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5th Grade MELD Lessons Aligned to CCSS 10 Days Start Smart

Overview

Overview Collaboration across the curriculum is a required skill!

On their way to becoming college prepared and career ready, students must:

be prepared to effectively engage 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 (SL5.1)

follow agreed-upon rules for discussions,as well as carry out assigned roles within academic

conversations (SL5.1.b)

differentiate between contexts that call for standard or academic English (e.g., presenting ideas)

and situations where non-traditional discourse patterns are appropriate (e.g., small-group

discussion) (SL5.6)

In addition, as students engage in collaborative conversations about grade appropriate content,

students will be expected to:

come to discussions prepared, having read or studied required material; explicitly drawing on

that preparation and other information known about the topic to explore ideas under discussion

SL(5.1.a)

pose and respond to specific questions to clarify or follow up on information, and make

comments that contribute to the discussion and link to the remarks of others (5.1.c)

identify the reasons and evidence a speaker provides to support particular points (SL5.3)

CLR DOES NOT replace ineffective classroom management.

Rapport = a connection between the teacher and the student that leads to an understanding based

on care and concern for one another

Relationship = building relationships that lead to trust

Respect = mutual respest between the students and the teacher

Being Positive, Proactive, and Preventive

Requires explicit direction, practice, and consistency...High Expectations!!!

(Hollie, 2011)

AEMP Access Strategies: Making Cultural Connections (MCC), Contrastive Analysis (CA), Communal Cooperative Learning Environments (CCLE), Instructional Conversations (IC), Academic Language Development (ALD), Advanced Graphic Organizers (AGO) Responsive Classroom Management: Discussion Protocols (DP) Participation Protocols (PP) Created by Jessica Thomas (Manchester Avenue Elementary), LAUSD AEMP, 2014

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Day 1:

Common Core Objective(s) CCSS Domain CCSS Standard

CCSS.ELALITERACY.SL.5.1 Engage effectively in a range of collaborative discussions (oneonone, in groups, and teacherled) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. b. Follow agreedupon rules for discussion and carry out assigned roles. c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. CCSS.ELALITERACY.RL.5.10 10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 45 text complexity band independently and proficiently..

Materials and Resources

Protocols for Culturally Responsive Learning and Increased Student Engagement

“Culturally and Linguistically Responsive Teaching and Learning” Hollie’s text Excerpt pg. 7578.

World Maps, Globes, and City Maps Advanced Graphic Organizer Crayons, scissors, glue and large blue construction paper MELD Journal

Essential Question “Big Idea”

“Why are protocols important to us?” “How are your experiences different or similar to others ?”

MELD Lesson Objective(s): (Intended Student Learning Outcomes:)

Intended Student Learning Outcomes: Students will be introduced to the Participation Protocols (PP)

and practice using the Participation Protocols. Students understand why protocols are important to the

classroom culture.


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http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FSL%2F5%2F1%2F&sa=D&sntz=1&usg=AFQjCNFzEMvLs2eNaNNgQPvTb79g5F1H9Q

http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FRL%2F5%2F10%2F&sa=D&sntz=1&usg=AFQjCNFJO3wOsgCE9OxGzyUTC9yyU6lmEQ


Lesson Sequence

Introduction: Participation Protocols (Use a similar, or your own, explicit procedure for teaching Participation Protocols (PP) and Discussion Protocols (DP)

1. Gather students in a common meeting area. Display a World Map and ask students to share a city, state, country or continent that they have visited, read about, or learned about in multimedia using the Whip Around Protocol. (Prior Knowledge, PP)

2. Introduce the procedure for the ThinkPairShare (TPS) protocol. Then have students use TPS to discuss why learning about other cultures through geography is important for understanding how we all have different backgrounds that make us special. (DP)

3. Explain that Participation Protocols are communication and collaboration management systems, they tell when and how to participate with the class as a whole. (Set Purpose)

4. Introduce the Raise a Righteous Hand protocol by pointing to it on the Participation Protocol poster, and explain its purpose. Practice using the Raise a Righteous Hand protocol with the class. (PP)

5. Ask students to Raise a Righteous Hand to share their knowledge of geography. Record their ideas on chart paper using an appropriate Advanced Graphic Organizer (AGO) like a Circle Map.

