- I can quote accurately from the text to make connections between Esperanza Rising and the UDHR. (RL.5.1, RI.5.1)
- I can prepare for and follow discussion norms to have an effective text-based discussion about evidence of threats to human rights in Esperanza Rising. (RL.5.1, RI.5.1, W.5.9a, SL.5.1a)
These are the CCS Standards addressed in this lesson:
- RL.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
- RL.5.5: Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
- RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
- W.5.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
- W.5.9a: Apply grade 5 Reading standards to literature (e.g., "Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]").
- SL.5.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
- SL.5.1a: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
- SL.5.1b: Follow agreed-upon rules for discussions and carry out assigned roles.
- SL.5.1c: Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
Daily Learning Targets
Ongoing Assessment
- Entrance Ticket: Story Structure (RL.5.5)
- Preparing for a Text-Based Discussion note-catcher (RL.5.1, RI.5.1, W.5.9a, SL.5.1a)
- Exit Ticket: Reflecting on the Text-Based Discussion (SL.5.1)
Agenda
Agenda | Teaching Notes |
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1. Opening A. Entrance Ticket: Story Structure (5 minutes) B. Reviewing Learning Targets (5 minutes) 2. Work Time A. Preparing for a Text-Based Discussion (25 minutes) B. Participating in a Text-Based Discussion (15 minutes) 3. Closing and Assessment A. Exit Tickets (10 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
- Strategically pair students for work during this lesson, with at least one strong reader per pair.
- Review the Thumb-O-Meter protocol (see Classroom Protocols).
- Post: Learning targets and applicable anchor charts (see materials list).
Tech and Multimedia
- Opening A: Students complete entrance tickets online, in a Google Form, for example.
- Work Time A: Students complete note-catchers using a word-processing tool--for example, a Google Doc.
- Work Time A: Students complete their note-catchers in a word-processing document--for example, a Google Doc--using Speech to Text facilities activated on devices or using an app or software such as Dictation.io.
- Work Time B: Record students as they engage in text-based discussions to listen to later to discuss strengths and what they could improve on or to use as models for the group. Most devices (cell phones, tablets, laptop computers) come equipped with free video and audio recording apps or software.
- Closing and Assessment A: Students complete exit tickets online--in a Google Form, for example.
Supporting English Language Learners
Supports guided in part by CA ELD Standards 5.I.A.1, 5.I.A.3, 5.I.A.4, 5.I.B.5, 5.I.B.6, 5.I.B.8, 5.I.C.11, 5.II.A.1, and 5.II.A.2
Important points in the lesson itself
- The basic design of this lesson supports ELLs by continuing the pattern of analysis of Esperanza Rising using the Structure of Esperanza Rising anchor chart and building from the How Were the Human Rights of the Characters in Esperanza Rising Threatened? anchor chart to make connections to the UDHR. Moreover, students have the opportunity to synthesize their learning during a text-based discussion. This format is ideal for language development, as it invites students to negotiate with classmates about the meaning of what they are trying to say, pushing them to change their language to be more comprehensible. Additionally, students can celebrate their successful attempts at communication and their ability to extend and enhance the discussions, using language from the Discussion Norms anchor chart, for example.
- ELLs may find the text-based discussion challenging, as the spotlight is trained more on them. Encourage all communication from ELLs as successful risk-taking, allowing them to grapple but rephrasing what they say if necessary, and remind them to rely on the language tools provided during this and previous lessons (see Meeting Students' Needs column).
Levels of support
For lighter support:
- Invite a student to paraphrase the key points of Article 13 from the Mid-Unit 1 Assessment in more comprehensible language to make sure those who need heavier support are ready to continue.
- Encourage students to modify the graphic organizer they began in Lesson 2 to track (and illustrate) the main events of Esperanza Rising against the structure of the story. Ask them how they might incorporate their feelings. Invite them to explain their modified graphic organizer to students who need heavier support.
For heavier support:
- Transform the investigation of the Preparing for a Text-Based Discussion note-catcher into a kinesthetic activity. Copy completed cells of the note-catcher onto separate cards or sticky notes. Students can paste the cards into the correct location on the note-catcher.
