Curriculum / ELA / 5th Grade / Unit 2: Exploring Human Rights: The Breadwinner / Lesson 10
ELA
Unit 2
5th Grade
Lesson 10 of 30
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Describe Shauzia’s and Parvana’s plans for the future and why they both want different things.
Book: The Breadwinner: 15th Anniversary Edition by Deborah Ellis — Ch. 11–12
Resource: The Universal Declaration of Human Rights (1948) by United Nations General Assembly — Select Articles
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Describe Shauzia’s and Parvana’s plans for the future. Why do they want different things? In what ways are the hardships causing them both to change and grow?
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
How does the bone digging impact Parvana, Mother, and Nooria? Do they all have the same response? Do their responses align with how they have responded before? Why or why not? (Chapter 11)
When the narrator states that Parvana realized that "arguing with Nooria simply didn’t make sense anymore," what does it show about Parvana’s point of view toward Nooria? Why? How is their relationship changing? (Chapter 11)
Describe what happened inside of the soccer stadium. How did it impact Parvana and Shauzia? Why do you think the author chose to include this scene? (Chapter 11)
The Declaration of Human Rights was created to protect people’s human rights. In what ways were basic human rights violated in this chapter? Why? (Chapter 11)
Assess student understanding and monitor progress toward this lesson's objective with an Exit Ticket.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
intimidate
v.
to make someone afraid
ceased
to stop or end something
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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.5.4 — 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 9
Lesson 11
Describe what inspired Deborah Ellis to write The Breadwinner and what she hoped to accomplish.
RL.5.3
Describe the setting of The Breadwinner and what it is like where Parvana lives.
RL.5.1 RL.5.3
Analyze how the author characterizes Parvana and how the author develops characterization.
Analyze how Parvana, Mother, and Nooria respond to Father’s disappearance and how their responses help build a deeper understanding of character.
RL.5.3 SL.5.1 SL.5.1.a SL.5.1.b SL.5.2
Narrative Writing
Rewrite a section of The Breadwinner from another character’s point of view.
RL.5.6 W.5.3 W.5.3.a W.5.3.b W.5.3.d
Compare and contrast Parvana's, Nooria's, and Mother's responses to Parvana dressing as a boy and how their responses help to build a deeper understanding of the character.
RL.5.3 RL.5.6
Analyze the ways in which Parvana has taken on her father's role.
Rewrite sections of The Breadwinner from another character’s point of view.
Explain why Shauzia says that some people wouldn’t mind being dug up and whether or not that makes their actions justifiable.
Defend if Parvana was right to be losing hope and what advice you would give her.
L.5.2.c RL.5.2 RL.5.3
Debate if it is naive of Parvana to hope that things will get better and if hope is a useless emotion in a time of war and oppression.
Narrative Writing – 3 days
L.5.1.c L.5.1.d W.5.3 W.5.3.a W.5.3.b W.5.3.d
Discussion & Writing
Determine the themes in The Breadwinner and explain how different characters respond to the major themes by using key details from the text to determine theme.
RL.5.2 SL.5.1 SL.5.1.a SL.5.1.b SL.5.6 W.5.9
Discussion
Analyze and debate unit essential questions using details and understandings from The Breadwinner.
SL.5.1 SL.5.1.a SL.5.1.b SL.5.6
Writing
Write a paragraph to answer a unit essential question.
L.5.1.d RL.5.2 RL.5.9 W.5.1 W.5.1.a W.5.1.c W.5.1.d
Explain if Faranoz and Shabona share the same point of view on a woman’s right to education and what events or experiences have shaped their points of view.
L.5.3.b RI.5.3 RI.5.6
Explain if Zuhal and Palwasha share the same point of view on how to improve women’s rights and what events or experiences have shaped their points of view.
RI.5.6
Explain if Sara and Sigrullah share the same point of view on how to improve women’s rights and what events or experiences have shaped their points of view.
Analyze and debate unit essential questions using details and understandings from Kids of Kabul.
L.5.1.d SL.5.1 SL.5.1.a SL.5.1.b SL.5.6 W.5.1 W.5.1.a W.5.1.c W.5.1.d W.5.9
Explain what terrorism feels like and how Malala’s point of view compares to others’ in the unit.
Describe how the author characterizes Malala and her family and how the author develops that characterization.
RI.5.6 RL.5.3
Defend if "Targeted" is the best title for Part Four of the text.
RI.5.6 RL.5.2 RL.5.3
Pick three or four words that best describe Malala and defend why.
RL.5.2 RL.5.3 SL.5.6
Defend if Malala is or is not an ordinary girl by stating a claim and supporting the claim with evidence from the text and videos.
RL.5.3 SL.5.1 SL.5.1.a SL.5.1.b SL.5.2 SL.5.6
Debate and analyze unit essential questions using details from all three core unit texts.
RL.5.2 SL.5.1 SL.5.1.a SL.5.1.b SL.5.2 SL.5.6
L.5.1.a L.5.1.d L.5.2.b W.5.1 W.5.1.a W.5.1.c W.5.1.d W.5.9
Writing – 4 days
Write a magazine article that informs readers about a key theme from the unit by stating a claim and providing evidence from the entire unit.
W.5.1 W.5.1.a W.5.1.c W.5.1.d W.5.9
Assessment
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