Page 451 - EL Grade 5 Teacher Guide

Grade 5: Module 1: Unit 3: Overview
■ Writing monologues and Directors’ Notes: Students receive explicit instruction in how to craft a monologue from the perspective of one of the characters in Esperanza Rising: a begin- ning that introduces the narrator and establishes the situation, a middle that uses descrip- tion to show the how the narrator responded to the situation, and an ending that provides a sense of closure. Some students may need additional support with organization, as they are still learning to comprehend the language itself. Use color-coding and manipulatives, such as sentence strips, to support this skill. Also, this narrative structure may be di erent from the text structure students are familiar with in their home language. Compare and con- trast home language text structure whenever possible. Students also create Directors’ Notes in groups. These notes contextualize their monologues by connecting them to articles of the Universal Declaration of Human Rights. The concept of creating a piece of writing in reference to another piece of writing may be challenging to grasp for some ELLs. Support students by working closely with groups with many ELLs to create their Directors’ Notes.
■ Perfect tenses: Throughout the unit, students learn how to form and use verbs in the per- fect tenses. It may be challenging for ELLs to absorb the forms and meanings of all three verb tenses throughout the course of this unit. For ELLs, consider focusing primarily on the past perfect tense. Provide opportunities for students to practice the form whenever possi- ble. Additional practice with the past perfect tense can be found within the unit’s Language Dives and Mini Language Dives.
■ Celebration: Celebrate the courage, enthusiasm, diversity, and bilingual skills that ELLs bring to the classroom.
Connections to the Additional Language and Literacy Block
■ In the ALL Block for this unit, students work on only two components each week to intro- duce them to the structure and routines gradually:
— In week 1, students will be introduced to the ALL Block through a series of lessons that will introduce the components and the structure. Students will then work on Independent Reading and Additional Work with Complex Text in which they will read and analyze the Independent Group Work protocol to be able to understand and follow the instructions during independent work time.
— In week 2, students work on Independent Reading and Word Study and Vocabulary. In Word Study and Vocabulary, students practice sorting words into academic and domain-speci c vocabulary, in order to be able to record words in the appropriate place in their vocabulary log.
Preparation and Materials
■ Consider enlisting a drama teacher to support work on the monologues and programs throughout the unit.
■ Prepare technology necessary to research current threats to human rights in Lesson 9, and publish the programs in in Lesson 12 (e.g., a computer or other word-processing tool).
■ The Working to Contribute to a Better World anchor chart is introduced in this unit and referenced both throughout the module and the school year.
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