Whole Group:

1. Teach a Call and Response chant: “Are you ready?” “ Yes, I’m Ready.” Select a few Call and Response protocols that you are comfortable using with your students and practice using them with the class. Example: Teacher calls out, “Welcome”, students respond, “Back”. Another example:


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Teacher calls out: “When I say Peace, you say Quiet.” 2. Use Call and Response to get students’ attention from now

on. Introduce Small Group/Collaborative Group Work: Use the Protocols to practice the kinds of Team Building skills studentswill need to participate in collaborative small groups.

Let’s work as a team! to reconstruct the World Map! Small groups will receive blue butcher paper to represent the ocean, and they will have to work together as a team to reconstruct the World Map. 1. Teacher divides the class into 4 groups to use the Roll em’ Protocol. Eachgroup will each receive one copy of the continents and the World Map to use during this activity

1. Each Small Group member will receive a copy of a different continent. They will identify the location of the continent on the map, and then use color to shade the continent.

2. A recorder from each team will neatly label the continents.

3. Teams will correctly place the continents in relation to the

World Map Poster. They will collaborate to identify, label, and star Los Angeles, California.

4. As we continue to read about various cultures throughout the

year, we will label and star geographical landmarks on the World Maps the students have created to Make Cultural Connections. MCC


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Share World Maps: Introduce other Participation Protocols and Discussion Protocols to share group maps. 1. Explicitly teach the My Turn, Your Turn protocol. Then use My Turn, Your Turn to share group maps. (PP) Independent Practice: 1. Students write a paragraph in their MELD Writing Journal describingwhere they live. Students may include the continent, country, state, city, and street address that describe where they live. In addition, students may add descriptions of their houses or apartments as they add more detail to their writing. Wrap Up: Conclude MELD lesson with a summary of learning

1. Summarize today’s learning. “Today, we learned…” 2. Return to the Big Idea Question by asking, “Why are protocols

important to us?” Use an appropriate Discussion Protocol to get students response. (Informal Assessment Opportunity)

Academic Language Discussion Protocol Participation Protocol World Map, continents, country, state, and city


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Day 2:


CCSS.ELALITERACY.SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. CCSS.ELALITERACY.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.


Participation Protocol Poster and Discussion Protocol Poster Video, “Sam’s Story A Sense of Belonging”

http://youtu.be/P3iUhZLHk Text “Sam’s Story A Sense of Belonging” Circle Map Character Traits and Text Evidence Advanced Graphic

Organizer MELD Writing Journal


“How do the participation and discussion protocols help us cooperate?”“How are your experiences different or similar to others?”


Intended Student Learning Outcomes: Students will be introduced to the Participation Protocols (PP)

and practice using the Participation Protocols. Students understand why protocols are important to the

classroom culture. Read and comprehend a story Compare and contrast a character from the text, a classmate

and yourself.

Lesson Sequence

Introduction: 1. Participation Protocols (Use an explicit procedure for teaching

Participation Protocol and Discussion Protocol) 2. Display the Participation Protocol poster.Set purpose by

reminding students that there are certain expectations for different situations in the classroom.

3. Introduce and practice using Participation Protocol with students as examples of ways for them to participate in


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http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FSL%2F5%2F%23CCSS.ELA-Literacy.SL.5.2&sa=D&sntz=1&usg=AFQjCNHBPtPYJyKKOK7-LD_W15vUWxtvjw

http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FRL%2F5%2F%23CCSS.ELA-Literacy.RL.5.2&sa=D&sntz=1&usg=AFQjCNHHIV8K9MgwBJMlZ-lud-PCRe6WeQ

http://youtu.be/-P3iUhZ-LHk

classroom discussions. Be explicit in your instruction. For example, use “I do, We do, You do” to model, demonstrate, andpractice the protocol.

4. Be sure to use appropriate Participation Protocols and Discussion Protocols throughout the day, everyday.

Whole Group:

1. Class views video: “Sam’s Story A Sense of Belonging” 2. Students annotate Sam’s experiences using a Circle Map.

Introduce Small Group/Collaborative Group Work: Return to the idea of collaborative group work by telling students that itsometimes helps teams be more successful when its members have assigned jobs or responsibilities. What would happen if there weren’t ateacher in the classroom?

1. Establish your rules and procedures for Collaborative Groups. (CCLE)

2. Have students make a Silent Appointment with a partner 3. Teacher Models the Silent Appointment and Give One, Get

One Protocols 4. Students practice the Give One, Get One Protocol to explain

1 similar and 1 different experience they have with Sam. 5. Students repeat this Protocol 3 4 times so that students learn

multiple perspectives and about their classmates. Share Out: Introduce other Participation Protocols and Discussion Protocols when they are appropriate for use during whole group discussions.

