Page 161 - EL Grade 5 Teacher Guide

Grade 5: Module 1: Unit 1: Lesson 8
■ For ELLs and students who may need additional support with comprehension: Ask:
“What is the series of con icts and crises in this chapter leading toward climax? What do you think will happen next?” (The families escape in the wagon; they transfer to the train; they encounter a beggar who brings Esperanza face-to-face with her own bias.) (MMR)
Work Time
A. Making Connections between the UDHR and “Las Guayabas” (10 minutes)
■ Invite students to retrieve their simpli ed version of the UDHR.
■ Post the following question and tell students they are going to have 5 minutes to work with their triad to look over the simpli ed UDHR text and “Las Guayabas” in Esperanza Rising and answer the question:
“Which human rights have been threatened in ‘Los Higos’?”
■ Focus students on the How Were the Human Rights of the Characters in Esperanza Rising Threatened? anchor chart.
■ Remind students what the word threatened means.
■ Tell students that when they nd an instance of this, they need to record the number of the
article that it goes against on a sticky note and stick it in their book to remind them.
■ Distribute sticky notes.
■ After 5 minutes, refocus whole group. Invite students to retrieve their Quoting Accurately from the Text handout and quickly review it.
■ Cold call students to share out. Encourage them to provide you with accurate quotes from the text. As students share out, capture their responses on the anchor chart. Refer to How Were the Human Rights of the Characters in Esperanza Rising Threatened? anchor chart (example, for teacher reference) as necessary.
■ If productive, cue students to expand the conversation by saying more: “Can you say more about that?” (Responses will vary.)
Meeting Students’ Needs
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For ELLs and udents who may need additional support with reading: To provide heavier support, when a learning target requires udents to make connections between Esperanza Rising and the UDHR, display a note that symbolizes the learn- ing target and say the learning target. Example:
— “Los Guayabas” <-> Article 2 (MMR, MMAE)
For ELLs and udents who may need additional support with comprehension: Consider marking key sections of the chapter and asking udents why these sec- tions illu rate threats to human rights. (MMAE)
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