ELA G5:M1:U3

Using Writing to Raise Awareness: 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.

View the unit overview

Lesson 1Preparing to Write: Determining Characteristics of the Format
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Reviewing the Performance Task and Learning Targets (15 minutes) 2. Work Time A. Generating Group Norms (15 minutes) B. Reading Aloud and Finding the Gist: Miguel’s Monologue (10 minutes) C. Understanding the Format: Monologues (15 minutes) 3. Closing and Assessment A. Reflecting on Learning (5 minutes) 4. Homework A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.	I can generate norms for effective collaboration with my monologue group. (SL.5.1) I can determine the characteristics of a monologue by analyzing an example. (W.5.3, W.5.4, SL.5.1)	Gist of Miguel's Monologue on sticky notes (RL.5.4, L.5.4) Participation in analyzing model monologues (W.5.3, W.5.4, SL.5.1)

Lesson 2Writing Narrative Texts: Planning the Beginning of a Monologue
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engaging the Writer: Selecting an Event from Esperanza Rising (10 minutes) B. Reviewing Learning Targets (5 minutes) 2. Work Time A. Mini Lesson: Forming and Using the Perfect Verb Tenses (15 minutes) B. Analyzing a Model (10 minutes) C. Guided Practice: Planning the Beginning of a Monologue (15 minutes) 3. Closing and Assessment A. Exit Ticket (5 minutes) 4. Homework A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal. B. For ELLs: Complete the Language Dive Practice Part I in your Unit 3 Homework.	I can form verbs in the perfect verb tenses. (L.5.1b) I can identify the characteristics of the beginning of a monologue. (W.5.3a) I can plan the beginning of a monologue that establishes the situation and introduces the characters. (W.5.3a, W.5.4, W.5.5)	Beginning box of Monologue Planning graphic organizer: Esperanza Rising (W.5.3a, W.5.4, W.5.5) Exit Ticket: Forming the Perfect Verb Tenses (L.5.1b)	Red Light, Green Light

Lesson 3Writing Narrative Texts: Planning the Middle of a Monologue
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engaging the Writer: Rereading an Event (10 minutes) B. Reviewing Learning Targets (5 minutes) 2. Work Time A. Language Dive, Part II: Miguel’s Monologue (15 minutes) B. Analyzing a Model (10 minutes) C. Guided Practice: Planning the Middle of a Monologue (15 minutes) 3. Closing and Assessment A. Reflecting on Learning (5 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 Part II practice in your Unit 3 Homework.	I can identify the characteristics of the middle of a monologue. (W.5.3a, W.5.3b, W.5.4) I can plan the middle of a monologue that explains how the narrator responds to the event or situation. (W.5.3a, W.5.3b, W.5.4, W.5.5)	Middle box of Monologue Planning graphic organizer: Esperanza Rising (W.5.3a, W.5.3b, W.5.4, W.5.5)	Thumb-O-Meter

Lesson 4Writing Narrative Texts: Planning the Ending of a Monologue
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engaging the Writer: Recounting the Beginning, Middle, and End of an Event (10 minutes) B. Reviewing Learning Targets (5 minutes) 2. Work Time A. Analyzing a Model (10 minutes) B. Guided Practice: Planning the Ending of a Monologue (15 minutes) C. Peer Critique: Using Details and Description (15 minutes) 3. Closing and Assessment A. Annotating Plans for Revision (5 minutes) 4. Homework A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.	I can plan the ending of a monologue that provides a satisfying conclusion. (W.5.3e, W.5.4, W.5.5) I can provide a peer with kind, helpful, and specific feedback on his or her Monologue Planning Graphic Organizer: Esperanza Rising. (W.5.3, W.5.5)	Ending box of Monologue Planning Graphic Organizer: Esperanza Rising (W.5.3e, W.5.4, W.5.5) Revision notes (W.5.3, W.5.5)	Red Light, Green Light Peer Critique

Lesson 5Mid-Unit 3 Assessment: Narrative Monologue: Describing an Event from Esperanza Rising
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Reviewing Learning Target (5 minutes) 2. Work Time A. Revising Monologue Plan (10 minutes) B. Mid-Unit 3 Assessment: Narrative Monologue: Describing an Event from Esperanza Rising (20 minutes) C. Research Reading Share (10 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 draft a monologue that establishes the situation and introduces the characters, explains how the narrator responds to the event or situation, and provides a sense of closure. (W.5.3, W.5.4, W.5.10)	Mid-Unit 3 Assessment: Narrative Monologue: Describing an Event from Esperanza Rising (W.5.3, W.5.4, W.5.10) Tracking Progress: Narrative Writing (W.5.3)

Lesson 6Writing Narrative Texts: Revising to Convey Experiences Precisely
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engaging the Writer: Drawing an Event (5 minutes) B. Reviewing Learning Targets (5 minutes) 2. Work Time A. Mini Lesson: Forming and Using the Perfect Verb Tenses (15 minutes) B. Analyzing a Model (10 minutes) C. Guided Practice: Revising a Monologue (20 minutes) 3. Closing and Assessment A. Reflecting on Learning (5 minutes) 4. Homework A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.	I can form and use verbs in the perfect verb tenses. (L.5.1b) I can revise my monologue to precisely convey experiences and for the perfect verb tenses. (W.5.3d, W.5.5, L.5.1b)	Revised Monologue draft (W.5.3d, W.5.5)	Red Light, Green Light

