Grade 5
Module 1
2016/2017
Duval County Public Schools
Elementary ELA
Curriculum Guide Overview
Module 1
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Grade 5
Modules
Duration
Quarter 1
Module 1
SS Unit 1
Module 1
Unit 1
Quarter 2
Module 1
Unit 2
8/15/16 - 10/14/16
Becoming a Close Reader and
Writing to Learn
Topic: Stories of Human Rights
Module
1 Unit 2
Con’t
Module
1 Unit 3
Module 1
SS Unit 2
Module
3A Unit
1
Reading Lit.
Reading Lesson Standards
Reading Info.
*LAFS.5.RI.1.1
*LAFS.5.RI.1.2
*LAFS.5.RI.1.3
*LAFS.5.RI.2.4
LAFS.5.RI.3.8
*LAFS.5.RI.3.9
Speaking & Listening
LAFS.5.SL.1.1
LAFS.5.SL.1.2
Writing
*LAFS.5.W.3.9
*LAFS.3.W.4.10
Language
*LAFS.5.L.3.4
*LAFS.5.L.3.6
Quarter 3
Module
3A Unit
2
Module 3A
Unit 3
Module 3A
SS Unit
Quarter 4
Module 4
Unit 1
Module 4
Unit 2
Module 4
Unit 3
10/17/16 - 12/22/16
1/09/17 - 03/16/17
Becoming a Close Reader and Writing
to Learn
Topic: Stories of Human Rights
Considering Perspectives and
Supporting Opinions
Topic: Sports and Athletes’ Impact on
Culture
Considering Perspectives and
Supporting Opinions
Topic: Sports and Athletes’ Impact
on Culture
Gathering Evidence and Speaking to
Others
Topic: Natural Disasters in the
Western Hemisphere
Reading Lit.
Reading Lit.
Reading Lit.
Reading Info.
Reading Info.
Speaking & Listening
Speaking & Listening
Writing
Writing
Language
Language
* Indicates formally assessed standards
*LAFS.5.RL.1.1
*LAFS.5.RL.1.2
*LAFS.5.RL.1.3
*LAFS.5.RL.2.4
Module 1
*LAFS.5.RL.1.1
*LAFS.5.RL.1.2
*LAFS.5.RL.1.3
*LAFS.5.RL.2.4
*LAFS.5.RL.2.5
*LAFS.5.RL.2.6
LAFS.5.RL.3.7
*LAFS.5.RL.3.9
Module 4
SS Unit
3/27/17 - 06/02/17
Gathering Evidence and Speaking
to Others
Topic: Natural Disasters in the
Western Hemisphere
Reading Info.
*LAFS.5.RI.1.1
*LAFS.5.RI.1.3
*LAFS.5.RI.2.4
*LAFS.5.RI.3.7
LAFS.5.RI.3.9
Speaking & Listening
LAFS.5.SL.1.1
LAFS.5.SL.2.6
Writing
LAFS.5.W.1.1
*LAFS.5.W.1.2
*LAFS.5.W.2.4
*LAFS.5.W.2.5
LAFS.5.W.3.8
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Grade 5
Module 1
*LAFS.5.W.3.9
LAFS.5.W.4.10
Language
LAFS.5.L.1.1
Quarter 1
Writing Module 1
Reading Info.
Writing Lesson Standards
*LAFS.5.RI.1.1
Speaking & Listening
LAFS.5.SL.1.1
Writing
LAFS.5.W.1.2
*LAFS.5.W.2.4
LAFS.5.W.2.5
*LAFS.5.W.3.9
*LAFS.5.W.4.10
Language
LAFS.5.L.2.3
Quarter 2
Writing Module 1/3A
Quarter 3
Writing Module 3A/4
Quarter 4
Writing Module 4
Reading Lit.
Speaking & Listening
Writing
*LAFS.5.RL.1.1
LAFS.5.RL.1.2
LAFS.5.RL.1.3
LAFS.5.RL.2.4
Writing
Language
Reading Info.
LAFS.5.RI.1.1
Speaking & Listening
LAFS.5.SL.1.1
LAFS.5.SL.2.6
Writing
*LAFS.5.W.1.1
LAFS.5.W.1.2
LAFS.5.W.2.4
LAFS.5.W.2.5
LAFS.5.W.3.9
LAFS.5.W.4.10
Language
Foundational Skills Standards
LAFS.5.L.1.1
LAFS.5.RF.3.3 – Know and apply
grade-level phonics and word
analysis skills in decoding words.
LAFS.5.RF.3.3 – Know and apply
grade-level phonics and word analysis
skills in decoding words.
LAFS.5.RF.3.3 – Know and apply
grade-level phonics and word
analysis skills in decoding words.
LAFS.5.RF.3.3 – Know and apply
grade-level phonics and word
analysis skills in decoding words.
LAFS.5.RF.4.4 – Read with
sufficient accuracy and fluency to
support comprehension.
LAFS.5.RF.4.4 – Read with sufficient
accuracy and fluency to support
comprehension.
LAFS.5.RF.4.4 – Read with sufficient
accuracy and fluency to support
comprehension.
LAFS.5.RF.4.4 – Read with
sufficient accuracy and fluency to
support comprehension.
P a g e 3 | 22
Grade 5
Am. History
Social Studies Standards
SS.5.A.1.1
SS.5.A.1.2
SS.5.A.5.3
Civics & Gov.
