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ELA / G5 / M1 / U1 / lesson 1

Getting Ready to Learn about Human-Rights

1 hour
Students do a close reading of Article-1 of the Universal Declaration of Human Rights.
ELA / G5 / M1 / U1 / lesson 2

Building Background: A Short History of Human Rights

1 hour
Display learning targets on board, chart paper, or document camera
ELA / G5 / M1 / U1 / lesson 3

Vocabulary Introduction: Human Rights

1 hour
Review Vocabulary strategies and Think Pair Share and Write- Pair-Share protocols.
ELA / G5 / M1 / U1 / lesson 4

Close Reading: The Introduction to the Universal Declaration of Human-Rights

1 hour
The Introduction to the Universal Declaration of Human Rights
ELA / G5 / M1 / U1 / lesson 5

Mid-Unit 1 Assessment: Explaining Human Rights

1 hour
Review Quiz-Quiz-Trade in Vocabulary Strategies Review Write-Pair-Share and Fist to Five protocols
ELA / G5 / M1 / U1 / lesson 6

Close Reading: “Unpacking” Specific Articles of the UDHR

1 hour
Students will become “experts” on 11 specific Articles from the UDHR.
ELA / G5 / M1 / U1 / lesson 7

Close Reading: Becoming Experts on Specific Articles of the UDHR

1 hour
This lesson builds directly on Lesson 6
ELA / G5 / M1 / U1 / lesson 8

Summarizing Complex Ideas

1 hour
Comparing the Original UDHR and the “Plain Language” Version
ELA / G5 / M1 / U1 / lesson 9

Main-Ideas in Informational Text: Analyzing a Firsthand Human Rights Account

1 hour
This lesson helps students understand the “So What?” of the UDHR
ELA / G5 / M1 / U1 / lesson 10

Main Ideas in Informational Text

1 hour
Analyzing a Firsthand Human Rights Account for Connections to Specific Articles of the UDHR
ELA / G5 / M1 / U1 / lesson 11

End of Unit-1 Assessment

1 hour
On-Demand Analysis of a Human Rights Account
ELA / G5 / M1 / U2 / lesson 1

Building-Background-Knowledge: Learning About the Historical/Geographical Setting of Esperanza Rising

1 hour
Students learn about the historical and geographical setting of Esperanza Rising.
ELA / G5 / M1 / U2 / lesson 2

Getting to Know Esperanza

1 hour
This lesson introduces a new small group structure: Triad Talk.
ELA / G5 / M1 / U2 / lesson 3

Inferring About Characters Based on How They Respond: (Chapter-3: “Las-Papayas”)

1 hour
This lesson draws directly on the knowledge students built during Unit 1 about human rights.
ELA / G5 / M1 / U2 / lesson 4

Inferring About Characters Based on How They Respond:(Chapter-4: “Los Higos/Figs”)

1 hour
This lesson builds directly on Lesson 3, reinforcing a pattern of analysis.
ELA / G5 / M1 / U2 / lesson 5

Connecting Informational Text with Literature

1 hour
Building Background Knowledge About Mexican Immigration, California, and The Great Depression
ELA / G5 / M1 / U2 / lesson 6

Contrasting Two Settings

1 hour
This lesson begins to introduce students to the idea of central metaphors in the novel.
ELA / G5 / M1 / U2 / lesson 7

Point of View

1 hour
Comparing Esperanza’s and Isabel’s Perspectives About Life in The Camp
ELA / G5 / M1 / U2 / lesson 8

Understanding Themes in Esperanza Rising

1 hour
This lesson goes into more depth on the concept of theme.
ELA / G5 / M1 / U2 / lesson 9

Mid-Unit Assessment and Discussing Themes in Esperanza Rising

1 hour
Review Chapter 9, “Las Papas/Plums” from Esperanza Rising, and the answers to Mid-Unit 2 Assessment.
ELA / G5 / M1 / U2 / lesson 10

Characters Changing Over Time

1 hour
This lesson begins to lay the foundation for students’ End of Unit 2 Assessment
ELA / G5 / M1 / U2 / lesson 11

Building Background Knowledge: Why Do Workers Strike?

1 hour
This lesson refocuses students on the direct connections between themes in Esperanza-Rising and the UDHR.
ELA / G5 / M1 / U2 / lesson 12

Contrasting-Perspectives: Should the Farmworkers in Esperanza Rising Go on Strike?