1. Using a Discussion Protocol such as Roll ‘Em, have students discuss successes and challenges they experienced during the collaborative activity. (DP)

2. (Optional) Create a class chart of Rules for Collaborative Work.


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Read Aloud: 1. Teacher and students read the text from the video, “Sam’s Story ASense of Belonging.” 2. Teacher models the Round Robin Brainstorming Discussion Protocol as students discuss and chart their thinking supported by evidence from the text. Teacher models using sentence stems.

3. After watching the video, and then reading the text, students will make inferences about Sam. The students and teacher will complete the Advanced Graphic Organizer as the class shares what they have inferred to be Sam’s character traits supporting their conclusions by citing evidence from the text.


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Independent Work:

1. Students write a paragraph by choosing whether they have similar or different experiences compared to Sam.

2. Students will provide evidence from the text and examples fromtheir own lives to defend their claims that they have had either similar or different experiences than Sam.

Wrap Up: Conclude MELD lesson with a summary of learning

1. Return to the Big Idea Question by asking, “How are our experiences similar, and how are they different? ” Use an appropriate Discussion Protocol to get students’ responses. (Informal Assessment Opportunity)

2. Students create teams: “Similar and Different.” 3. Teams participate in a small debate by selecting 2 students

from each group to defend their opinions and read their paragraphs.

4. Summarize today’s learning. “Today, we learned…” 5. Label and star the location for the setting of “Sam’s Story A

Sense of Belonging,” on students’ World Maps.

Academic Language Discussion Protocol Participation Protocol


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Similarities Differences

Day 3:


CCSS.ELALITERACY.SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. CCSS.ELALITERACY.RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). CCSS.ELALITERACY.W.5.3 Write narratives in which they recount a wellelaborated event or short sequences of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.


Participation Protocol Poster and Discussion Protocol Poster Rules for Collaborative Work class chart AGO for class chart and student chart of prewriting SEL Language Screener CCSS Text Exemplars Coles, Robert. Excerpt from The Story of

Ruby Bridges. Narrative Pyramid Poem


“What is a personal narrative?”


Intended Student Learning Outcomes: Students will be introduced to and practice using the

Discussion Protocols (DP). Students understand why protocols are important to the

classroom culture. Students will complete a prewrite for a personal narrative. Students begin SEL language screener assessments.

Lesson Sequence

Introduction: Discussion Protocols (Use an explicit procedure for teaching Participation Protocol and Discussion Protocol. The following steps are suggestions. ) 1. Display the Discussion Protocol poster.

1. Set purpose by reminding students that there are certain expectations for different situations in the classroom.

2. Introduce and practice using different Discussion Protocols


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http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FRL%2F5%2F3%2F&sa=D&sntz=1&usg=AFQjCNHWkA4CDGep4-AxNvqRhb33gyeRtA

http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FRL%2F5%2F3%2F&sa=D&sntz=1&usg=AFQjCNHWkA4CDGep4-AxNvqRhb33gyeRtA

http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FW%2F5%2F3%2F&sa=D&sntz=1&usg=AFQjCNH9Cy8V7alGelKG0UEYBPYJrLuOtA

with students as examples of different ways for them to participate in classroom activities. Be explicit in your instruction. For example, use “I do, we do, and you do” to model, demonstrate, and practice the protocol.


Read Aloud: 1. Read The Story of Ruby Bridges to prepare students for later lessons. 2. Teacher models and students practice “Stop and Jot,” as they record the characters, setting, problems and emotions on a Narrative Tree Map. (Class Chart) Introduce Personal Narratives: Prewriting

1. Tell students that they will write a personal narrative using experiences from their lives.

2. Introduce the characteristics of a narrative. Point out that there are several kinds of narratives, but that for this assignment, students will write a personal narrative. Display a class chart for the writing genre. You may want to work with the class to begin a chart of their own. Keep and add to the chart throughout the year as students encounter differentwriting types. (You may also wish to begin a reading genre class chart). Limit this discussion to 5 minutes.

3. Create an advanced graphic organizer of special events in a the life of Ruby Bridges, for example a Tree Map in their MELDJournals. Model for students coming up with ideas for problems and emotions. Give students Wait Time to think of ideas. Use an appropriate Discussion Protocol to have students share ideas first with each other, then with the class, before adding to the advanced graphic organizer. (AGO, DP)

4. Give students time to work on their personal advanced graphic organizers. Use Call and Response to get students’attention when done.


