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ELA G5:M1:U3

Culminating Project: Readers Theater: Esperanza Rising, From Novel to Script

Each unit is made up of a sequence of between 5-20 lessons. The “unit at a glance” chart in the curriculum map breaks down each unit into its lessons, to show how the curriculum is organized in terms of standards address, supporting targets, ongoing assessment, and protocols. It also indicates which lessons include the mid-unit and end-of-unit assessments.

Lesson 1Narratives as Theater, Part 1: What is Readers Theater

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can use a variety of sources to develop an understanding of a topic. (RI.5.9)
  • I can write or speak about a topic using information from a variety of sources. (RI.5.9)
  • I can adapt my speech for a variety of contexts and tasks, using formal English when appropriate. (SL.5.6)
  • I can recognize the differences between different types of narratives (poetry, drama, or other texts) and their connections to larger concepts such as culture and personal experiences. (W.5.11)
  • I can define Readers Theater.
  • I can identify the purpose of Readers Theater.
  • I can participate in a Readers Theater.
  • I can identify how a Readers Theater script differs from a novel.
  • Anchor chart: Readers Theater Definition and Purpose 
  • Participation in a Readers Theater
  • Think-Pair-Share

Lesson 2Narratives as Theater: Esperanza Rising, From Novel to Script

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can adapt my speech for a variety of contexts and tasks, using formal English when appropriate. (SL.5.6)
  • I can effectively engage in a discussion with my peers. (SL.5.1)
  • I can explain how a series of chapters, scenes, or stanzas fit together to create a larger literary text. (RL.5.5)
  • I can recognize the differences between different types of narrative (poetry, drama, and other texts) and their connections to larger concepts such as culture and personal experiences. (W.5.11)
  • I can participate in a Readers Theater based on Esperanza Rising.
  • I can participate in a discussion with my peers.
  • I can compare and contrast a novel and a script.
  • I can share my opinion about different types of narratives.
  • Participation in a Readers Theater
  • Readers Theater rubric
  • Admit and Exit Tickets

Lesson 3Readers Theater and the UDHR

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can recall relevant experiences or summaries. (W.5.8)
  • I can effectively engage in a discussion with my peers. (SL.5.1) 
  • I can write an opinion piece. (W.5.1)
  • I can summarize key articles of the UDHR, and passages from “Esperanza Rising” and “American Heroes” from previous learning.
  • I can participate in a discussion with my peers.
  • I can share my opinion about the effectiveness of the narrator dialogue.
  • Making connections between UDHR and scripts
  • Narrator discussion questions
  • Praise-Question-Suggest

Lesson 4Mid-Unit Assessment: Evaluating a Novel Versus a Script

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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)
  • I can describe the similarities and differences between a novel and a script.
  • I can describe the connections between the UDHR and a script or a novel.
  • I can describe the author’s motivations for creating a script.
  • I can describe the role of a narrator in a script.
  • I can share my opinions about a novel and a script.
  • Mid-Unit Assessment: Evaluating a Novel versus a Script
  • Self-assessment
  • None

Lesson 5Identifying Theme: Connecting Passages From Esperanza Rising to Human Rights

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine a theme based on details in the text. (RL.5.2)
  • I can summarize a literary text. (RL.5.2)
  • I can recall relevant experiences or summaries. (W.5.8)
  • I can document what I learn about a topic by sorting evidence into categories. (W.5.8)
  • I can summarize key articles of the UDHR from previous learning. 
  • I can summarize key passages of Esperanza Rising from previous learning. 
  • I can identify passages of Esperanza Rising that relate to specific articles of the UDHR. 
  • I can justify my reasons for selecting specific passages from Esperanza Rising.
  • UDHR category cards
  • Exit ticket
  • Admit and Exit Tickets

Lesson 6Launching Readers Theater Groups: Identifying Passages From Esperanza Rising for Readers Theater That Connect to the UDHR

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 effectively engage in a discussion with my peers. (SL.5.1)
  • I can ask questions so I’m clear about what is being discussed. (SL.5.1a)
  • I can explain what I understand about the topic being discussed. (SL.5.1b)
  • I can determine a theme based on details in the text. (RL.5.2)
  • I can explain how a series of chapters, scenes, or stanzas fit together to create a larger literary text. (RL.5.5)
  • I can choose an article from the UDHR to focus on for my Readers Theater.
  • I can determine additional passages I may need in order to develop a script on a
  • single theme.
  • I can engage in a discussion with my peers.
  • I can evaluate how well the passages I selected reflect the themes of the UDHR.
  • Lesson 5) from Esperanza Rising related to UDHR articles.
  • Evaluated passage selections
  • Exit ticket
  • None

Lesson 7Drafting Individual Readers Theater Scripts for a Specific Scene: Narrowing Text for Our Readers Theater Scripts

