Page 77 - EL Grade 5 Teacher Supporting Materials - Module 1

Grade 5: Module 1: Unit 1: Lesson 7
Directions and Que ions
Teaching Notes
6. “Discuss why we
underlined everyone in blue and the remaining chunks in red. What if we remove everyone?”
Recon ruct
• Say: “You did well guring out what all of the chunks mean, and why they’re important.”
• Tell udents they will now go from the Decon ruct to the Recon ruct age. Say:
“Now that you’ve played with the chunks, let’s put them all back together again into a sentence. And let’s see how playing with the chunks adds to our under anding of the meaning of the sentence and our guiding que ion. Let’s see how recon ructing helps us under and how English works.”
• Read aloud the sentence on display: Everyone has the right to own property alone as well as in association with others.
• Students can and, r alone with their pencil, saying Everyone has the right to own property alone, and then together in a group in the classroom, saying as well as in association with others.
• Point again to the chunks on display and the blue and red underlining: Everyone has the right to own property alone as well as in association with others.
• Ask Que ion 7. Experiment with removing the Everyone chunk and rereading the sentence aloud. Tell udents you will give them 1 minute to think and discuss with their partner.
• If productive, cue udents to expand the conversation by saying more:
“Can you say more about that?” (Responses will vary.)
• After providing 1 minute of think time and inviting responses, write and display udent ideas.
• Invite udents to label the parts of the sentence on their note-catcher: “S” for subject, “P” for predicate.
• Ask:
“What other que ions can we ask that will help us under and this sentence?” (Responses will vary.)
“Now what do you think is the meaning of this sentence?” (Responses will vary.)
“How does this Language Dive add to your under anding of the guiding que ion?” (Responses will vary.)
EL Education Curriculum 67
_ELED.TSM.05.01.indb 67
1/21/19 10:37 AM