Curriculum / ELA / 5th Grade / Alternate Unit 2: Friendship Across Boundaries: Return to Sender / Lesson 7
ELA
Alternate Unit 2
5th Grade
Lesson 7 of 29
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Describe what happens on the bus and how the incident influences Mari and Tyler.
Book: Return to Sender by Julia Alvarez pp. 58 – 72
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This reading lesson depicts sexual assault and harrassment. Be mindful of how your students may respond.
This section of text is written as another letter from Mari. This time to the President. Remind students that Mari is writing freely, like you would in a diary, and has not revised her writing. She recounts events in dramatic detail and often out of context or order. If needed, focus on pages 62-70 for this lesson, and summarize the reminder of the reading for students.
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Describe what happens on the bus. How does the incident influence Mari? How does it influence Tyler? Why?
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
What stereotypes might Clayton and Ronnie believe? How do those stereotypes impact the way they behave?
On page 68, Mari says, "But instead he ignored me like he wanted me to disappear." What causes tension between Mari and Tyler on the bus? Compare and contrast how Mari and Tyler react to the situation.
On page 71, Mari says that she "just doesn't want to worry anymore." What does she worry about? Explain the significance of this statement.
Summarize the key ideas from Mari's letter to the president.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
esteemed
adj.
held in great respect; admired greatly
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RL.5.2 — Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
RL.5.3 — Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
Standards that are practiced daily but are not priority standards of the unit
L.5.4 — Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
L.5.5 — Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
RF.5.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.5.4 — Read with sufficient accuracy and fluency to support comprehension.
RL.5.1 — Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.5.4 — Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
RL.5.10 — By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4—5 text complexity band independently and proficiently.
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.
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 6
Lesson 8
Explain what stereotypes are and why stereotypes should be avoided.
RI.5.1 SL.5.1
Describe the conditions for migrant workers in Vermont.
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.
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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