SS.5.C.1.1
SS.5.C.1.2
SS.5.C.1.3
SS.5.C.1.4
SS.5.C.1.5
SS.5.C.1.6
SS.5.C.2.2
SS.5.C.2.3
SS.5.C.2.4
SS.5.C.2.5
SS.5.C.3.1
SS.5.C.3.2
SS.5.C.3.3
SS.5.C.3.4
SS.5.C.3.5
SS.5.C.3.6
Module 1
Am. History
SS.5.A.2.1
SS.5.A.2.2
SS.5.A.2.3
SS.5.A.3.1
SS.5.A.3.2
SS.5.A.3.3
SS.5.A.4.1
SS.5.A.4.2
SS.5.A.4.3
SS.5.A.4.4
SS.5.A.4.5
SS.5.A.4.6
Resources
Professional Development:
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http://elschools.org/educator-resources/videos
http://elschools.org/educator-resources/recommendedreading#literacy
District Webinars
Small Group Recommendations
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Independent Reading
TTS Strategies based on DAR data
FCRR lessons based on student need
Houghton Mifflin, Science, and Social Studies Leveled
Readers for Guided Reading
See the Resource and Center Folders
Consider using computer rotation to practice keyboarding
skills
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Grade 5
Instructional Resources
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Recommended Text List
Alternative Text List
Appendix 1
Center Rotations
Reading Protocols
http://www.abcya.com/keyboarding_practice.htm
http://www.bbc.co.uk/guides/z3c6tfr#z34thyc
https://www.typingclub.com/
http://www.petersonhandwriting.com/Publications/Fluency_Builder_Kit.pdf
Module 1
ESE Resources
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Book share, http://www.bookshare.org is a vendor that
received federal funds to provide accessible material to
qualifying students free of charge. ESE teacher must set
this up.
Learning Ally, https://www.learning ally.org/ is a vendor
who provides services to individuals with documented
learning disabilities, impairment or physical disabilities
that impede the ability to process to process standard
print.
National Instructional Materials Access Center,
http://www.fimcvi.org/ is national electronic file that
provides specialized formats to qualifying students.
P a g e 5 | 22
Grade 5
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Module 1
Course:
Module 1
Dates/Pacing:
Guiding Questions
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Module 1
Grade 5 ELA
Stories of Human Rights
It is recommended that this module be
completed through Unit 2 Lesson 11 before the
end of Quarter 1. The remainder of the
Module will be taught during Quarter 2.
What are human rights?
What lessons can we learn about human rights through literature and life?
How can we tell powerful stories about people’s experiences?
Big Ideas




We learn lessons about human rights from the experiences of real people and fictional characters.
Characters change over time in response to challenges.
People respond differently to similar events in their lives.
Authors conduct research and use specific language in order to impact their readers.
Stories of Human Rights
OVERVIEW
What are human rights, and how do real people and fictional characters respond when those rights are challenged? Students will develop their ability to read and understand complex
text as they consider this question. Students will begin to build knowledge about human rights through a close read of the introduction and selected articles of the Universal Declaration
of Human Rights (UDHR), paired with short firsthand accounts of people around the world who currently face human rights challenges. In Unit 2, students will do an extended study of
Esperanza Rising (740L) by Pam Muñoz Ryan, applying their new learning about human rights as one lens through which to interpret the character and theme in this rich novel—a
complex coming-of-age story set in Mexico and rural California during the early 1930s. Through close reading, interpretation, and analysis of fiction and nonfiction texts, students will
synthesize their understanding of human rights. The specific literacy focus is on supporting understanding through quoting directly from text, inferring theme, and comparing and
contrasting how different texts address the topics and themes of human rights. Students will write an analytical essay in which they describe how a character in the novel responds to
challenges. In Unit 3, students will continue to revisit the text and themes of the UDHR and Esperanza Rising as they read, write, and ultimately have the option to perform Readers
Theater. Students will compare novels and Readers Theater as two forms of narrative writing. They will then select specific articles of the UDHR that relate thematically to the novel and
reread key passages of the novel with that theme in mind. They will have the option to write individual and small group scripts based on these key passages and on phrases from the
UDHR. Students may revise, rehearse, and ultimately perform their group Readers Theater scripts for their class and/or school or community members. This performance task centers on
LAFS standards W.1.3, W.2.4, and W.2.5.
Performance Task (Optional)
SUMMARY OF TASK: Readers Theater Script
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Grade 5
Module 1
Students will work in small groups to analyze passages from Esperanza Rising that relate to one of five articles from the Universal Declaration of Human Rights. Based on the
UDHR article the group chose, each student will write his or her own scene of a Readers Theater script from selected pages/passages of Esperanza Rising. For the final
performance task, students will collaborate in their small groups to combine their individual scripts into a longer, single script based on their common UDHR article. They will
refine their group script with a focus on narrating the themes of the UDHR and on smooth transitions between individual script scenes. Students will choose props, rehearse,
and then perform their Readers Theater scripts for the class and/or the school or community. This task centers on LAFS standards W.1.3, W.2.4, and W.2.5.
Module Specific Notes
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5th GRADE INSTRUCTIONAL FRAMEWORK
o 5th grade ELA is allotted 100 minutes, to include Reading and Writing lessons. Special attention was given to the required 90 minute Reading block and the
alignment requirements to the FSA Text Based Writing. Considering the required components of the lessons, it is recommended that 5th grade students
participate in one 25 minute center rotation daily.
o Center rotations and computer lab time can be utilized for students to practice keyboarding skills. Also, please make sure to secure the computer lab, or
computer cart prior to completing lessons during which multiple students will be using the computer (e.g. typing final copies or practicing keyboarding skills).
o It will be important to pre-read the central text for Unit 2, Esperanza Rising, in preparation for the lessons.
o It will be important to gather the necessary materials for each lesson in advance, so that students are able to participate fully during the instruction.
o Please note that writing assessments have been built into the curriculum. As such, it will be necessary to adjust your classroom schedule to accommodate the
timing for these assessments. Flex days have been provided to aid in these schedule changes.
