Grade 5, Module 1
Each MODULE provides 8 eight weeks of instruction, broken into three shorter units. Each module includes seven assessments:
• six assessments that are on-demand: students’ independent work on a reading, writing, speaking, or listening task. (The yearlong curriculum map does not show these assessments.)
• one end-of-module performance task that is a more supported research project
Taken as a whole, these modules are designed to give teachers concrete strategies to address the “shifts” required by the CCLS.
• six assessments that are on-demand: students’ independent work on a reading, writing, speaking, or listening task. (The yearlong curriculum map does not show these assessments.)
• one end-of-module performance task that is a more supported research project
Taken as a whole, these modules are designed to give teachers concrete strategies to address the “shifts” required by the CCLS.
Grade 4, Module 1 Central Texts: These texts are trade books required for full implementation of the entire module (all three units). The attachment created by IES provides ISBN information as well as the needed quantity of books.
Grade 5 ELA Central Text | |
File Size: | 15 kb |
File Type: | docx |
Unit 1: What are human rights? Why do we have them and how are they protected? This unit is designed to help students build knowledge about these questions while simultaneously building their ability to read challenging text closely. Students begin this unit by exploring human rights themes through images and key vocabulary. They then will analyze selected Articles from the Universal Declaration of Human Rights (UDHR) through a series of close readings text-dependent tasks and questions, discussions, and writing. They will explore the history of the development and language of universal human rights documents, developing skills to determine meaning of words and phrases and learn to quote from an informational text to explain meaning that supports inferences.
Unit 2: In this second unit, students will apply their new learning about human rights through a case study of how a fictional character responds to human rights challenges. This unit emphasizes the Reading Literature strand of the NYSP12 CCLS, with a study of the novel Esperanza Rising by Pam Muñoz Ryan (740L). Students also read informational texts related to the story’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. This unit is designed to deliberately build students’ ability to write routinely to learn.
Unit 3: In this third unit, students will continue to apply what they have learned about human rights by creating scripts for a Readers Theater performance. This unit emphasizes the Reading Literature and Writing Narratives strands of the NYSP12 ELA CCLS. Students analyze and selecting passages of Esperanza Rising connected to the Universal Declaration of Human Rights for the purpose of developing and performing their own Readers Theater scripts.