Curriculum / ELA / 5th Grade / Unit 2: Exploring Human Rights: The Breadwinner / Lesson 21
ELA
Unit 2
5th Grade
Lesson 21 of 30
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Analyze and debate unit essential questions using details and understandings from Kids of Kabul.
Book: Kids of Kabul: Living Bravely through a Never-Ending War by Deborah Ellis
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Using details from Kids of Kabul, discuss and debate the essential questions below.
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L.5.1.d — Recognize and correct inappropriate shifts in verb tense.
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.
SL.5.1.a — Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
SL.5.1.b — Follow agreed-upon rules for discussions and carry out assigned roles.
SL.5.6 — Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.
W.5.1 — Write opinion pieces on topics or texts, supporting a point of view with reasons and information
W.5.1.a — Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose.
W.5.1.c — Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
W.5.1.d — Provide a concluding statement or section related to the opinion presented.
W.5.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
Standards that are practiced daily but are not priority standards of the unit
L.5.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.5.1.b — Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
L.5.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
W.5.4 — Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1—3 above.)
W.5.5 — With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
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
Explain what terrorism feels like and how Malala’s point of view compares to others’ in the unit.
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
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.
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
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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