Page 160 - EL Grade 5 Teacher Guide

Stories of Human Rights
Meeting Students’ Needs
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For ELLs and udents who may need additional support with memory: Before reading, invite udents to summarize the r four chapters of Esperanza Rising in 1 minute or less (with feedback) and then again in 30 seconds or less with a triad. (MMR)
For ELLs and udents who may need additional support with comprehension: Mini Language Dive. Ask udents about the meaning of chunks from a key sentence of this chapter of Esperanza Rising. Write and display udent responses next to the chunks. (MMR, MMAE) Example:
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“Place your nger on this sentence: Those with Spanish blood, who have the fair- e complexions in the land, are the wealthie . Read the sentence aloud as u- dents follow along.
“What is the gi of this sentence?” (Responses will vary.)
“Place your nger on faire complexions. What is the translation of complexions in our home languages? What might be the meaning of faire complexion? Who has a fair complexion in Esperanza Rising?” (la tez in Spanish; lighte color skin; Esperanza)
“Place your nger on Spanish blood. What does Miguel mean? Do you know what your blood is?” (Miguel means people whose ance ors originally immigrated to Mexico from Spain.)
“Where does Miguel say that people with the faire complexions originally immi- grated from? What, in the sentence, makes you think so?” (Spain; the sentence talks about people with Spanish blood)
“Place your nger on the -e ending in faire . Can you nd another word in this sentence with an ending that matches faire ? I wonder why the author added -e tothese words. Who do you think is the wealthie person in the United States?” (wealthie ; -e means mo and can be added to many one- or two-syllable words; Bill Gates)
“Why does Miguel think that the people with the lighte skin also have the mo money? What do you think about this?” Tell udents that you will give them time to think and write or sketch. Invite udents to share out if they feel comforta- ble. (There was deliberate racism or in itutionalized racism or both in Mexico, so people with the lighte skin either forcibly took wealth or were given better opportunities or both.)
“Can you complete this sentence with something from your life? ‘Those with _____ are the kinde .’” Tell udents you will give them time to think and discuss with their partner. (Responses will vary, but may include: the happie lives.)
“Now what do you think is the gi of this sentence? What do you think about the ideas expressed here?” (If you have the lighte skin, you also have the mo money.)
“What connection can you make between your under anding of this sentence and your under anding of human rights?” (Esperanza is discriminating again the beggar because the beggar has little money to buy food—Article 2 from Lesson 4.)
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Unit 1: Lesson 8