•
This module is designed to address English Language Arts standards. However, the module intentionally incorporates Social Studies content that may align to additional
teaching during other parts of the day. These intentional connections are described below:
o The rights of citizens in the United States are similar to and different from the right of citizens in other nations of the Western Hemisphere.
o Constitutions, rules, and laws are developed in democratic societies in order to maintain order, provide security, and protect individual rights.
o Different people living in the Western Hemisphere may view the same event or issue from different perspectives.
o The migration of groups of people in the United States, Canada, and Latin America has led to cultural diffusion because people carry their ideas and way of live
with them when they move from place to place.
o Connections and exchanges exist between and among the peoples of Europe, sub-Saharan Africa, Canada, Latin America, the Caribbean, and the United States.
These connections and exchanges include social/cultural, migration/immigration, and scientific/technological.
•
CENTRAL TEXTS
o United Nations Office of the High Commissioner for Human Rights, Universal Declaration of Human Rights, adopted and proclaimed by General Assembly
resolution 217 A (III) of 10 December 1948, from www.un.org/events/humanrights/2007/.../declaration%20_eng.pdf (last accessed June 18, 2012).
o Pam Muñoz Ryan, Esperanza Rising (New York: Scholastic, 2002) ISBN: 978-0-439-12042-5.
o Aaron Shepard, Readers On Stage (Shepard Publications, 2004); ISBN 978-0-938497-21-9.
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DAILY OVERVIEW NOTES
o This curriculum guide includes a daily overview for all Module 1 lessons. Please note that there have been several updates made to many of the lessons.
As such, it will be important to read through the lessons in the teacher manual, as well as the updates listed in this curriculum guide when planning for
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Grade 5
o
o
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Students will receive a Home Learning Packet, which will provide weekly Independent Reading Activities. The intent of these activities is to give students the
opportunity to apply strategies and skills that they have developed during their reading lessons. The activities will be printed on both the front and the back
of the pages. One side will be used with literary texts, the other side will be used with informational texts. The expectation is that students will complete one
side of the page (depending on their type of independent reading text) per week. Please note that the Daily Overview of this Module also includes a
breakdown of each lesson included in the Module, which may offer Additional/Supplemental Home Learning Activities. These activities could be used in
addition to, or in place of one of the activities on the weekly home learning page.
Writing Lessons
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instruction. Also, please note that certain lessons (or parts of lessons) have been identified as “optional”. This indicates that they could be omitted in the
interest of time. As always, teacher discretion should be used to determine the use of these lessons (or parts of lessons).
Writing/Language lessons have not been attached to the Reading lessons identified as “optional”. The delivery of writing/language instruction will be at
the discretion of the teacher if these lessons are taught.
Please note that the teacher resources indicated in the “Materials” section of the Reading, Writing, and Language lessons are located in the teacher
manual after the attached lessons. If it is recommended that two lesson be combined, then you will find all the resources required to complete both of
those lessons after the second lesson in the manual.
Home Learning
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Module 1
Please be sure to locate the Writing Center Rotations folder, available on the DCPS 5th Grade ELA Black Board page, to find example center activities that will
help your students with their specific needs in writing. These activities also help to provide in depth coverage of specific standards.
Heath Connections
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Please note that articles pertaining to Health standards will be available on Black Board (in the Health folder) for teachers to incorporate into students’
activities during whole group lessons or center rotations.
Daily Overview
Please Note: Time allotted for teaching days is flexible depending on the needs of the students.
SS Unit 1: Foundations of American Government and Human Rights
SS Unit 1: In this unit, students will use various historical documents (Universal Declaration of Human Rights, U.S. Constitution, Articles of
Confederation, and Bill of Rights) to define human rights and identify how the American government protects those rights. Students will also evaluate
the impact of citizen responsibilities within a society while analyzing the relationship between citizens’ responsibilities and citizens’ rights.
Guiding Question:
• How does the American government work to protect the rights of individuals?
• Why are individual rights protected by law?
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Grade 5
Module 1
• What impact can citizens have on their government?
Big Ideas:
• Citizens have rights and responsibilities as outlined in the historical documents that comprise the base of our country’s government.
• Our government supplies the structure of power for maintaining order and protecting the rights of citizens.
• In order to take full advantage of our rights as citizens, we must address our responsibilities as well.
Activities/Lesson
Date/Day of the school year
Suggested # of Days for this
Lesson: 2
Reading Lesson Title: Lesson 1: Building Background Knowledge: Annotating and Close Reading about Human Rights
Writing Lesson Title: Lesson 1A: Focused Free Write: Influence on Society; Lesson 1B: Focused Free Write: Contributions
Core Text: 5th Grade Houghton Mifflin Social Studies textbook
Suggested # of Days for this
Lesson: 2
Home Learning: Independent Reading Activity
Reading Lesson Title: Lesson 2: Jigsaw—Citizen’s Rights
Writing Lesson Title: Lesson 2A: Introduction to Text-Based Writing; Lesson 2B: Text-Based Writing: Revision
Core Text: 5th Grade Houghton Mifflin Social Studies textbook
Suggested # of Days for this
Lesson: 1
Home Learning: Independent Reading Activity
Reading Lesson Title: Lesson 3: Human Rights UDHR (Plain Language Version) and Bill of Rights
Writing Lesson Title: Lesson 3: Assessment: Baseline
Core Text: 5th Grade Houghton Mifflin Social Studies textbook; Presidential Profile: James Madison
Suggested # of Days for this
Lesson: 2
Home Learning: Independent Reading Activity
Reading Lesson Title: Lesson 4: Balance of Power—Branches of Government
Writing Lesson Title: Lesson 4A: What Makes a Sentence; Lesson 4B: What Makes a Sentence: Revision
Core Text: 5th Grade Houghton Mifflin Social Studies textbook; Presidential Profile: James Madison
Suggested # of Days for this
Lesson: 1
Home Learning: Independent Reading Activity
Reading Lesson Title: Lesson 5: Citizen’s Responsibilities
Writing Lesson Title: Lesson 5: Sentences: Building Strength
Core Text: 5th Grade Houghton Mifflin Social Studies textbook; Assessment Text Set
Home Learning: Independent Reading Activity
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Grade 5
Suggested # of Days for this
Lesson: 1
Module 1
Reading Lesson Title: Lesson 6: End of Unit Assessment
Writing Lesson Title: Lesson 6: Sentences: Building Strength in Our Own Writing
Core Text: 5th Grade Houghton Mifflin Social Studies textbook
Home Learning: Independent Reading Activity
Unit 1: Getting Ready To Learn About Human Rights
Unit 1: What are human rights? Why do we have them, and how are they protected? This unit is designed to help students build knowledge about
these questions while simultaneously building their ability to read challenging text closely. Students begin this unit by exploring human rights themes
through images and key vocabulary. They then will analyze selected articles from the Universal Declaration of Human Rights (UDHR) through a series
of close reading text-dependent tasks and questions, discussions, and writing. They will explore the history of the development and language of
universal human rights documents, developing skills to determine the meaning of words and phrases. The Mid-Unit 1 Assessment will be an ondemand quiz of academic vocabulary from the UDHR. Students then will examine firsthand accounts of people’s experiences with human rights. This
unit culminates with on demand writing, in which they analyze a firsthand account and explain how a family’s rights were challenged and how the
family responded. Students will cite direct textual evidence to support their claims.
Guiding Question:
• What lessons can we learn about human rights through literature and life?
• What are human rights?
• How can we tell powerful stories about people’s experiences?
Big Ideas:
• We learn lessons about human rights from the experiences of real people and fictional characters.
• Characters change over time in response to challenges to their human rights.
• People respond differently to similar events in their lives.
• Authors conduct research and use specific language in order to impact their readers.
Activities/Lesson
Date/Day of the school year
Suggested # of Days for this
Lesson: 1
Reading Lesson Title: Lesson 1: Getting Ready to Learn About Human Rights (see updates below)
•
•
The opening of this lesson has been abbreviated, as the original content is covered in the previous social studies unit lessons.
Work Time C and D are optional, as this chart is made in previous social studies lessons.
Writing Lesson Title: Lesson 1: Text-Based Writing: Introduction to the Writing Process
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Grade 5
Module 1
Core Text: UDHR
Home Learning: Independent Reading Activity
Suggested # of Days for this
Lesson: 1
Reading Lesson Title: Lesson 2: Building Background – A Short History of Human Rights (see updates below)
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•
The Opening is optional for this lesson. While an opening is needed in each lesson, this one could be modified to be a review of the
learning targets, since the students have already spent a lot of time on the idea of human rights.
Work Time A is optional. In the interest of time, it may be omitted.
Writing Lesson Title: Lesson 2: Set the Purpose: Annotating the Prompt
Core Text: A Short History of the UDHR, Women and the Civil Rights Movement Text Set
Home Learning: Independent Reading Activity
Additional/Supplemental Home Learning Activity: Have students take home their copy of “A Short History of the UDHR” and reread it. They
should make some notes in the margins about what they now understand and any questions they still have. Have students tell someone at
home about the history of the UDHR. See if they can figure out why people in New York feel a special connection to the UDHR and the
United Nations. Students will need to bring back their copy of “A Short History of the UDHR” for the next class.
Suggested # of Days for this
Lesson: 1
Reading Lesson Title: Lesson 3/4: Vocabulary: Human Rights and the Introduction to the UDHR (see updates below)
•
It is recommended that lessons 3 and 4 be combined into one day, in order to allow for more time for lessons throughout the
remainder of the module. To achieve this consolidation, the optional portions of the lessons identified below can be omitted for the
sake of time.
o
Lesson 3:
 Opening B is optional, as students have already spent a large amount of time with the UDHR.
 Closing and Assessment is also optional, as the lesson will continue with Lesson 4, so there will be no need for a
closing at this time.
o
Lesson 4:
 Opening A is optional, as students have already worked closely with Article 1 of the UDHR.
 Work Time A is optional, as the students have already received modeling in close reading.
 Closing and Assessment is optional. The students will need a closing for the lesson, however, in the interest of
time, this could be done with a review of the learning targets.
