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Lesson Overview
Objective
Determine a theme for a story and explain how key details and characters' actions support the development of the theme.
Readings and Materials
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Book: Seedfolks by Paul Fleischman — Florence
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Resource: Character Map (G5, U1, L2)
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Rubric: Editing Checklist 2 (G5, U1)
Lesson Map
Write a paragraph that describes how one person can impact a community.
- Seedfolks
- Evidence Brainstorming Page (G5, U1, L12)
- Single Paragraph Outline
- Student Materials From Lessons 7 & 12
Outline a paragraph that explains how one person can impact a community.
- Seedfolks
- Evidence Brainstorming Page (G5, U1, L12)
- Single Paragraph Outline
- Student Materials From Lessons 7 & 12
Standards
RL.5.2RL.5.3W.5.1.aW.5.1.d
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
Write your own chapter in Seedfolks by using a narrative structure to develop imagined experiences based on the events of the text.
- Seedfolks
- Narrative Writing Rubric (G5)
- Narrative Brainstorming Graphic Organizer
- Single Point Narrative Writing Rubric (G5, U1, L18)
Brainstorm and plan the setting, characters, and plot for a narrative.
- Seedfolks
- Narrative Brainstorming Graphic Organizer
- Sample Narrative Brainstorming Graphic Organizer (G5, U1, L18)
Standards
W.5.3W.5.3.aW.5.5
Draft an introduction that orients the reader to the setting.
- Seedfolks
- Narrative Brainstorming Graphic Organizer — (Completed on Day 1)
- Single Point Narrative Writing Rubric (G5, U1, L18)
Standards
W.5.3W.5.3.aW.5.5
Include details about actions, thoughts, and feelings to describe characters.
- Seedfolks
- Narrative Brainstorming Graphic Organizer — (Completed on Day 1)
- Sample Narrative Brainstorming Graphic Organizer (G5, U1, L18)
- Single Point Narrative Writing Rubric (G5, U1, L18)
Standards
Expand or reduce sentences so that they are clear and informative for readers.
- Seedfolks
- Narrative Brainstorming Graphic Organizer — (Completed on Day 1)
- Single Point Narrative Writing Rubric (G5, U1, L18)
- Editing Checklist 2 (G5, U1)
Standards
L.5.3.aW.5.2.cW.5.3W.5.3.aW.5.5
Conduct a short research project that uses several sources to build knowledge of different aspects of a topic.
- Seedfolks
- Research Brainstorming Template (G5, U1, L19)
- Two Paragraph Outline
- Single Point Research Rubric (G5, U1, L19)
- “7 Effective Steps to Start a Community Garden (University of Minnesota)”
- “4 Examples of Urban and Community Garden / Farm Projects to Inspire the Next Generation (Plant a Seed and See What Grows Foundation)”
- “How to Organize a Community Garden (NC State Extension School)”
- “Successful Community Gardening Webinar Series (Youtube, University of Illinois Extension)”
- “Growing Successful Community Gardens (University of Kentucky)”
- “Community Garden Checklist (Let's Move, archived)”
- “4 Benefits of Community Gardens (Pennsylvania Horticulture Society)”
- “Community Gardens Can Change Cities: Cultivate More than Food (Youtube)”
Generate strong questions and use reliable sources to research a topic.
- Research Brainstorming Template (G5, U1, L19)
- “7 Effective Steps to Start a Community Garden (University of Minnesota)”
- “4 Examples of Urban and Community Garden / Farm Projects to Inspire the Next Generation (Plant a Seed and See What Grows Foundation)”
- “How to Organize a Community Garden (NC State Extension School)”
- “Successful Community Gardening Webinar Series (Youtube, University of Illinois Extension)”
- “Growing Successful Community Gardens (University of Kentucky)”
- “Community Garden Checklist (Let's Move, archived)”
- “4 Benefits of Community Gardens (Pennsylvania Horticulture Society)”
- “Community Gardens Can Change Cities: Cultivate More than Food (Youtube)”
Standards
W.5.7
Summarize or paraphrase information in research notes.
- Research Brainstorming Template (G5, U1, L19) — (Started on Day 1)
- “7 Effective Steps to Start a Community Garden (University of Minnesota)”
- “4 Examples of Urban and Community Garden / Farm Projects to Inspire the Next Generation (Plant a Seed and See What Grows Foundation)”
- “How to Organize a Community Garden (NC State Extension School)”
- “Successful Community Gardening Webinar Series (Youtube, University of Illinois Extension)”
- “Growing Successful Community Gardens (University of Kentucky)”
- “Community Garden Checklist (Let's Move, archived)”
- “4 Benefits of Community Gardens (Pennsylvania Horticulture Society)”
- “Community Gardens Can Change Cities: Cultivate More than Food (Youtube)”
Standards
W.5.7W.5.8
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
- Single Point Research Rubric (G5, U1, L19)
Standards
W.5.2.bW.5.7W.5.8
Introduce a topic by stating why it is important and including relevant background information that sets the stage for the main ideas.
- Research Brainstorming Template (G5, U1, L19) — Completed previous day
- Two Paragraph Outline — Completed previous day
- Single Point Research Rubric (G5, U1, L19)
- Mentor Text: Conquer the Cold (G5, U1, L19)
- Mentor Text: Deep-Sea Danger (G5, U1, L19)
- Mentor Text: A Juneteenth Celebration (G5, U1, L19)
- Mentor Text: A Place to Play (G5, U1, L19)
Standards
W.5.2W.5.2.aW.5.2.bW.5.7W.5.8
Add details to unclear sentences to provide more information to readers.
- Completed Drafts from Day 4 (G5, U1, L19)
- Editing Checklist 2 (G5, U1)
Standards
L.5.3.aW.5.2.bW.5.7W.5.8
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