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ELA G5:M1

Stories of Human Rights

Each module is approximately 8 weeks of instruction broken into 3 units. The "week at a glance" chart in the curriculum map gives the big picture, breaking down the module into a detailed week-by-week view. It shows how the module unfolds, the focus of each week of instruction, and where the six assessments and the performance task occur.

Weeks 1-2 Unit 1: Building Background Knowledge on Human Rights

Instructional FocusLong-Term TargetsAssessments
  • Building background knowledge about human rights and the Universal Declaration of Human Rights
  • Vocabulary regarding human rights
  • I can effectively engage in a discussion with my peers. (SL.5.1)
  • I can determine the meaning of academic words or phrases in an informational text. (RI.5.4)
  • Mid-Unit 1 Assessment: Human Rights Vocabulary and Common Prefixes (L.5.4, L.5.6, and W.5.10)
  • Close Reading: articles from the UDHR
  • Analyzing firsthand accounts of human rights
  • I can explain what a text says using quotes from the text. (RI.5.1)
  • I can determine the main idea(s) of an informational text based on key details (RI.5.2)
  • I can explain important relationships between people, events, and ideas in a historical, scientific, or technical text using specific details in the text. (RI.5.3)
  • I can accurately synthesize information from multiple texts on the same topic. (RI.5.9)
  • I can choose evidence from literary or informational texts to support analysis, reflection and research. (W.5.9)
  • End of Unit 1 Assessment: On-Demand Analysis of a Human Rights Account (RI.5.1, RI.5.2, RI.5.3, RI.5.9 and W.5.9)

Weeks 3-6 Unit 2: Case Study: Esperanza’s Story

Instructional FocusLong-Term TargetsAssessments
  • Connecting information with literature: building background knowledge about Mexican immigration, California, and the Great Depression
  • Point of view in a literary text and learning new vocabulary
  • Figurative language and themes in Esperanza Rising
  • I can use quotes to explain the meaning of a literary text. (RL.5.1)
  • I can determine the main idea(s) of an informational text based on key details. (RI.5.2)
  • I can summarize an informational text. (RI.5.2)
  • I can explain how a series of chapters, scenes, or stanzas fit together to create a larger literary text. (RL.5.3)
  • I can determine the meaning of literal and figurative language (metaphors and similes). (RL.5.4)
  • Mid-Unit 2 Assessment: Analyzing Sections of Esperanza Rising on My Own (RL.5.1, RL.5.2, RL.5.3, and RL.5.4)
  • Blending informational text with literature: Should the farm workers in Esperanza Rising go on strike?
  • Gathering evidence to create a two-voice poem
  • I can explain important connections between people, events, or ideas in a historical text accurately. (RL.5.3)
  • I can use quotes to support my inferences in literary texts. (RL.5.1)
  • I can determine the meaning of literal and figurative language (metaphors and similes). (RL.5.4)
  • I can describe how a narrator’s point of view influences the description of events. (RL.5.6)
  • Planning, writing critiques, reflection, and revision
  • I can make inferences using quotes from text. (RL.5.1)
  • I can determine a theme based on details in a literary text. (RL.5.2)
  • I can summarize a literary text. (RL.5.2)
  • I can compare and contrast literary elements using details from the text (two or more characters’ points of view, settings, events). (RL.5.3)
  • I can write informative/explanatory texts that convey ideas and information clearly. (W.5.2)
  • I can produce clear and coherent writing that is appropriate to task, purpose, and audience. (W.5.4)
  • With support from peers and adults, I can use a writing process to produce clear and coherent writing. (W.5.5)
  • I can choose evidence from literary or informational texts to support analysis, reflection and research. (W.5.9)
  • End of Unit 2 Assessment: Comparing and Contrast How Two Characters Respond to Challenges (RL.5.1, RL.5.2, RL.5.3, W.5.2, W.5.4, W.5.5, and W.5.9)

Weeks 7-8 Unit 3: Culminating Project: Readers Theater: Esperanza Rising, From Novel to Script

Instructional FocusLong-Term TargetsAssessments
  • Narratives as Theater, Part I: what is Readers Theater?
  • Narratives as Theater, Part II: Esperanza Rising, from novel to script
  • Performing Readers Theater: Esperanza Rising from novel to script
  • I can explain what a text says using quotes from the text. (RL.5.1)
  • I can make inferences using quotes from text. (RL.5.1)
  • I can determine the meaning of literal and figurative language (metaphors and similes) in text. (RL.5.4)
  • I can explain how a series of chapters, scenes, or stanzas fit together to create a larger literary text. (RL.5.5)
  • I can describe how a narrator’s point of view influences the description of events. (RL.5.6)
  • I can compare and contrast stories in the same genre for approach to theme and topic. (RL.5.9)
  • Mid-Unit 3 Assessment: Evaluating the Strengths and Limitations of a Novel versus a Script (RL.5.1, RL.5.4, RL.5.5, RL.5.6 and RL.5.9)
  • Identifying Theme: connecting passages from Esperanza Rising to human rights
  • Drafting individual Readers Theater scripts for a specific scene
  • Our group Readers Theater: refining group scripts and practicing performance
  • I can determine a theme based on details in the text. (RL.5.2)
  • I can explain how a series of chapters, scenes of stanzas fit together to create a larger literary text. (RL.5.5)
  • I can write narrative texts about real or imagined experiences or events. (W.5.3)
  • I can produce clear and coherent writing that is appropriate to task, purpose, and audience. (W.5.4)
  • I can document what I learn about a topic by sorting evidence into categories. (W.5.8)
  • I can choose evidence from literary or informational texts to support analysis, reflection and research. (W.5.9)
  • I can write for a variety of reasons. (W.5.10)
  • I can recognize the differences between different types of narrative (poetry, drama, or other texts) and their connections to larger concepts such as culture and personal experiences. (W.5.11)
  • I can effectively engage in a discussion with my peers. (SL.5.1)
  • I can adapt my speech for a variety of contexts and tasks, using formal English when appropriate. (SL.5.6)
  • End of Unit 3 Assessment: Readers Theater Script Section (W.5.3, W.5.4, and W.5.9)
  • End of Unit 3/Final Performance Task: Human Rights Readers Theater (W.5.3, W.5.4, W.5.5, W.5.10, and W.5.11)

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