Page 76 - EL Grade 5 Teacher Supporting Materials - Module 1

Stories of Human Rights
Directions and Que ions
Teaching Notes
• Write and display udent ideas.
• Tell udents that movement and acting out can help them gure out the meaning of sentences and chunks.
• Students can hold property they own alone (e.g., a pencil) and and separately, saying Everyone has the right to own property alone.
• Say: “You did well guring out what the r three chunks mean, and why they’re important. Let’s talk about the fourth chunk.”
• Display and read aloud the following chunk: as well as
• Underline as well as in red. Invite udents to do the same
on their note-catcher.
• Tell udents that saying something in their own words can help them gure out the meaning of sentences and chunks.
• Ask:
“What’s another way to say ‘as well as’?” (and, and also, plus, in addition)
• Write and display udent ideas.
• Say: “You did well guring out what the r four chunks mean, and why they’re important. Let’s talk about the fth and nal chunk.”
• Display and read aloud the following chunk: in association with others.
• Underline in association with others in red and invite udents to do the same on their note-catcher.
• Ask:
“Think about this sentence so far. What are the two ways everyone has the right to own property?” (alone and with others)
• Tell udents that using chunks to talk about their own lives can help them gure out the meaning of sentences and chunks.
“What property do you own in association with others?” (Responses will vary, but may include: a car with my fami- ly, a game with my brother.)
• Write and display udent ideas.
• Students can and together in a group and identify property they own in association with others (e.g., the classroom), saying Everyone has the right to own property in association with others.
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Lesson 7