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Module Lessons - Student Workbooks - Grade 5 Module 1

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878 views168 pages

Module Lessons - Student Workbooks - Grade 5 Module 1

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박성숙

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Language Arts

Grade 5: Module 1

Student Workbook
EL Education Language Arts Curriculum

Grade 5: Language Arts: Module 1, Student Workbook

EL Education Language Arts Curriculum is published by:

EL Education

247 W. 35th Street, 8th Floor

New York, NY 10001

www.ELeducation.org

ISBN 978-1683622413

FIRST EDITION

© 2016 EL Education Inc.

Except where otherwise noted, EL Education’s Language Arts Curriculum is published under a
Creative Commons Attribution 4.0 International (CC BY 4.0) License. To view a copy of this license,
visit https://creativecommons.org/licenses/by/4.0/.

Licensed third party content noted as such in this curriculum is the property of the respective copyright owner
and not subject to the CC BY 4.0 License. Responsibility for securing any necessary permissions as to such third
party content rests with parties desiring to use such content. For example, certain third party content may not be
reproduced or distributed (outside the scope of fair use) without additional permissions from the content owner
and it is the responsibility of the person seeking to reproduce or distribute this curriculum to either secure those
permissions or remove the applicable content before reproduction or distribution.

Common Core State Standards © Copyright 2010. National Governors Association Center for Best Practices and
Council of Chief State School Officers. All rights reserved. Common Core State Standards are subject to the public
license located at http://www.corestandards.org/public-license/.

Cover art from “Birds of the Palouse,” a project by first and second grade students at Palouse Prairie Charter
School in Moscow, Idaho. For more information about this project, visit <http://modelsofexcellence.ELeduca-
tion.org/projects/birds-palouse>.

1 2 3 4 5 6 7 8 9 10
Table of Contents

Grade 5: Module 1: Stories of Human Rights

About EL Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

Unit 1
Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Lesson 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Lesson 5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Lesson 6. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Lesson 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Lesson 8. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Lesson 9. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Lesson 10. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Lesson 11. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Lesson 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40
Homework Resources (For Families). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Unit 2
Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Lesson 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64
Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Lesson 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Lesson 5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Lesson 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Lesson 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Lesson 8. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Lesson 9. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Lesson 11. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Lesson 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Lesson 13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Lesson 14 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
Lesson 15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
Lesson 16 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .90
Homework Resources (For Families). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93

EL Education Curriculum iii

Table of Contents

Unit 3
Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
Lesson 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
Lesson 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
Lesson 5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
Lesson 8. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
Lesson 9. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
Lesson 10. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
Lesson 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
Homework Resources (For Families). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139

Notes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
Vocabulary Log. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161

iv
About EL Education

“There is more in us than we know. If we can be made to see it,

perhaps, for the rest of our lives, we will be unwilling to settle
for less.” – Kurt Hahn

EL Education (formerly Expeditionary Learning) is redefining student achievement in diverse

communities across the country, ensuring that all students master rigorous content, develop
positive character, and produce high-quality work. We create great public schools where they
are needed most, inspiring teachers and students to achieve more than they thought possible.

EL Education’s portfolio of instructional materials and coaching services draws on 25 years of

success in more than 150 schools in the EL Education network, serving over 4,000 teachers and
50,000 students in 30 states. Based on our founding principles of meaningful work, character,
and respect for teachers, EL Education’s offerings transform teaching and learning to promote
habits of scholarship and character that lead to high student achievement, regardless of student
background. In addition to success on standardized tests, EL Education students demonstrate
critical thinking, intellectual courage, and emotional resilience; they possess the passion and
the capacity to contribute to a better world.

EL Education’s curriculum is a comprehensive, standards-based core literacy program that en-

gages teachers and students through compelling, real world content. The first edition of our
Language Arts curriculum is being used in more than 44 states, and has been downloaded close
to 8 million times. The curriculum has received the highest marks from EdReports.org and
Educators Evaluating the Quality of Instructional Products (EQuiP).

For more information, visit www.ELeducation.org.

EL Education Curriculum v
Grade 5: Module 1

Unit 1
Grade 5: Module 1: Unit 1: Lesson 1

I Notice/I Wonder Note-catcher:

Inferring the Topic
RL.4.1, W.4.8

Name: ______ Date:

What do you think you will be learning about in this module?

