Page 545 - EL Grade 5 Teacher Guide

Grade 5: Module 1: Unit 3: Lesson 8
✓Domain-Speci c Word Wall (begun in Unit 1, Lesson 3)
✓ Miguel’s Monologue (from Lesson 1; one to display)
✓ Fluent Readers Do These Things anchor chart (new; co-created with students during Closing and Assessment)
✓ Fluent Readers Do These Things anchor chart (example, for teacher reference) Opening
A. Engaging the Reader and Reviewing Learning Targets (15 minutes)
■ Give students speci c, positive feedback on their perseverance and collaboration in plan- ning, drafting, and revising their monologues. (Example: “You have done an excellent job persevering and collaborating with your peers to plan, draft, and revise your monologues. Now, you are now ready to move on to preparing a new part of the performance task.”)
■ Direct students’ attention to the Module Guiding Questions anchor chart and the Working to Contribute to a Better World anchor chart. Remind them they are working to apply their learning to raise awareness about human rights issues threatened in Esperanza Rising.
■ Display the Performance Task anchor chart and select a volunteer to read the rst para- graph aloud.
■ Point out the rst two bullet points under “Your presentation will include”:
— “A read-aloud of your group’s excerpt from Esperanza Rising to give the audience context
for your group’s monologues”
— “A read-aloud of your original monologue”
■ Remind students that they have been working on these elements of the performance task throughout the unit so far.
■ Select a volunteer to read the third bullet:
— “Program,includingaDirectors’Notetohelptheaudiencebetterunderstandthehuman
right challenged by the event described in your group’s monologues”
■ Tell students they will begin working on this part of the performance task today.
■ Circle the word program and tell students that a program is a text that gives information about a performance.
■ Model how to access a program by displaying an example program and model clicking through each page. For each page, use a total participation technique to invite responses from the group:
“What do you notice about this page of the program? What do you wonder?” (Responses will vary.)
“What kind of information is included on this page?” (Responses will vary.)
■ Invite students to use their device to access another example program. Distribute sticky notes and invite students to click through each page, recording what they notice, what they wonder, and the kind of information included on each page on their sticky notes.
■ Refocus whole group. Using a total participation technique, invite responses from the group:
“What did you notice and wonder? What kind of information is included in the example programs?”
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