Page 73 - EL Grade 5 Teacher Guide

Grade 5: Module 1: Unit 1: Lesson 1
Meeting Students’ Needs
■ For ELLs and udents who may need additional support with writing: As udents may be overwhelmed by the Performance Task anchor chart, assure them that you will continue to explore the meaning of the chart in subsequent lessons and units. (MME)
■ For ELLs and udents who may need additional support with writing: Consider displaying a model performance task from a former udent. Ask udents to make connections between the model and the performance task. (MMR)
■ For ELLs and udents who may need additional support with memory: Con rm initial under anding of the concept of poetry by asking udents what the Infer the Topic resources have in common and how they compare to prose. (MMR)
■ For ELLs and udents who may need additional support with writing: E ablish transparency of purpose. Ask:
“Why do we have guiding questions for each module?” (Responses will vary, but may include: to help focus our learning, to help us think about the performance task.)
■ When discussing the meaning of rights, talk through how there are multiple mean- ings for the word right. (MMR)
Homework
A. Read and re ect on the guiding questions for the module. Talk about them with your family. How do they make you feel? Why? What do they make you think about? You can sketch or write your re ections.
Meeting Students’ Needs
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For ELLs and udents who may need additional support with comprehension: Display, repeat, and rephrase the guiding que ion. Examples:
“What are human rights, and how can they be threatened?” Explain what human rights are.
“What are some ways someone might try to take away another person’s human rights?”
For ELLs: If possible, invite the family or a udent in school who shares the home language to translate and discuss the que ion with udents. (MMR)
To clarify the meaning of threatened, consider asking udents to give a speci c example of how a human right can be threatened.
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