1 hour
This lesson repeats the Jigsaw structure students have used several times.
ELA / G5 / M1 / U2 / lesson 13

Gathering Evidence and Drafting a Two-Voice Poem

1 hour
During Lessons 13 and 14, students work with the last two chapters of the novel.
ELA / G5 / M1 / U2 / lesson 14

Writing, Critique, and Revising: Two-Voice Poems

1 hour
Review the Praise-Question-Suggest protocol
ELA / G5 / M1 / U2 / lesson 15

Revisiting Big Metaphors and Themes

1 hour
Revising and Beginning to Perform Two-Voice Poems
ELA / G5 / M1 / U2 / lesson 16

Paragraph Writing, Part-1: How Esperanza Responds on the Train

1 hour
Students revisit Chapter 5: “Las Guayavas/Guavas.”
ELA / G5 / M1 / U2 / lesson 17

Paragraph Writing, Part-II

1 hour
For this writing assignment, students are not given a formal rubric.
ELA / G5 / M1 / U2 / lesson 18

End-Of-Unit-2 Assessment

1 hour
On-Demand Analytical Essay About How Esperanza Changes Over Time
ELA / G5 / M1 / U3 / lesson 1

Narratives as Theater, Part-I: What Is Readers Theater?

1 hour
Students spent all of Unit 2 reading Esperanza Rising.
ELA / G5 / M1 / U3 / lesson 2

Narratives as Theater: Esperanza Rising, From Novel to Script

1 hour
Unit 3 is the third read of Esperanza Rising
ELA / G5 / M1 / U3 / lesson 3

Readers Theater and The UDHR

1 hour
This provides students an opportunity to go deeper with their analysis
ELA / G5 / M1 / U3 / lesson 4

Mid-Unit-Assessment: Evaluating a Novel versus a Script

1 hour
Students work on their Mid-Unit Assessment: Evaluating a Novel Versus a Script
ELA / G5 / M1 / U3 / lesson 5

Identifying Theme: Connecting Passages from Esperanza-Rising to Human-Rights

1 hour
This lesson begins the first series of writing lessons in this module.
ELA / G5 / M1 / U3 / lesson 6

Launching Readers Theater Groups

1 hour
Identifying Passages from Esperanza Rising for Readers Theater that Connect to The UDHR
ELA / G5 / M1 / U3 / lesson 7

Drafting Individual-Readers-Theater Scripts for a Specific Scene

1 hour
Students work on narrowing text for our Readers Theater Scripts.
ELA / G5 / M1 / U3 / lesson 8

Drafting Individual Readers Theater Scripts for a Specific Scene

1 hour
Rephrasing, Narrator Introduction, and Identifying Characters
ELA / G5 / M1 / U3 / lesson 9

End of Unit Assessment: Individual Sections of Readers Theater Script

1 hour
Students will need their exit tickets and script drafts from Lesson 8
ELA / G5 / M1 / U3 / lesson 10

Our Group-Readers-Theater: Managing the Sequence of Events in Our Group-Script

1 hour
Managing The Sequence of Events In Our Group Script
ELA / G5 / M1 / U3 / lesson 11

Our Group Readers Theater: Revision, Conclusion, and First Rehearsal

1 hour
Revision, Conclusion, and First Rehearsal
ELA / G5 / M1 / U3 / lesson 12

Performance Task, Readers Theaters Second Rehearsal and Performance

1 hour
Have students’ exit tickets from Lesson 10
ELA / G5 / M2A / U1 / lesson 1

Building-Background-Knowledge: Examining Unique-Living-Things of Rainforests and Scientists Who Study Them

1 hour
Students examine the unique living things of the rainforest and the scientists who study them.
ELA / G5 / M2A / U1 / lesson 2

Reading an Interview: “Sloth Canopy Researcher: Bryson Voirin”

1 hour
In this lesson students set up their glossaries at the back of their journal.
ELA / G5 / M2A / U1 / lesson 3

Continued Close Read of “Sloth Canopy Researcher: Bryson Voirin”

1 hour
Be ready to return students’ annotated texts (Reading an Interview, from Lesson 2).
ELA / G5 / M2A / U1 / lesson 4

Summarizing Informational Text: “Hawaii’s Endangered Happy Face Spider”

1 hour
Make sure all anchor charts from lessons 1 to 3 are visible to students.
ELA / G5 / M2A / U1 / lesson 5

Informational Text Features: Analyzing “Hawaii’s Endangered Happy Face Spider”

1 hour
Make sure all anchor charts from previous lessons in this module are visible to students.
ELA / G5 / M2A / U1 / lesson 6

Mid-Unit Assessment: Analyzing an Interview with A Rainforest Scientist

1 hour
Students formally self-assess on their progress toward the learning targets for the first time.
ELA / G5 / M2A / U1 / lesson 7

Analyzing Documentary Videos

1 hour
“Great Bear Rainforest Remote Camera Project” British Columbia, Canada
ELA / G5 / M2A / U1 / lesson 8

