Curriculum / ELA / 5th Grade / Unit 1: Building Community: Seedfolks / Lesson 7
ELA
Unit 1
5th Grade
Lesson 7 of 17
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Describe how the garden was a both a positive and negative experience for Virgil and his father.
Book: Seedfolks by Paul Fleischman — Virgil
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
In what ways was the garden both a positive and negative experience for Virgil and his father?
An example response to the Target Task at the level of detail expected of the students.
Questions about the text that will help guide the students understanding
When the narrator says that his father had a "two-foot-wide smile on his face," what does it show about his father’s point of view toward the garden? What were his father’s intentions? (Virgil)
What lie did Virgil’s dad tell? Why did he tell it? Should he have lied? Defend why or why not. (Virgil)
What happened when the lettuce grew? How did Virgil and his father respond? Did they have the same response? Why or why not? (Virgil)
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
coincidence
n.
when events happen at the same time that are not planned or expected
wilt
v.
to be weak and tired because of hot weather
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RL.5.3 — Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
Standards that are practiced daily but are not priority standards of the unit
L.5.5.a — Interpret figurative language, including similes and metaphors, in context.
RF.5.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.5.4 — Read with sufficient accuracy and fluency to support comprehension.
RL.5.1 — Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.5.4 — Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
RL.5.10 — By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4—5 text complexity band independently and proficiently.
SL.5.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
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.
Lesson 6
Lesson 8
Predict if the actions of one person can influence an entire community.
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.a RL.5.3 RL.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.5.1 RL.5.3 RL.5.6
Describe Sam's perspective on the garden and how his perspective changed.
RL.5.3 RL.5.6
Writing
Write a paragraph that explains how one person can impact a community.
W.5.1 W.5.1.a W.5.1.d
RL.5.3
Explain why the garden feels like a family to Sae Young.
L.5.3.b RL.5.3 RL.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.5.1 W.5.1.a W.5.1.c W.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.5.2 RL.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.
Discussion
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.b RL.5.5 SL.5.1 SL.5.1.a SL.5.1.b SL.5.6
Writing – 3 days
Write a paragraph to explain how one person can impact a community.
L.5.1.a L.5.2.e RL.5.2 RL.5.3 W.5.1.a W.5.1.c W.5.1.d
Assessment
Writing – 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.a L.5.2.b W.5.3 W.5.3.a W.5.3.c W.5.5
Writing – 5 days
Conduct a short research project that uses several sources to build knowledge of different aspects of a topic.
W.5.2 W.5.2.a W.5.2.b W.5.2.c W.5.7 W.5.8
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