I Notice I Wonder
(things I see) (questions I have)

4
Grade 5: Module 1: Unit 1: Lesson 3

Exit Ticket: Connection

to Esperanza Rising
RI.5.1, RL.5.1

Name: ______ Date:

Esperanza’s papa was killed because …

_________________________________________________________________________________________________________

EL Education Curriculum 5
Grade 5: Module 1: Unit 1: Lesson 4

Academic Vocabulary Form

Academic Vocabulary: Words you might find in informational texts on many
different topics.

Word and Definition Translation Synonyms Sketch/

Pronunciation Diagram/
What does What is the (words that Icon
What is the word it mean in translation in mean the same
and how do you your own your home thing)
say it? words? language?

6
Grade 5: Module 1: Unit 1: Lesson 4

Academic Vocabulary Form

Academic Vocabulary: Words you might find in informational texts on many
different topics.

Word and Definition Translation Synonyms Sketch/

Pronunciation Diagram/
What does What is the (words that Icon
What is the word it mean in translation in mean the same
and how do you your own your home thing)
say it? words? language?

EL Education Curriculum 7
Grade 5: Module 1: Unit 1: Lesson 4

Academic Vocabulary Form

Academic Vocabulary: Words you might find in informational texts on many
different topics.

Word and Definition Translation Synonyms Sketch/

Pronunciation Diagram/
What does What is the (words that Icon
What is the word it mean in translation in mean the same
and how do you your own your home thing)
say it? words? language?

8
Grade 5: Module 1: Unit 1: Lesson 4

Domain-Specific Vocabulary Form

Domain-Specific Vocabulary: Words about a particular topic, such as poetry.

Word and Definition Translation Sketch/

Pronunciation Diagram/ Icon
What does it What is the
What is the word and mean in your translation in your
how do you say it? own words? home
language?

EL Education Curriculum 9
Grade 5: Module 1: Unit 1: Lesson 4

Domain-Specific Vocabulary Form

Domain-Specific Vocabulary: Words about a particular topic, such as poetry.

Word and Definition Translation Sketch/

Pronunciation Diagram/ Icon
What does it What is the
What is the word and mean in your translation in your
how do you say it? own words? home
language?

10
Grade 5: Module 1: Unit 1: Lesson 4

Domain-Specific Vocabulary Form

Domain-Specific Vocabulary: Words about a particular topic, such as poetry.

Word and Definition Translation Sketch/

Pronunciation Diagram/ Icon
What does it What is the
What is the word and mean in your translation in your
how do you say it? own words? home
language?

EL Education Curriculum 11
Grade 5: Module 1: Unit 1: Lesson 4

Affix List

Name: ______ Date:

Prefixes (before the root)

Prefix Definition Examples Origin

de reduce down away from defeat, deform, decrease Latin
mis bad or badly wrong or misbehave, misread, Latin
wrongly misspell
over too much, above overdone, overhead Anglo-Saxon
under too little, below underfed, underground Anglo-Saxon
uni one, single unicorn, unicycle, uniform Latin
bi two bicycle, binocular Latin
tri three tricycle, triangle Latin/Greek
non not nonfat, nonsense Latin
oct eight octagon, octopus Latin/Greek
quad four quadrilateral, quadrant Latin
deci ten decathlon, decade, Latin/Greek
decimal, decimeter
deca ten decathlon, decade, Latin/Greek
decimal, decimeter
centi 100 centimeter, centipede Latin
milli 1,000 millennium, millimeter Latin
kilo 1,000 kilogram, kilowatt Greek
mille 1,000 millennium, millimeter Latin
fore before, earlier forearm, foreword Anglo-Saxon
en to cause to be, to put encounter, enable, encircle Latin
into or onto, to go into or
onto
em to cause to be, to put employ, embark Latin
into or onto, to go into or
onto
sub under, beneath, below, subway, subsoil, substitute Latin
secondary
fore before, earlier forearm, foreword Anglo-Saxon
anti opposite, against antibiotic, antifreeze Greek
auto self autograph, automatic Greek

12
Grade 5: Module 1: Unit 1: Lesson 4

Prefix Definition Examples Origin

semi half semicircle, semicolon Latin
poly many, much polygon, polysyllable Greek
multi many, much multicolor, multifamily Latin
in into insert, inform, include Latin
in not inability Latin
im not impatient Latin
il not illegal Latin
ir not irregular Latin
inter between intercept, interview, Latin
interstate
super above, on top of, beyond superfine, superhuman, Latin
supersonic
micro small, minute microbiology, microscope Greek
trans across, change, through transformation, Latin
transportation, transfer

