Page 485 - EL Grade 5 Teacher Guide

Grade 5: Module 1: Unit 3: Lesson 3
Teaching Notes
Purpose of lesson and alignment to standards:
■ This lesson continues a series of lessons in which students analyze the elements of plot in Miguel’s Monologue to build expertise about narrative texts and understand what a mono- logue is. In this lesson, students analyze the middle of the model monologue and plan the middle of their individual monologues (W.5.3, W.5.4, W.5.5).
■ During Work Time A, students participate in a Language Dive. The conversation guides them through the meaning and the order of events of a sentence from Miguel’s Monologue. All students learn how to unpack the sentence and will use this knowledge when writing their own monologues during the mid-unit assessment in Lesson 5.
■ This lesson is the nal in a series of three that include built-out instruction for the use of Goal 2 Conversation Cues to promote productive and equitable conversation (adapted from Michaels, Sarah and O’Connor, Cathy. Talk Science Primer. Cambridge, MA: TERC, 2012. http://inquiryproject.terc.edu/shared/pd/TalkScience_Primer.pdf. Based on Chapin, S., O’Connor, C., and Anderson, N. [2009]. Classroom Discussions: Using Math Talk to Help Students Learn, Grades K–6. Second Edition. Sausalito, CA: Math Solutions Publications). Goal 2 Conversation Cues encourage students to listen carefully to one another and seek to understand. Continue drawing on Goal 1 Conversation Cues, introduced in Unit 1, Lesson 3, and add Goal 2 Conversation Cues to more strategically promote productive and equitable conversation. As the modules progress, Goal 3 and 4 Conversation Cues are also introduced. Consider providing students with a thinking journal or scrap paper.
■ In this lesson, the habit of character focus is on working to become e ective learners. The characteristic that students are reminded of in this lesson is persevere, because they are writing a new and likely unfamiliar format of narrative text.
■ Students practice their uency in this lesson by following along and reading silently as the teacher reads Miguel’s Monologue in Work Time B.
■ The research reading that students complete for homework will help build both their vocab- ulary and knowledge pertaining to human rights. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.
How it builds on previous work:
■ Students analyzed the beginning of Miguel’s Monologue and planned the beginning of their individual monologues in the previous lesson.
■ Throughout Units 1 and 2, students thought about events in Esperanza Rising where human rights were threatened and how the characters reacted to these events. Students refer to the anchor charts and graphic organizers developed in Units 1 and 2 as they plan and write their monologues in this unit.
■ Throughout Unit 1, students were introduced to various total participation techniques (for example, cold calling, equity sticks, Think-Pair-Share, etc.). When following the directive to “Use a total participation technique, invite responses from the group,” use one of these tech- niques or another familiar technique to encourage all students to participate.
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