At-a-Glance Chart | EL Education Curriculum

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ELA G5:M1

Stories of Human Rights

Each module is approximately 6-8 weeks of instruction broken into 3 units. The "week at a glance" chart in the curriculum map gives the big picture, breaking down the module into a detailed week-by-week view. It shows how the module unfolds, the focus of each week of instruction, and where the six assessments and the performance task occur.

Weeks 1-2 Unit 1: Building Background Knowledge: Human Rights

Instructional FocusCCS StandardsAssessments
  • Launch independent reading, vocabulary logs, and collaborative discussion norms.
  • Begin reading literary text Esperanza Rising to analyze how each chapter fits into the overall structure of the novel.
  • Closely read articles of the Universal Declaration of Human rights to determine the main idea and summarize the text.
  • Make connections between threats to human rights in Esperanza Rising and the Universal Declaration of Human Rights for a text-based discussion.
  • Prepare for and practice having a text-based discussion.
  • RL.5.1, RL.5.5, RL.5.10, RI.5.1, RI.5.2, RI.5.4, RI.5.7, RI.5.9, RI.5.10, W.5.7, W.5.8, W.5.9, W.5.9a, SL.5.1, SL.5.1a, SL.5.1b, SL.5.1c, L.5.4, L.5.4a, L.5.4b, L.5.4c, L.5.5, L.5.5b
  • Mid-Unit 1 Assessment: Answering Questions about and Summarizing Article 13 of the UDHR (RI.5.1, RI.5.2, RI.5.4, RI.5.10, L.5.4b, and L.5.4c)
  • End of Unit 1 Assessment: Text-Based Discussion – Threats to Human Rights in Esperanza Rising (RL.5.1, RL.5.5, RL.5.10, RI.5.1, W.5.9a, and SL.5.1a, SL.5.1b, SL.5.1c)

Weeks 3–6 Unit 2: Writing to Inform: Threats to Human Rights in Esperanza Rising

Instructional FocusCCS StandardsAssessments
  • Finish reading Esperanza Rising.
  • Interpret metaphors and identify themes in Esperanza Rising.
  • Analyze character reactions to events in Esperanza Rising and compare and contrast those reactions.
  • Analyze model literary analysis essay.
  • Write a literary analysis essay comparing and contrasting the reactions of two characters to the same event in Esperanza Rising
  • Revise and edit literary essay.
  • RL.5.1, RL.5.2, RL.5.3, RL.5.5, RL.5.10, RI.5.1, RF.5.4, W.5.2, W.5.2a, W.5.2b, W.5.2c, W.5.2d, W.5.2e, W.5.3, W.5.4, W.5.5, W.5.6, W.5.9, W.5.9a, W.5.10, L.5.1, L.5.2, L.5.2d, L.5.4, L.5.4a, L.5.4b, L.5.4c, L.5.5, L.5.5a, L.5.6
  • Mid-Unit 2 Assessment: Interpreting Metaphors and Analyzing Character Reactions (RL.5.1, RL.5.2, RL.5.3, RL.5.10, W.5.9a, and L.5.5a.)
  • End of Unit 2 Assessment: Revising a Literary Essay (W.5.2c, W.5.2d, W.5.5, W.5.6, W.5.10, L.5.2d, and L.5.6)

Weeks 7-8 Unit 3: Using Writing to Raise Awareness: Human Rights

Instructional FocusCCS StandardsAssessments
  • Analyze model monologue.
  • Plan original monologue.
  • Write original monologue.
  • Revise monologue for word and phrase choice, and punctuation for effect.
  • Revise monologues for perfect verb tense and narrative voice.
  • Analyze model Directors’ Note.
  • Gather evidence for Directors’ Note.
  • Write Directors’ Note.
  • Create programs.
  • Reading fluency practice.
  • RL.5.4, RI.5.4, RF.5.3, RF.5.4, RF.5.4a, RF.5.4b, RF.5.4c, W.5.2, W.5.3, W.5.3a, W.5.3b, W.5.3d, W.5.3e, W.5.4, W.5.5, W.5.6, W.5.8, W.5.10, SL.5.1, L.5.1, L.5.1b, L.5.4
  • Mid-Unit 3 Assessment: Narrative Monologue: Describing an Event from Esperanza Rising (W.5.3, W.5.3a, W.5.3b, W.5.3e, W.5.4, and W.5.10)
  • End of Unit 3 Assessment: Revising Writing and Reading Fluency (RF.5.3, RF.5.4, W.5.4, W.5.5, and L.5.1b)
  • Final Performance Task: Monologue Performance and Program (RF.5.4, W.5.4, W.5.5, and W.5.8)

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