Curriculum / ELA / 5th Grade / Unit 2: Exploring Human Rights: The Breadwinner / Lesson 29
ELA
Unit 2
5th Grade
Lesson 29 of 30
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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.
Book: Kids of Kabul: Living Bravely through a Never-Ending War by Deborah Ellis
Book: I Am Malala: How One Girl Stood Up for Education and Changed the World (Young Readers Edition) by Malala Yousafzai and Patricia McCormick
Book: The Breadwinner: 15th Anniversary Edition 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.
Parvana’s mother was a writer for a magazine that focused on sharing the horrible and unjust things happening in Afghanistan with people around the world.
Imagine that you have been hired as a writer for the magazine. Pick one of the major themes from the unit. Write a magazine article that teaches others around the world about the theme. Make sure to include details and reasons from at least two of the unit texts.
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Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
Review all vocabulary from the unit.
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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.5.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
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.5.6 — With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
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
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
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
W.5.1W.5.1.aW.5.1.cW.5.1.dW.5.9
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