Page 529 - EL Grade 5 Teacher Guide

Grade 5: Module 1: Unit 3: Lesson 7
Teaching Notes
Purpose of lesson and alignment to standards:
■ In this lesson, students revise their monologues to use a narrative voice appropriate to the story they are telling and the character narrating the event. They consider how Miguel felt during the event described in Miguel’s Monologue, analyze the monologue to see how the author conveyed Miguel’s voice, and revise their monologues based on this analysis and feedback from peers (W.5.3, W.5.4, W.5.5).
■ In this lesson, the habits of character focus are on working to contribute to a better world and working to become an e ective learner. The characteristics that students are reminded of speci cally are using my strengths as they participate in peer critique, and taking respon- sibility as they self-assess and revise their writing.
■ 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 continue revising their drafts planned and written in the rst half of the unit.
■ In Work Time B, students follow the same peer critique directions used in Lesson 4 when
giving and receiving feedback on their monologue plans.
■ 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.
■ Continue to use Goal 1 and 2 Conversation Cues to promote productive and equitable conversation.
Areas in which students may need additional support:
■ Much of this lesson is discussion-based, so some students may need additional support with oral language and/or auditory processing. Consider providing sentence frames for stu- dents to refer to during discussions or a note-taking template for them to take notes during discussion.
Assessment guidance:
■ Review student monologues during and/or after the lesson to determine whether students have appropriately used narrative voice.
■ Refer to the Grade 5 Narrative Writing Rubric when reviewing students’ work to determine areas in which they require more instruction and/or support (see Module 1 Appendix).
■ Consider using the Speaking and Listening Informal Assessment: Collaborative Discussion Checklist during the peer critique in Work Time B (see Module 1 Appendix).
■ Consider using the Writing Informal Assessment: Writing and Language Skills Checklist (Grade 5) during students’ writing in Work Time C (see Module 1 Appendix).
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