Page 508 - EL Grade 5 Teacher Guide

Stories of Human Rights
3. Closing and Assessment
A. Tracking Progress (15 minutes)
4. Homework
A. Accountable Research Reading. Select a prompt and respond in the front of your inde- pendent reading journal.
Teaching Notes
Purpose of lesson and alignment to standards:
■ In this lesson, students complete the Mid-Unit 3 Assessment. They use their Monologue Planning Graphic Organizer: Esperanza Rising to draft their monologues (W.5.3, W.5.3a, W.5.3b, W.5.3e, W.5.4).
■ In Work Time C, students are guided through a research reading share. Consider using the Independent Reading: Sample Plan if you do not have your own independent reading review routines. This review is designed to hold students accountable for their research reading completed for homework. This volume of reading promotes students’ growing ability to read a variety of literary and informational texts independently and pro ciently (RI.5.10, RL.5.10, SL.5.1).
■ In the Closing, students re ect on their learning using the Tracking Progress: Narrative Writing recording form. This exercise is meant to provide them with time to formally keep track of and re ect on their own learning. This self-re ection supports metacognition and pride in work and learning.
■ In this lesson, the habits of character focus is on working to become an e ective learner and working to become ethical people. The characteristics that students are reminded of speci cally are perseverance as they work through an assessment independently and taking responsibility as they re ect on their learning about informational writing throughout this unit. They are also reminded of taking initiative before sharing their independent reading.
■ 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:
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Students use their monologue plans developed throughout the rst half of the unit to write a draft of their monologues.
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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Unit 3: Lesson 5