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5. As students work independently, teacher pulls students to beginthe SEL Language Screener. Add SEL Language Screener to the SEL Profile Folders for each students.

Share Prewriting:

1. Students share their completed advanced graphic organizers with other students using an appropriate Discussion Protocol such as Give One, Get One. Remember to explicitly teach and practice Discussion Protocols before beginning. (DP)

Small and Collaborative Groups 1. Teacher models writing a Narrative Pyramid Poem. 2. Students work in Partner Groups to create a Pyramid Poem describing Ruby Bridges. 2. Partner groups apply the Give One, Get One to share their poems.

Independent Practice/Homework: 1. Write a Personal Narrative Pyramid Poem that describes your character traits, a problem you’ve had, and how you resolved it. Wrap Up: Conclude MELD lesson with a summary of learning

1. Summarize today’s learning. “Today, we learned…” 2. Return to the Big Idea Question by asking, “What is a personal

narrative?” Use an appropriate Discussion Protocol to get students’ responses. (Informal Assessment Opportunity)

3. Label and star the location for the setting of The Story of RubyBridges on students’ World Maps.

Academic Language Narrative personal narrative Advanced graphic organizer


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Day 4: Prewriting


CCSS.ELALITERACY.SL.5.1 Engage effectively in a range of collaborative discussions (oneonone, in groups, and teacherled) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. a. Follow agreedupon rules for discussions. CCSS.ELALITERACY.RL.5.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 45 text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELALITERACY.W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.


Participation Protocol Poster and Discussion Protocol Poster Chart of Kinds of Writing (teacher created, add to chart

throughout year) Chart of Elements of a Powerful Narrative Advanced graphic organizer for class chart and student

chart of prewriting SEL Language Screener Esperanza Rising by Pam Munoz (from the Phyllis Hunter

library book sets) MELD Writing Journal


“What are some things that a powerful narrative needs?”


Intended Student Learning Outcomes: Students discuss elements of a narrative Students prewrite for a personal narrative. Students continue SEL language screener assessments.

Lesson Sequence

Review: Discussion Protocols (Use your own of a similar explicit procedure for teaching Participation Protocol and Discussion Protocol)

1. Display the Discussion Protocol poster. 2. Set purpose by reminding students that there are certain

expectations for different situations in the classroom. 3. Continue introducing and practicing using different Discussion


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Protocols with students as examples of different ways for them to participate in the classroom. Be explicit in your instruction. For example, use “I do, we do, and you do” to model, demonstrate, and practice the protocol.


Read Aloud: Teacher models reading strategies and processes

through reading Esperanza Rising 1. Teacher previews the cover of the text and reads the information the back cover to provide students with background knowledge of the character. 2. Teacher reads excerpts from the text to allow students to complete a bubble map describing the characteristics of Esperanza. 3. Teacher and students “Stop and Jot” characteristics of Esperanza


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as the teachers reads. Discuss Elements of a Powerful Narrative: Using the Lucy Calkins 5th Grade Narrative Checklist, students and teacher will create a classlist of criteria for narrative writing

1. Using Esperanza Rising (Using Expert Text) and an appropriate Discussion Protocol such as Put Your Two Cents In, discuss with students what makes an effective narrative. Model using examples from Esperanza Rising before allowing students to discuss. (DP)

2. Have students share out ideas using a Participation Protocol such as Roll Em’. (PP)

3. Add students’ ideas to a class Chart of Elements of a Powerful Narrative.

4. Tell students that their personal narratives will be graded using the information presented in this chart.

5. Give students more time to add to their list of prewriting ideas. 6. As students work collaboratively, teacher pulls students to

begin the SEL Language Screener. Add SEL Language Screener to the SEL Profile Folders for each students.

Independent Practice: 1. Students practice the Think Pair Share Protocol and share personal characteristics with a partner. 2. Students complete a Description Bubble Map (AGO) listing their own character traits. Wrap Up: Conclude MELD lesson with a summary of learning

1. Summarize today’s learning. “Today, we learned…”


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2. Return to the Big Idea Question by asking, “What are some things that a powerful narrative needs?” Use an appropriate Discussion Protocol to get students’ responses. (Informal Assessment Opportunity)

3. Add a label and star the World Map identifying the setting of Esperanza Rising.

Academic Language Autobiography Narrative personal narrative Advanced graphic organizer

Day 5: Prewriting





throughout year) Chart of Elements of a Powerful Narrative Advanced graphic organizer for class chart and student

chart of prewriting BME, Beginning, Middle and End SEL Language Screener SEL Profile Folders Esperanza Rising by Pam Munoz (from the Phyllis Hunter

library book sets)


“How can we organize a narrative?”

