Page 357 - EL Grade 5 Teacher Guide

Grade 5: Module 1: Unit 2: Lesson 11
Materials
✓Performance Task anchor chart (begun in Unit 1, Lesson 1)
✓ Model Two-Voice Poem: “The Fire” (one per student and one to display)
✓ Model Two-Voice Poem: “The Fire” (example, for teacher reference)
✓ Character Reaction Note-catcher: “The Fire” (one per student and one to display)
✓ Two-Voice Poems handout (one per student and one to display)
✓ Character Reaction note-catchers:
— CharacterReactionNote-catcher:“LasCebollas”(fromLesson1;oneperstudent)
— CharacterReactionNote-catcher:“LasCiruelas”(fromLesson3;oneperstudent)
— CharacterReactionNote-catcher:“LosEspárragos”(fromLesson6;oneperstudent) — CharacterReactionNote-catcher:“LosDuraznos”(fromLesson7;oneperstudent)
✓ List of Analyzed Events/Situations (one to display)
✓ Character reaction paragraphs:
— CharacterReactionParagraph:Esperanza(fromLesson1;groupwriting)
— CharacterReactionParagraph:Hortensia(fromLesson3;groupwriting)
— Character Reaction Paragraph: Mama or Esperanza (from Lesson 3 homework; one per student)
— CharacterReactionParagraph:Marta(fromLesson6;groupwriting)
— Character Reaction Paragraph: Esperanza or Jose na (from Lesson 6 homework; one per student)
— CharacterReactionParagraph:Miguel(fromLesson7;oneperstudent)
— CharacterReactionParagraph:Esperanza(fromLesson8;oneperstudent)
✓ Two-Voice Poem Planner (one per student)
✓ Esperanza Rising (from Unit 1, Lesson 2; one per student) ✓Domain-Speci c Word Wall (begun in Unit 1, Lesson 3)
Opening
A. Reviewing Learning Target (5 minutes)
■ Move students into pairs and invite them to label themselves A and B.
■ Focus students on the Performance Task anchor chart and invite students to chorally read
it aloud to remind them of what they will be doing at the end of this module.
■ Direct students’ attention to the posted learning target and select a volunteer to read it aloud:
— “I can write a two-voice poem showing the reactions of two characters to an event/sit- uation in Esperanza Rising.”
■ Underline two-voice poem. Invite students to turn and talk. Using a total participation tech- nique, invite responses from the group:
“What is a two-voice poem?” (a poem written for two voices—often the voices of two dif- ferent characters)
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