Writing Lesson Title: Lesson 3/4: Read with Intent: Reading and Annotating the Text Set
Core Text: (Optional: Background on the UDHR), Women in the Civil Rights Movement Text Set
Home Learning: Independent Reading Activity
Additional/Supplemental Home Learning Activity: Finish Introduction to the UDHR Note-Catcher and Complete Flash Cards
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Grade 5
Suggested # of Days for this
Reading Lesson Title: Lesson 5: Mid-Unit Assessment: Human Rights Vocabulary and Common Prefixes
Lesson: 1
Writing Lesson Title: Lesson 5: Read with Intent: Continuation of Reading and Annotating the Text Set
Module 1
Core Text: Assessment Text
Home Learning: Independent Reading Activity
Suggested # of Days for this
Lesson:
(This lesson is optional)
Reading Lesson Title: Lesson 6: Close Reading: Unpacking Specific Articles of the UDHR (Optional)
•
This lesson is optional, as students have already spent a significant amount of time working with understanding human rights.
Core Text: UDHR
Home Learning: Independent Reading Activity
Suggested # of Days for this
Lesson: 2
Reading Lesson Title: Lesson 7: Close Reading: Becoming Experts on Specific Articles of the UDHR (see updates below)
•
Work Time C is optional. In the interest of time, this section may be omitted.
Writing Lesson Title: Lesson 7A: Beginning the Planning Process: What Matters Most; Lesson 7B: Planning: What Works for My Writing
Core Text: UDHR
Home Learning: Independent Reading Activity
Additional/Supplemental Home Learning Activity: Discuss with someone at home the UDHR and human rights that you have learned
about. Ask which of these rights seem familiar to your listener and which surprise him or her. Choose one article of the UDHR that has been
most interesting to you. Read it out loud. Explain that right. Teach this person three to five new words you have learned. Make flash cards
and explain this process. How do flash cards help you as a reader?
Suggested # of Days for this
Lesson:
(This lesson is optional)
Reading Lesson Title: Lesson 8: Summarizing Complex Ideas: Comparing the Original UDHR and the “Plain Language” Version (Optional)
•
In the interest of time, this lesson may be omitted, as students have already worked with “plain language” version of the articles in
the SS Unit lessons.
Core Text: UDHR “Plain Language” Version
Home Learning: Independent Reading Activity
Additional/Supplemental Home Learning Activity: Discuss both versions of the UDHR: the original and the Plain Language Version with
someone at home. Talk with that person about which version you prefer, and why. What is gained and lost when an original primary source
(historical document) is simplified? What does the phrase “lost in translation” mean?
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Grade 5
Suggested # of Days for this
Lesson: 1
Module 1
Reading Lesson Title: Lesson 9: Main Ideas in Informational Text: Analyzing a Firsthand Human Rights Account
Writing Lesson Title: Lesson 9: Planning
Core Text: Teaching Nepalis to Read, plant, and Vote
Home Learning: Independent Reading Activity
Suggested # of Days for this
Lesson: 1
Reading Lesson Title: Lesson 10: Main Ideas in Informational Text: Analyzing a Firsthand Human Rights Account for Connections to Specific
Articles of the UDHR (see updates below)
•
•
If Anchor Charts were not created for the 11 identified articles in previous lessons, then the Opening of this lesson will need to be
modified to just a review of the rights that have been discussed throughout this unit.
In the interest of time, Work Time D is optional, as students will respond to text in writing during the writing lessons.
Writing Lesson Title: Lesson 10: Drafting the Essay: Introduction
Core Text: Teaching Nepalis to Read, Plant, and Vote
Home Learning: Independent Reading Activity
Suggested # of Days for this
Lesson: 1
Reading Lesson Title: Lesson 11: End of Unit 1 Assessment: Analysis of Human Rights Account
Writing Lesson Title: Lesson 11: Drafting the Essay: Body
Core Text: From Kosovo to the United States
Home Learning: Independent Reading Activity
Unit 2: Case Study: Esperanza’s Story
Unit 2: In this second unit, students will apply their new learning about human rights through a case study of how a fictional character responds to human rights
challenges. This unit emphasizes the Reading Literature strand of the LAFS, with a study of the novel Esperanza Rising by Pam Muñoz Ryan (740L). Students also
read informational texts related to the story’s historical context. They will trace the journey of Esperanza, a young girl born into a comfortable life of privilege in
Mexico in the 1930s who is forced to flee to California and must rise above her difficult circumstances. This unit is designed to deliberately build students’ ability
to write routinely to learn. Almost daily, they will write short informational pieces in their reading journals, in which they record their interpretations of concrete
details and quotations from the book. They will analyze characters’ responses to challenges and will analyze how Esperanza changes over time. For the mid-unit
assessment, students will independently read and analyze a new chapter in the novel, focusing on the challenges Esperanza faces, how she responds, and what
that tells readers about her as a character. In the second half of the unit, students compare and contrast Esperanza to other characters in the novel, focusing
specifically on how various characters respond to the challenges in their work camp and whether or not the migrant workers should strike. Students will create
a two-voice poem contrasting the ways two different characters respond to a similar challenge. They will then write a formal essay in which they analyze how
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Grade 5
Module 1
Esperanza changes throughout the novel.
Guiding Questions:
• What are human rights?
• What lessons can we learn about human rights through literature and life?
Big Ideas:
• We learn lessons about human rights from the experiences of real people and fictional characters.
Unit Notes: This unit presumes that the teacher has carefully read Esperanza Rising in advance. This novel is at a 740 Lexile measure. However, it is quite
complex on other qualitative measures of text complexity. Also, due to the amount of reading that is expected of the students in this unit, it is recommended
that these lessons be taught over a 2 day time frame, to allow ample time for students to read the text as a shared reading, partner reading, or independent
reading as needed.
Date/Day of the school year
Suggested # of Days for this
Lesson: 2
Activities/Lesson
Reading Lesson Title: Lesson 1: Building Background Knowledge: Learning About the Historical and Geographical Setting of Esperanza
Rising: Chapter 1: “Aguascalientes, Mexico, 1924” (see updates below)
•
Work Time A is optional. If students have already completed their body paragraphs, you do not have to complete this portion of the
lesson.