MELD Lesson Intended Student Learning Outcomes:


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Objective(s): (Intended Student Learning Outcomes:)

Students discuss elements of a narrative Students create a prewrite for an personal narrative. Students begin SEL language screener assessments.

Lesson Sequence

Review: Discussion Protocols (Please refer to Day 4 and continue explicitly teaching the Protocols a little each day.) 1. Display the Discussion Protocols poster. Set purpose by reminding students that there are certain expectations for different situations in the classroom.

1. Continue introducing and practicing using different DiscussionProtocols with students as examples of different ways for them to participate in the classroom. Be explicit in your instruction. For example, use “I do, we do, and you do” to model, demonstrate, and practice the protocol.


Read Aloud: Continue reading Esperanza Rising to prepare studentsfor later lessons. Prewriting: Organize writing a Personal Narrative

1. Tell students that another element of a Powerful Narrative is organizing a story so that it has a beginning, a middle, and an end. Use examples from Esperanza Rising.

2. Model for students choosing ONE idea from the class Tree Mapand Bubble Map from the personal description.

3. Model this for students using Think Alouds telling a story usingthe description of the special event.

4. Using an appropriate Discussion Protocol such as ThinkPairShare (remember to reteach and practice protocol as needed), have students tell the story of the special event to apartner.

5. Model for students using an AGO such as a Flow Map to plot the beginning, the middle, and the end of the story of your special event.


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6. Have students create their Flow Map. If you have not done so,

establish routines and procedures for working independently. This may take several sessions.

7. As students work independently, teacher pulls students to

continue the SEL Language Screener. Add SEL Language Screener to the SEL Profile Folders for each students.

Wrap Up: Conclude MELD lesson with a summary of learning.

1. Summarize today’s learning. “Today, we learned…” 2. Return to the Big Idea Question by asking, “How can we

organize our narrative?” Use an appropriate Discussion Protocol to get students’ responses. (Informal Assessment Opportunity)

Academic Language Autobiography Narrative personal narrative plot beginning, middle, end

Differentiation : Intervention / Enrichment

For struggling writers, instead of having them write in their Flow Maps, you can have them draw the scenes in their Flow Maps. Return with the teacher or a more proficient partner to add sentences and phrases to the Flow Map to build content vocabulary for later writing.


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Day 6: Drafting


CCSS.ELALITERACY.W.5.1.A Engage effectively in a range of collaborative discussions (oneonone, in groups, and teacherled) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. a. Follow agreedupon rules for discussions. CCSS.ELALITERACY.RL.5.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 45 text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELALITERACY.W.5.3.A Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.



throughout year) Chart of Elements of a Powerful Narrative AGO for class chart and student chart of prewriting Class and student copies of a Flow Map Paper for Family Memories Foldable SEL Language Screener SEL Profile Folders Esperanza Rising by Pam Munoz (from the Phyllis Hunter

Text library book sets)


“What are some things that a powerful narrative needs?” “How do I include important family memories in my Narrative Writing?”


Intended Student Learning Outcomes: Students discuss elements of a narrative. Students draft a Personal Narrative. Students begin SEL language screener assessments.

Lesson Sequence

Review: Discussion Protocols (Use a similar or your own explicit procedure for teaching Participation Protocol and Discussion Protocol)

1. Display the Participation Protocol poster. 2. Set purpose by reminding students that there are certain

expectations for different situations in the classroom.


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http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FW%2F5%2F1%2Fa%2F&sa=D&sntz=1&usg=AFQjCNHeuZ8GyzPbBAUM5K3ur91M963Neg


http://www.google.com/url?q=http%3A%2F%2Fwww.corestandards.org%2FELA-Literacy%2FW%2F5%2F3%2Fa%2F&sa=D&sntz=1&usg=AFQjCNHLF2v20MOSCU1ugyaZwDsk5_ylHg

3. Continue introducing and practicing using different Participation Protocols with students as examples of differentways for them to participate in the classroom. Be explicit in your instruction. For example, use “I do, we do, and you do” to model, demonstrate, and practice the protocol.


Read Aloud: Continue reading Esperanza Rising to prepare studentsfor later lessons. Drafting: Write a draft of a story about a family memory..

