Curriculum / ELA / 5th Grade / Unit 2: Exploring Human Rights: The Breadwinner / Lesson 9
ELA
Unit 2
5th Grade
Lesson 9 of 30
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Explain why Shauzia says that some people wouldn’t mind being dug up and whether or not that makes their actions justifiable.
Book: The Breadwinner: 15th Anniversary Edition by Deborah Ellis — Ch. 9–10
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
When Parvana asks how the people being dug up would feel, Shauzia says, "Depends on the type of people they were. If they were nasty, stingy people, they wouldn’t like it. If they were kind and generous people, they wouldn’t mind." What does Shauzia mean by this? Do you agree with Shauzia? Does that make their actions justifiable?
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 does running into Shauzia change life for Parvana? How would Parvana be different if they hadn't run into each other?
Compare and contrast Parvana and Shauzia’s experiences and attitudes. What can they learn from each other? (Chapter 9)
Mrs. Weera mentions that she is thinking about opening a school. Knowing what you know about Afghanistan and the Taliban, is this a wise decision? Defend why or why not. (Chapter 9)
What job do the girls find? Why do the girls decide to do the job? Was it the right decision? (Chapter 10)
The girls say they must remember the experience of bone digging when they are rich old ladies drinking tea. Why is this an experience they would want to remember? (Chapter 10)
What two words best describe how Parvana feels at the end of the day? Why? (Chapter 10)
Assess student understanding and monitor progress toward this lesson's objective with an Exit Ticket.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
smuggle
v.
to move someone or something to another country illegally and secretly
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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.
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 8
Lesson 10
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.
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
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.5.6 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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