Page 5 - EL Grade 5 Teacher Guide

Table of Contents
Lesson 14: Writing a Literary Essay: Proof Paragraphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 362 Lesson 15: Writing a Literary Essay: Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 373 Lesson 16: End of Unit 2 Assessment: Revising a Literary Essay. . . . . . . . . . . . . . . . . . . . . . . . . . 384 Homework Resources (For Families). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 398
(Each lesson contains the following embedded elements: CCSS, Daily Learning Targets, Ongoing Assessment, Agenda, Teaching Notes, Technology and Multimedia, Supporting English Language Learners, Vocabulary, Materials, Opening, Work Time, Closing, and Homework)
Unit 3: Using Writing to Raise Awareness: Human Rights
Unit 3 Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Guiding Questions and Big Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . The 4 T’s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Unit 3 Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Habits of Character/Social-Emotional Learning Focus. . . . . . Week-at-a-Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Accountable Independent Reading . . . . . . . . . . . . . . . . . . . . . . . . Supporting English Language Learners . . . . . . . . . . . . . . . . . . . . Connections to the Additional Language and Literacy Block Preparation and Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Unit 3 Lessons: 1–13
.. . .. . . . . .. . .. . . . . . . . . . . .. . .. .
. ................ 418 . ................ 418 . . . . . . . . . . . . . . . . . 418 . ................ 419 . ................ 419 . . . . . . . . . . . . . . . . . 420 . . . . . . . . . . . . . . . . . 425 . . . . . . . . . . . . . . . . . 425 . ................ 427 . ................ 427
Lesson 1: Preparing to Write: Determining Characteristics of the Format. . . . . . . . . . . . . . . . . 428 Lesson 2: Writing Narrative Texts: Planning the Beginning of a Monologue . . . . . . . . . . . . . . 444 Lesson 3: Writing Narrative Texts: Planning the Middle of a Monologue . . . . . . . . . . . . . . . . . 460 Lesson 4: Writing Narrative Texts: Planning the Ending of a Monologue . . . . . . . . . . . . . . . . . 471 Lesson 5: Mid-Unit 3 Assessment: Narrative Monologue: Describing an
Event from Esperanza Rising. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 483 Lesson 6: Writing Narrative Texts: Revising to Convey Experiences Precisely . . . . . . . . . . . . 492 Lesson 7: Writing Narrative Texts: Revising for Narrative Voice . . . . . . . . . . . . . . . . . . . . . . . . . 504 Lesson 8: Performance Task: Determining Characteristics of the Format of a Program . . . . .515 Lesson 9: Performance Task: Gathering Evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 529 Lesson 10: Performance Task: Drafting the Directors’ Note. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 540 Lesson 11: End of Unit 3 Assessment: Revising Writing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 550 Lesson 12: Performance Task: Monologue Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 558 Lesson 13: Performance Task: Monologue Performance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 566 Homework Resources (For Families). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 572
(Each lesson contains the following embedded elements: CCSS, Daily Learning Targets, Ongoing Assessment, Agenda, Teaching Notes, Technology and Multimedia, Supporting English Language Learners, Vocabulary, Materials, Opening, Work Time, Closing, and Homework)
Grade 5: Writing Rubrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 584 Informal Checklists. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 589 Grade 5: Phonics and Word Recognition Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 606 Supporting English Language Learners . ............................................... 623 Language Dives . . . . . . . . . . . . . . . . . . . . . . . ............................................... 633 Conversation Cues. . . . . . . . . . . . . . . . . . . . . ............................................... 637 Independent Reading Sample Plans. . . . . ............................................... 641 Independent Reading: The Importance of a Volume of Reading . . . . . . . . . . . . . . . . . . . . . . . . . . 646 Fostering Character in a Collaborative Classroom. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 652 Grade 5: Curriculum Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 666
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