Direct students' attention to the Module Guiding Questions anchor chart and read the questions aloud:.Reviewing the Module Guiding Questions (5 minutes) Write the following under the "Point of View" heading in the second column: His/Her point of view is _ His/Her opinion is _ He/She thinks that _ Write the following under the "Evidence from the Text" heading in the third column: One example is _ For instance, _ One place we see this in the text is _ Encourage students to use these sentence starters when discussing the point of view of authors throughout the unit.Ī. Add sentence starters to the Describing Point of View handout.During the Mini Language Dive, challenge students to generate questions about the sentence before asking the prepared questions.Consider providing additional time for students to reread the text in pairs, and encourage them to refer to the factors for success charts created in Unit 1 (see "Levels of support" below and the Meeting Students' Needs column). ELLs may find it challenging to determine Sharon Robinson's point of view and identify evidence in the text to support that point of view.The basic design of this lesson supports ELLs by building on students' understanding from Unit 1 about factors that contributed to Jackie Robinson's success in breaking the color barrier, explicitly discussing point of view in the context of informative text, and providing time for engagement with domain-specific Vocabulary in a collaborative, interactive activity.Supports guided in part by CA ELD Standards 5.I.B.6, 5.I.B.7, and 5.I.B.8 They will repeat this routine with new texts as part of the Mid-Unit 2 Assessment in Lesson 6. They will compare the points of view of these authors in Lesson 5. Students will continue working with texts about Jackie Robinson in the next few lessons with a focus on describing the author's point of view.Students will listen to the essay "This I Believe: Free Minds and Hearts at Work" as it is closely read with a focus on point of view and summarize the points Jackie Robinson makes in Lessons 2-3.Listen to student responses as they complete the Describing Point of View handout to initially assess how well students can determine and describe the point of view, and to identify common issues to use as whole group teaching points in Lessons 3-4.Consider identifying specific paragraphs or sentences for students to reread when gathering examples from the text of Sharon Robinson's point of view. Students may need additional support in describing Sharon Robinson's point of view.Continue to use Conversation Cues to promote productive and equitable conversation.Īreas in which students may need additional support:.In this lesson, and throughout Unit 2, students consider which factor (or factors) was most important in his success. This module builds on students' understanding of the factors of Jackie Robinson's success identified in Unit 1.By participating in this volume of reading over time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.
0 Comments
Leave a Reply.AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |