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Lesson plan

Lesson 2 - Writing Narrative Texts: Planning the Beginning of a Monologue

teaches Common Core State Standards W.5.3 http://corestandards.org/ELA-Literacy/W/5/3
teaches Common Core State Standards W.5.5 http://corestandards.org/ELA-Literacy/W/5/5
teaches Common Core State Standards L.5.1 http://corestandards.org/ELA-Literacy/L/5/1
teaches Common Core State Standards W.5.4 http://corestandards.org/ELA-Literacy/W/5/4
teaches Common Core State Standards L.5.1.b http://corestandards.org/ELA-Literacy/L/5/1/b
teaches Common Core State Standards W.5.3.a http://corestandards.org/ELA-Literacy/W/5/3/a

Lesson 2 - Writing Narrative Texts: Planning the Beginning of a Monologue

To learn more about this lesson, read the Lesson 2 Narrative found under the Additional Materials tab.

Daily Learning Targets

  • I can form verbs in the Perfect Verb Tenses. 
  • I can plan the beginning of a monologue that establishes the situation and introduces the characters. 

Purpose of Lesson

  • This lesson begins a series of lessons in which students analyze the elements of plot in Miguel’s Monologue to build expertise about narrative texts and understand what a monologue is. In this lesson, students analyze the beginning of the model monologue and plan the beginning of their individual monologues. In Opening A, students choose which event to focus their monologues on. This event will be the focus of students’ writing for the remainder of the unit. Note that the events called out in Opening A were selected because they show the reactions of more than one character and a clear connection to the UDHR. Do not allow students to choose the fire at Esperanza’s house, as this is used as a model throughout the unit.

In Advance

  • Prepare the Working to Contribute to a Better World Anchor Chart.
  • Review the Red Light, Green Light protocol. 
  • Post: Learning targets and applicable anchor charts.
     

Digital Materials Preparation:

  • Prepare to display and assign the lesson and new digital materials to students before class.
  • For digital assignments, ensure that students have access to a digital device.
  • Be sure students have access to their Unit 3 Digital Vocabulary Log.
  • Be sure students have access to the Unit 3 Digital Independent Reading Journal in order to complete the homework assignment.

New Digital Materials to Assign:

  • Monologue Planning Graphic Organizer: Miguel's Monologue (students will access this digital material in Lessons 3 and 4).
  • Monologue Planning Graphic Organizer: Esperanza Rising (students will access this digital material in Lessons 3-5).
  • Grade 5, Module 1, Unit 3, Lesson 2 Homework

Vocabulary

  • Lesson-specific: identify the characteristics, use my strengths, perfect verb tense, verbs, verb tense, simple verb tenses, progressive verb tenses, past participle, present perfect tense, past perfect tense, future perfect tense, beginning, middle, end, narrator

Materials

  • Monologue group norms (from Lesson 1; one per monologue group)
  • Working to Contribute to a Better World Anchor Chart (begun in Lesson 1; added to during Opening B)
  • Working to Contribute to a Better World Anchor Chart (example, for teacher reference)
  • How Were the Human Rights of the Characters in Esperanza Rising Threatened? Anchor Chart (begun in Unit 1, Lesson 4)
  • Character Reaction note-catchers (from Unit 2; one per student):
    • Character Reaction Note-catcher: “Las Cebollas” (from Unit 2, Lesson 1)
    • Character Reaction Note-catcher: “Las Ciruelas” (from Unit 2, Lesson 3)
    • Character Reaction Note-catcher: “Los Espárragos” (from Unit 2, Lesson 6)
    • Character Reaction Note-catcher: “Los Duraznos” (from Unit 2, Lesson 7)
  • Mid-Unit 2 Assessment (from Unit 2, Lesson 10)
  • Vocabulary logs (from Unit 1, Lesson 4; one per student)
  • Perfect Verb Tenses (one per student and one to display)
  • Language Dive Guide, Part I: Miguel’s Monologue (optional; for ELLs; for teacher reference)
    • Language Dive Note-catcher, Part I: Miguel’s Monologue (optional; for ELLs; one per student and one to display) 
  • Sentence Strip Chunks, Part I: Miguel’s Monologue (optional; for ELLs; one to display)
  • Model Directors' Note
  • Miguel’s Monologue (from Lesson 1; one per student and one to display)
  • What is a Monologue? (from Lesson 1; one per student and one to display)
  • Monologue Planning Graphic Organizer: Miguel’s Monologue (one per student and one to display)
  • Monologue Planning Graphic Organizer: Miguel’s Monologue (Example, for Teacher Reference)
  • Narrative Writing Checklist (one per student and one to display)
  •  Esperanza Rising (from Unit 1, Lesson 2; one per student)
  • Monologue Planning Graphic Organizer: Esperanza Rising (one per student and one to display)
  • Spanish/English Dictionary anchor chart (begun in Unit 1, Lesson 2)
  • Domain-Specific Word Wall (begun in Unit 1, Lesson 3)
  • Exit Ticket: Forming the Perfect Verb Tenses (one per student and one to display)
  • Exit Ticket: Forming the Perfect Verb Tenses (Answers, for Teacher Reference)

 

 

 

 

 

 

 

 

 

Adapted from EL Education under CC BY license. All adaptations copyright 2019 LearnZillion.