Curriculum / ELA / 5th Grade / Unit 2: Exploring Human Rights: The Breadwinner / Lesson 33

Exploring Human Rights: The Breadwinner

Lesson 33

ELA

Unit 2

5th Grade

Lesson 33 of 33

The following assessments accompany Unit 2. For more guidance, see the Summative Assessments and Assessments Accommodations & Modifications Teacher Tools.

Content Assessment

The Content Assessment measures students' understanding of the unit's content knowledge and vocabulary. It should serve as the primary assessment for the unit.

Warm Read Assessment

The Warm Read Assessment measures students' ability to apply the Reading Focus Areas of the unit to comprehend a new text, topically or thematically related to the content of the unit. It may be administered in addition to the Content Assessment.

Fluency Assessment

The Fluency Assessment measures students' oral reading fluency with a passage drawn from one of the unit's core texts. See the Assessing Reading Fluency Teacher Tool for more guidance.

Download Fluency Assessment

Lesson 32

Lesson Map

Gather information from multiple sources to build background knowledge about a topic.

The Breadwinner: 15th Anniversary Edition
“Geography Made Easy: Afghanistan”
National Geographic Kids Country Profile: Afghanistan
Twinkl Country Profile
Kiddle Afghanistan Facts
Afghan Voices: Books for Children and Young Adults (Colorín Colorado)

Standards

RI.5.7RI.5.9W.5.7W.5.8

Describe what inspired Deborah Ellis to write The Breadwinner and what she hoped to accomplish.

The Breadwinner: 15th Anniversary Edition — Historical Note and Author's Note

Standards

RL.5.3

Describe the setting of The Breadwinner.

The Breadwinner: 15th Anniversary Edition — Ch. 1

Standards

RL.5.1RL.5.3

Analyze how the author characterizes Parvana by including details about her actions, dialogue, and thoughts.

The Breadwinner: 15th Anniversary Edition — Ch. 2

Standards

RL.5.3

Analyze how Parvana, Mother, and Nooria respond to Father's disappearance and how their responses help build a deeper understanding of character.

The Breadwinner: 15th Anniversary Edition — Ch. 3–4

Standards

RL.5.3SL.5.1SL.5.1.aSL.5.1.bSL.5.2

Describe how authors use verb tense(s) to intentionally convey time while writing a narrative story.

Past Tense in Narrative Stories Handout (G5, U2, L6)

Standards

L.5.1.bL.5.1.c

Rewrite a section of The Breadwinner from another character's point of view.

Narrative Brainstorming Graphic Organizer

Standards

L.5.1.cL.5.1.dRL.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.

The Breadwinner: 15th Anniversary Edition — Ch. 5–6

Standards

L.5.1.bL.5.1.cRL.5.3RL.5.6

Analyze the ways in which Parvana has taken on her father's role.

The Breadwinner: 15th Anniversary Edition — Ch. 7–8

Standards

L.5.1.bL.5.1.cRL.5.3RL.5.6

Rewrite sections of The Breadwinner from another character's point of view.

Narrative Brainstorming Graphic Organizer

Standards

L.5.1.cL.5.1.dRL.5.6W.5.3W.5.3.aW.5.3.bW.5.3.d

Explain why Shauzia says some people wouldn't mind being dug up and whether or not that makes their actions justifiable.

The Breadwinner: 15th Anniversary Edition — Ch. 9–10

Standards

L.5.1.bL.5.1.cRL.5.3RL.5.6

Describe Shauzia's and Parvana's plans for the future and why they both want different things.

The Breadwinner: 15th Anniversary Edition — Ch. 11–12

Standards

L.5.1.bL.5.1.cRL.5.3RL.5.6

progress
monitoring

progress
monitoring

Recognize and correct inappropriate shifts in verb tense throughout a sentence or collection of sentences.

Standards

L.5.1.cL.5.1.d

Rewrite sections of The Breadwinner from another character's point of view.

Narrative Brainstorming Graphic Organizer
Sample Narrative Brainstorming Graphic Organizer (G5, U2, L14)

Standards

L.5.1.cL.5.1.dRL.5.6W.5.3W.5.3.aW.5.3.bW.5.3.d

Defend if Parvana was right to be losing hope and what advice you would give her.

The Breadwinner: 15th Anniversary Edition — Ch. 13–14

Standards

L.5.1.dL.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 unrealistic in times of war and oppression.

The Breadwinner: 15th Anniversary Edition — Ch. 15

Standards

L.5.1.dL.5.2.cRL.5.2RL.5.3

Rewrite sections of The Breadwinner from another character’s point of view.

Day 1 - Planning & Drafting

Plan and draft the setting, characters, and plot for a narrative.

Narrative Brainstorming Graphic Organizer
Sample Narrative Brainstorming Graphic Organizer (G5, U2, L17)

Standards

L.5.1.cL.5.1.dW.5.3W.5.3.aW.5.3.bW.5.3.d

Day 2 - Revision

Develop a narrative by including dialogue to show changes in events, characters, or personality.

