Page 74 - EL Grade 5 Teacher Supporting Materials - Module 1

Stories of Human Rights
Directions and Que ions
Teaching Notes
• Where possible, consider placing sketches, pictures, or illu rations above key nouns and verbs in the chunks after discussing their meanings. This will allow udents to quickly access the content of each chunk as they work with the ructures in the sentence as a whole.
• For translation work, invite udents to use their online or paper translation dictionary if necessary. Invite udents to add new vocabulary to their vocabulary log.
LANGUAGE DIVE (continued)
• Welcome udents to their r Grade 5 Language Dive. Display this term.
• Tell udents you will give them time to think and discuss with their partner. Ask:
“What do you think a Language Dive is?” (Responses will vary.)
• After inviting responses, write and display udent ideas.
• If productive, cue udents to clarify the conversation by con rming what they mean. If necessary, prompt udent responses with sentence frames: “Yes, you’ve got it” or “No, sorry, that’s not what I mean. What I mean is _____.” Ask:
“So, do you mean _____?” (Responses will vary.)
• Con rm or amend and display udent ideas.
5. Canyouread the sentence aloud in your pairs?
Decon ruct
• Tell udents about the r ep in the Decon ruct age: “When we do a Language Dive, r we read the sentence. We talk about what we think it means and how it might help us under and our focus que ion.”
• Invite udents to put their nger by this sentence:
Everyone has the right to own property alone as well as in association with others.
• Read aloud the sentence twice. Ask Que ion 5.
• Tell udents you will give them time to think and discuss with their partners. Ask:
“What is the meaning of this sentence?” (Responses will vary.)
“How does this sentence add to your under anding of the guiding que ion?” (Responses will vary.)
• After inviting responses, write and display udent ideas.
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Lesson 7