Page 406 - EL Grade 5 Teacher Guide

Stories of Human Rights
— “Thinkaboutyourfocus atements.Howcanyourephraseorre ateyourlit- erary essay focus atements? Use the sentence frame: “Although [event] will profoundly change both their lives, [character 1] and [character 2] react very di erently.” (Responses will vary).
■ Before udents begin writing, you can create a writing goal that is appropriate for the individual udent (e.g., two pages). Place a ar or a icker at the goal point so that they can self-monitor their progress as they write. (MME)
■ Fine motor skills may be a barrier to writing for some udents. Consider o ering supportive tools such as a pencil grip, slanted desk, or the use of a word processor. (MMAE)
■ Minimize di ractions by o ering udents supports such as dividers or sound- canceling headphones. (MMAE)
■ Some udents may not yet have the amina to write for 25 minutes. Consider o ering breaks at pre-determined time points. Place a timer on udents’ desks to help them monitor their own time. Provide udents reasonable choice around what they do during the break (e.g., get a drink of water, retch). (MMAE, MME)
Closing and Assessment
A. Research Reading Share (15 minutes)
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Focus students on the Working to Become Ethical People anchor chart. Remind them of: I behave with integrity. This means I am honest and do the right thing, even when it’s di - cult, because it is the right thing to do.
Remind them that this includes doing homework even when there may be other things they want to do after school. Remind them that the purpose of research reading is to build back- ground knowledge and vocabulary on a topic so that they can gradually read more and more complex texts on that topic.
Refer to the Independent Reading: Sample Plans to guide students through a research reading review, or use your own routine.
Guide students through the Thumb-O-Meter protocol to self-assess against how well they persevered and showed integrity in this lesson.
Meeting Students’ Needs
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Discuss what showing integrity looks and sounds like. Consider using additional forms of representation (for example, images or short videos that demon rate initiative), or have udents act out behaviors that show integrity. (MMR)
For ELLs: Review the learning target introduced in Opening B. Ask udents to give speci c examples of how they worked toward achieving it with integrity. Invite udents to rephrase the learning target now that they have had more experience writing conclusion paragraphs.
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12/4/18 11:49 PM
Unit 2: Lesson 15