Curriculum / ELA / 5th Grade / Unit 5: Friendship Across Boundaries: Return to Sender / Lesson 29

Friendship Across Boundaries: Return to Sender

Lesson 29

ELA

Unit 5

5th Grade

Lesson 29 of 30

The following assessments accompany Unit 5. For more guidance, see the Summative Assessments and Assessments Accommodations & Modifications Teacher Tools.

Content Assessment

The Content Assessment measures students' understanding of the unit's content knowledge and vocabulary. It should serve as the primary assessment for the unit.

Cold Read Assessment

The Cold Read Assessment tests students' ability to comprehend a "cold" or unfamiliar passage and answer standards-based questions. The Cold Read Assessment can be given in addition to the Content Assessment as a pulse point for what students can read and analyze independently, a skill often required for standardized testing.

Fluency Assessment

The Fluency Assessment measures students' oral reading fluency with a passage drawn from one of the unit's core texts. See the Assessing Reading Fluency Teacher Tool for more guidance.

Download Fluency Assessment

Lesson 28

Lesson 30

Lesson Map

Develop a sense of place and explore how place shapes identity.

“Where I'm From”

Standards

RI.5.1SL.5.1

Explain how farmers and migrant workers are connected to Vermont dairy farms using multiple texts.

“Russo Family Farm, Vermont”
“A Day-in-the-Life on an Organic Dairy Farm in Cornwall, Vermont”
“The Golden Cage”

Standards

SL.5.1SL.5.2W.5.1

Explain what happens in the chapter that Tyler doesn't fully understand.

Return to Sender pp. 3–16

Standards

RL.5.3

Explain how the letter helps readers better understand Mari and her relationship with her family.

Return to Sender pp. 17–22

Standards

RL.5.3

Defend the claim that hope and fear affect Mari and her family in different ways.

Return to Sender pp. 31–36 — ("But I know..")

Standards

RL.5.2RL.5.3

Recognize and correct inappropriate shifts in verb tense.

Time Detectives Handout (G5, U5, L6)

Standards

L.5.1.cL.5.1.d

Explain what the events of the chapter suggest about Tyler.

Return to Sender pp. 39–57

Standards

L.5.1.cL.5.1.dRL.5.3

Describe how Tyler and Mari each respond to the event on the bus and what it reveals about their perspectives.

Return to Sender pp. 58–72

Standards

L.5.1.cL.5.1.dRL.5.2RL.5.3

Describe how different characters respond to a conflict and what that reveals about them as characters.

Return to Sender pp. 92–106

Standards

L.5.1.cL.5.1.dRL.5.2RL.5.3

Explore emerging themes for the story and explain how key details and characters' actions support the development of those themes.

Return to Sender pp. 1–106

Standards

RL.5.2SL.5.1

Explore emerging themes for the story and explain how key details and characters' actions support the development of those themes.

Single Paragraph Outline
Determining Theme Note Taker (G5, U5) — Completed in Lesson 10

Standards

RL.5.2W.5.9.a

Explain what happens to Tío Felipe and how Mari and her family respond.

Return to Sender pp. 121–136

Standards

L.5.1.cL.5.1.dRL.5.2RL.5.3

Compare and contrast Mari and Tyler by analyzing their actions, thoughts, and responses in the text.

Return to Sender pp. 1–136

Standards

L.5.1.eRL.5.2RL.5.3RL.5.6SL.5.1

Analyze and defend if Tyler and Mari are developing a true friendship.

Return to Sender pp. 139–158

Standards

L.5.1.cL.5.1.dRL.5.2RL.5.3

Determine what traditions are important in Mexican culture and explain how they help bring the Cruzes and the Paquettes together.

Return to Sender pp. 1–178
“When Is Three Kings' Day and How Is It Celebrated?”
“El Día de Los Tres Reyes: Epiphany in Mexico”
“Top 10 things to know about the Day of the Dead”
“A Day to Remember Family”
“What is Day of the Dead?”
“Mexico's Independence Day marks the beginning of a decade-long revolution”
“What is El Grito and Why is it Celebrated in México?”
“Massive Mexico Independence Day Celebrations”

Standards

L.5.1.cL.5.1.dRI.5.1RL.5.2SL.5.3SL.5.4SL.5.5

Describe what motion is proposed at the town meeting and analyze how different members in the community respond and why.

