Curriculum / ELA / 5th Grade / Unit 2: Exploring Human Rights: The Breadwinner / Lesson 24
ELA
Unit 2
5th Grade
Lesson 24 of 30
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Defend if "Targeted" is the best title for Part Four of the text.
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. 117–130
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
The author names Part Four of the text "Targeted." Explain why. Do you think this is the best name for the section? Defend why or why not using examples from the text.
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Questions about the text that will help guide the students understanding
How does Malala respond to the news that the Taliban wanted to kill her? What does her response show about her character? What can we learn from her? (Chapter 20)
The chapter ends by Malala saying, "There was no denying it: The Taliban might have been defeated, but their beliefs were still spreading." In what ways were their beliefs spreading? (Chapter 21)
Why does Malala want to become a politician? What does it show about her? (Chapter 22)
How does the news of Zahid Khan's attack impact Malala and her father? Why? (Chapter 22)
The author names Chapter 22 of the text "Omens." Explain why. Do you think this is the best name for the chapter? Defend why or why not using examples from the text. (Chapter 22)
At the beginning of the chapter Malala says, "It seemed as if everything in my life was going well." Explain why. (Chapter 23)
What happened to Malala at the end of the chapter? Why? (Chapter 23)
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
deprived
adj.
not having the things needed for a good and healthy life
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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.
RL.5.2 — Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
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).
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).
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.
Next
Pick three or four words that best describe Malala and defend why.
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.
Analyze and debate unit essential questions using details and understandings from Kids of Kabul.
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
RI.5.6RL.5.2RL.5.3
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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