Narrative Brainstorming Graphic Organizer — (Completed on Day 1)

Standards

W.5.3W.5.3.aW.5.3.bW.5.3.d

Day 3 - Revision & Editing

Develop a character's personality by using dialogue tags to show how a character is speaking.

Standards

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.

Determining Theme Note Taker (G5, U2, L18)
Single Paragraph Outline

Standards

L.5.1.dRL.5.2SL.5.1SL.5.1.aSL.5.1.bSL.5.6W.5.9

progress
monitoring

progress
monitoring

Analyze and debate unit Essential Questions using details and understandings from The Breadwinner.

The Breadwinner: 15th Anniversary Edition

Standards

SL.5.1SL.5.1.aSL.5.1.bSL.5.6

progress
monitoring

progress
monitoring

Write a paragraph to answer a unit Essential Question.

Single Paragraph Outline

Standards

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 perspective on a woman's right to education and what events or experiences have shaped their perspectives.

Kids of Kabul — Faranoz (p. 14) and Shabona (p. 56)

Standards

L.5.1.dL.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.

Kids of Kabul — Zuhal (p. 71) and Palwasha (p. 81)

Standards

L.5.1.dRI.5.6

Explain if Sara and Sigrullah share the same perspective on how to improve women's rights and what events or experiences have shaped their points of view.

Kids of Kabul — Sara (p. 112) and Sigrullah (p. 129)

Standards

L.5.1.dRI.5.6

progress
monitoring

progress
monitoring

Analyze and debate unit Essential Questions using details and understandings from Kids of Kabul.

Kids of Kabul
The Breadwinner: 15th Anniversary Edition — Ch. 5–6

Standards

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

progress
monitoring

progress
monitoring

Explain what terrorism feels like and how Malala's point of view compares to others' in the unit.

I Am Malala: How One Girl Stood Up for Education and Changed the World — pp. 44–55, 60–65

Standards

L.5.1.dRL.5.3RL.5.6

Describe how the author characterizes Malala and her family and how the author develops that characterization.

I Am Malala: How One Girl Stood Up for Education and Changed the World — pp. 69–80

Standards

L.5.1.dRI.5.6RL.5.3

Describe how the setting impacts character actions and perspectives.

I Am Malala: How One Girl Stood Up for Education and Changed the World — pp. 117–130

Standards

L.5.1.dRI.5.6RL.5.2RL.5.3

progress
monitoring

progress
monitoring

Pick three or four words that best describe Malala and defend why.

I Am Malala: How One Girl Stood Up for Education and Changed the World — pp. 157–164, 186–193

Standards

L.5.1.dRL.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.

The Breadwinner: 15th Anniversary Edition
I Am Malala: How One Girl Stood Up for Education and Changed the World

Standards

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.

Kids of Kabul
I Am Malala: How One Girl Stood Up for Education and Changed the World
The Breadwinner: 15th Anniversary Edition

Standards

L.5.1.dRL.5.2SL.5.1SL.5.1.aSL.5.1.bSL.5.2SL.5.6

progress
monitoring

progress
monitoring

Write a paragraph to answer a unit Essential Question.

Single Paragraph Outline

Standards

L.5.1.dW.5.1W.5.1.aW.5.1.cW.5.1.dW.5.9

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.

Day 1 - Brainstorming

Brainstorm and organize ideas before establishing an opinion about a topic.

Brainstorming Template (G5, U2, L32)
Sample Brainstorming Template (G5, U2, L32)
Two Paragraph Outline
Mentor Text (G5, U2, L32)
Description/Concept Map Graphic Organizer (GK–5)

Standards

W.5.1W.5.1.aW.5.9

Day 2 - Planning

Plan before writing by outlining main ideas and supporting details.

Brainstorming Template (G5, U2, L32) — (Completed on Day 1)
Sample Brainstorming Template (G5, U2, L32)
Two Paragraph Outline — (Completed on Day 1)
Sample Two Paragraph Outline (G5, U2, L32)

Standards

W.5.1W.5.1.aW.5.1.dW.5.9

Day 3 - Drafting

Compose well-developed body paragraphs that expand on key ideas with detailed explanations to support the opinion.

Brainstorming Template (G5, U2, L32) — (Completed on Day 1)
Two Paragraph Outline — (Completed on Day 2)

Standards

W.5.1W.5.1.aW.5.9

Day 4 - Drafting

Organize opinion writing by crafting clear introduction and conclusion sections that effectively summarize the opinion or position.

Brainstorming Template (G5, U2, L32) — (Completed on Day 1)
Two Paragraph Outline — (Completed on Day 2)

Standards

W.5.1W.5.1.aW.5.1.cW.5.1.dW.5.9

Day 5 - Revision & Editing

Delete unnecessary or repetitive language.

Two Paragraph Outline

Standards

L.5.1.dW.5.4W.5.5

Gauge student understanding of unit content and skills with one of Fishtank's unit assessments.

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