triads and invite them to label themselves A, B, and C.
Direct students’ attention to the posted learning targets and select a volunteer to read them aloud:
— “I can describe how pages 58–80 of Esperanza Rising contribute to the overall structure of the story.”
— “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 read “Las Guayabas,” a chapter of Esperanza Rising; analyze how the chapter ts into the overall structure of the story; and then make connec- tions with the UDHR.
Meeting Students’ Needs
■
■
To activate udents’ prior knowledge, refer to the Structure of Esperanza Rising anchor chart. (MMR)
To help udents generalize across lessons, remind them how they have already worked on the skills of nding the main idea and summarizing in previous lessons. (MMR)
_ELED.TG.05.01.indb 134
12/4/18 11:49 PM
Unit 1: Lesson 8