Synthesizing Information: Living Things in The Rainforest

1 hour
Students reread several texts that they have seen in other lessons.
ELA / G5 / M2A / U1 / lesson 9

End-of-Unit-1 Assessment

1 hour
Comparing and Contrasting Texts About Biodiversity in The Rainforest
ELA / G5 / M2A / U1 / lesson 10

Science Talk

1 hour
Become familiar with the Science Talk protocol.
ELA / G5 / M2A / U2 / lesson 1

Introduction to The Most Beautiful Roof in The World

1 hour
Why Does Meg Lowman Research the Rainforest?
ELA / G5 / M2A / U2 / lesson 2

Reading and Writing About how to Perform a Process

1 hour
Reading and Writing About how to Perform a Process: How Meg Lowman Studies the Rainforest
ELA / G5 / M2A / U2 / lesson 3

Supporting an Opinion

1 hour
Why is The Rainforest Canopy a Difficult Place to Research
ELA / G5 / M2A / U2 / lesson 4

Close Read: Blue Creek, A Rainforest in Belize

1 hour
Students begin an AQUA anchor chart in this lesson.
ELA / G5 / M2A / U2 / lesson 5

Close Reading in Expert Groups

1 hour
What is it Like in The Rainforest Canopy
ELA / G5 / M2A / U2 / lesson 6

Reading Informational Text for Details: Meg’s Rainforest Experiment

1 hour
View/become familiar with the video used in the Engaging the Reader segment of this lesson.
ELA / G5 / M2A / U2 / lesson 7

Mid-Unit Assessment: Text-Dependent Multiple-Choice and Short Answer Assessment

1 hour
Students work on their Mid-Unit Assessment: Text-Dependent Short Answer Quiz.
ELA / G5 / M2A / U2 / lesson 8

Close Read

1 hour
Epiphytes of the Rainforest and The Creatures that Call Them Home
ELA / G5 / M2A / U2 / lesson 9

A Rainforest Folktale

1 hour
Determining The Message of “The Wings of the Butterfly,” A Tukuna People Tale.
ELA / G5 / M2A / U2 / lesson 10

Reading for Details: Taking an Inventory in The Rainforest

1 hour
Review Red Light, Green Light protocol
ELA / G5 / M2A / U2 / lesson 11

Reading for Fluency: Readers Theater About the Rainforest

1 hour
Students are introduced to a poem about being a rainforest researcher.
ELA / G5 / M2A / U2 / lesson 12

Comparing Two Main Ideas in an Informational Text

1 hour
Meg Lowman’s Methods for Researching the Rainforest
ELA / G5 / M2A / U2 / lesson 13

Interviewing Meg Lowman

1 hour
What Does It Mean to be A Responsible Scientist
ELA / G5 / M2A / U2 / lesson 14

Analyzing How Rainforest Scientists Communicate Their Research

1 hour
During Work Time Part B, groups will work on task cards.
ELA / G5 / M2A / U2 / lesson 15

End-Of-Unit Assessment: On-Demand Analysis of Meg-Lowman’s Research in the Rainforest

1 hour
Students will take the End of Unit 2 Assessment
ELA / G5 / M2A / U3 / lesson 1

How to Write Like a Scientist in the Field

1 hour
Introduction to the Elements of Field Journals
ELA / G5 / M2A / U3 / lesson 2

Learning to Observe Closely and Record Accurately

1 hour
How to Create a Field Journal
ELA / G5 / M2A / U3 / lesson 3

Writing Narratives from First Person Point of View

1 hour
Imagining Meg Lowman’s Rainforest Journal
ELA / G5 / M2A / U3 / lesson 4

Taking Notes and Citing Quotes from Text

1 hour
Gathering Information on our Rainforest Insects
ELA / G5 / M2A / U3 / lesson 5

Structuring The Search: Categorizing Our Research

1 hour
In this lesson students continue to build research skills
ELA / G5 / M2A / U3 / lesson 6

Conducting Research: Asking and Answering our Questions about Rainforest Arthropods

1 hour
Students explore Rainforest Arthropods.
ELA / G5 / M2A / U3 / lesson 7

Conducting Research

1 hour
Students analyze a variety of sources to capture information about their insect.
ELA / G5 / M2A / U3 / lesson 8

Mid-Unit 3 Assessment

1 hour
On-Demand Note-Taking about Howler Monkeys
ELA / G5 / M2A / U3 / lesson 9

Making Inferences About Informational Text

1 hour
Science Talk on How My Insect Contributes to the Rainforest Ecosystem
ELA / G5 / M2A / U3 / lesson 10

Blending Informative and Narrative Writing

1 hour
Transforming Research Notes into Field Journal Entries
ELA / G5 / M2A / U3 / lesson 11

