Page 267 - EL Grade 5 Teacher Guide
P. 267

Grade 5: Module 1: Unit 2: Lesson 3
■ Review:
— Character Reaction Paragraph: Hortensia (example, for teacher reference) to know what
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students will be working toward.
— Red Light, Green Light protocol. See Classroom Protocols. Post: Learning targets and applicable anchor charts.
Work Time B: Students complete their note-catchers in a word-processing document—for example, a Google Doc—using Speech to Text facilities activated on devices, or using an app or software such as Dictation.io (https://dictation.io/speech).
Closing and Assessment A: Write Character Reaction Paragraph: Hortensia in an online format—for example, a Google Doc—for students to copy and paste when writing the body paragraphs of their literary essay in Lesson 14.
Supporting English Language Learners
Supports guided in part by CA ELD Standards 5.I.B.6, 5.I.B.8, 5.I.C.11, 5.II.A.1, 5.II.A.2, and 5.II.C.6
Important points in the lesson itself
■ The basic design of this lesson supports ELLs with opportunities to re ect on the sensitive events in Esperanza Rising, discuss how events in the chapter  t into the overall structure of the story, make connections between the events and the simpli-  ed version of the UDHR, and analyze character reactions to events in the chapter. In addition, students have the opportunity to contribute to writing a group charac- ter reaction paragraph in preparation for writing their own later in the unit.
■ ELLs may  nd it challenging to complete the Character Reaction Note-catcher: “Las Ciruelas” for both Esperanza and Mama in the time allotted. Consider grouping students who need heavier support together and working closely with them during Work Time B. See the Meeting Students’ Needs column for speci c suggestions.
Levels of support
For lighter support:
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Invite a student to paraphrase the key points of pages 139–157 of Esperanza Rising in more comprehensible language for students who need heavier support.
Encourage students to add to the graphic organizer they began in Unit 1 to track (and illustrate) the main events in pages 139–157 of Esperanza Rising against the
EL Education Curriculum 243
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