- I can draft a monologue that establishes the situation and introduces the characters, explains how the narrator responds to the event or situation, and provides a sense of closure. (W.5.3, W.5.4, W.5.10)
These are the CCS Standards addressed in this lesson:
- W.5.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
- W.5.3a: Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
- W.5.3b: Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
- W.5.3e: Provide a conclusion that follows from the narrated experiences or events.
- W.5.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
- W.5.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
- W.5.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Daily Learning Targets
Ongoing Assessment
- Mid-Unit 3 Assessment: Narrative Monologue: Describing an Event from Esperanza Rising (W.5.3, W.5.4, W.5.10)
- Tracking Progress: Narrative Writing (W.5.3)
Agenda
Agenda | Teaching Notes |
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1. Opening A. Reviewing Learning Target (5 minutes) 2. Work Time A. Revising Monologue Plan (10 minutes) B. Mid-Unit 3 Assessment: Narrative Monologue: Describing an Event from Esperanza Rising (20 minutes) C. Research Reading Share (10 minutes) 3. Closing and Assessment A. Tracking Progress (15 minutes) 4. Homework A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal. |
Purpose of lesson and alignment to standards:
How it builds on previous work:
Areas in which students may need additional support:
Assessment guidance:
Down the road:
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In Advance
- Prepare:
- Mid-Unit 3 Assessment (see Assessment Overview and Resources).
- Research reading share using Independent Reading: Sample Plan (see the Tools page), or your own independent reading routine.
- Gather Tracking Progress folders.
- Post: Learning targets and applicable anchor charts.
Tech and Multimedia
- Work Time B: Students complete the Mid-Unit 3 Assessment online with questions set up on a Google Form, for example.
- Work Time B: Digital narrative draft: Students complete the Mid-Unit 3 Assessment using Google Docs or other word-processing software to refer to when working on their writing outside of class.
- Work Time B: Students use speech-to-text facilities activated on devices or use an app or software like Dictation.io.
Supporting English Language Learners
Supports guided in part by CA ELD Standards 5.I.C.10a, 5.I.C.10b, 5.I.C.12a, 5.II.A.1, 5.II.A.2a, 5.II.A.2b, 5.II.B.3, 5.II.B.4, 5.II.B.5, and 5.II.C.6
Important points in the lesson itself
- The basic design of this lesson supports ELLs by inviting them to complete assessment tasks similar to the classroom tasks completed in Lessons 1-4.
- The Mid-Unit 3 Assessment may be challenging for ELLs, as it is a bit further removed from the heavily scaffolded classroom interaction. ELLs will be asked to independently apply not only cognitive skills developed in Lessons 1-4, but also new linguistic knowledge introduced in those lessons. Encourage students to do their best, and assure them that you will continue learning together after the assessment.
- Allow students to review language they've written on the Word Wall or in their vocabulary log.
- Make sure that ELLs understand the assessment directions. Answer their questions, refraining from supplying answers to the assessment questions themselves (see Meeting Students' Needs column).
- After the assessment, ask students to discuss which assessment task was easiest and which was most difficult, and why. In future lessons and for homework, focus on the language skills that will help students address these assessment challenges.
- As you give feedback on the monologues written in the Mid-Unit 3 Assessment, you may notice that some ELLs' writing contains many language errors. Focus on only one or two pervasive errors that interfere with the meaning of the monologue. For example, if the ending lacks a sense of closure, ask the students how the situation was resolved and where that information should be included in the monologue.
- Spend an equal amount of time giving feedback on what the student did well, for example, writing in the first person point of view, or using verb tenses correctly, for example. This will help enable the student to identify and repeat his or her success next time.
Universal Design for Learning
- Multiple Means of Representation (MMR): To be successful on the mid-unit assessment, students need to generalize learning from previous lessons. Before administering the assessment, activate their prior knowledge by recalling the learning targets from previous lessons and the narrative writing that students have already completed.
- Multiple Means of Action and Expression (MMAE): Because this is an assessment, all students need to draft their own monologue. However, consider ways to vary the process. Examples: Break up the 20-minute time block into smaller chunks with breaks in between. Allow students to use high-tech (e.g., word processor to type their narrative text or a dictation device) or low-tech options (e.g., pencil grips or slanted desks to help with fine motor needs).
- Multiple Means of Engagement (MME): To get the most informative data from the assessment, ensure all students have access to the assessment directions and feel comfortable with the expectations. Vary the ways in which you convey your expectations (e.g., engage in a clarifying discussion about the directions or create a map of the assessment to preview the tasks on the assessment).
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
- Do not preview vocabulary for this assessment lesson.
Materials
- What is a Monologue? handout (from Lesson 1; one per student and one to display)
- Narrative Writing Checklist (from Lesson 2; one per student and one to display)
- Monologue Planning Graphic Organizer: Esperanza Rising (from Lesson 2; one per student and one to display)
- Mid-Unit 3 Assessment: Narrative Monologue: Describing an Event from Esperanza Rising (one per student; see Assessment Overview and Resources)
- Esperanza Rising (from Unit 1, Lesson 2; one per student)
- Working to Become Effective Learners anchor chart (begun in Unit 2, Lesson 13)
- Working to Become Ethical People anchor chart (begun in Unit 1, Lesson 2)
- Independent Reading: Sample Plan (see the Tools page; for teacher reference)
- Tracking Progress folder (from Unit 1, Lesson 9; one per student)
- Tracking Progress: Narrative Writing (one per student)
- Sticky notes (five per student)
Materials from Previous Lessons
New Materials
Assessment
Each unit in the 3-5 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize their understanding of what they accomplished through supported, standards-based writing.
Opening
Opening | Meeting Students' Needs |
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A. Reviewing Learning Target (5 minutes)
"I can draft a monologue that establishes the situation and introduces the characters, explains how the narrator responds to the event or situation, and provides a sense of closure."
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Work Time
Work Time | Meeting Students' Needs |
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A. Revising Monologue Plan (10 minutes)
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B. Mid-Unit 3 Assessment: Narrative Monologue: Describing an Event from Esperanza Rising (20 minutes)
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One part: 1. Draft a monologue paragraph from the point of view of the character you chose in Esperanza Rising. A. Step 1. Reread your group's excerpt from Esperanza Rising. B. Step 2. Review your Monologue Planning Graphic Organizer: Esperanza Rising. C. Step 3. Draft your monologue. D. Step 4. Revise and edit your monologue to be sure it meets all the criteria in the Narrative Writing Checklist.
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C. Research Reading Share (10 minutes)
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Tracking Progress (15 minutes)
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Homework
Homework | Meeting Students' Needs |
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A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal. |
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