Writing and Revising Our Texts

1 hour
Using Peer Critique to Improve First Drafts
ELA / G5 / M2A / U3 / lesson 12

Using Peer Feedback and Summarizing Our Research in Informational Text-Boxes

1 hour
In this lesson student use peer feed back to revise their writing.
ELA / G5 / M2A / U3 / lesson 13

Revision/Illustration

1 hour
Students spend time writing, strengthening and adding a drawing in their Rainforest Field Journal.
ELA / G5 / M2A / U3 / lesson 14

Revision and Illustration

1 hour
Students strengthen their writing in their Rainforest-Field-Journal and add a labeled drawing.
ELA / G5 / M2A / U3 / lesson 15

End-of-Unit-Assessment: Writing a Rainforest Field Journal Entry about Howler Monkeys

1 hour
Writing a Rainforest Field Journal Entry about Howler Monkeys
ELA / G5 / M2B / U1 / lesson 1

Building Background-Knowledge: Investigating the Scientific Method with Max Axiom Super-Scientist

1 hour
Students investigate the scientific method with Max Axiom, Super Scientist.
ELA / G5 / M2B / U1 / lesson 2

Paraphrasing Quotes and Analyzing Visual Elements

1 hour
Students continue investigating the Scientific Method with Max Axiom, Super Scientist.
ELA / G5 / M2B / U1 / lesson 3

Paraphrasing Quotes and Analyzing Visual Elements, Part 2

1 hour
Students investigate the Scientific Method with Max Axiom, Super Scientist. Part II
ELA / G5 / M2B / U1 / lesson 4

Paraphrasing Quotes and Analyzing Visual Elements, Part 3

1 hour
Students investigate the Scientific Method with Max Axiom, Super Scientist. Part III
ELA / G5 / M2B / U1 / lesson 5

Paraphrasing Quotes and Analyzing Visual Elements, Part 4

1 hour
Students investigate the Scientific Method with Max Axiom, Super Scientist. Part 4
ELA / G5 / M2B / U1 / lesson 6

Mid-Unit Assessment: Analyzing Visual Elements in a Graphic Novel

1 hour
Mid-Unit-1 Assessment: Analyzing Visual-Elements in a Graphic-Novel and the final section of Max Axiom
ELA / G5 / M2B / U1 / lesson 7

Using Quotes to Explain Relationships: The Invention of the Electric-Motor

1 hour
Students shift their focus from reading literature to reading purely informational text.
ELA / G5 / M2B / U1 / lesson 8

Using Quotes and Opinion Writing: Ingenious Inventions by Women

1 hour
This lesson follows a similar pattern to Lesson 7.
ELA / G5 / M2B / U1 / lesson 9

Using Quotes and Comparing and Contrasting Structure

1 hour
The Invention of Basketball
ELA / G5 / M2B / U1 / lesson 10

End-of-Unit-Assessment: Using Quotes to Explain Relationships and Support an Opinion

1 hour
Using Quotes to Explain Relationships and Support an Opinion
ELA / G5 / M2B / U2 / lesson 1

Building Background-Knowledge: The Boy Who Invented TV, “Life before Philo”

1 hour
The Boy Who Invented TV, “Life before Philo”
ELA / G5 / M2B / U2 / lesson 2

Determining Main Ideas and Summarizing: Philo Farnsworth’s Early Years

1 hour
This lesson builds on deepening students’ understanding of the challenging skill of summarizing.
ELA / G5 / M2B / U2 / lesson 3

Making Inferences: What Motivates Philo Farnsworth?

1 hour
Students are introduced to a Making Inferences anchor chart in Work Time B.
ELA / G5 / M2B / U2 / lesson 4

Making Inferences and Summarizing

1 hour
Philo Farnsworth’s Idea for “Capturing Light in a Bottle”
ELA / G5 / M2B / U2 / lesson 5

Mid-Unit Assessment: Text-Dependent Questions about “The TV Guy”

1 hour
Student work on their Mid Unit Assessment.
ELA / G5 / M2B / U2 / lesson 6

Using Quotes to Explain: Why Philo Farnsworth Invented Television

1 hour
Students focus on specific passages and sentences from The Boy Who Invented TV.
ELA / G5 / M2B / U2 / lesson 7

Using Quotes to Explain Relationships

1 hour
How the Invention of Television Changed People’s Lives
ELA / G5 / M2B / U2 / lesson 8

Analysis, Reflection, and Introduction to the Painted Essay

1 hour
The Invention of Television
ELA / G5 / M2B / U2 / lesson 9

The Painted Essay: The Introductory Paragraph

1 hour
Students read the Model Painted Essay: “The Electric Motor”.