Page 77 - EL Grade 5 Teacher Guide

Grade 5: Module 1: Unit 1: Lesson 2
■ Opening A: Create the Working to Become Ethical People anchor chart in an online format— for example, a Google Doc—to share with families to reinforce habits of character at home.
■ Opening B: Create the Close Readers Do These Things anchor chart in an online format—for example, a Google Doc—to share with families to reinforce reading skills at home.
■ WorkTimeA:CreatetheStructureofEsperanzaRisinganchorchartinanonlineformat—for example, a Google Doc—to display.
Supporting English Language Learners
Supports guided in part by CA ELD Standards 5.I.B.6, 5.I.B.8, and 5.II.A.1
Important points in the lesson itself
■ The basic design of this lesson supports ELLs by establishing an environment of respect for diverse perspectives on human rights; pairing students and allowing time for thought and discussion during each task; and providing time to inves- tigate vocabulary. Students are invited to determine the gist of the rst pages of Esperanza Rising, a book that acknowledges, celebrates, and re ects on the diver- sity of Mexican culture, while noticing and investigating how Pam Muñoz Ryan, the Mexican-American author of Esperanza Rising, infuses the English text with Spanish.
■ ELLs may nd it challenging to determine the gist of pages 1–3 of Esperanza Rising because of the volume of potentially unfamiliar new language. Remind them of the strategies from Lesson 1 for approaching unfamiliar texts. Invite them to pat them- selves on the back for what they do understand. Once students understand the gist, take them to the next level by modeling and thinking aloud through the Structure of Esperanza Rising anchor chart (see the Meeting Students’ Needs column).
Levels of support
For lighter support:
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Invite students to investigate why the author uses Spanish in Esperanza Rising. (Examples: To celebrate bilingualism, re ect Esperanza’s home language, show that people speak and write in di erent languages, and make the story more inter- esting and meaningful.)
Invite a student to paraphrase the events of Esperanza Rising and the Structure of Esperanza Rising anchor chart in more comprehensible language for those who need heavier support.
In Work Time A, challenge students to generate questions about the proverb in Esperanza Rising before asking the prepared questions. (Example: “What ques- tions can we ask about this sentence? Let’s see if we can answer them together.”)
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