Curriculum / ELA / 5th Grade / Alternate Unit 2: Friendship Across Boundaries: Return to Sender / Lesson 2
ELA
Alternate Unit 2
5th Grade
Lesson 2 of 29
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Describe the conditions for migrant workers in Vermont.
Video: “Under the Cloak of Darkness”
Video: “Enrique Balcazar: Las vacas no se ordeñan solas”
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Describe the conditions and experiences for migrant workers in Vermont.
An example response to the Target Task at the level of detail expected of the students.
Questions about the text that will help guide the students understanding
Video 1: Why did Juan come to the United States? Describe his experiences and his attitude.
Video 1: Why is the work of the Middlebury police unique? Why is it important?
Video 1: In what ways does Vermont's future depend on the help of migrant workers?
Video 1: In what ways has the community come together to embrace and support the rights and wellbeing of migrant workers? Why is this important?
Video 2: What are some challenges Enrique shares that migrant workers face in order to work in the United States?
Video 2: What is the purpose of Milk with Dignity? Why is it important?
Video 1 & 2: What types of prejudices do migrant workers in Vermont face? Why?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
stigma
n.
a set of negative and often unfair beliefs that a society or group of people have about something
immoral
adj.
not good or right
prejudice
dislike of someone or a group based on their race, sex, religion or other traits
diversity
a variety of different things
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SL.5.1 — Engage effectively 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.
SL.5.2 — Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
W.5.1 — Write opinion pieces on topics or texts, supporting a point of view with reasons and information
Standards that are practiced daily but are not priority standards of the unit
L.5.4.b — Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
W.5.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Lesson 1
Lesson 3
Explain what stereotypes are and why stereotypes should be avoided.
RI.5.1 SL.5.1
SL.5.1 SL.5.2 W.5.1
Explain what happens in the chapter that Tyler doesn't fully understand.
RL.5.3
Explain how the letter helps a reader better understand Mari and her relationship with her family.
Defend if hope and fear play important roles in Mari's life.
RL.5.2 RL.5.3
Explain what the events of the chapter suggest about Tyler.
Describe what happens on the bus and how the incident influences Mari and Tyler.
Defend if all members of the family have equal amounts of hope and fear.
Discussion
Close-read a text in order to determine the challenges of being an undocumented Mexican laborer.
RL.5.2 RL.5.3 SL.5.1
Writing
Outline a multiple-paragraph essay to describe what life was like for undocumented workers.
W.5.1 W.5.1.a W.5.1.b W.5.1.c W.5.1.d W.5.9.a
Explain what happens to Tío Felipe and how Mari and her family respond.
Discussion & Writing
Compare and contrast Mari and Tyler by comparing and contrasting two or more characters in a text.
L.5.1.e RL.5.2 RL.5.3 RL.5.6 SL.5.1
Write a multiple-paragraph essay comparing and contrasting Mari and Tyler.
RL.5.3 W.5.1 W.5.1.a W.5.1.b W.5.1.c W.5.1.d W.5.9.a
Analyze and defend if Tyler and Mari are developing a true friendship.
Close-read a text to determine what traditions are important in Mexican culture and explain how they help bring the Cruzes and the Paquettes together.
RI.5.1 RL.5.2 SL.5.3 SL.5.4 SL.5.5
Describe what motion is proposed at town meeting and analyze how different members in the community respond and why.
Summarize what the coyotes are demanding and what impact this has on Mari and her family and the Paquettes.
Summarize the key events from Mari's letter.
Defend if Tyler has changed and if he truly understands Mari.
Summarize what happened to Mari's parents and compare and contrast Mari's response with other members of the Cruz and Paquette family.
Analyze if Mari is a brave and noble young lady.
Write a multiple-paragraph essay to describe what life was like for undocumented Mexican laborers and their families.
Defend if Stars and Swallows is the right name for the farm.
Compare and contrast Mari and Tyler and the way their relationship impacts both of their lives by stating a theory and supporting it with evidence from the entire text.
L.5.1.e RL.5.2 RL.5.3 SL.5.1
Analyze and debate unit essential questions using details and understandings from the entire unit.
RL.5.2 RL.5.3 SL.5.1 SL.5.2
Assessment
Opinion Writing – 3 days
Write an opinion piece defending if Mari and her family should have been allowed to stay.
L.5.1.e W.5.1 W.5.1.a W.5.1.b W.5.1.c W.5.1.d
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