Writing Lesson Title: Lesson 1A: Drafting the Essay: Body/Conclusion; Lesson 1B: Revising and Editing: Checklist
Core Text: Esperanza Rising
Home Learning: Independent Reading Activity
Suggested # of Days for this
Lesson: 2
Reading Lesson Title: Lesson 2: Getting to Know Esperanza: Chapter 2, Las Uvas/Grapes
Writing Lesson Title: Lesson 2A: Revising and Editing: Women and the Civil Rights Movement Response Essay; Lesson 2B: Publishing Your
Writing
Core Text: Esperanza Rising
Home Learning: Independent Reading Activity
Suggested # of Days for this
Lesson: 2
Reading Lesson Title: Lesson 3: Inferring About Characters Based on how They Respond to Challenges: Chapter 3, “Las Papayas/Papayas”
(see updates below)
•
Opening A is optional, as students may not have read Chapter 3 of the text at this point. If students have been able to read ahead in
center rotations, or previous lessons, this entrance ticket could be used as a quick check to gauge students’ understanding of the text.
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Writing Lesson Title: Lesson 3A: Assessment; Lesson 3B: Center Rotations and Writing Conferences: Focused Support
Core Text: Esperanza Rising
Home Learning: Independent Reading Activity
Suggested # of Days for this
Lesson: 2
Additional/Supplemental Home Learning Activity: Have students complete their responses to the text-dependent questions discussed
today, using the evidence they noted earlier in the lesson.
Reading Lesson Title: Lesson 4: Inferring About Characters Based on How They Respond to Challenges: Chapter 4, “Los Higos/Figs” (see
updates below)
•
•
Opening A is optional, as students may not have read Chapter 4 of the text at this point. If students have been able to read ahead in
center rotations, or previous lessons, this entrance ticket could be used as a quick check to gauge students’ understanding of the text.
Work Time C has been omitted, per curriculum updates.
Writing Lesson Title: Lesson 4A: Continuing Center Rotations and Writing Conferences: Focused Support; Lesson 4B: Continuing Center
Rotations and Writing Conference: Focused Support
Core Text: Esperanza Rising
Home Learning: Independent Reading Activity
Suggested # of Days for this
Lesson: 2
Reading Lesson Title: Lesson 5: Connecting Informational Text with Literature: Building Background Knowledge about Mexican Immigration,
California, and the Great Depression
Writing Lesson Title: Lesson 5A: Set The Purpose: Arts and Education; Lesson 5B: Read with Intent: Arts and Education (First Text)
Core Text: Esperanza Rising
Home Learning: Independent Reading Activity
Suggested # of Days for this
Lesson: 2
Reading Lesson Title: Lesson 6: Contrasting Two Settings: Chapter 6, “Los Melones/Cantaloupes (see updates below)
•
Openings A and B are optional, as the students may not have read Chapter 6 of the text at this point. If students have been able to
read ahead in center rotations, or previous lessons, this entrance ticket could be used as a quick check to gauge students’
understanding of the text.
Writing Lesson Title: Lesson 6A: Read with Intent: Arts and Education (Second Text); Lesson 6B: Planning: Arts and Education
Core Text: Esperanza Rising
Home Learning: Independent Reading Activity
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Grade 5
Suggested # of Days for this
Lesson: 2
Module 1
Reading Lesson Title: Lesson 7: Point of View: Comparing Esperanza’s and Isabel’s Perspectives about Life in the Camp: Chapter 7, “Las
Cebollas/Onions” (see updates below)
•
Openings A is optional, as the students may not have read Chapter 7 at this point. If students have been able to read ahead in center
rotations, or previous lessons, this entrance ticket could be used as a quick check to gauge students’ understanding of the text.
Writing Lesson Title: Lesson 7A: Planning: Arts and Education (Independent Practice); Lesson 7B: Drafting the Essay: Arts and Education
Core Text: Esperanza Rising
Home Learning: Independent Reading Activity
Suggested # of Days for this
Lesson: 2
Reading Lesson Title: Lesson 8: Understanding Themes in Esperanza Rising (see updates below)
•
Openings A, B, and C are optional, as the students may not have read Chapter 8 at this point. If students have been able to read
ahead in center rotations, or previous lessons, the entrance ticket could be used as a quick check to gauge students’ understanding of
the text.
Writing Lesson Title: Lesson 8A: Drafting the Essay: Arts and Education; Lesson 8B: Drafting the Essay: Arts and Education
Core Text: Esperanza Rising
Home Learning: Independent Reading Activity
Suggested # of Days for this
Lesson: 2
Reading Lesson Title: Lesson 9: Mid-Unit Assessment and Discussing Themes in Esperanza Rising: Chapter 9, “Las Ciruelas/Plums” (see
updates below)
•
In the interest of time, Work Time C is optional.
Writing Lesson Title: Lesson 9A: Revising and Editing: Arts and Education; Lesson 9B: Publishing: Arts and Education
Core Text: Esperanza Rising
Home Learning: Independent Reading Activity
Suggested # of Days for this
Lesson: 2
Reading Lesson Title: Lesson 10: Characters Changing Over Time (see updates below)
•
Opening A is optional, as the students may not have read Chapter 10 at this point. If students have been able to read ahead in center
rotations, or previous lessons, this entrance ticket could be used as a quick check to gauge students’ understanding of the text.
