Page 336 - EL Grade 5 Teacher Guide

Stories of Human Rights
■ Collect homework from Lesson 7: Esperanza Rising: Questions about “Los Duraznos.” Refer to Esperanza Rising: Questions about “Los Duraznos” (example, for teacher reference) as necessary.
Down the road:
■ In the next lesson, students will complete the Mid-Unit 2 Assessment, in which they will interpret another recurring metaphor in Esperanza Rising and the theme that it suggests.
In advance:
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Strategically group students into triads, with at least one strong reader per triad. Review:
Metaphors Note-catcher: The River (example, for teacher reference) to familiarize yourself with what students will be required to do in the lesson.
Thumb-O-Meter protocol. See Classroom Protocols. Post: Learning targets and other 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).
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Supporting English Language Learners
Supports guided in part by CA ELD Standards 5.I.B.6, 5.I.B.8, 5.1.C.12, 5.II.A.1, and 5.II.A.2
Important points in the lesson itself
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The basic design of this lesson supports ELLs with opportunities to put the entire reading pattern of Esperanza Rising together, re ect on the sensitive events in the book, and analyze how a metaphor that runs throughout the story contributes to a theme in the book.
ELLs may nd it challenging to analyze the meaning of the metaphors about the river and how they come together to convey an overall theme in the book. See the Meeting Students’ Needs column for speci c supports.
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12/4/18 11:49 PM
Unit 2: Lesson 9
Technology & Multimedia