Building Community: Seedfolks
ELA
Unit 1
5th Grade
Lesson 17 of 19
Readings and Materials
-
Book: Seedfolks by Paul Fleischman
These assessments accompany this unit to help gauge student understanding of key unit content and skills.
Content Assessment
The Content Assessment pushes students to synthesize unit content knowledge or unit essential questions in writing. The Content Assessment should be used as the primary assessment because it shows mastery of unit content knowledge and standards. This assessment should take approximately one class period.
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. This assessment should take approximately one class period.
Fluency Assessment
The Fluency Assessment allows teachers to monitor students' oral reading fluency progress with a reading passage drawn from one of the unit's core texts. The Fluency Assessment should be given at the end of a unit. Teachers should plan to pull students one-on-one to do this while the rest of the class is independently reading or writing. Find additional guidance for using this assessment and supporting reading fluency in Teacher Tools.
Lesson 16
Lesson 18
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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