1. Review the elements of a Powerful Narrative. Remind studentsthat their writing should have many of these elements.

2. Model for students taking your plot ideas from the Flow Map and writing your draft. Remember to use Think Alouds.

3. Review the elements of a Powerful Narrative. Using the elements of a Powerful Narrative, review your model draft to see how many elements are in your draft and how it is used.


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4. Establish routines and procedures for independent writing time.

Have students begin their independent drafts by adding details about a family memory in the Foldable. Remind students to use the elements of a Powerful Narrative.

5. As students work independently, teacher pulls students to continue the SEL Language Screener. Add SEL Language Screener to the SEL Profile Folders for each students.


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Share Out:

1. Get students’ attention with a Call and Response. 2. Model for students sharing out your writing progress and what

you plan to do for your writing tomorrow. Please refer to Lucy Calkins’ Units of Study or procedures for Writer’s Workshop.

3. Using an appropriate Discussion Protocol, have students share out their writing progress and what they plan to do tomorrow for their writing.


1. Summarize today’s learning. “Today, we learned…” 2. Return to the Big Idea Question by asking, “What are some

things that a powerful narrative needs?” Use an appropriate Discussion Protocol to get students’ responses. (Informal Assessment Opportunity)

Academic Language Autobiography Narrative personal narrative plot beginning, middle, end draft drafting


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Day 7: Drafting





throughout year) Chart of Elements of a Powerful Narrative AGO for class chart and student chart of prewriting Class and student copies of a Flow Map Paper for draft/MELD Writing Journal SEL Language Screener SEL Profile Folders Espranza Rising by Pam Munoz (from the CCSS Exemplar

Text library book sets)


“What are some things that a powerful narrative needs?” “What is a Limerick Poem?”


Intended Student Learning Outcomes: Students discuss elements of a narrative Students draft a personal narrative. Students begin SEL language screener assessments.

Lesson Sequence

Review As Needed: Discussion Protocols (Use a similar or your own explicit procedure for teaching Participation Protocols and Discussion Protocols)

1. Display the Participation Protocols poster. 2. Set purpose by reminding students that there are certain

expectations for different situations in the classroom.


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Read Aloud: Read Limerick Poems from the Resource Packet to practice fluency, rhyming words and syllable count.

Drafting: Write a Limerick Poem draft about a special event in your life.


2. Model for students taking your plot ideas from the Flow Map and writing your draft. Remember to use Think Alouds.

3. Review the elements of a Powerful Narrative. Using the elements of a Powerful Narrative, review your model draft to see how many elements are in your draft and how it is used.

4. Establish routines and procedures for independent writing time.Have students complete their independent drafts. Remind students to use the elements of a Powerful Narrative.

5. PREPARING for tomorrow: As students write, walk around and read a few drafts. Choose ONE draft that is missing ONE element from the class chart of elements of Powerful Narrative.Discuss with student what is missing and ask student’s


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permission to use it as an example with the class tomorrow. 6. As students work independently, teacher pulls students to

continue the SEL Language Screener. Add SEL Language Screener to the SEL Profile Folders for each students.

Workshop MiniLesson: Teacher models the format of a Limerick Poem. A limerick is a humorous poem consisting of five lines. The first, second, and fifthlines must have seven to ten syllables while rhyming and having thesame verbal rhythm. The third and fourth lines only have to have five to seven syllables, and have to rhyme with each other and havethe same rhythm.

Independent Practice: 1. Students create a Limerick Poem Template in their MELD Writing Journals. 2. Students use the Limerick Poem Key to draft lines that rhyme and have the correct number of syllables for each line. Share Out:


you plan to do for your writing tomorrow. Please refer to Lucy Calkins’ Units of Study or procedures for Writer’s Workshop.

3. Using an appropriate Discussion Protocol, have students share out their writing progress and what they plan to do tomorrow for their writing.


1. Summarize today’s learning. “Today, we learned…” 2. Return to the Big Idea Question by asking, “What are some


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http://www.google.com/url?q=http%3A%2F%2Fwww.yourdictionary.com%2Flimerick&sa=D&sntz=1&usg=AFQjCNGg2bUMCNobptjkL87IxHqcwp03jQ

things that a powerful narrative and Limerick Poem need?” Usean appropriate Discussion Protocol to get students’ responses. (Informal Assessment Opportunity)

Academic Language Autobiography Narrative personal narrative limerick plot beginning, middle, end draft, drafting


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Day 8: Revising


CCSS.ELALITERACY.SL.5.1 Engage effectively in a range of collaborative discussions (oneonone, in groups, and teacherled) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. a. Follow agreedupon rules for discussions. CCSS.ELALITERACY.RL.5.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 45 text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELALITERACY.W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear



throughout year) Chart of Elements of a Powerful Narrative AGO for class chart and student chart of prewriting Class and student copies of a Flow Map and Limerick Poem A student sample, with student’s permission Personal Thesaurus Dictionary and Thesaurus SEL Language Screener SEL Profile Folders Esperanza Rising (from the Phyllis Hunter Text library book

sets)


“How can we revise to make our writing more powerful?” “How do I use the Personal Thesaurus to gain Academic Vocabulary inmy Narrative Writing?”


