Curriculum / ELA / 5th Grade / Unit 1: Building Community: Seedfolks / Lesson 3
ELA
Unit 1
5th Grade
Lesson 3 of 17
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Compare and contrast Wendell and Gonzalo’s uncle’s reaction to the garden.
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Questions about the text that will help guide the students understanding
When Ana says, "it’s up to us to save them," what does it show about Ana’s point of view toward Kim and the vacant lot? Why? (Wendell)
What is Wendell’s initial perspective of the garden? How does it change? (Wendell)
Describe the interaction between Wendell and Kim. Even though neither Wendell nor Kim spoke a single word, the interaction influenced both of them. Explain how. (Wendell)
Gonzalo describes his Tío Juan by saying, "Tío Juan was the oldest man in his pueblo. But here he became a little baby." What evidence does Gonzalo include to support this statement? (Gonzalo)
Gonzalo ends by saying, "He changed from a baby back into a man." What caused this change? Why? (Gonzalo)
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
gestures
n.
body movements that show or emphasize an idea or feeling
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L.5.1.a — Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
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.
Next
Compare and contrast how the garden influences Leona with how others are influenced by the garden.
Predict if the actions of one person can influence an entire community.
Standards
RL.5.6
Explain how the vacant lot sparks Kim’s and Ana’s memories of the past and if the memories are the same.
L.5.1.aRL.5.3RL.5.6
L.5.1RL.5.3RL.5.6
Describe Sam's perspective on the garden and how his perspective changed.
RL.5.3RL.5.6
Write a paragraph that explains how one person can impact a community.
W.5.1W.5.1.aW.5.1.d
Describe how the garden was a both a positive and negative experience for Virgil and his father.
RL.5.3
Explain why the garden feels like a family to Sae Young.
L.5.3.bRL.5.3RL.5.6
Explain the significance of the quote "we, like our seeds, were now planted in the garden" and who is responsible for the change.
Write a paragraph that describes how one person can impact a community.
W.5.1W.5.1.aW.5.1.cW.5.1.d
Analyze if the narrators in Seedfolks would agree or disagree with the idea that people with different cultural identities can come together to form a strong community.
RL.5.2RL.5.3
Determine a theme for a story and explain how the characters’ actions support the development of theme, by using key details and character actions to describe key themes in a text.
Describe the overall structure of Seedfolks and how different events fit together to create the plot, by describing the overall structure of a text.
L.5.3.bRL.5.5SL.5.1SL.5.1.aSL.5.1.bSL.5.6
3 days
Write a paragraph to explain how one person can impact a community.
L.5.1.aL.5.2.eRL.5.2RL.5.3W.5.1.aW.5.1.cW.5.1.d
Gauge student understanding of unit content and skills with one of Fishtank's unit assessments.
4 days
Write your own chapter in Seedfolks by using a narrative structure to develop imagined experiences based on the events of the text.
L.5.1.aL.5.2.bW.5.3W.5.3.aW.5.3.cW.5.5
5 days
Conduct a short research project that uses several sources to build knowledge of different aspects of a topic.
W.5.2W.5.2.aW.5.2.bW.5.2.cW.5.7W.5.8
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