Curriculum / ELA / 5th Grade / Unit 1: Building Community: Seedfolks / Lesson 12
ELA
Unit 1
5th Grade
Lesson 12 of 17
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Determine a theme for a story and explain how the characters’ actions support the development of theme, by using key details and character actions to describe key themes in a text.
Book: Seedfolks by Paul Fleischman — Florence
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
What themes are present in Seedfolks? How do the characters’ actions support the development of the themes?
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 does Florence mean by the word "seedfolks"? Why do you think the author chose this as the title for the book?
Even though Florence was unable to garden, she became deeply connected to the garden. Explain how and why.
How did the changing seasons influence the garden? The community?
Even though Florence didn’t recognize the girl planting lima beans, it made her feel alive. What does the girl represent? Why is she important to the garden and the community?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
protective
adj.
to keep someone or something safe from harm
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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
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 11
Lesson 13
Predict if the actions of one person can influence an entire community.
RL.5.6
Explain how the vacant lot sparks Kim’s and Ana’s memories of the past and if the memories are the same.
L.5.1.a RL.5.3 RL.5.6
Compare and contrast Wendell and Gonzalo’s uncle’s reaction to the garden.
Compare and contrast how the garden influences Leona with how others are influenced by the garden.
L.5.1 RL.5.3 RL.5.6
Describe Sam's perspective on the garden and how his perspective changed.
RL.5.3 RL.5.6
Writing
Write a paragraph that explains how one person can impact a community.
W.5.1 W.5.1.a W.5.1.d
Describe how the garden was a both a positive and negative experience for Virgil and his father.
RL.5.3
Explain why the garden feels like a family to Sae Young.
L.5.3.b RL.5.3 RL.5.6
Explain the significance of the quote "we, like our seeds, were now planted in the garden" and who is responsible for the change.
Write a paragraph that describes how one person can impact a community.
W.5.1 W.5.1.a W.5.1.c W.5.1.d
Analyze if the narrators in Seedfolks would agree or disagree with the idea that people with different cultural identities can come together to form a strong community.
RL.5.2 RL.5.3
Discussion
Describe the overall structure of Seedfolks and how different events fit together to create the plot, by describing the overall structure of a text.
L.5.3.b RL.5.5 SL.5.1 SL.5.1.a SL.5.1.b SL.5.6
Writing – 3 days
Write a paragraph to explain how one person can impact a community.
L.5.1.a L.5.2.e RL.5.2 RL.5.3 W.5.1.a W.5.1.c W.5.1.d
Assessment
Writing – 4 days
Write your own chapter in Seedfolks by using a narrative structure to develop imagined experiences based on the events of the text.
L.5.1.a L.5.2.b W.5.3 W.5.3.a W.5.3.c W.5.5
Writing – 5 days
Conduct a short research project that uses several sources to build knowledge of different aspects of a topic.
W.5.2 W.5.2.a W.5.2.b W.5.2.c W.5.7 W.5.8
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