Curriculum / ELA / 5th Grade / Alternate Unit 2: Defending What Matters: Solimar / Lesson 25

Defending What Matters: Solimar

Lesson 25

ELA

Alternate Unit 2

5th Grade

Lesson 25 of 26

The following assessments accompany Alternate Unit 2. 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.

Warm Read Assessment

The Warm Read Assessment measures students' ability to apply the Reading Focus Areas of the unit to comprehend a new text, topically or thematically related to the content of the unit. It may be administered in addition to the Content Assessment.

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.

Download Fluency Assessment

Lesson 24

Lesson 26

Lesson Map

Describe the setting of Solimar and explain how the genre impacts the setting.

Solimar: The Sword of the Monarchs — Ch. 1–2

Standards

RL.5.3

Use multiple sources to gather information about monarch butterflies and their migration in order to better understand the setting of Solimar.

Solimar: The Sword of the Monarchs — Epilogue: "Long Live the Butterfly"
“Watch a Breathtaking Monarch Butterfly Swarm”
“Monarch Butterfly Migration and Overwintering”
“Monarch Migration”
“Monarch Butterflies”

Standards

RI.5.3RI.5.9W.5.7W.5.8

Characterize Solimar based on her actions, dialogue, feelings, or interactions with others.

Solimar: The Sword of the Monarchs — Ch. 3–4

Standards

RL.5.1RL.5.3

Compare and contrast Solimar and Campeón's perspectives about San Gregorio.

Solimar: The Sword of the Monarchs — Ch. 5–6

Standards

RL.5.1RL.5.3

Describe how authors use verb tenses to convey time in a narrative story.

Past Tense in Narrative Stories Handout (G5, Alt U2, L5)

Standards

L.5.1.bL.5.1.c

Rewrite a section of Solimar from another character's point of view.

Narrative Brainstorming Graphic Organizer

Standards

L.5.1.cL.5.1.dRL.5.6W.5.3W.5.3.aW.5.3.bW.5.3.d

Describe how descriptive details impact the mood.

Solimar: The Sword of the Monarchs — Ch. 7–8

Standards

L.5.1.cRL.5.3

Compare and contrast the relationships between characters by using evidence from the text.

Solimar: The Sword of the Monarchs — Ch. 9–10

Standards

L.5.1.cRL.5.3

Discuss how fantasy elements help advance the plot of a story.

Solimar: The Sword of the Monarchs — Ch. 1–10

Standards

SL.5.1SL.5.1.aSL.5.1.bSL.5.3SL.5.6

Describe why King Aveno is the antithesis of King Sebastián and how it impacts the key events in the story.

Solimar: The Sword of the Monarchs — Ch. 11–12

Standards

L.5.1.cRL.5.3

Compare and contrast Berto and Solimar and determine the importance of their similarities and differences.

Solimar: The Sword of the Monarchs — Ch. 13–14

Standards

L.5.1.bL.5.1.cRL.5.3

Compare and contrast how Berto and Mari Copeny worked to make a positive impact on their communities by using evidence from literary and informational texts.

Solimar: The Sword of the Monarchs — Ch. 1–14
“Mari Copeny Takes Action to Save Her City”

Standards

L.5.1.bL.5.1.cRI.5.3RL.5.3

Describe how fantasy elements contribute to the setting and events in the story.

Solimar: The Sword of the Monarchs — Ch. 15–16

Standards

L.5.1.bL.5.1.cRL.5.3

Recognize and correct inappropriate shifts in verb tense throughout a sentence or collection of sentences.

Standards

L.5.1.d

Rewrite a section of Solimar from another character's point of view.

Narrative Brainstorming Graphic Organizer

Standards

L.5.1.cL.5.1.dRL.5.6W.5.3W.5.3.aW.5.3.bW.5.3.d

Analyze Berto's dialogue and explain how his statement about dreams conveys a deeper theme and provides insight into his beliefs and character.

Solimar: The Sword of the Monarchs — Ch. 17–18

Standards

L.5.1.dRL.5.2RL.5.3

Analyze the setting and key events to determine how they develop the theme.

Solimar: The Sword of the Monarchs — Ch. 19–20

Standards

L.5.1.dRL.5.2RL.5.3

Compare and contrast the way that characters respond to challenges using examples from the text.

