Page 275 - EL Grade 5 Teacher Guide

Grade 5: Module 1: Unit 2: Lesson 3
■ Consider using a Venn Diagram to create a visual display of the conversation around Hortensia and Esperanza’s reactions in this excerpt. (MMR)
Closing and Assessment
A. Group Writing: Hortensia’s Reaction to Mama’s Sickness (5 minutes)
■ Focus students on the row for Hortensia on the Character Reaction Note-catcher: “Las Ciruelas” and on the criteria on the Character Reaction Paragraph anchor chart.
■ Invite the whole group to help you write a character reaction paragraph for Hortensia. Take it sentence by sentence, inviting students to discuss what the sentence could be following the model and the criteria and referring to the domain-speci c word wall, and using a total participation technique to select students to share whole group.
■ Record the paragraph sentence by sentence for students to see. Refer to the Character Reaction Paragraph: Hortensia (example, for teacher reference) as necessary.
■ Tell students they are now going to use the Red Light, Green Light protocol to re ect on their progress toward the learning targets. 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 protocol using the rst learning target.
■ Note students showing red or yellow objects so you can check in with them.
■ Repeat with the second learning target.
■ Repeat, inviting students to self-assess against how well they showed respect in this lesson.
Meeting Students’ Needs
■
■
■
■
For ELLs: To bol er participation, invite udents who need heavier support to use the sentence frames created by intermediate udents in Lesson 1. (Examples: In the chapter “___” of Esperanza Rising, ______. On page ____, it says, “_____,” which shows that _________. Hortensia feels ______, and you can see that on page ____, which says, “__________.”)
Continue using the same color-coding scheme from the r lesson as you com- pose the paragraph. (MMR)
For udents who may need additional support with writing: Even if some udents cannot generate an original sentence, ask individual udents to explain how the new sentences demon rate the criteria generated earlier in the lesson. (MMR)
For udents who may feel uncomfortable sharing their progress on meeting the learning targets publicly: Minimize risk by providing udents with a sheet of paper where they can select a color for each learning target in private. This provides useful data for future in ruction and helps udents monitor their own learning. (MME)
EL Education Curriculum 251
_ELED.TG.05.01.indb 251
12/4/18 11:49 PM