Return to Sender — pp. 181–194, pp. 202–205

Standards

L.5.1.cL.5.1.dRL.5.2RL.5.3

Expand, combine, or reduce sentences using proper punctuation to clearly convey meaning and reflect the writer's intended voice.

Dairy Farm Visual (G5, U5, L17)

Standards

L.5.2L.5.3L.5.3.aRL.5.6

Explain how Tyler changes throughout the story.

Return to Sender pp. 213–226

Standards

L.5.3.aRL.5.2RL.5.3

Summarize the key events from Mari's letter.

Return to Sender pp. 227–246

Standards

L.5.3.aRL.5.2RL.5.3

Explain how Tyler has changed and if he truly understands Mari.

Return to Sender pp. 249–263

Standards

L.5.3.aRL.5.2RL.5.3

Explore emerging themes for the story and explain how key details and characters' actions support the development of those themes.

Return to Sender pp. 1–263

Standards

RL.5.2SL.5.1

Explore emerging themes for the story and explain how key details and characters' actions support the development of those themes.

Exemplar Paragraphs (G5, U5, L22)
Single Paragraph Outline

Standards

RL.5.2W.5.9.a

Describe how the author develops theme through how characters respond to challenges.

Return to Sender pp. 264–280

Standards

L.5.3.aRL.5.2RL.5.3

Analyze Mari's decision to visit Homeland Security and what it reveals about her character.

Return to Sender pp. 281–296

Standards

L.5.3.aRL.5.2RL.5.3

Defend if Stars and Swallows is the right name for the farm.

Return to Sender pp. 299–320

Standards

L.5.3.aRL.5.2RL.5.3

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.

Return to Sender

Standards

L.5.1.eRL.5.2RL.5.3SL.5.1

Write a multiple-paragraph essay comparing and contrasting Mari and Tyler.

Two Paragraph Outline
Two Paragraph Outline Sample Response (G5, U5, L27)

Standards

RL.5.3W.5.1W.5.1.aW.5.1.bW.5.1.cW.5.1.dW.5.9.a

4 days

Write a continuation of the novel Return to Sender.

Day 1 - Brainstorming

Brainstorm a logical sequence of events by planning details for the events, characters, setting, and point of view in a story.

Narrative Brainstorming Graphic Organizer
Narrative Brainstorming Graphic Organizer Sample Response (G5, U5, L28)

Standards

W.5.3.aW.5.5

Day 2 - Drafting

Draft the beginning and middle of a narrative with developed setting and characters.

Narrative Brainstorming Graphic Organizer — Completed on Day 1
Narrative Brainstorming Graphic Organizer Sample Response (G5, U5, L28)
Day 2 Sample Response (G5, U5, L28)

Standards

W.5.3.aW.5.3.b

Day 3 - Drafting

End stories by including a resolution that is engaging and satisfies the reader.

Narrative Brainstorming Graphic Organizer — Completed on Day 1
Narrative Brainstorming Graphic Organizer Sample Response (G5, U5, L28)
Complete Sample Draft (G5, U5, L28)
Conclusion Quick-Write (G5, U5, L28)

Standards

W.5.3.bW.5.3.e

Day 4 - Revision & Editing

Revise a narrative to include precise words and phrases.

Standards

L.5.3.aW.5.5

Gauge student understanding of unit content and skills with one of Fishtank's unit assessments.

5 days

Write an opinion piece that proposes a new name for the Paquette farm and explains why that name fits, using evidence from Return to Sender.

Day 1 - Brainstorming

Brainstorm and outline ideas before developing an opinion based on evidence from the text.

Two Paragraph Outline
Three Paragraph Outline
Farm Name Brainstorm Organizer (G5, U5, L30)

Standards

W.5.1W.5.1.a

Day 2 - Drafting

Draft an opinion piece that clearly states the topic and position using questions, facts, images, or examples.

Two Paragraph Outline
Three Paragraph Outline

Standards

W.5.1.a

Day 3 - Drafting

Draft strong body paragraphs that group details together by determining which information strongly supports the position.

Two Paragraph Outline
Three Paragraph Outline
Two Paragraph Outline Sample Response (G5, U5, L30) — from Day 1

Standards

W.5.1.b

Day 4 - Drafting

Draft an effective concluding statement by using transition words and phrases, a question, or a suggestion.

Two Paragraph Outline
Three Paragraph Outline

Standards

W.5.1.d

Day 5 - Revision & Editing

Revise work by rearranging sentences in a paragraph for cohesion and coherence.

Standards

W.5.1W.5.5

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