Page 298 - EL Grade 5 Teacher Guide

Stories of Human Rights
beliefs, traditions, nationality, etc.) Add this word to the Domain-Speci c Word Wall and invite students to add translations in home languages.
■ O er examples from pages 104–111 of A Life Like Mine of ways children around the world celebrate their identity. Invite volunteers to share an aspect of their identity they are proud of or celebrate at home or in their country of origin.
■ Invite students to Think-Pair-Share, leaving adequate time for each partner to think, to ask each other the question, and share:
“What connections can you make between what we just read in this book and the events in Esperanza Rising?” (Your identity is something to be proud of and to be celebrated, while in Esperanza Rising people were treated badly because of where they came from.)
■ If productive, cue students to expand the conversation by giving an example: “Can you give an example?” (Responses will vary.)
■ Guide students through the Thumb-O-Meter protocol to self-assess how well they showed respect, empathy, and compassion in this lesson.
Meeting Students’ Needs
■ Some udents may need more sca olded que ions in order to participate in the Think-Pair-Share activity. For example, “What is the gi /main idea of this excerpt from A Life Like Mine?” and “How are Esperanza and her family treated based on their Mexican identity?” (MMR)
Homework
A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.
Meeting Students’ Needs
■ For ELLs and udents who may need additional support with reading and writing: Refer to the sugge ed homework support in Lesson 1. (MMAE, MMR)
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Unit 2: Lesson 5