Page 306 - EL Grade 5 Teacher Guide

Stories of Human Rights
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■ Invite students to share any new words, adding any unfamiliar words to their vocabulary logs. Add any new words to the academic word wall and domain-speci c word wall, and invite students to add translations in native languages.
■ Distribute red, yellow, and green objects.
■ Tell students they are now going to use the Red Light, Green Light protocol to re ect on their progress toward the rst learning target. Remind them that they used this protocol in Lesson 3 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.
Meeting Students’ Needs
■ For ELLs and udents who may need additional support with comprehension: Before reading, invite udents to summarize the r eleven chapters of Esperanza Rising in 1 minute or less (with feedback) and then again in 30 seconds or less with a partner. (MMR, MMAE)
■ For ELLs: Ask:
“What are the series of con icts and crises in this chapter leading toward climax? What do you think will happen next?” (The strikers put the workers in danger; immi- gration o cials put the strikers onto a bus to take them to Mexico; Esperanza secretly saves Marta, who is hiding from the o cials.)
Work Time
A. Making Connections between the UDHR and “Los Espárragos” (10 minutes)
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Invite students to retrieve their simpli ed version of the UDHR.
Post the following question and tell students they are going to have 5 minutes to work with their partner to look over the simpli ed UDHR text and “Las Espárragos” in Esperanza Rising and answer this question:
“Which human rights have been threatened in ‘Los Espárragos’?”
Focus students on the How Were the Human Rights of the Characters in Esperanza Rising Threatened? anchor chart.
Tell students that when they nd instances of this, they need to record the number of the article that it goes against on a sticky note and stick it in their book to remind them.
Distribute sticky notes.
After 5 minutes, refocus whole group. Invite students to retrieve their Quoting Accurately
from the Text handout and quickly review it.
Cold call students to share what they found with the whole group. Encourage students to provide accurate quotes from the text, and mark those quotes using quotation marks. As stu- dents share out, capture their responses on the anchor chart. Refer to How Were the Human Rights of the Characters in Esperanza Rising Threatened? anchor chart (example, for teacher reference) as necessary.
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12/4/18 11:49 PM
Unit 2: Lesson 6