Solimar: The Sword of the Monarchs — Ch. 21–22

Standards

L.5.1.dRL.5.3

3 days

Rewrite sections of Solimar from another character's point of view.

Day 1 - Planning and Drafting

Plan and draft the setting, characters, and plot for a narrative.

Narrative Brainstorming Graphic Organizer

Standards

L.5.1.cL.5.1.dW.5.3W.5.3.aW.5.3.bW.5.3.d

Day 2 - Revision

Develop a narrative by including dialogue to show changes in events or characters, or personality.

Narrative Brainstorming Graphic Organizer — Completed on Day 1

Standards

W.5.3W.5.3.aW.5.3.bW.5.3.d

Day 3 - Revision & Editing

Develop a character's personality by using dialogue tags to show how a character is speaking.

Standards

L.5.1.cL.5.1.dW.5.3W.5.3.aW.5.3.bW.5.3.d

Analyze how a character's actions lead to resolution.

Solimar: The Sword of the Monarchs — Ch. 23–24

Standards

L.5.1.dRL.5.2RL.5.3

Determine the thematic topics in Solimar and explain how the author uses key details from the text to develop topics into themes.

Solimar: The Sword of the Monarchs

Standards

L.5.1.dRL.5.2SL.5.1SL.5.1.aSL.5.1.bW.5.9

Write a paragraph to answer a unit Essential Question.

Single Paragraph Outline

Standards

L.5.1.dRL.5.2RL.5.9W.5.1W.5.1.aW.5.1.cW.5.1.d

Compare and contrast the strategies used by different activists to protect monarch butterflies.

Solimar: The Sword of the Monarchs — Postscript: Long Live the Butterfly
“New York Teen Leads Global Movement to Protect Monarch Butterflies”
“For a Family in Mexico, a Mission to Protect Monarchs”

Standards

L.5.1.dRI.5.6RI.5.9

Compare and contrast the actions of different activists and the impact they had on their communities.

Solimar: The Sword of the Monarchs
“Mari Copeny Takes Action to Save Her City”
“New York Teen Leads Global Movement to Protect Monarch Butterflies”
“For a Family in Mexico, a Mission to Protect Monarchs”

Standards

RI.5.6RL.5.2RL.5.3SL.5.1SL.5.1.aSL.5.1.bSL.5.3SL.5.6

Gauge student understanding of unit content and skills with one of Fishtank's unit assessments.

5 days

Write an opinion letter about how a changemaker created positive change using evidence from a unit text to support your claim.

Day 1 - Brainstorming

Brainstorm and organize ideas before establishing an opinion about a topic.

Brainstorming Template (G5, Alt U2, L26)
Letter to the Editor Mentor Text (G5, Alt U2, L26)
Elements of a Letter Reference Sheet (G5, Alt U2, L26)
Two Paragraph Outline (G5, Alt U2, L26)

Standards

W.5.1W.5.1.aW.5.9

Day 2 - Planning

Plan before writing by outlining main ideas and supporting details.

Brainstorming Template (G5, Alt U2, L26) — completed on Day 1
Two Paragraph Outline (G5, Alt U2, L26) — started on Day 1

Standards

W.5.1W.5.1.aW.5.1.dW.5.9

Day 3 - Drafting

Compose well-developed body paragraphs that expand on key ideas with detailed explanations to support the opinion.

Brainstorming Template (G5, Alt U2, L26) — completed on Day 1
Two Paragraph Outline (G5, Alt U2, L26) — completed on Day 2

Standards

W.5.1W.5.1.aW.5.9

Day 4 - Drafting

Organize opinion writing by crafting clear introduction and conclusion sections that effectively summarize the opinion or position.

Brainstorming Template (G5, Alt U2, L26) — completed on Day 1
Two Paragraph Outline (G5, Alt U2, L26) — completed on Day 2
Elements of a Letter Reference Sheet (G5, Alt U2, L26)

Standards

W.5.1W.5.1.aW.5.1.cW.5.1.dW.5.9

Day 5 - Revision & Editing

Delete unnecessary or repetitive language.

Two Paragraph Outline (G5, Alt U2, L26)
Elements of a Letter Reference Sheet (G5, Alt U2, L26)

Standards

L.5.1W.5.4W.5.5

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