Page 84 - EL Grade 5 Teacher Guide

Stories of Human Rights
■
■
■
■
■
■
■
■
■
“Has anyone had any experience with Mexico that they would like to share?” (Mexico or neighboring countries, such as the United States, will likely be the country of origin for many students.)
If appropriate, to help build trust, consider sharing a personal story regarding your experi- ences, if any, with Mexico.
Focus students’ attention back on the text and invite them to follow along, reading silently in their heads as you read pages 1–3 of Esperanza Rising aloud.
Invite students to turn and talk to their partner, and then use equity sticks to select students to share out:
“What do you know from these rst few pages?” (There is a female character called Esperanza who is 6 and her father, and they grow grapes in a valley.)
“What is the gist of these pages? What is this section of the book mostly about?” (Responses may vary, but may include that Esperanza’s father helps her to hear the heartbeat of the land.)
Refocus students on the Spanish that Papa says on page 2. Invite them to turn and talk to their partner, and then use equity sticks to select students to share out:
“What do you notice about the Spanish text?” (It is written in a di erent font.)
“What does it mean? How do you know?” (Wait a little while, and the fruit will fall into your hand. The text says it underneath.)
“What do you call this? Think back to the page of proverbs.” (a proverb)
“What does this proverb mean?” (Be patient and you will get what you want.)
Direct students’ attention to the Structure of Esperanza Rising anchor chart and focus them on the key at the top of the page: Exposition, Rising Action, Climax, Falling Action, Resolution. Tell students that each of these is a di erent part of a story.
Invite students to turn and talk to their partner, and then use equity sticks to select students to share out:
“Which of these ve parts of a story applies to pages 1–3 of Esperanza Rising? How do you know?” (exposition; because it is the start of a story, before the action begins)
Draw a horizontal line at the bottom of the anchor chart to re ect this and label it. Refer to Structure of Esperanza Rising anchor chart (example, for teacher reference) as necessary.
Invite them to turn and talk to their partner, and then use equity sticks to select students to share out:
“How did nding the gist help you to better understand the text?” (Responses will vary.)
Tell students they are now going to use the Thumb-O-Meter protocol to think about how close they feel they are to meeting the rst two learning targets. Inform them that they will hear the rst learning target read aloud. They will then show their comfort level by holding their thumb up, down, or sideways. By holding their thumb up, they are indicating that they are comfortable or have done this before. By holding their thumb sideways, they are indi- cating that they think they will need some support. By holding their thumb down, they are indicating that they feel uncomfortable with what is described or have never done it before. They will then repeat this process with the second learning target. Refer to the Classroom Protocols document for the full version of the protocol.
60
_ELED.TG.05.01.indb 60
12/4/18 11:49 PM
Unit 1: Lesson 2