Page 568 - EL Grade 5 Teacher Guide

Stories of Human Rights
Vocabulary
Key:
(L): Lesson-Speci c Vocabulary (T): Text-Speci c Vocabulary (W): Vocabulary Used in Writing
■ collaborate (L)
■ reactions, violated, threatened, human rights, challenges, impact, face (W)
Materials
✓ Monologue group norms (from Lesson 1; one per monologue group)
✓Performance Task anchor chart (begun in Unit 1, Lesson 1)
✓ Directors’ Note Research note-catcher (from Lesson 8; one per student and one to display)
✓Working to Become E ective Learners anchor chart (begun in Unit 2, Lesson 13)
✓ Paper (lined; several pieces per student)
✓ Model Directors’ Note (from Lesson 8; one per student and one to display)
✓ Informative Writing Checklist (from Unit 2, Lesson 12; one per student)
✓ Esperanza Rising (from Unit 1, Lesson 2; one per student)
✓ Simpli ed version of the UDHR (from Unit 1, Lesson 4; one per student)
✓ How Were the Human Rights of the Characters in Esperanza Rising Threatened? anchor chart (begun in Unit 1, Lesson 4)
✓Domain-Speci c Word Wall (begun in Unit 1, Lesson 3)
✓ Red, yellow, and green objects (one of each color per student)
✓Working to Become Ethical People anchor chart (begun in Unit 1, Lesson 2)
✓ Independent Reading: Sample Plan (see Module 1 Appendix)
✓Monologue drafts (begun in Lesson 5; one per student)
✓ Fluent Readers Do These Things anchor chart (from Lesson 8)
✓Peer Critique anchor chart (begun in Unit 2, Lesson 8)
✓ Directions for Peer Critique (from Lesson 9; one per student and one for display) ✓ Sticky notes (two per student; preferably two di erent colors)
Opening
A. Reviewing Learning Targets (5 minutes)
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■
Direct students’ attention to the posted learning targets and select a volunteer to read them aloud:
— “I can draft an informational text explaining the human right threatened in my mono- logue group’s event from Esperanza Rising and how people are impacted by this issue today.”
— “I can uently read my monologue aloud.”
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Unit 3: Lesson 10