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https://docs.google.com/document/d/1MAIvNKch7Xz7vwPGQI4rVMZgXnW2LUwxJ65ZFeHiChs/edit?usp=sharing

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https://docs.google.com/document/d/1VaOvA8sOyUtVSQEZF5WKTs5_TXkcJU2H-lkVK163zwE/edit?tab=t.0

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(Percy Jackson) Vocabulary and figurative language are a big focus for this module, along with story/character creation. Students

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Students will be able to compare and contrast two texts with a similar topics.

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Students will be familiar with comparing/contrasting two texts with a similar topic. They will know how to find a main idea and use relevant text evidence.

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Students will have already been exposed and have practice with comparing and contrasting texts with a similar topic.

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Key skills will be theme, evidence/ citing, and character comparing. The big picture for 5th is human rights and comparison to the real world, and for 6th is creative writing, figurative language and understanding theme.

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The big picture of Unit 1 for 5th grade ELA is for students to understand the Universal Declaration of Human Rights and how that relates to the text, Esperanza Rising. Students will be able to discuss what human rights are threatened throughout the text and be able to appropriately cite to support their analysis.

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In module 1 students must be able to identify Main Idea and supporting details. They must also be able to use text evidence and summarize.

The Module Assessment (performance task) is writing a monologue. Many students do not know what a monologue is. That is a good starting point and information that should be taught before moving forward. Students should know what this is and how it is performed.

Key Standards throughout the module are RL.5.1, RL.5.2, RL.5.3, RL.5.4, and RL.5.5.

Students should be able to identify main idea and key details with evidence and summarizing RL5.1

Throughout the module students should understand character reactions and how a character responds to challenges and problems. RL.5.2

They also need to be able to compare and contrast w/ the main character in the novel. RL.5.3

They should be able to relate the titles of the chapters and make connections to them throughout the book. RL.5.5

Students should also be able to use figurative language specifically metaphors. RL.5.4

Students should also be able to identify themes throughout Module 1.

Unit 1 focuses on: Threats to human rights and the UDHR connections, main ideas, details, and summarizing. It also goes through PLOT structure.

Unit 2 focuses on: Character reactions and comparisons

Unit 3 focuses on combining character reactions with human rights threats and expressing the challenge/reaction through a monologue performance.

All of these skills are laid out to be used in the monologue at the end.

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Students will utilize a variety of skills throughout the unit including researching and creative writing. They will have opportunities to share what they've learned through a presentation as well. These skills may be best to model first with teacher examples.

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The main idea and key details as well as writing a summary.

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Summarizing with main idea and key details. Writing in their own words and quoting from the text. Ability to create and use graphic organizers for writing pieces.

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Big picture: Using main idea and key details to write a summary. Key Skills: Main Idea/Supporting Details/Writing an effective summary.

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Identifying the main idea, supporting details, and writing a summary.

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The unit we are internalizing focuses on students ability to summarize using the main idea and supporting details.

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Key skills: Main idea, supporting details, and writing an effective summary.