Embedded Files
This page contains a description of each unit we will be studying throughout the year, as well as supplemental resources. One unit will be taught per quarter, in the order listed below.
Unit 1: Human Rights
Unit 1: Human Rights
What will your student be doing at school?
This unit is designed to help students build knowledge about human rights while simultaneously building their ability to read challenging text closely through a case study of the threats to human rights faced by fictional characters in the novel Esperanza Rising by Pam Muñoz Ryan. Students read this novel in conjunction with selected articles of the Universal Declaration of Human Rights and consider how the human rights of the characters were threatened in the novel.
When reading articles of the Universal Declaration of Human Rights, students determine the main ideas and details to support the main ideas, and then summarize the text. Students also read informational texts related to the novel’s historical context. They will trace the journey of Esperanza, a young girl born into a comfortable life of privilege in Mexico in the 1930s, who is forced to flee to California and must rise above her difficult circumstances.
In the second half of the unit, students participate in a discussion about threats to human rights in Esperanza Rising and how the students feel about the events in the novel.
Reading Homework
Reading Homework
In 5th grade, students should be reading AT LEAST 20-30 minutes at home DAILY. This is part of their daily reading homework!
On some nights, students will be asked to "read and respond". Students should read their text and then respond to ONE of the questions on the right.
Take turns reading! 5th graders are NOT too old to be read to! Research proves the importance of modeling fluency -- and it's a great bonding experience!
Unit 2: Why Scientists Study the Rainforest
Unit 2: Why Scientists Study the Rainforest
Click below for resources on Rainforest Deforestation:
Why do scientists study the rainforest?
■ Scientists study the rainforest because it is home to a diversity of life.
■ Scientists study the rainforest to determine the impact of deforestation on biodiversity.
- What can we do to help the rainforest?
What will your student be doing at school?
In this unit, students build background knowledge about the rainforest, including rainforest destruction, to understand why scientists study the rainforest. In the first half of the unit, they read excerpts of The Most Beautiful Roof in the World and other texts to analyze the structure and to summarize the text. For the mid-unit assessment, students read, summarize, and compare the structure of two new informational texts about the rainforest. Having learned about rainforest destruction through texts in the first half of the unit, in the second half of the unit, students do web research to answer the question: “What can I do to help the rainforest?” They prepare for a Science Talk in which they discuss the things they can do to help and also the realistic challenges of implementing some of those things. For the first part of the end of unit assessment, students conduct further research about ways to help the rainforest using new sources.They then use these findings, along with their research from previous lessons, to participate in another Science Talk, which serves as the second part of the end of unit assessment.
How can you support your student at home?
■ Talk to your student about the diversity of life in the rainforest, rainforest destruction, and things he or she can do to help the rainforest.
■ Visit local zoos/animal parks and/or botanical gardens to observe rainforest animals and plants.
■ Watch documentaries about the rainforest, rainforest animals and plants, and rainforest destruction.
■ Work with your student to research rainforests on the internet, specifically the diversity of life, rainforest destruction, and things we can do to help.
■ Talk to your student about text structures using the chart below.
Homework choices example:
Homework choices example:
Unit 3: Athlete Leaders of Social Change
Unit 3: Athlete Leaders of Social Change
Guiding Questions and Big Ideas:
- How have athletes broken barriers during the historical era in which
they lived?
- What factors can contribute to an individual’s success in a changing
society?
■ Athletes are presented with unique opportunities to lead change.
■ Individuals are shaped by and can shape society.
■ A variety of factors can influence an individual’s ability to effect change.
What will your student be doing at school?
In this unit, students are introduced to the module topic, athletes as leaders of change, through
the lens of Jackie Robinson. Students read the book Promises to Keep, identifying factors that
led to Jackie’s success in breaking the color barrier in baseball as they read. They work with
the text in various ways throughout the unit. In the first half of the unit, they read to determine
main ideas and summarize chapters of the book. They also begin to identify different factors for
Jackie Robinson’s success, collecting evidence from Promises to Keep to support their thinking.
In the second half of the unit, they listen to and summarize chapters, closely read excerpts, and
think about the relationship between people and events in the text by continuing to determine
factors for Jackie Robinson’s success.
How can you support your student at home?
■ Read stories and informational books about baseball, and about the desegregation
movement in the United States.
■ Encourage your student to tell you the main ideas of informational texts you read together,
and to provide key details.
■ Encourage your student to summarize informational texts you read together.
■ Watch documentaries about Jackie Robinson and the desegregation movement.
■ Visit museums or exhibitions about Jackie Robinson and the desegregation movement.
■ When your student is writing, remind your student to use the appropriate verb tense.
Jackie Robinson's essay: "Free Minds and Hearts at Work":
Homework:
Homework:
Reading Prompt choices:
Unit 4: Preparing for Natural Disasters
Unit 4: Preparing for Natural Disasters
How can we prepare for a natural disaster?
■We can prepare for a natural disaster by learning about what to do in the event of a natural disaster and preparing an emergency preparedness kit.
What will your student be doing at school?
In Unit 3, students apply their learning from the previous units to help educate others in being prepared for a natural disaster. They begin by researching in pairs the kinds of food to include in an emergency preparedness kit. For the mid-unit assessment, students then research the other necessary items to include in a kit. In Lessons 3–5, students write an opinion essay based on their research to explain which two items they think are most important to include in an emergency preparedness kit and why. This prepares them for the end of unit assessment, in which students write an on-demand opinion essay about the two personal items they would include in an emergency preparedness kit and why. In Lessons 8–11, students prepare an educational leaflet to distribute at their performance task presentations explaining what to do in a natural disaster and the kinds of things to pack in an emergency preparedness kit. They create prompt cards for their presentations and practice them. For the performance task in front of a live audience, students present their PSAs, created in Unit 1, and describe the items they would pack in an emergency preparedness.
Working to contribute to a better world is a habit of character that is emphasized in this unit. Students apply their learning to help their school and community when planning and presenting about being prepared for natural disasters.
How can you support your student at home?
■ Read literary texts (e.g., stories, poems, and plays) about natural disasters.
■ Watch movies or documentaries about the impact of natural disasters on humans.
■ Attend emergency preparedness meetings in your community with your student.
■ Create an emergency preparedness plan for your home.
■ Create an emergency preparedness kit for your home.
■ Collect literature (e.g., leaflets and fliers) about emergency preparedness. Review the kinds
of information they contain and how the information is presented (i.e., content and design).
Homework prompts:
Homework prompts:
Report abuse