Curriculum / ELA / 5th Grade / Unit 1: Building Community: Seedfolks / Lesson 17
ELA
Unit 1
5th Grade
Lesson 17 of 17
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Conduct a short research project that uses several sources to build knowledge of different aspects of a topic.
Book: Seedfolks by Paul Fleischman
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
In Seedfolks, the garden brought different people living in the same community together. Research what it takes to make a successful community garden. Write a paragraph about what it takes for a community garden to flourish.
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W.5.2 — Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.5.2.a — Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
W.5.2.b — Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
W.5.2.c — Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
W.5.7 — Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
W.5.8 — Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
Standards that are practiced daily but are not priority standards of the unit
L.5.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.5.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.5.6 — Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
W.5.4 — Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1—3 above.)
W.5.5 — With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.5.6 — With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
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.
Predict if the actions of one person can influence an entire community.
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.
L.5.1.aRL.5.3RL.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.5.1RL.5.3RL.5.6
Describe Sam's perspective on the garden and how his perspective changed.
RL.5.3RL.5.6
Write a paragraph that explains how one person can impact a community.
W.5.1W.5.1.aW.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.bRL.5.3RL.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.5.1W.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.
RL.5.2RL.5.3
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.
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.bRL.5.5SL.5.1SL.5.1.aSL.5.1.bSL.5.6
3 days
Write a paragraph to explain how one person can impact a community.
L.5.1.aL.5.2.eRL.5.2RL.5.3W.5.1.aW.5.1.cW.5.1.d
Gauge student understanding of unit content and skills with one of Fishtank's unit assessments.
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.aL.5.2.bW.5.3W.5.3.aW.5.3.cW.5.5
5 days
W.5.2W.5.2.aW.5.2.bW.5.2.cW.5.7W.5.8
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