Building Community: Seedfolks
ELA
Unit 1
5th Grade
Lesson 17 of 19
Readings and Materials
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Book: Seedfolks by Paul Fleischman
The following assessments accompany Unit 1. 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.
Lesson Map
Write a paragraph that describes how one person can impact a community.
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
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.
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
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
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
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
Conduct a short research project that uses several sources to build knowledge of different aspects of a topic.
Generate strong questions and use reliable sources to research a topic.
- Research Brainstorming Template (G5, U1, L19)
Standards
W.5.7
Summarize or paraphrase information in research notes.
- Research Brainstorming Template (G5, U1, L19) — (Started on Day 1)
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
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.
- 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)
- Research Brainstorming Template (G5, U1, L19) — Completed previous day
- Two Paragraph Outline — Completed previous day
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.
Standards
L.5.3.aW.5.2.bW.5.7W.5.8
