Curriculum / ELA / 5th Grade / Unit 1: Building Community: Seedfolks / Lesson 9
ELA
Unit 1
5th Grade
Lesson 9 of 17
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Explain the significance of the quote "we, like our seeds, were now planted in the garden" and who is responsible for the change.
Book: Seedfolks by Paul Fleischman — Curtis and Nora
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Read the quote from page 65.
"We, like our seeds, were now planted in the garden."
Explain the significance of this statement. Who is responsible for this change?
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
What motivates Curtis to plant a garden? (Curtis)
How does working on the garden transform Curtis? (Curtis)
Mr. Myles is unable to communicate because of his stroke. How does the garden make him feel? How does he communicate his feelings about the garden with Nora? (Nora)
On page 63, Nora says that the "small circle of earth became a second home to both of us." What does this show about Nora’s point of view toward the garden? Why? (Nora)
The garden transformed from a solitary place into a community within minutes. What influenced the transformation? What does the transformation signify? (Nora)
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
entranced
v.
to fill with delight and wonder
haphazard
adj.
having no plan or direction
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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).
RL.5.6 — Describe how a narrator's or speaker's point of view influences how events are described.
Standards that are practiced daily but are not priority standards of the unit
L.5.4 — Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
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.5.10 — 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 8
Lesson 10
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
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.b RL.5.3 RL.5.6
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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