Curriculum / ELA / 5th Grade / Unit 2: Exploring Human Rights: The Breadwinner / Lesson 22
ELA
Unit 2
5th Grade
Lesson 22 of 30
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Explain what terrorism feels like and how Malala’s point of view compares to others’ in the unit.
Book: I Am Malala: How One Girl Stood Up for Education and Changed the World (Young Readers Edition) by Malala Yousafzai and Patricia McCormick — pp. 44–55, 60–65
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
According to Malala, what does terrorism feel like? Why?
Compare and contrast Malala’s point of view with Parvana’s and the kids’ from Kids of Kabul.
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 did Radio Mullah change society? What was Malala’s point of view on Fazlullah? (Chapter 7)
Malala says, "Beyond the walls of our school, Mingora had become like a prison." Explain why. Was it a prison for all citizens? (Chapter 7)
Read the following sentence from page 50. "My father is like a falcon, the one who dared to fly where others would not go." What type of figurative language is this? Why does Malala include it? (Chapter 7)
On page 51 Malala goes from feeling frustration to fear. Explain why. (Chapter 7)
What is Malala’s point of view on the Taliban bombing schools? Why? (Chapter 10)
The chapter ends with Malala’s father saying, "In the morning, in the light, we find courage again." What does this show about his character? (Chapter 10)
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
menacingly
adv.
to do something in a way that threatens harm
defy
v.
to refuse to obey
refuge
n.
shelter or protection from danger or trouble
haven
a place of protection from danger
insanity
severe mental illness
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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.
L.5.5 — Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
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 21
Lesson 23
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.
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.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
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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