Page 260 - EL Grade 5 Teacher Supporting Materials - Module 1

Stories of Human Rights
Proof Paragraph 1 (yellow):
9. Repeat eps 1–5 with the next part of the model literary essay, Proof Paragraph 1, marked “yellow” on the annotated model literary essay (for teacher reference). Students will paint in yellow. Ensure udents under and that the purpose of this paragraph is to give evidence and reasons to prove point 1. For example, in the model, this paragraph provides more detail and evidence from the text about how Esperanza reacted to the re.
10. Brie y check all udent work before moving on to the next ep.
Transition (yellow and blue):
11. Repeat eps 1–5 with the next part of the model literary essay, Transition, marked “yellow and blue” on the annotated model literary essay (for teacher reference). Students will paint in both yellow and blue—their designs can
be however they’d like, as long as both colors are identi able (for example, udents could paint blue and yellow ripes or blue and yellow polka dots). Ensure udents under and that the purpose of this sentence is to provide
a transition between the ideas in Proof Paragraph 1 and the ideas in Proof Paragraph 2. For example, in the model, this sentence links Proof Paragraph 1, which was about how Esperanza reacted to the re, to Proof Paragraph 2, which was about how Miguel reacted to the re.
12. Brie y check all udent work before moving on to the next ep.
Proof Paragraph 2 (blue):
13. Repeat eps 1–5 with the next part of the model literary essay, Proof Paragraph 2, marked “blue” on the annotated model literary essay (for teacher reference). Students will paint in blue. Ensure udents under and that the purpose of this paragraph is to give evidence and reasons to prove point 2. For example, in the model, this paragraph provides more detail and evidence from the text about how Miguel reacted to the re.
14. Brie y check all udent work before moving on to the next ep.
Conclusion (green, yellow, and blue):
15. Point to the nal paragraph of the model literary essay and remind udents of the gi atement for this paragraph.
16. Read the nal paragraph, sentences marked “green,” “yellow,” and “blue,” on the annotated model literary essay (for teacher reference). Using a total participation technique, invite responses from the group:
“What is the purpose of this nal paragraph?” (It should wrap up the piece by re ating the focus and adding some of your own thinking about why it is important. For example, in the model, this paragraph explains why there are di erences in their reactions.)
17. Explain that you are going to color the r part of this paragraph in green, yellow, and blue because it is a mix of the focus atement, point 1, and point 2. Refer to the annotated model literary essay (for teacher reference).
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Lesson 12