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine a theme based on details in the text. (RL.5.2)
  • I can explain how a series of chapters, scenes, or stanzas fit together to create a larger literary text. (RL.5.5)
  • I can effectively engage in a discussion with my peers. (SL.5.1)
  • I can ask questions so I’m clear about what is being discussed. (SL.5.1a)
  • I can explain what I understand about the topic being discussed. (SL.5.1b)
  • I can narrow my text selection, related to a theme.
  • I can write an introduction to my script.
  • I can justify my selection of text.
  • Narrowed text selections
  • Exit ticket
  • None

Lesson 8Drafting Individual Readers Theater Scripts for a Specific Scene: Rephrasing, Narrator Introduction, and Identifying Characters

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can explain how a series of chapters, scenes, or stanzas fit together to create a larger literary text. (RL.5.5) I can write narrative texts. (W.5.3)
  • I can introduce the narrator/characters of my narrative. (W.5.3a)
  • I can organize events in an order that makes sense in my narrative. (W.5.3b)
  • I can use dialogue and descriptions to show the actions, thoughts, and feelings of my characters. (W.5.3c) 
  • With support from peers and adults, I can use a writing process to produce clear and coherent writing. (W.5.5)
  • I can write a draft of my script.
  • I can use peer feedback to make decisions about how to improve my script.
  • Student’s Readers Theater script drafts
  • Peer Feedback
  • Exit Ticket
  • Admit and Exit Tickets
  • Peer Critique

Lesson 9End of Unit Assessment: Individual Sections of Readers Theater Script

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write narrative texts about real or imagined experiences or events. (W.5.3)
  • I can introduce the narrator/characters of my narrative. (W.5.3a)
  • I can organize events in an order that makes sense in my narrative. (W.5.3b)
  • I can use dialogue and descriptions to show the actions, thoughts, and feelings of my characters.(W.5.3c)
  • I can use transitional words, phrases, and clauses to show passage of time in a narrative text. (W.5.3d)
  • I can produce clear and coherent writing that is appropriate to task, purpose, and audience. (W.5.4)
  • I can choose evidence from literary or informational texts to support analysis, reflection and research. (W.5.9)
  • I can write a title for my script. 
  • I can act out the title of my script so my peers can guess it.
  • I can use narrative techniques to write a complete section of my group’s Readers Theater script.
  • End of Unit Assessment: On-demand Readers Theater scripts
  • Self-assessment
  • None

Lesson 10Our Group Readers Theater: Managing the Sequence of Events in Our Group Script

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write narrative texts. (W.5.3)
  • I can introduce the narrator/characters of my narrative. (W.5.3a)
  • I can organize events in an order that makes sense in my narrative. (W.5.3b)
  • I can use transitional words, phrases, and clauses to show passage of time in a narrative text. (W.5.3d)
  • With support from peers and adults, I can use a writing process to produce clear and coherent writing. (W.5.5)
  • I can revise my script, based on feedback.
  • I can create a script with a logical sequence.
  • I can add appropriate transitional words and phrases to a script.
  • Note-catcher: Group Script Sequence
  • Readers Theater script draft with revisions and transitions
  • Admit and Exit Tickets

Lesson 11Our Group Readers Theater: Revision, Conclusion, and First Rehearsal

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write narrative texts. (W.5.3)
  • I can introduce the narrator/characters of my narrative. (W.5.3a)
  • I can organize events in an order that makes sense in my narrative. (W.5.3b)
  • I can use dialogue and descriptions to show the actions, thoughts, and feelings of my characters. (W.5.3c)
  • I can use transitional words, phrases, and clauses to show passage of time in a narrative text. (W.5.3d)
  • I can use sensory details to describe experiences and events precisely. (W.5.3e)
  • I can write a conclusion to my narrative. (W.5.3f)
  • I can adapt my speech for a variety of contexts and tasks, using formal English when appropriate. (SL.5.6)
  • I can revise my script with my group.
  • I can write a conclusion to my script that relates directly to my UDHR article with my group.
  • I can choose visuals that contribute to my audience’s understanding of the characters, setting, problem, and/or mood of the play. 
  • I can practice performing a script.
  • Readers Theater Script revisions
  • Conclusion for group script
  • Performance practice feedback
  • Praise-Question-Suggest

Lesson 12Performance Task: Readers Theater Second Rehearsal and Performance

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can adapt my speech for a variety of contexts and tasks, using formal English when appropriate. (SL.5.6)
  • 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 revise the conclusion of a script for a performance. 
  • I can practice to refine my performance, based on feedback.
  • I can speak clearly and with expression for a performance.
  • I can perform my Readers Theater script for an audience.
  • Group narrative script
  • Readers Theater performance
  • Self-assessment
  • None

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