Writing Lesson Title: Lesson 10A: Assessment; Lesson 10B: Center Rotations and Writing Conferences
Core Text: Esperanza Rising
Home Learning: Independent Reading Activity
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Grade 5
Suggested # of Days for this
Lesson: 2
Module 1
Reading Lesson Title: Lesson 11: Building Background Knowledge: Why Do Workers Strike? Chapter 11, “Los Aguacates/Avocados” (see
updates below)
•
Opening A is optional, as students may not have read Chapter 11 at this point. If students have been able to read ahead in center
rotations, or previous lessons, this entrance ticket could be used as a quick check to gauge students’ understanding of the text.
Writing Lesson Title: Lesson 11A: Continuing Center Rotations and Writing Conferences: Focused Support; Lesson 11B: Continuing Center
Rotations and Writing Conferences: Focused Support
Core Text: Esperanza Rising
Home Learning: Independent Reading Activity
Suggested # of Days for this
Lesson: 2
Reading Lesson Title: Lesson 12: Contrasting Perspectives: Should the Farmworkers in Esperanza Rising go on Strike? Chapter 12, “Los
Espárragos/Asparagus” (see updates below)
•
•
Opening A is optional, as students may not have read Chapter 12 at this point. If students have been able to read ahead in center
rotations, or previous lessons, this entrance ticket could be used as a quick check to gauge students’ understanding of the text.
Work Time C and Closing and Assessment A are also optional. In the interest of time, they could be omitted.
Writing Lesson Title: Lesson 12A: Review of Verbs: Functions and Forms; Lesson 12B: Verb Tense: Forming Perfect Tense
Core Text: Esperanza Rising
Home Learning: Independent Reading Activity
Suggested # of Days for this
Lesson: 2
Reading Lesson Title: Lesson 13: Gathering Evidence and Drafting a Two-Voice Poem: Chapter 13, “Los Duraznos/Peaches” (see updates
below)
•
Opening A is optional, as students may not have read Chapter 13 at this point. If students have been able to read ahead in center
rotations, or previous lessons, this entrance ticket could be used as a quick check to gauge students’ understanding of the text.
Writing Lesson Title: Lesson 13A: Verb Tense: Correcting Inappropriate Shifts in Tense; Lesson 13B: Verb Tense: Revising and Editing for
Inappropriate Verb Tense Shifts
Core Text: Esperanza Rising
Home Learning: Independent Reading Activity
Additional/Supplemental Home Learning Activity: Continue filling in your Two-Voice Poem graphic organizer.
Suggested # of Days for this
Lesson: 1
Reading/Writing Lesson Title: Lesson 14: Writing, Critiquing, and Revising: Two-Voice Poems: Chapter 14, “Las Uvas/Grapes” (see updates
below)
•
Opening A is optional, as students may not have read Chapter 14 at this point. If students have been able to read ahead in center
rotations, or previous lessons, this entrance ticket could be used as a quick check to gauge students’ understanding of the text.
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Grade 5
Module 1
Work Time C is optional. In the interest of time, consider assigning this task for home learning.
•
Core Text: Esperanza Rising
Home Learning: Independent Reading Activity
Additional/Supplemental Home Learning: Revising Two-Voice; Share draft poem with an adult. Coach the adult on how to give specific,
kind, and helpful feedback. Ask adults for praise, questions, and suggestions.
Suggested # of Days for this
Lesson: 2
Reading/Writing Lesson Title: Lesson 15: Revisiting Big Metaphors and Themes: Revising and Performing Two-Voice Poems (see updates
below)
In the interest of time, Work Time C is optional.
•
Core Text: Esperanza Rising
Home Learning: Independent Reading Activity
Suggested # of Days for this
Lesson:
(This lesson is optional)
Reading Lesson Title: Lesson 16: Paragraph Writing, Part I: How Esperanza Responds on the Train (Revisiting Chapter 5: “Las
Guayabas/Guavas) (Optional)
•
This lesson is optional, as students have spent a significant amount of time pulling evidence from the text. Also, students will
receive specified writing instruction during the supplemental writing lessons.
Core Text: Esperanza Rising
Home Learning: Independent Reading Activity
Suggested # of Days for this
Lesson:
(This lesson is optional)
Reading Lesson Title: Lesson 17: Paragraph Writing, Part II (Optional)
•
This lesson is optional, as students will receive specified writing instruction during the supplemental writing lessons. Also, students
will be allotted time to write a complete essay as a performance task in the End of Unit Assessment.
Core Text: Esperanza Rising
Home Learning: Independent Reading Activity
Suggested # of Days for this
Lesson: 2
Reading/Writing Lesson Title: Lesson 18: End of Unit 2 Assessment: Includes On-Demand Analytical Essay about How Esperanza Changes
Over Time
Core Text: Esperanza Rising
Home Learning: Independent Reading Activity
Unit 3: Esperanza Rising: From Novel to Script
Unit 3: In this third unit, students will continue to apply what they have learned about human rights by creating scripts for a Readers Theater performance. This
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unit emphasizes the Reading Literature and Writing Narratives strands of the LAFS. Students analyze and select passages of Esperanza Rising connected to the
Universal Declaration of Human Rights for the purpose of developing and performing their own Readers Theater scripts. In the first half of the unit, students will
learn about Readers Theater by reading informational texts and also examining a variety of Readers Theater scripts. They will reread sections of the novel and
study and perform a Readers Theater script written by the novel’s author. For the mid-unit assessment, students will evaluate the strengths and limitations of
novels and theater scripts in terms of how well each genre engages its audience. In the second half of this unit, students collaborate to write their own Readers
Theater script. They will work in small groups to select passages (from multiple chapters) of Esperanza Rising that reflect characters’ experiences with human
rights challenges. After learning writing techniques such as dialogue, each student will write a section of a script based on the passage the group selected. This
script section will serve as the on-demand end of unit assessment; students also will write a justification to explain how the passage their group selected relates
to a specific article from the Universal Declaration of Human Rights. Then students will work in their small group to combine their script sections, with a focus
on clear transitions. Students will then revise and practice their scripts for a final performance task, in which they perform their Readers Theater scripts for peers.