Roots

Root Definition Examples Origin

rupt break, burst bankrupt, rapture, Latin/Greek
disruptive
terra land terrain, territory, terrarium Greek
geo earth, ground, soil geography, geology, Latin
geometry
photo light photograph, telephoto, Greek
photos
tract pull, draw (drag) tractor, attract, subtract, Greek
traction
meter measure speedometer, geometry,
metric, metronome,
thermometer, perimeter,
diameter, centimeter
spire breath, breath of life inspiration Latin
ject to throw inject, objection, project, Latin
eject
struct to build construct, instructor Latin
vid to see evidence, provide, Greek
providence

EL Education Curriculum 13
Grade 5: Module 1: Unit 1: Lesson 4

Root Definition Examples Origin

vis to see vision, visible Latin
visum to see vision, evidence, provide, Latin
providence
jur judge, oath, law jury, jurisdiction, juror Latin
log word or study prologue, apology, Greek
dialogue, eulogy,
monologue, logic
path feeling, suffering apathetic, pathology, Greek
pathetic, sympathy
ast star astronaut, astronomy, Greek
disaster, asterisk, aster,
asteroid
mit to send emit, transmit, admit, Latin
remit, commit
miss to send missile, mission, admission, Latin
dismissed
aud hear, listen audience, auditorium, Latin
audiovisual, auditor,
audition
dict to say, tell, speak diction, dictator, dictate, Latin
predict, verdict, contradict
port to carry portable, transport, Latin
export, portfolio, porter
scribe to write describe, manuscript, Latin
(scrib) scriptures, inscribe,
scriptum prescription, script
(script)
spectro to see, watch, observe prospect, respect, Latin
spect specimen, spectacle,
spec spectrum, spectacular
vac empty vacate, evacuate, vacancy, Latin
vacuum, vacuous
vocare to call or summon vocal, vocabulary, Latin
(voc - vocation, vocational, voice,
vok) revoke, invoke
hydros water hydrogen, hydrant, Greek
(hydr) hydroplane
chronos time chronological, synchronize, Greek
(chron) chronicle, chronic,
chronometer
thermos heat thermometer, thermostat, Greek
(therm) thermos, thermal
14
Grade 5: Module 1: Unit 1: Lesson 4

Root Definition Examples Origin

bene boun good, well benefit, benign, beneficial, Latin
bon Benedict, bonus, bonanza,
bonbon, bounty

Suffix (after the root)

Suffix Definition Examples Origin

er one who, that which baker, boxer, conductor, Latin
survivor
en made of, to make wooden, dampen, tighten Anglo-Saxon
ion act of, state of, result of restriction, attention Anglo-Saxon
tion act of, state of, result of Anglo-Saxon
ation act of, state of, result of invitation Anglo-Saxon
ition act of, state of, result of ignition Anglo-Saxon
al or ial related to, characterized colonial, biennial, dental, Latin
by betrayal
or one who, that which baker, boxer, conductor, Latin
survivor
ment act, process enjoyment, replacement Latin
ness condition, state of darkness, fairness Anglo-Saxon
an one having a certain skill, electrician, magician, Latin
relating to, belonging to American, suburban
ian one having a certain skill, electrician, magician, Latin
relating to, belonging to American, suburban
able can be done enjoyable, sensible, likable Latin
ible can be done enjoyable, sensible, likable Latin
ive inclined, tending toward festive, talkative, active, Latin
an action sensitive
tive inclined, tending toward sensitive Latin
an action
ative inclined, tending toward talkative Latin
an action
ence act or condition of persistence, excellence, Latin
assistance, importance
ance act or condition of persistence, excellence, Latin
assistance, importance
logy science of, study of, one biology, chronology, Greek
who studies anthropologist

EL Education Curriculum 15
Grade 5: Module 1: Unit 1: Lesson 4

Suffix Definition Examples Origin

ology science of, study of, one biology, chronology, Greek
who studies anthropologist
ologist science of, study of, one biology, chronology, Greek
who studies anthropologist
ty state of, quality of prosperity, equality Latin
ent an action/condition or student, obedient Latin
causing a specific action
ant an action/condition or contestant, immigrant, Latin
causing a specific action abundant, elegant
ic relating to, characterized energetic, historic Latin/Greek
by
ous full of, characterized by adventurous, nervous Latin
ious full of, characterized by mysterious Latin
eous full of, characterized by courteous Latin
age result of an action, manage, drainage, Latin
collection acreage
ity state of, quality of prosperity, equality Latin
ize to make, to cause to fertilize, criticize, apologize Latin/Greek
become

Adapted from Prefix-Suffix-Root List by Grade Level 2012-2013. Cheney Public Schools.
Accessed on 17 Feb, 2016. <http://www.cheneysd.org/cms/lib04/WA01000473/Centricity/
domain/61/ela/Prefix_Suffix_Root_list_chart_R1.pdf>

16
Grade 5: Module 1: Unit 1: Lesson 4

Article 3 of the Universal

Declaration of Human Rights
Everyone has the right to life, liberty and security of person.

