Building Community: Seedfolks

Predict if the actions of one person can influence an entire community.

Seedfolks — Back of the book

Standards

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.

Seedfolks — Kim and Ana

Standards

RL.5.3RL.5.6

Compare and contrast Wendell and Tío Juan's reactions to the garden.

Seedfolks — Wendell and Gonzalo

Standards

RL.5.3RL.5.6

Language

Expand sentences using details, including prepositional phrases, that tell about when, where, or how.

Sentence Expansion Graphic Organizer (G5, U1, L4)

Standards

L.5.3.a

Compare and contrast how the garden influences Leona with how others are influenced by the garden.

Seedfolks — Leona

Standards

L.5.1L.5.3.aRL.5.3RL.5.6

Describe Sam's perspective of the garden and how his perspective changes.

Seedfolks — Sam

Standards

L.5.3.aRL.5.3RL.5.6

Outline a paragraph that explains how one person can impact a community.

Evidence Brainstorming Page (G5, U1, L7)
Single Paragraph Outline

Standards

W.5.1W.5.1.aW.5.1.d

Describe how the garden was both a positive and negative experience for Virgil and his father.

Seedfolks — Virgil

Standards

L.5.3.aRL.5.3

Explain why the garden feels like a family to Sae Young.

Seedfolks — Sae Young

Standards

L.5.3.aRL.5.3RL.5.6

Explain the significance of the quote, "We, like our seeds, were now planted in the garden."

Seedfolks — Curtis and Nora

Standards

L.5.3.aRL.5.3RL.5.6

Language

Revise sentences by deleting unnecessary words, phrases, or information.

Reducing Sentences Handout (G5, U1, L11)

Standards

L.5.3.a

Include relevant details to support the main idea of a paragraph.

Evidence Brainstorming Page (G5, U1, L12)
Single Paragraph Outline

Standards

W.5.1W.5.1.aW.5.1.cW.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.

Seedfolks — Amir

Standards

L.5.3.aRL.5.2RL.5.3

Determine a theme for a story and explain how key details and characters' actions support the development of the theme.

Seedfolks — Florence

Standards

L.5.3.aRL.5.2RL.5.3

Describe the overall structure of Seedfolks and how different events fit together to convey a theme by describing the overall structure of a text.

Seedfolks

Standards

RL.5.5SL.5.1SL.5.1.aSL.5.1.bSL.5.6

Overview

Write a paragraph that describes how one person can impact a community.

Day 1 - Brainstorming

Outline a paragraph that explains how one person can impact a community.

Evidence Brainstorming Page (G5, U1, L12)
Single Paragraph Outline

Standards

RL.5.2RL.5.3W.5.1.aW.5.1.d

Day 2 - Drafting

Use an outline to draft a complete paragraph.

Single Paragraph Outline — Completed on Day 1

Standards

RL.5.2RL.5.3W.5.1.aW.5.1.d

Assessment

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

Seedfolks

Overview

Write your own chapter in Seedfolks by using a narrative structure to develop imagined experiences based on the events of the text.

Day 1 - Brainstorming

Brainstorm and plan the setting, characters, and plot for a narrative.

Narrative Brainstorming Graphic Organizer
Sample Narrative Brainstorming Graphic Organizer (G5, U1, L18)

Standards

W.5.3W.5.3.aW.5.5

Day 2 - Drafting

Draft an introduction that orients the reader to the setting.

Narrative Brainstorming Graphic Organizer — (Completed on Day 1)

Standards

W.5.3W.5.3.aW.5.5

Day 3 - Drafting

Include details about actions, thoughts, and feelings to describe characters.

Narrative Brainstorming Graphic Organizer — (Completed on Day 1)
Sample Narrative Brainstorming Graphic Organizer (G5, U1, L18)

Standards

Day 4 - Revision

Expand or reduce sentences so that they are clear and informative for readers.

Narrative Brainstorming Graphic Organizer — (Completed on Day 1)

Standards

L.5.3.aW.5.2.cW.5.3W.5.3.aW.5.5

Overview

Conduct a short research project that uses several sources to build knowledge of different aspects of a topic.

Day 1 - Brainstorming

Generate strong questions and use reliable sources to research a topic.

Research Brainstorming Template (G5, U1, L19)

Standards

W.5.7

Day 2 - Researching

Summarize or paraphrase information in research notes.

Research Brainstorming Template (G5, U1, L19) — (Started on Day 1)

Standards

W.5.7W.5.8

Day 3 - Planning

Complete an outline that includes a topic sentence, a concluding sentence, and supporting details for each paragraph.

Research Brainstorming Template (G5, U1, L19) — Completed the previous day
Two Paragraph Outline — Students may need more than one copy if they decide to draft more than two paragraphs

Standards

W.5.2.bW.5.7W.5.8

Day 4 - Drafting

Introduce a topic by stating why it is important and including relevant background information that sets the stage for the main ideas.