Page 543 - EL Grade 5 Teacher Guide

Grade 5: Module 1: Unit 3: Lesson 8
■ Opening A: Prepare technology necessary for each student to view examples of programs from Playbill.com.
— “Playbill Vault.” Playbill. Playbill Inc., n.d. Web. 5 May 2016. <http://www.playbill.com/ vault/>.
■ Consider that YouTube, social media video sites, and other website links may incorporate inappropriate content via comment banks and ads. Although some lessons include these links as the most e cient means to view content in preparation for the lesson, be sure to preview links and/or use a lter service, such as www.safeshare.tv, for viewing the links in the classroom.
■ Work Time A: For students who will bene t from hearing the text read aloud multiple times, consider using a text-to-speech tool like Natural Reader (www.naturalreaders.com), SpeakIt! for Google Chrome (https://chrome.google.com/webstore/detail/speakit/ pgeolalilifpodheeocdmbhehgnkkbak?hl=en-US), or the Safari reader. Note that to use a web-based text-to-speech tool like SpeakIt! or Safari reader, you will need to create an online doc, such as a Google Doc, containing the text.
■ Work Time B: Students complete their note-catchers in a word-processing document, such as a Google Doc, using speech-to-text facilities activated on devices or using an app or soft- ware like Dictation.io (https://dictation.io/speech).
Supporting English Language Learners
Supports guided in part by CA ELD Standard 5.I.B.6, 5.I.B.8, and 5.I.C.10
Important points in the lesson itself
■ The basic design of this lesson supports ELLs with opportunities to read for gist and analyze a model of the piece of writing students are expected to complete in subsequent lessons. This will provide them with necessary schema for writing their Directors’ Notes successfully.
■ ELLs may nd it challenging to make the connection between the events of Esperanza Rising and the language in the UDHR. Clarify this by making these con- nections and the reasoning behind them as explicit as possible.
Levels of support
For lighter support:
■ Create roles for each group member to facilitate collaboration as they work to gather evidence in their note-catchers. Invite an advanced or intermediate pro - ciency student to take on a reader, writer, or evidence detective position.
For heavier support:
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If a group contains many ELLs and students who need heavier support, consider working closely with this group to complete their summaries and evidence gath- ering as a shared experience.
During Work Time B, distribute a partially lled-in copy of the Directors’ Note Research note-catcher. This provides students with models for the kind of infor-
mation they should enter and reduces the volume of writing required.
EL Education Curriculum 519
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Technology & Multimedia