- Consider using the Preparing for a Text-Based Discussion note-catcher (example, for teacher reference) or the student's completed copy to help students voice their opinion during the text-based discussion. Point to the information in the note-catcher as you express the student's opinion in the simplest meaningful language possible and invite the student to then point and repeat after you or make any corrections. Check the student's intended meaning with Conversation Cues such as: "So, do you mean _____?"
Universal Design for Learning
- Multiple Means of Representation (MMR): This lesson introduces text-based discussion. Establish explicit expectations and habits in this lesson and provide multiple representations of your expectations during text-based discussion. For instance, model and think aloud a discussion group with a few proficient students. For visual representations, refer to the anchor charts, note-catchers, and discussion frames when modeling.
- Multiple Means of Action and Expression (MMAE): Students who may need additional support with expressive language can benefit from scaffolds that facilitate communication. Consider having intermediate students create sentence frames that are appropriate for text-based discussions. Then, students who need more support can refer to these frames during the discussion.
- Multiple Means of Engagement (MME): Because this is the first lesson centered on text-based discussion, it is important to remind students that this is only the first of a series of lessons to help build their skills. Create a supportive and inclusive classroom environment by reminding students that everyone is working toward getting better at class discussions. Highlight and provide specific positive feedback on growth and development rather than relative performance.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
- text-based discussion, empathy, compassion (L)
Materials
- Entrance Ticket: Story Structure (one per student and one to display)
- Entrance Ticket: Story Structure (example, for teacher reference)
- Structure of Esperanza Rising anchor chart (begun in Lesson 2; added to during Opening A)
- Structure of Esperanza Rising anchor chart (example, for teacher reference)
- Preparing for a Text-Based Discussion note-catcher (one per student and one to display)
- Preparing for a Text-Based Discussion note-catcher (example, for teacher reference)
- Working to Become Ethical People anchor chart (begun in Lesson 2; added to during Work Time A; see supporting materials)
- Working to Become Ethical People anchor chart (example, for teacher reference)
- How Were the Human Rights of the Characters in Esperanza Rising Threatened? anchor chart (begun in Lesson 4)
- Quoting Accurately from the Text handout (from Lesson 5; one per student and one to display)
- Esperanza Rising (from Lesson 2; one per student)
- Simplified version of the UDHR (from Lesson 4; one per student)
- Discussion Norms anchor chart (begun in Lesson 1)
- Discussion Norms anchor chart (example, for teacher reference)
- Exit Ticket: Reflecting on the Text-Based Discussion (one 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. Entrance Ticket: Story Structure (5 minutes)
"Using the key on the Structure of Esperanza Rising anchor chart, where does this chapter fit into the overall structure of the text? What makes you think so?" (We know that more things are likely to happen to Esperanza and her mother because they have only just arrived in the United States. There hasn't been a turning point yet.)
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"What is the series of conflicts and crises in this chapter leading toward climax? What do you think will happen next?" (Esperanza and her family are allowed into the U.S. as others are being sent back to Mexico; they arrive in Los Angeles and meet Alfonso's brother's family; Esperanza learns more about life and segregation in the U.S. as a migrant worker; she becomes closer to Miguel as she feels more and more adrift; she comes face-to-face with her own classism.) (MMR)
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B. Reviewing Learning Targets (5 minutes)
"I can quote accurately from the text to make connections between Esperanza Rising and the UDHR."
"What is a text-based discussion?" (a discussion based on text)
"Based on these learning targets, what do you think you will be doing in this lesson?"(make connections between the UDHR and Esperanza Rising and prepare for and participate in a text-based discussion about threats to human rights in Esperanza Rising) |
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Work Time
Work Time | Meeting Students' Needs |
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A. Preparing for a Text-Based Discussion (25 minutes)
"When someone is upset about something, how does it make you feel? What can you do to help that person work through it?" (show empathy and compassion)
"Can you give an example?" (Responses will vary.)
"In your own words, what does this mean?" (to try to understand how others feel) "When someone shows empathy, what does it look like? What will you see?" "When someone shows empathy, what does it sound like? What will you hear?"
"In your own words, what does this mean?" (to notice when someone is upset and to try to help them) "When someone shows compassion, what does it look like? What will you see?" "When someone shows compassion, what does it sound like? What will you hear?"
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Example:
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B. Participating in a Text-Based Discussion (15 minutes)
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Exit Ticket (10 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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