Flashcards
Grade 5 ELA Unit Overview
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Grade 5 Module 1: Unit 2 – Case Study: Esperanza's Story
| Front | Back |
|---|---|
| What is the title of this unit? | "Case Study: Esperanza's Story" – Grade 5, Module 1, Unit 2 |
| What is the central text for this unit? | Esperanza Rising by Pam Muñoz Ryan (Lexile 740L) |
| Who is Esperanza? | A fictional girl born into a comfortable life of privilege in Mexico in the 1930s who is forced to flee to California and must rise above difficult circumstances |
| What is the main focus of this unit's case study? | Studying how a fictional character responds to human rights challenges through literature |
| What secondary text is used alongside the novel? | The United Nations' Universal Declaration of Human Rights: Plain Language Version |
| What is a guiding question of this unit? | What are human rights? What lessons can we learn about human rights through literature and life? |
| What big idea explains why people respond differently to challenges? | People respond differently to similar events in their lives |
| What big idea describes character development in this unit? | Characters change over time in response to challenges (to their human rights) |
| What does the Mid-Unit 1 Assessment require students to do? | Independently read and analyze Chapter 9 of Esperanza Rising, citing textual evidence about challenges Esperanza faces, how she responds, academic vocabulary, and figurative language |
| What does the End of Unit 2 Assessment require? | An on-demand analytical essay explaining how Esperanza changes over time, using two or three key events to support the analysis |
| What writing routine do students practice almost daily in this unit? | Writing short informational pieces in their reading journals recording interpretations of concrete details and quotations from the book |
| What is a "two-voice poem" used for in this unit? | To contrast the ways two different characters respond to a similar challenge |
| What historical/social studies theme connects to this unit? | Migration of groups of people (e.g., Mexican immigration to California) leads to cultural diffusion as people carry their ideas and way of life with them |
| What is "historical fiction," as introduced in Lesson 1? | A genre combining a fictional story with a real historical and geographical setting |
| What informational topics build background knowledge for the novel? | Mexican immigration, California, and the Great Depression |
| What is the approximate length of this unit? | About 3 weeks, or 18 sessions of instruction |
| What key event do characters debate in the second half of the unit? | Whether or not the migrant workers should strike in the work camp |
| What literary standard focuses on figurative language in this unit? | RL.5.4 – determining the meaning of literal and figurative language (metaphors and similes) in text |
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