Page 493 - EL Grade 5 Teacher Guide

Grade 5: Module 1: Unit 3: Lesson 3
today they should complete only this part of the graphic organizer. Remind them that they will work on planning the other parts of their narratives in the next few lessons.
■ Invite students to plan the middle of their monologue.
■ Circulate and support students as they plan. Remind them to be creative but to remember that their narratives should be based on their group’s event from Esperanza Rising, and to refer to Esperanza Rising, the Character Reaction note-catcher that corresponds to their group’s event, the Spanish/English Dictionary anchor chart, and the domain-speci c word wall as they plan.
■ Circulate to support pairs as they plan. If necessary, prompt by asking questions such as: “What event is being described in this monologue?”
“Who is the narrator? What does the narrator think, feel, do, or say when the event occurs?”
Meeting Students’ Needs
■ For ELLs and udents who may need additional support with comprehension: Display, repeat, and rephrase the r Narrative Writing Checkli characteri ic (W.5.3a). (Example: “I write the events in an order that makes sense and is easy to under and.”) (MMR)
■ For ELLs: If beginning pro ciency udents are partnered with more advanced udents within monologue groups, invite them to plan the middle of their mono- logues and ll out their graphic organizers together. Allow them extra time to plan if needed.
■ Provide di erentiated mentors by purposefully pre-selecting udent groups. Consider meeting with the mentors in advance to share their thought process. (MMAE)
Closing and Assessment
A. Re ecting on Learning (5 minutes)
■ Tell students they are now going to use the Thumb-O-Meter protocol to re ect on their pro- gress toward the learning targets. Remind them that they used this protocol in Units 1 and 2 and review as necessary. Refer to the Classroom Protocols document for the full version of the protocol.
■ Guide students through the Thumb-O-Meter protocol using the rst learning target. Scan student responses and make a note of students who may need more support with this mov- ing forward.
■ Repeat this process with the second learning target.
■ Focus students on the Working to Become E ective Learners anchor chart, speci cally per- severe. Invite students to use their thumb to re ect on how they persevered as they planned the middle of their monologues.
■ Note students showing a thumbs-sideways or thumbs-down, so you can check in with them frequently to see how they are getting on with this in later lessons.
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