Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Submitted by Emily on Thu, 01/30/2014 - 10:14pm
This English Language Arts Common Core video features fifth grade students from John F. Kennedy Intermediate School located in Deer Park, New York. This lesson features:
Submitted by Ron on Tue, 05/14/2013 - 1:35am
Grade 5 ELA Common Core Instruction: Making a claim using two texts with similar themes
Submitted by Emily on Tue, 11/13/2012 - 11:53pm
LAUNCHING READERS THEATER GROUPS: IDENTIFYING PASSAGES FROM ESPERANZA RISING FOR READERS THEATER THAT CONNECT TO THE UDHR
- Prepare for Teacher Model (use pages 46-47 from Esperanza Rising)
- Note that students will be putting sticky notes in their books each day. Books can be collected at the end of class and redistributed for the next lesson.
- Review: Catch and Release protocol (Appendix 1)
- Annotating Text (Appendix 1)
Submitted by Emily on Tue, 11/13/2012 - 11:18pm
END-OF-UNIT 2 ASSESSMENT: ON-DEMAND ANALYTICAL ESSAY ABOUT HOW ESPERANZA CHANGES OVER TIME
Note, because this is an on-demand assessment students will need to complete their essays independently, without support.
Submitted by Emily on Tue, 11/13/2012 - 11:17pm
PARAGRAPH WRITING, PART II
For this writing assignment, students are not given a formal rubric. Rather, they work with the teacher to create “criteria for success.” The rationale behind this is to ensure that students actively contribute to and own the criteria upon which their writing will be assessed.
Submitted by Emily on Tue, 11/13/2012 - 11:14pm
PARAGRAPH WRITING, PART I: HOW ESPERANZA RESPONDS ON THE TRAIN (REVISITING CHAPTER 5: “LAS GUAYABAS/GUAVAS”)
In this lesson, students revisit Chapter 5: “Las Guayavas/Guavas.” In advance, reread Chapter 5 and review the text-dependent questions (see supporting materials). Two copies of the questions are provided: a blank to display for students, and one with answers for teacher reference.
Submitted by Emily on Tue, 11/13/2012 - 11:12pm
REVISITING BIG METAPHORS AND THEMES; REVISING AND BEGINNING TO PERFORM TWO VOICE POEMS
This lesson includes time for a few groups to perform their Two-Voice Poems. There is more time in Lessons 16–18 for a few more groups to perform each day.
Submitted by Emily on Tue, 11/13/2012 - 11:07pm
GATHERING EVIDENCE AND DRAFTING A TWO-VOICE POEM (CHAPTER 13: “LOS DURAZNOS/PEACHES”)
During Lessons 13 and 14, students work with the last two chapters of the novel, but with less teacher support. This is intentional; by this point in the study, students should be becoming increasingly independent. These chapters are also formally revisited in Lesson 15, before students begin their formal analytical essay about how Esperanza has grown and changed.
Submitted by Emily on Tue, 11/13/2012 - 11:04pm
CONTRASTING PERSPECTIVES: SHOULD THE FARMWORKERS IN ESPERANZA RISING GO ON STRIKE? (CHAPTER 12: “LOS ESPÁRRAGOS/ASPARAGUS”)
This lesson repeats the Jigsaw structure students have used several times, most recently in Lesson 4 when they were getting to know several main characters. In this lesson, students become experts on Esperanza, Miguel, or Marta specifically to consider the characters’ different experiences with and perspectives about the strike.
Submitted by Emily on Tue, 11/13/2012 - 10:59pm
CHARACTERS CHANGING OVER TIME (CHAPTER 10: “LAS PAPAS/POTATOES”)
This lesson begins to lay the foundation for students’ End of Unit 2 Assessment, in which they write an essay about how Esperanza changes over time. During Lesson 10, do not worry if students’ understanding of Esperanza’s development is just beginning to form. They will revisit this idea repeatedly in future lessons.