Page 445 - EL Grade 5 Teacher Guide

Grade 5: Module 1: Unit 3: Overview
Lesson and CCSS
Agenda
Daily Learning Targets
Ongoing Assessment
Anchor Charts & Protocols
Lesson 3
W.5.3, W.5.3a, W.5.3b, W.5.4, W.5.5
Writing Narrative Texts: Planning the Middle of a Monologue
1. Opening
A. Engaging the Writer: Rereading an Event (10 minutes)
B. Reviewing Learning Targets (5 minutes)
2. Work Time
A. Language Dive, Part II: Miguel’s Monologue (15 minutes)
B. Analyzing a Model (10 minutes)
C. Guided Practice: Planning the Middle of a
Monologue (15 minutes)
3. Closing and Assessment
A. Re ecting on Learning (5 minutes)
4. Homework
A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.
B. For ELLs: Complete Language Dive Part II practice in your Unit 3 Homework.
• I can identify the characteristics of the middle of a monologue. (W.5.3a, W.5.3b, W.5.4)
• I can plan the middle of a mono- logue that explains how the narrator responds to the event or situation. (W.5.3a, W.5.3b, W.5.4, W.5.5)
• Middle box of Monologue Planning graphic organizer: Esperanza Rising (W.5.3a, W.5.3b, W.5.4, W.5.5)
• Thumb-O-Meter protocol
• Working to Become Effective Learners anchor chart
• Close Readers Do These Things anchor chart
• Spanish/English Dictionary anchor chart
Lesson 4
W.5.3, W.5.3e, W.5.4, W.5.5
Writing Narrative Texts: Planning the Ending of a Monologue
1. Opening
A. Engaging the Writer: Recounting the Beginning, Middle, and End of an Event (10 minutes)
B. Reviewing Learning Targets (5 minutes)
2. Work Time
A. Analyzing a Model (10 minutes)
B. Guided Practice: Planning the Ending of a
Monologue (15 minutes)
C. Peer Critique: Using Details and Description
(15 minutes)
3. Closing and Assessment
A. Annotating Plans for Revision (5 minutes)
4. Homework
A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.
• I can plan the end- ing of a monologue that provides a sat- isfying conclusion. (W.5.3e, W.5.4, W.5.5)
• I can provide a peer with kind, helpful, and speci c feed- back on his or her Monologue Planning Graphic Organizer: Esperanza Rising. (W.5.3, W.5.5)
• Ending box of Monologue Planning Graphic Organizer: Esperanza Rising (W.5.3e, W.5.4, W.5.5)
• Revision notes (W.5.3, W.5.5)
• Red Light, Green Light protocol
• Peer Critique protocol
• Spanish/English Dictionary anchor chart
• Working to Contribute to a Better World anchor chart
• Peer Critique anchor chart
Lesson 5
W.5.3, W.5.3a, W.5.3b, W.5.3e, W.5.4, W.5.5, W.5.10
Mid-Unit 3 Assessment: Narrative Monologue: Describing an Event from Esperanza Rising
1. Opening
A. Reviewing Learning Target (5 minutes)
2. Work Time
A. Revising Monologue Plan (10 minutes) B. Mid-Unit 3 Assessment: Narrative
Monologue: Describing an Event from
Esperanza Rising (20 minutes)
C. Research Reading Share (10 minutes)
3. Closing and Assessment
A. Tracking Progress (15 minutes)
4. Homework
A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.
• I can draft a mono- logue that estab- lishes the situation and introduces
the characters, explains how the narrator responds to the event or situation, and provides a sense of closure. (W.5.3, W.5.4, W.5.10)
• Mid-Unit 3 Assessment: Narrative Monologue: Describing an Event from Esperanza Rising (W.5.3, W.5.4, W.5.10)
• Tracking Progress: Narrative Writing (W.5.3)
• Working to Become Effective Learners anchor chart
• Working to Become Ethical People anchor chart
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