Page 248 - EL Grade 5 Teacher Guide

Stories of Human Rights
use your own words to explain the ideas when you write, and you must place quotation marks around the quotes you borrow. In addition, you must tell your reader where the ideas and quotes came from. Otherwise, you might get into serious trouble.”
■ For udents who may need additional support with ne motor skills: O er choice with the graphic organizer by providing a template that includes lines within the boxes. (MMR, MME)
■ Create an anchor chart with a li of potential “reactions” that characters may have and de ne new vocabulary as appropriate. Discuss with udents that these words are often emotions or feelings that the character is having. Remind u- dents that the author can directly ate the reaction or show the emotion through description. (MMR)
Work Time
B. Analyzing a Model Paragraph to Generate Criteria (10 minutes)
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Tell students that later in the lesson, they are going to write a paragraph describing one of the characters’ reactions.
Remind students that it is often useful to analyze a model to generate criteria before writing, to ensure that the paragraph is e ective.
Distribute and display the Model Character Reaction Paragraph: Mama and read it aloud. Focus students on the questions at the top of the model:
“What information does this paragraph contain? Why? How is it organized?”
Tell students that they are going to work with their partner to reread the model paragraph and to underline/highlight and annotate the text to answer this question. Tell them that after spending some time annotating the text, they will share what they found with the whole group.
Invite students to begin and circulate to support them in rereading the text. Remind students of the question.
After 5 minutes, refocus whole group and use a total participation technique to select stu- dents to share responses with the group.
As students share out, capture their responses on the Character Reaction Paragraph anchor chart. Refer to Character Reaction Paragraph anchor chart (example, for teacher reference) as necessary.
Tell students they are now going to use the Thumb-O-Meter protocol to re ect on their pro- gress toward the second learning target. Remind them that they used this protocol earlier in the lesson and review as necessary. Refer to the Classroom Protocols document for the full version of the protocol.
Guide students through the Thumb-O-Meter protocol using the second learning target. Scan student responses and make a note of students who may need more support with this moving forward.
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Unit 2: Lesson 1