Curriculum / ELA / 5th Grade / Unit 2: Exploring Human Rights: The Breadwinner / Lesson 5
ELA
Unit 2
5th Grade
Lesson 5 of 30
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Lesson Notes
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Rewrite a section of The Breadwinner from another character’s point of view.
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.
Rewrite sections of The Breadwinner from another character’s point of view. Make sure to include details that show how the character feels and why.
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RL.5.6 — Describe how a narrator's or speaker's point of view influences how events are described.
W.5.3 — Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.5.3.a — Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
W.5.3.b — Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
W.5.3.d — Use concrete words and phrases and sensory details to convey experiences and events precisely.
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.
L.5.6 — Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
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
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.
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
RL.5.6W.5.3W.5.3.aW.5.3.bW.5.3.d
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
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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