Intended Student Learning Outcomes: Students discuss elements of a narrative Students revise a personal narrative with a peer. Students begin SEL language screener assessments.

Lesson Sequence

Review As Needed: Discussion Protocols (Use a similar or your own explicit procedure for teaching Participation Protocol and Discussion Protocol)

1. Display the Participation Protocol poster. 2. Set purpose by reminding students that there are certain


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expectations for different situations in the classroom. 3. Continue introducing and practicing using different

Participation Protocols with students as examples of differentways for them to participate in the classroom. Be explicit in your instruction. For example, use “I do, we do, and you do” to model, demonstrate, and practice the protocol.

4. Be sure to use appropriate Participation Protocols and Discussion Protocols throughout the day, everyday. Read Aloud: Continue reading Limerick Poem Examples to practiceAcademic Language Development, rhyming, and syllable count. Revising: Students revise with a partner.


2. Tell students what it means to revise. They will use the class chart of elements of a Powerful Narrative to revise. Tell students that they will revise their writing with a partner today. (Set Purpose).

3. Show the class the prechosen student writing sample. Tell them that for today only, you will be this student’s partner for revision.

4. Model using the class chart of the elements of a Powerful Narrative to revise ONE missing element from the student sample.

5. Teacher models using the Personal Thesaurus to build Academic Language (ALD) in their writing. Teacher takes a Tier1 word and places it in the top box. Students use reference material (Dictionary/Thesaurus) to add Tier 2 words and synonyms on the lines below. Teacher models writing an antonym in the dotted box below.

6. Establish routines and procedures for peer revision. Using an

appropriate Discussion Protocol such as Silent


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Appointment, have students revise each other’s writing lookingfor ONE missing element or Tier 1 word that could be replaced with a Tier 2 word. Remind students to use the elements of a Powerful Narrative.

7. PREPARE for tomorrow by selecting one student sample thathas only ONE or TWO elements you want to focus on for editing. Discuss with the student the edits you want to make and why. Ask the student’s permission to use his/her sample for tomorrow’s lesson on editing.

8. As students work collaboratively, teacher pulls students to continue the SEL Language Screener. Add SEL Language Screener to the SEL Profile Folders for each students.

Share Out:


you plan to do for your writing tomorrow (editing). Please refer to Lucy Calkins’ Units of Study or procedures for Writer’s Workshop.

3. Using an appropriate Discussion Protocol, have students share out their writing progress (what changes they made to their writing during peer revision) and what they plan to do tomorrow for their writing.


1. Summarize today’s learning. “Today, we learned…” 2. Return to the Big Idea Question by asking, “How can we revise

to make our writing more powerful?” Use an appropriate Discussion Protocol to get students response. (Informal Assessment Opportunity)

Academic Language Autobiography Narrative personal narrative plot Personal Thesaurus beginning, middle, end draft drafting revise, revising


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Day 9: Editing




Participation Protocols Poster and Discussion Protocols Poster Chart of Kinds of Writing (teacher created, add to chart

throughout year) Chart of Elements of a Powerful Narrative AGO for class chart and student chart of prewriting Class and student copies of a Flow Map A student sample, with student’s permission Chart of Proofreading Marks, teacher created SEL Language Screener SEL Profile Folders Esperanza Rising by Pam Munoz (from the CCSS Phyllis

Hunter Text library book sets)


“How can we edit to make our writing readable?”


Intended Student Learning Outcomes: Students discuss elements of a narrative Students edit and personal narrative with a peer. Students begin SEL language screener assessments.

Lesson Sequence

Review As Needed: Discussion Protocols (Use a similar or your own explicit procedure for teaching Participation Protocol and Discussion Protocol) 1. Display the Participation Protocol poster.


2. Continue introducing and practicing using different


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Participation Protocol with students as examples of different ways for them to participate in the classroom. Be explicit in your instruction. For example, use “I do, we do, and you do” to model, demonstrate, and practice the protocol.


