Exploring Human Rights: The Breadwinner

Gather information from multiple sources to build background knowledge about a topic.

The Breadwinner
“Geography Made Easy: Afghanistan”
Country Profile: Afghanistan
Afghanistan Facts for Kids
Afghanistan Facts

Standards

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

Describe what life was like in Afghanistan during Taliban control by summarizing key details in a text.

“The Taliban in Afghanistan (1996–2001)”
The Breadwinner

Standards

RI.5.2RI.5.3

Describe the setting of The Breadwinner.

The Breadwinner — Ch. 1

Standards

RL.5.1RL.5.3

Analyze how the author characterizes Parvana by including details about her actions, dialogue, and thoughts.

The Breadwinner — Ch. 2

Standards

RL.5.3

Analyze how Parvana, Mother, and Nooria respond to Father's disappearance and how their responses help build a deeper understanding of character.

The Breadwinner — Ch. 3–4

Standards

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

Language

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

Past Tense in Narrative Stories Handout (G5, U2, L6)

Standards

L.5.1.bL.5.1.c

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 their character.

The Breadwinner — Ch. 5–6

Standards

L.5.1.bL.5.1.cRL.5.3RL.5.6

Analyze how Parvana's role in her family has changed.

The Breadwinner — Ch. 7–8

Standards

L.5.1.bL.5.1.cRL.5.3RL.5.6

Rewrite sections of The Breadwinner 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 Shauzia and Parvana respond to their new job and analyze how their responses reveal their feelings and motivations.

The Breadwinner — Ch. 9–10

Standards

L.5.1.bL.5.1.cRL.5.3RL.5.6

Describe Shauzia's and Parvana's plans for the future and why they both want different things.

The Breadwinner — Ch. 11–12

Standards

L.5.1.bL.5.1.cRL.5.3RL.5.6

progress
monitoring

Language

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

Target Task Handout (G5, U2, L12)

Standards

L.5.1.cL.5.1.d

Rewrite sections of The Breadwinner 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 Parvana's perspective on life has changed by analyzing Parvana's thoughts and dialogue.

The Breadwinner — Ch. 13–14

Standards

L.5.1.dL.5.2.cRL.5.2RL.5.3

Describe how Parvana's perspective on life has changed by analyzing Parvana's thoughts and dialogue.

Day 1 - Planning & Drafting

The Breadwinner — Ch. 15

Standards

L.5.1.dL.5.2.cRL.5.2RL.5.3

3 days

Rewrite sections of The Breadwinner from another character’s point of view.

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, characters, or personality.

Day 3 - Revision & Editing

Narrative Brainstorming Graphic Organizer — (Completed on Day 1)

Standards

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

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

Discussion

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

The Breadwinner

Standards

L.5.1.dRL.5.2SL.5.1SL.5.1.aSL.5.1.bSL.5.6W.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

Explain if Faranoz and Shabona share the same perspective on a woman's right to education and what events or experiences have shaped their perspectives.

Kids of Kabul — Faranoz (p. 14) and Shabona (p. 56)

Standards

L.5.1.dL.5.3.bRI.5.3RI.5.6

Explain if Amullah and Palwasha share the same point of view on the importance of sports and what events or experiences have shaped their points of view.

Kids of Kabul — Amullah (p. 52) and Palwasha (p. 81)

Standards

L.5.1.dRI.5.6

Explain if Sara and Sigrullah share the same perspective on how respond when oppressive rules shape their lives, and what events or experiences have shaped their points of view.

Kids of Kabul — Sara (p. 112) and Sigrullah (p. 129)

Standards

L.5.1.dRI.5.6

progress
monitoring

Analyze how Malala's childhood experiences impact her point of view using evidence from the text.

I Am Malala: How One Girl Stood Up for Education and Changed the World pp. 16–24 — Chapters 1 and 2

Standards

L.5.1.dRI.5.3RI.5.6

Describe how Radio Mullah impacts the Swat Valley.

I Am Malala: How One Girl Stood Up for Education and Changed the World pp. 39–48 — Chapters 6 and 7 (stop at "...under the shadow of the Radio Mullah.")

Standards

L.5.1.dRI.5.3

Describe how the author characterizes Malala and her family and how the author develops that characterization.

I Am Malala: How One Girl Stood Up for Education and Changed the World pp. 69–80 — Chapters 11 and 12

Standards

L.5.1.dRI.5.3RI.5.6

Analyze how the descriptions of the setting and Malala's experiences contribute to readers' understanding of the events at the end of Chapter 23.

I Am Malala: How One Girl Stood Up for Education and Changed the World — Chapters 20 and 23

Standards

L.5.1.dRI.5.2RI.5.3

progress
monitoring

Determine and defend 3–4 character traits for Malala using evidence from the text.

I Am Malala: How One Girl Stood Up for Education and Changed the World pp. 186–193 — Chapters 35 and 36

Standards

L.5.1.dRI.5.2RI.5.3SL.5.6

Discussion

Defend whether Malala is or is not an "ordinary girl" by stating an opinion and supporting the opinion with evidence from the text.

I Am Malala: How One Girl Stood Up for Education and Changed the World

Standards

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

Determine a shared theme in Kids of Kabul and I Am Malala and explain how each author uses key details to develop that theme.

Determining Theme: Evidence Note-Taker (G5, U2, L28)
Single Paragraph Outline

Standards

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

Overview

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, U2, L29)
Letter to the Editor Mentor Text (G5, U2, L29)
Two Paragraph Outline

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, U2, L29) — Completed on Day 1
Two Paragraph Outline — 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, U2, L29) — Completed on Day 1
Two Paragraph Outline — 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.

Day 5 - Revision & Editing

Brainstorming Template (G5, U2, L29) — Completed on Day 1
Two Paragraph Outline — Completed on Day 2
Elements of a Letter Reference Sheet (G5, U2, L29)

Standards

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

Delete unnecessary or repetitive language.

Elements of a Letter Reference Sheet (G5, U2, L29)

Standards

L.5.1.dW.5.4W.5.5