Lesson 7Writing Narrative Texts: Revising for Narrative Voice
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engaging the Writer: How Do a Series of Monologues Fit Together? (10 minutes) B. Reviewing Learning Targets (5 minutes) 2. Work Time A. Analyzing a Model (10 minutes) B. Peer Critique: Narrative Voice (15 minutes) C. Independent Practice: Revising a Monologue (15 minutes) 3. Closing and Assessment A. Reflecting on Learning (5 minutes) 4. Homework A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.	I can provide a peer with kind, helpful, and specific feedback on his or her monologue draft. (W.5.3, W.5.4, W.5.5) I can revise my monologue to use a narrative voice that is appropriate to the story I'm telling and engages the audience. (W.5.3, W.5.4, W.5.5)	Revised monologue draft (W.5.3, W.5.4, W.5.5)	Red Light, Green Light Peer Critique

Lesson 8Performance Task: Determining Characteristics of the Format of a Program
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engaging the Reader and Reviewing Learning Targets (15 minutes) 2. Work Time A. Determining Characteristics of a Directors’ Note (20 minutes) B. Monologue Group Work: Rereading to Gather Evidence (15 minutes) 3. Closing and Assessment A. Generating Reading Fluency Criteria (10 minutes) 4. Homework A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.	I can determine the characteristics of a Directors' Note by analyzing an example. (W.5.2, W.5.4) I can gather information about the human right threatened in my monologue group's event from Esperanza Rising. (W.5.2, W.5.4, W.5.5, W.5.8) I can analyze someone reading aloud effectively to generate criteria for reading fluency. (RF.5.4)	Gist of model Directors' Note on sticky notes (RI.5.4, L.5.4) Directors' Note Research note-catcher (W.5.2, W.5.4, W.5.5, W.5.8)	Thumb-O-Meter

Lesson 9Performance Task: Gathering Evidence
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engaging the Reader: A Life like Mine (10 minutes) B. Reviewing Learning Targets (5 minutes) 2. Work Time A. Monologue Group Work: Reading for Gist and Unfamiliar Vocabulary (10 minutes) B. Monologue Group Work: Rereading to Gather Evidence (20 minutes) 3. Closing and Assessment A. Reading Fluency Practice: Peer Critique (15 minutes) 4. Homework A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.	I can gather evidence about the human right threatened in my monologue group's event from Esperanza Rising. (W.5.2, W.5.4, W.5.5, W.5.8) I can fluently read my monologue aloud. (RF.5.4)	Directors' Note Research note-catcher (W.5.2, W.5.4, W.5.5, W.5.8)	Thumb-O-Meter Peer Critique

Lesson 10Performance Task: Drafting the Directors’ Note
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Reviewing Learning Targets (5 minutes 2. Work Time A. Monologue Group Work: Drafting the Directors’ Note (25 minutes) B. Research Reading Share (15 minutes) 3. Closing and Assessment A. Reading Fluency Practice: Peer Critique (15 minutes) 4. Homework A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.	I can draft an informational text explaining the human right threatened in my monologue group's event from Esperanza Rising and how people are impacted by this issue today. (W.5.2, W.5.4, W.5.5, W.5.8) I can fluently read my monologue aloud. (RF.5.4)	Directors' Note draft (W.5.2, W.5.4, W.5.5, W.5.8)	Red Light, Green Light Peer Critique

Lesson 11End of Unit 3 Assessment: Revising Writing
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Reviewing Learning Targets (5 minutes) 2. Work Time A. End of Unit 3 Assessment, Parts I and III: Forming and Using the Perfect Verb Tenses and Reading Fluency (20 minutes) B. End of Unit 3 Assessment, Parts II and III: Revising Writing and Reading Fluency (25 minutes) 3. Closing and Assessment A. Reflecting on Learning (10 minutes) 4. Homework A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.	I can form and use verbs in the perfect verb tenses. (L.5.1b) I can revise my Directors' Note so it is appropriate for the task, purpose, and audience and for the perfect verb tenses. (W.5.4, W.5.5, L.5.1b) I can read an excerpt from Esperanza Rising aloud fluently. (RF.5.4)	End of Unit 3 Assessment (W.5.4, W.5.5, L.5.1b, RF.5.3, RF.5.4)	Red Light, Green Light

Lesson 12Performance Task: Monologue Program
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Reviewing Learning Targets (5 minutes) 2. Work Time A. Monologue Group Work and End of Unit 3 Assessment, Part III: Reading Fluency (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 publish my monologue group's program. (W.5.4, W.5.5, W.5.6) I can read an excerpt from Esperanza Rising aloud fluently. (RF.5.4)	Monologue group's program (final copy) (W.5.4, W.5.5, W.5.6)	Thumb-O-Meter

Lesson 13Performance Task: Monologue Performance
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Reviewing Learning Target (5 minutes) 2. Work Time A. Monologue Performances (50 minutes) 3. Closing and Assessment A. Reflecting on Learning (5 minutes) 4. Homework A. N/A	I can read my monologue aloud fluently. (RF.5.4)	Monologue performance (RF.5.4)

EL Education Curriculum

ELA G5:M1:U3

Using Writing to Raise Awareness: Human Rights

Lesson 1Preparing to Write: Determining Characteristics of the Format

Lesson 2Writing Narrative Texts: Planning the Beginning of a Monologue

Lesson 3Writing Narrative Texts: Planning the Middle of a Monologue

Lesson 4Writing Narrative Texts: Planning the Ending of a Monologue

Lesson 5Mid-Unit 3 Assessment: Narrative Monologue: Describing an Event from Esperanza Rising

Lesson 6Writing Narrative Texts: Revising to Convey Experiences Precisely

Lesson 7Writing Narrative Texts: Revising for Narrative Voice

Lesson 8Performance Task: Determining Characteristics of the Format of a Program

Lesson 9Performance Task: Gathering Evidence

Lesson 10Performance Task: Drafting the Directors’ Note

Lesson 11End of Unit 3 Assessment: Revising Writing

Lesson 12Performance Task: Monologue Program

Lesson 13Performance Task: Monologue Performance

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