Page 490 - EL Grade 5 Teacher Guide

Stories of Human Rights
■ Focus students on the Working to Become E ective Learners anchor chart, speci cally persevere. Remind students that because they will be working to plan an unfamiliar form of narrative text, they will need to persevere.
Meeting Students’ Needs
■ For ELLs and udents who may need additional support with memory: Review the r learning target and ask udents to recall and describe how they worked toward achieving a similar learning target for the beginning of their monologue in Lesson 2. (MMR)
■ For ELLs and udents who may need additional support with comprehension: Check comprehension of the second learning target. Ask:
“What will the middle of your monologue explain?” (How the narrator responds to the situation.)
— Point out that the words respond and to are often used together. — Ask:
“What do you think it means to respond to an event or situation? (It means how some- one acts after something happens; how someone reacts to an event.) (MMR)
Work Time
A. Language Dive Part II: Miguel’s Monologue (15 minutes)
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Move students into pairs.
Display Miguel’s Monologue and invite students to take out their own copies. Invite stu- dents to follow along, reading silently in their heads as you read the text aloud.
Direct students’ attention to the Close Readers Do These Things anchor chart and focus students on bullets 5–11.
Tell students you are going to guide them through this Language Dive. Some of the questions will be discussed as a whole group, and others will be discussed with a partner.
Guide students through the Language Dive using the Language Dive Guide Part II: Miguel’s Monologue (for teacher reference). Refer to the guide for how to integrate the Language Dive Note-catcher Part II: Miguel’s Monologue and Language Dive Sentence Strip Chunks Part II: Miguel’s Monologue.
Meeting Students’ Needs
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For ELLs: Pair udents with a partner who has more advanced or native language pro ciency. The partner with greater language pro ciency can serve as a model in the pair, initiating discussions and providing implicit sentence frames.
Provide di erentiated mentors by purposefully pre-selecting udent groups. Consider meeting with the mentors in advance to share their thought process. (MMAE)
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Unit 3: Lesson 3