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ELA G5:M1:U1

Building Background Knowledge: Human Rights

Each unit is made up of a sequence of between 5-20 lessons. The “unit at a glance” chart in the curriculum map breaks down each unit into its lessons, to show how the curriculum is organized in terms of standards address, supporting targets, ongoing assessment, and protocols. It also indicates which lessons include the mid-unit and end-of-unit assessments.

Lesson 1Discovering Our Topic: Human Rights

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Practicing Observing Closely: I Notice/I Wonder (10 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Infer the Topic (20 minutes)

B. Generating Discussion Norms (15 minutes)

3. Work Time

A. Introducing the Performance Task and Module Guiding Questions (10 minutes)

4. Homework

A. Read and reflect on the guiding questions for the module. Talk about them with your family. How do they make you feel? Why? What do they make you think about? You can sketch or write your reflections.

  • I can infer the topic of this module from the resources. (RL.5.1, W.5.8)
  • I can generate norms for effective discussion. (SL.5.1)
  • I Notice/I Wonder Note-catcher: Inferring the Topic (RL.5.1, W.5.8)
  • Discussion Norms anchor chart (SL.5.1)
  • Think-Pair-Share
  • Infer the Topic

Lesson 2Establishing Reading Routines: Pages 1–3 of Esperanza Rising

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reflections on Module Guiding Questions (10 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Reading Aloud and Finding the Gist: Esperanza Rising, Pages 1–3 (20 minutes)

3. Closing and Assessment

A. Launching Independent Research Reading (25 minutes)

4. Homework 

A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.

  • I can describe how pages 1–3 of Esperanza Rising contribute to the overall structure of the story. (RL.5.1, RL.5.5)
  • I can select a research reading book that I want to read. (RL.5.10, RI.5.10)
  • Structure of Esperanza Rising anchor chart (RL.5.1, RL.5.5)
  • Think-Pair-Share
  • Thumb-O-Meter

Lesson 3Establishing Reading Routines: Esperanza Rising “Las Uvas”

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Engaging the Reader: Reading “Las Uvas” of Esperanza Rising (20 minutes)
B. Expert Groups: Understanding the Historical Setting (30 minutes)

3. Closing and Assessment

A. Exit Ticket (5 minutes)

4. Homework

A. Reread “Las Uvas” on pages 4–22 and complete Esperanza Rising: Questions about “Las Uvas” in your Unit 1 Homework.

B. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.

  • I can describe how pages 4–22 of Esperanza Rising contribute to the overall structure of the story. (RL.5.1, RL.5.5)
  • I can describe the historical setting of Esperanza Rising. (RI.5.1, RI.5.7, W.5.7)
  • Structure of Esperanza Rising anchor chart (RL.5.1, RL.5.5)
  • Building Background Knowledge about Mexico anchor chart (RI.5.1, RI.5.7, W.5.7)
  • Exit Ticket: A Connection to Esperanza Rising (RL.5.1, RI.5.1)
  • Red Light, Green Light

Lesson 4Introducing the Universal Declaration of Human Rights

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Launching Vocabulary Logs (10 minutes)

B. Reviewing Learning Targets (10 minutes)

2. Work Time

A. Back-to-Back and Face-to-Face: Reviewing Homework Questions (5 minutes)

B. Introducing the UDHR (15 minutes)

C. Introducing the Simplified Version of the UDHR (10 minutes)

3. Closing and Assessment

A. Making Connections between the UDHR and “Las Uvas” (10 minutes)

4. Homework

A. Continue to add symbols to your simplified version of the UDHR.

B. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.

  • I can determine the gist and the meaning of unfamiliar words and phrases in Article 3 of the Universal Declaration of Human Rights. (RI.5.4, L.5.4)
  • I can make connections between Esperanza Rising and the Universal Declaration of Human Rights. (RL.5.1, RI.5.1)
  • Annotated Article 3 of the UDHR for gist and unfamiliar vocabulary (RI.5.4, L.5.4)
  • UDHR article numbers on sticky notes in student copies of Esperanza Rising (RL.5.1, RI.5.1)
  • Back-to-back and Face-to-Face
  • Thumb-O-Meter

Lesson 5Close Reading: Esperanza Rising “Las Papayas” and Article 23 of the UDHR

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (5 minutes)

B. Engaging the Reader: “Las Papayas” of Esperanza Rising (20 minutes)

2. Work Time

A. Making Connections between the UDHR and “Las Papayas” (10 minutes)

B. Guided Close Reading: Article 23 of the UDHR (20 minutes)

3. Closing and Assessment

A. Strategies to Answer Selected Response Questions (5 minutes)

4. Homework

A. Reread “Las Papayas” on pages 23–38 and complete Esperanza Rising: Questions about “Las Papayas” in your Unit 1 Homework.

B. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.

  • I can describe how pages 23–38 of Esperanza Rising contribute to the overall structure of the story. (RL.5.1, RL.5.5)
  • I can answer questions about an article of the Universal Declaration of Human Rights by referring to the text. (RI.5.1, RI.5.4, L.5.4b)
  • Close Reading Note-catcher: Article 23 of the UDHR (RI.5.1, RI.5.4, L.5.4b)
  • Red Light, Green Light

Lesson 6Determining the Main Ideas and Summarizing Article 23 of the UDHR

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader: Reviewing Homework Questions (5 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time 

A. Determining the Main Ideas: Article 23 of the UDHR (10 minutes)

B. Mini Lesson: Writing a Summary (20 minutes)

3. Closing and Assessment 

A. Read Aloud: “Los Higos” of Esperanza Rising (20 minutes)

4. Homework 

A. Reread “Los Higos” on pages 39–57 and complete Esperanza Rising: Questions about “Los Higos” in your Unit 1 Homework.

B. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.

  • I can determine the main ideas and summarize Article 23 of the Universal Declaration of Human Rights. (RI.5.1, RI.5.2, RI.5.9)
  • I can describe how pages 39–57 of Esperanza Rising contribute to the overall structure of the story. (RL.5.1, RL.5.5)
  • Main Ideas and Summary: Article 23 of the UDHR (RI.5.1, RI.5.2, RI.5.9)
  • Red Light, Green Light

Lesson 7Close Reading: Article 17 of the UDHR

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader: Reviewing Homework Questions (5 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time 

A. Making Connections between the UDHR and “Los Higos” (10 minutes)

B. Guided Close Reading: Article 17 of the UDHR (30 minutes)

3. Closing and Assessment 

A. Making Connections between Esperanza Rising, the UDHR, and the Present: A Life like Mine (10 minutes)

4. Homework 

A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.

B. For ELLs: Complete Language Dive Practice I in your Unit 1 Homework.

  • I can answer questions about an article of the Universal Declaration of Human Rights by referring to the text. (RI.5.1, RI.5.2, RI.5.9)
  • I can determine the main ideas and summarize an article of the Universal Declaration of Human Rights. (RI.5.1, RI.5.2)
  • Connections between Esperanza Rising and articles of the UDHR on sticky notes
  • Close Reading Note-catcher: Article 17 of the UDHR (RI.5.1, RI.5.2, RI.5.9)
  • Thumb-O-Meter

Lesson 8Close Reading: “Las Guayabas” and Article 2 of the UDHR

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening 

A. Reviewing Learning Targets (5 minutes)

B. Engaging the Reader: “Las Guayabas” of Esperanza Rising (20 minutes)

2. Work Time

A. Making Connections between the UDHR and “Las Guayabas” (10 minutes)

B. Triad Close Reading: Article 2 of the UDHR (20 minutes)

3. Closing and Assessment 

A. Whole Group Share (5 minutes)

4. Homework 

A. Reread “Las Guayabas” on pages 58–80 and complete Esperanza Rising: Questions about “Las Guayabas” in your Unit 1 Homework. 

B. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.

C. For ELLs: Complete Language Dive Practice II in your Unit 1 Homework.

  • I can describe how pages 58–80 of Esperanza Rising contribute to the overall structure of the story. (RI.5.1, RI.5.2, RI.5.9)
  • I can determine the main ideas and summarize an article of the Universal Declaration of Human Rights. (RI.5.1, RI.5.2)
  • Connections between Esperanza Rising and articles of the UDHR on sticky notes
  • Close Reading Note-catcher: Article 2 of the UDHR (RI.5.1, RI.5.2, RI.5.9)
  • Red Light, Green Light

Lesson 9Mid-Unit 1 Assessment: Answering Questions about and Summarizing Article 13 of the UDHR

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening 

A. Reviewing Learning Targets (5 minutes)

B. Engaging the Reader: “Los Melones” of Esperanza Rising (20 minutes)

2. Work Time 

A. Mid-Unit 1 Assessment: Answering Questions about and Summarizing Article 13 of the UDHR (25 minutes)

3. Closing and Assessment 

A. Launching Tracking Progress (10 minutes)

4. Homework 

A. Reread “Los Melones” on pages 81–99 and complete Esperanza Rising: Questions about “Los Melones” in your Unit 1 Homework.

B. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.

  • I can quote accurately from Article 13 to answer questions about it. (RI.5.1, RI.5.10)
  • I can determine the main ideas and summarize Article 13 of the Universal Declaration of Human Rights. (RI.5.1, RI.5.2, RI.5.10)
  • Mid-Unit 1 Assessment: Answering Questions about and Summarizing Article 13 of the UDHR (RI.5.1, RI.5.2, RI.5.4, RI.5.9, RI.5.10, L.5.4)
  • Tracking Progress: Reading, Understanding, and Explaining New Text (RL.5.1, RI.5.1, 5.4, 5.10, L.5.4)

Lesson 10Text-Based Discussion: Evidence of Threats to Human Rights in Chapters 1–3 of Esperanza Rising

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening 

A. Entrance Ticket: Story Structure (5 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time 

A. Preparing for a Text-Based Discussion (25 minutes)

B. Participating in a Text-Based Discussion (15 minutes)

3. Closing and Assessment 

A. Exit Tickets (10 minutes)

4. Homework 

A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.

  • I can quote accurately from the text to make connections between Esperanza Rising and the UDHR. (RL.5.1, RI.5.1)
  • I can prepare for and follow discussion norms to have an effective text-based discussion about evidence of threats to human rights in Esperanza Rising. (RL.5.1, RI.5.1, W.5.9a, SL.5.1a)
  • Entrance Ticket: Story Structure (RL.5.5)
  • Preparing for a Text-Based Discussion note-catcher (RL.5.1, RI.5.1, W.5.9a, SL.5.1a)
  • Exit Ticket: Reflecting on the Text-Based Discussion (SL.5.1)
  • Thumb-O-Meter

Lesson 11Preparing for a Text-Based Discussion: Evidence of Threats to Human Rights in Chapters 4–6 of Esperanza Rising

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening 

A. Reviewing Learning Targets (5 minutes)

B. Engaging the Reader: “Las Cebollas” of Esperanza Rising (20 minutes)

2. Work Time 

A. Preparing for a Text-Based Discussion (25 minutes)

3. Closing and Assessment 

A. Making Connections between Esperanza Rising, the UDHR, and the Present: A Life like Mine (10 minutes)

4. Homework 

A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.

  • I can quote accurately from the text to make connections between Esperanza Rising and the UDHR. (RL.5.1, RI.5.1)
  • I can prepare for a text-based discussion about evidence of threats to human rights in Esperanza Rising. (RL.5.1, RI.5.1, W.5.9a, SL.5.1a)
  • Preparing for a Text-Based Discussion note-catcher (RL.5.1, RI.5.1, W.5.9a, SL.5.1a)
  • Red Light, Green Light

Lesson 12End of Unit 1 Assessment: Text-Based Discussion – Threats to Human Rights in Esperanza Rising

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening 

A. Reviewing Learning Targets (5 minutes)

2. Work Time 

A. End of Unit 1 Assessment: Text-Based Discussion (40 minutes)

3. Closing and Assessment 

A. Tracking Progress (15 minutes)

4. Homework 

A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.

  • I can quote accurately from the text to make connections between Esperanza Rising and the UDHR. (RL.5.1, RI.5.1)
  • I can follow discussion norms to have an effective text-based discussion. (RL.5.1, RL.5.5, RL.5.10, RI.5.1, W.5.9a, SL.5.1, SL.5.1a, SL.5.1b, SL.5.1c)
  • End of Unit 1 Assessment: Text-Based Discussion (RL.5.1, RL.5.5, RL.5.10, RI.5.1, W.5.9a, SL.5.1, SL.5.1a, SL.5.1b, SL.5.1c)
  • Tracking Progress: Collaborative Discussion (SL.5.1)

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