Page 471 - EL Grade 5 Teacher Guide

Grade 5: Module 1: Unit 3: Lesson 2
■ Work Time C: Digital narrative plan: Students complete the Monologue Planning graphic organizer using Google Docs or other word-processing software to refer to when working on their writing outside of class.
■ Work Time C: Students use speech-to-text facilities activated on devices or use an app or software like Dictation.io (https://dictation.io/speech).
Supporting English Language Learners
Supports guided in part by CA ELD Standards 5.I.A.1, 5.I.A.2, 5.I.A.4, 5.I.c.10a, 5.I.c.12a, 5.II.A.1, and 5.II.B.3
Important points in the lesson itself
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The basic design of this lesson supports ELLs by explicitly examining the function, meaning, and use of perfect verb tenses, analyzing the characteristics of a model monologue and discussing key elements of plot in narrative texts, and applying what they learn when planning the beginning of their monologues.
ELLs might nd it challenging to understand how to form and use all three perfect verb tenses in Work Time A. If possible, review the mini lesson terms ahead of time. Consider focusing on just the past perfect tense and providing students with many opportunities to practice and apply their learning.
In Opening A, consider partnering beginning pro ciency students with more advanced students to write their monologues from the perspective of the same character. The student with greater language pro ciency can serve as a model, providing implicit sentence frames while planning their monologues in Work Time C.
In Work Time A, ELLs are invited to participate in the rst of a series of two con- nected Language Dive conversations. This rst Language Dive is optional but pre- pares students for the Language Dive in Lesson 3. The conversation guides them through understanding the meaning and the sequence of events of a sentence from Miguel’s Monologue. It also provides students with further practice using the past perfect tense. Students may draw on this structure when writing their own mono- logues. Preview the Language Dive Guide and consider how to invite conversation among students to address the questions and goals suggested under each sentence strip chunk (see supporting materials). Select from the questions and goals pro- vided to best meet your students’ needs. Prepare the sentence strip chunks for use during the Language Dive (see supporting materials).
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