Page 164 - EL Grade 5 Teacher Guide

Stories of Human Rights
■ Focus students on the Close Readers Do These Things anchor chart.
■ Invite them to suggest other strategies they used in this lesson while close reading inde-
pendently and connect their responses to the strategies on the anchor chart.
■ Invite students to turn and talk to their partner, and then use equity sticks to select students to share out:
“How did the strategies on the Close Readers Do These Things anchor chart help you to better understand the text?” (Responses will vary.)
■ Tell students that in the next lesson they will closely read a new article of the UDHR inde- pendently as part of the mid-unit assessment.
Meeting Students’ Needs
■ Before cold calling udents, consider providing an opportunity for them to Think- Pair-Share with a partner to prepare their responses. (MMR, MMAE)
Homework
A. Reread “Las Guayabas” on pages 58–80 and complete Esperanza Rising: Questions about “Las Guayabas” in your Unit 1 Homework.
B. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.
C. For ELLs: Complete Language Dive Practice II in your Unit 1 Homework.
Meeting Students’ Needs
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For ELLs and udents who may need additional support with reading and writing: Refer to the sugge ed homework support in Lesson 2. (MMAE, MMR)
For ELLs and udents who may need additional support with reading: To provide heavier support, consider providing udents with the quotes that show how Esperanza traveled to the train ation and how she felt about it. Invite them to explain or sketch Esperanza’s feeling. Take a similar tack with the second ques- tion. (MMAE)
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Unit 1: Lesson 8