Read Aloud: Continue reading Esperanza Rising to prepare studentsfor later lessons. Editing: Students edit with a partner

1. Introduce the Proofreading Marks.

2. Tell students what it means to edit. They will use the

proofreading marks to edit. Tell students that they will edit theirwriting with a partner today. (Set Purpose).

3. Show the class the prechosen student writing sample. Tell them that for today only, you will be this student’s partner for editing.

4. Model using the proofreading marks chart to edit the student sample focusing on ONE or TWO missing elements from the student sample.

5. Establish routines and procedures for peer editing. Using an


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appropriate Discussion Protocol such as Silent Appointment, have students edit each other’s writing looking for ONE or TWO missing elements. Remind students to use proofreading marks.

6. As students work collaboratively, teacher pulls students to continue the SEL Language Screener. Add SEL Language Screener to the SEL Profile Folders for each students.

Grammar MiniLesson: Verb Tenses 1. Teacher models applying the Past Tense “ed” Marker to past tense verbs in editing students’ writing. Giving clarification spelling patterns for some irregular verbs. 2. Students work with a partner to complete the Past, Present and Future worksheet. 3. Students apply the “Give one, Get one” Protocol to check for understanding. Share Out:


you plan to do for your writing tomorrow (publishing). Please refer to Lucy Calkins’ Units of Study or procedures for Writer’sWorkshop.

3. Using an appropriate Discussion Protocol, have students share out their writing progress (what changes they made to their writing during peer revision) and what they plan to do tomorrow for their writing.


1. Summarize today’s learning. “Today, we learned…” 2. Return to the Big Idea Question by asking, “How can we edit to

make our writing readable?” Use an appropriate Discussion Protocol to get students’ responses. (Informal Assessment Opportunity)

Academic Language Autobiography Narrative personal narrative limerick plot beginning, middle, end draft, drafting revise, revising


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edit, editing


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Day 10: Publishing and Celebration




Participation Protocols Poster and Discussion Protocols Poster Chart of Kinds of Writing (teacher created, add to chart

throughout year) Chart of Elements of a Powerful Narrative AGO for class chart and student chart of prewriting Class and student copies of a Flow Map A student sample, with student’s permission Publishing materials Chart of Proofreading Marks, teacher created SEL Language Screener SEL Profile Folders “The Singing Bird” Limerick Poem example LPA Narrative Writing Rubric from the CCSS Periodic

Assessment Website


“How can we share our writing?”


Intended Student Learning Outcomes: Students discuss elements of a narrative Students publish an personal narrative with a peer. Students begin SEL language screener assessments.

Lesson Sequence

Review As Needed: Discussion Protocols (Use a similar or your own explicit procedure for teaching Participation Protocols and Discussion Protocols)

1. Display the Participation Protocols poster.


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Read Aloud: Read “The Singing Bird,” Limerick Poem, to practice fluency, rhyming words, Academic Language, and syllable count. Publishing: Students publish their personal narrative Limerick Poem.

1. Tell students that they have worked hard on their personal narratives. Today, they get to share their writing with a larger audience by publishing.

2. Give students a choice of two ways to publish. For example,


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students can make and illustrate a book, or type up a final drafton the computer. Whichever way you choose, model for students how to do it first.

3. Establish routines and procedures for independent work. Have

students publish their work. Have an activity ready for studentswho are done early.

4. As students work independently, teacher pulls students to continue the SEL Language Screener. Add SEL Language Screener to the SEL Profile Folders for each students.

Share Out:

1. Get students’ attention with a Call and Response. 2. Using an appropriate Discussion Protocol, have students

share out their writing progress or published writing by creating a class iMovie. Celebrate everyone’s progress.


1. Summarize today’s learning. “Today, we learned…” 2. Return to the Big Idea Question by asking, “How can we share

our writing?” Use an appropriate Discussion Protocol to get students’ responses. (Informal Assessment Opportunity)

Academic Language Autobiography Narrative personal narrative plot beginning, middle, end draft, drafting revise, revising edit, editing publish, publishing

Formal Assessment

Recommendation: Collect students’ writings and grade using the Narrative Writing Checklist. Analyze for linguistic and writing features that need further MELD support before adding to the SELS Profile folder.


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Documents

5th Grade MELD Lessons Aligned to CCSS 10 Days Start Smart › cms › lib08 › CA... · 5th Grade MELD Lessons Aligned to CCSS 10 Days Start Smart Overview Overview Collaboration