(As an optional extension, students also could perform for their school and community.)
Guiding Questions:
• What are human rights?
• What is the purpose of a Readers Theater?
Big Ideas:
• We learn lessons about human rights from the experiences of real people and fictional characters.
Unit Notes: Please note that in the interest of time, the second portion of this unit has been made “optional”.
Suggested # of Days for this
Lesson: 1
Reading Lesson Title: Lesson 1: Narratives as Theater, Part I: What is Readers Theater?
Writing Lesson Title: Lesson 1: Set the Purpose: Opinion Writing (IDs for Voting?)
Core Text: “American Heroes” Scripts
Home Learning: Independent Reading Activity
Suggested # of Days for this
Lesson: 2
Reading Lesson Title: Lesson 2: Narratives as Theater: Esperanza Rising, from Novel to Script
Writing Lesson Title: Lesson 2A: Read with Intent: IDs for Voting? (First Text); Lesson 2B: Read with Intent: IDs for Voting? (Second Text)
Core Text: “Esperanza Rising” Scripts
Home Learning: Independent Reading Activity
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Grade 5
Suggested # of Days for this
Lesson: 1
Module 1
Reading Lesson Title: Lesson 3: Readers Theater and the UDHR
Writing Lesson Title: Lesson 3: Planning: IDs for Voting?
Core Text: UDHR, “Esperanza Rising” and “American Heroes” Scripts
Home Learning: Independent Reading Activity
Suggested # of Days for this
Lesson: 1
Reading Lesson Title: Lesson 4: Mid-Unit Assessment: Evaluating a Novel verses a Script
Writing Lesson Title: Lesson 4: Drafting the Essay: IDs for Voting?
Core Text: Assessment materials
Home Learning: Independent Reading Activity
Suggested # of Days for this
Lesson: 1
Reading Lesson Title: Lesson 5: Identifying Theme: Connecting Passages from Esperanza Rising to Human Rights
Writing Lesson Title: Lesson 5: Drafting the Essay: IDs for Voting?
Core Text: UDHR and Esperanza Rising
Home Learning: Independent Reading Activity
Suggested # of Days for this
Lesson:
(These lessons are optional)
Reading Lesson Title: Lessons 6-12: Optional
Core Text:
Home Learning: Independent Reading Activity
SS Unit 2: American History: Colonists, Native Americans, Conflict
SS Unit 2: In this unit, students will use myths and legends to infer details about ancient American civilizations, work in collaborative groups to
explain the impact of technological developments on early explorations, explain the relationship between colonists and Native Americans, and
compare/contrast colonial life in the three colonial regions.
Guiding Question:
• How do geographical features impact people’s culture and daily life?
• How did early explorations affect North America?
• How did early colonial regions differ from each other? Why did they differ?
Big Ideas:
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Grade 5
Module 1
• Geography and climate play a key role in the culture and daily life of people.
• Early explorers had a lasting impact on the people of North America.
• The differences between early colonial regions can be explained in terms of geographical implications.
Suggested # of Days for this
Lesson: 1
Reading Lesson Title: Lesson 1: American History: Ancient North Americans
Writing Lesson Title: Lesson 1: Drafting the Essay: IDs for Voting?
Core Text: Ancient North American Myths and Legends
Home Learning: Independent Reading Activity
Suggested # of Days for this
Lesson: 1
Reading Lesson Title: Lesson 2: American History: The First Americans
Writing Lesson Title: Lesson 2: Revising and Editing: IDs for Voting?
Core Text: 5th grade Houghton Mifflin Social Studies textbook
Home Learning: Independent Reading Activity
Suggested # of Days for this
Lesson: 1
Reading Lesson Title: Lesson 3: American History: Technology and Exploration
Writing Lesson Title: Lesson 3: Assessment
Core Text: 5th grade Houghton Mifflin Social Studies textbook
Home Learning: Independent Reading Activity
Suggested # of Days for this
Lesson: 1
Reading Lesson Title: Lesson 4: American History: Conflict and Colonies
Writing Lesson Title: Lesson 4: Center Rotations and Writing Conferences: Focused Support
Core Text: 5th grade Houghton Mifflin Social Studies textbook
Home Learning: Independent Reading Activity
Suggested # of Days for this
Lesson: 1
Reading Lesson Title: Lesson 5: American History: Slavery in Colonial America
Writing Lesson Title: Lesson 5: Continuing Center Rotations and Writing Conferences: Focused Support
Core Text: 5th grade Houghton Mifflin Social Studies textbook, “England’s Terrible Trade”
Home Learning: Independent Reading Activity
Suggested # of Days for this
Lesson: 1
Reading Lesson Title: Lesson 6: End of Unit Assessment: American History: Colonists, Native Americans, and Conflict
Writing Lesson Title: Lesson 6: Continuing Center Rotations and Writing Conferences: Focused Support
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Module 1
Core Text: Assessment materials
Home Learning: Independent Reading Activity
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