Curriculum / ELA / 5th Grade / Unit 2: Exploring Human Rights: The Breadwinner / Lesson 20
ELA
Unit 2
5th Grade
Lesson 20 of 30
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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.
Book: Kids of Kabul: Living Bravely through a Never-Ending War by Deborah Ellis — Sara (p. 112) and Sigrullah (p. 129)
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Do Sara and Sigrullah share the same point of view on how to improve women’s rights? Why? What events or experiences have shaped their points of view?
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Questions about the text that will help guide the students understanding
What does it mean to have economic power? Why is it vital for women to have economic power?
In what ways does Sara’s mother inspire her? How can Sara learn from her mother’s actions?
What is Sara’s point of view on business and the power of business? Why?
What is the Chilsitoon children’s committee? What role does Sigrullah play on the committee? Why is it important?
Why is Sigrullah happiest in the library? Why does she think that all problems can be solved with books?
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
vital
adj.
critical or important
impoverished
v.
to make poor
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RI.5.6 — Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
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.
L.5.4.b — Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
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.
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.
Next
Analyze and debate unit essential questions using details and understandings from Kids of Kabul.
Describe what inspired Deborah Ellis to write The Breadwinner and what she hoped to accomplish.
Standards
RL.5.3
Describe the setting of The Breadwinner and what it is like where Parvana lives.
RL.5.1RL.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.5.3SL.5.1SL.5.1.aSL.5.1.bSL.5.2
Rewrite a section of The Breadwinner from another character’s point of view.
RL.5.6W.5.3W.5.3.aW.5.3.bW.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.5.3RL.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.
Describe Shauzia’s and Parvana’s plans for the future and why they both want different things.
Defend if Parvana was right to be losing hope and what advice you would give her.
L.5.2.cRL.5.2RL.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.
3 days
L.5.1.cL.5.1.dW.5.3W.5.3.aW.5.3.bW.5.3.d
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.5.2SL.5.1SL.5.1.aSL.5.1.bSL.5.6W.5.9
Analyze and debate unit essential questions using details and understandings from The Breadwinner.
SL.5.1SL.5.1.aSL.5.1.bSL.5.6
Write a paragraph to answer a unit essential question.
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 point of view on a woman’s right to education and what events or experiences have shaped their points of view.
L.5.3.bRI.5.3RI.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
L.5.1.dSL.5.1SL.5.1.aSL.5.1.bSL.5.6W.5.1W.5.1.aW.5.1.cW.5.1.dW.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.5.6RL.5.3
Defend if "Targeted" is the best title for Part Four of the text.
RI.5.6RL.5.2RL.5.3
Pick three or four words that best describe Malala and defend why.
RL.5.2RL.5.3SL.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.5.3SL.5.1SL.5.1.aSL.5.1.bSL.5.2SL.5.6
Debate and analyze unit essential questions using details from all three core unit texts.
RL.5.2SL.5.1SL.5.1.aSL.5.1.bSL.5.2SL.5.6
L.5.1.aL.5.1.dL.5.2.bW.5.1W.5.1.aW.5.1.cW.5.1.dW.5.9
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.5.1W.5.1.aW.5.1.cW.5.1.dW.5.9
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