Universal Declaration of Human Rights, United Nations Office of the High Commissioner for
Human Rights, adopted and proclaimed by General Assembly resolution 217 A (III) of 10 Dec.
1948. Web. 18 May 2016. <http://www.ohchr.org/EN/UDHR/Documents/UDHR_Translations/
eng.pdf>.
EL Education Curriculum 17
Grade 5: Module 1: Unit 1: Lesson 4

Simplified Version of the UDHR

“Universal Declaration of Human Rights Abridged for Youth.” Youth for Human Rights. n.p. n.d
Web. 22 June 2016.
18
Grade 5: Module 1: Unit 1: Lesson 5

Quoting Accurately from the Text

RL/RI.5.1

Sometimes in writing, you will need to include a direct quote from a

text.
When quoting from a text:
• Copy the exact words that are in the text.
• Give the page number that the quote is from.
• Use quotation marks (“quote”) to show the words that have come
word for word from the text.
• If using “he said,” “she said,” or “it says,” for example, put a comma
before the quotation marks. (On page 30 Miguel said, “Quote.”)

EL Education Curriculum 19
Grade 5: Module 1: Unit 1: Lesson 5

Article 23 of the UDHR

(1) Everyone has the right to work, to free choice of employment, to
just and favorable conditions of work and to protection against
unemployment.
(2) Everyone, without any discrimination, has the right to equal pay
for equal work.
(3) Everyone who works has the right to just and favorable
remuneration ensuring for himself and his family an existence
worthy of human dignity, and supplemented, if necessary, by other
means of social protection.
(4) Everyone has the right to form and to join trade unions for the
protection of his interests.

20
Grade 5: Module 1: Unit 1: Lesson 5

Close Reading Note-catcher:

Article 23 of the UDHR
RI.5.1, RI.5.4, L.5.4

Name: ______ Date:_

1. What is the gist of this article? What is it mostly about? (RI.5.1)
_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

2a. Break up the word unemployment into affixes and root on the chart below.
2b. Use your Affix List to determine the meaning of the prefix and suffix and a
dictionary to determine the meaning of the root, if you need to. Complete the
second row of the chart. (RI.5.4, L.5.4b, L.5.4c)

Prefix Root Suffix

Meaning

2c. What does unemployment mean? Underline the correct answer. (RI.5.4, L.5.4b)
A. the state of working
B. the state of being paid money
C. the state of not working
D. the state of doing nothing

3. How would say Part 1 of the article in your own words?

_________________________________________________________________________________________________________

EL Education Curriculum 21
Grade 5: Module 1: Unit 1: Lesson 5

4. Who has the right to equal pay for equal work? Quote accurately from the text.
(RI.5.1)
_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________
5. Which statement best represents Part 2 of the article? Underline the correct
answer. (RI.5.1)
People have the right to:
A. choose where they want to work and be paid whatever
they want
B. choose where and when they want to work and be treated fairly
C. have a job, but they shouldn’t be able to choose their job
D. be paid the same as someone else doing the same job

6. Which statement best represents Part 3 of the article? Underline the correct
answer. (RI.5.1)
People have the right to be:
A. paid as much as they want to make sure they and their family have a life
worthy of respect
B. paid as much or as little as their manager decides they are worth
C. paid fairly and equally for work to make sure they and their family have a
life worthy of respect, and where necessary have additional help
D. paid less than the others but have help from other places to live a life of
dignity

7. What nickname would you give this article?

_________________________________________________________________________________________________________

22
Grade 5: Module 1: Unit 1: Lesson 6

Main Ideas and Summary:

Article 23 of the UDHR
RI.5.1, RI.5.2, RI.5.9

Name: ______ Date:_

1. What are the main ideas of Article 23 of the Universal Declaration of Human
Rights? Underline all of the correct answers. (RI.5.2)
A: Everyone has the right to work.
B: Everyone has the right to be paid whatever they want for the work
they do.
C: Everyone has the right to be paid fairly for the work they do.
D: Everyone has the right to treat others unjustly at work.
2. Choose at least one supporting detail to support each of the main ideas you
underlined in Question 1. Quote accurately from the text. (RI.5.1, RI.5.2)

Main ideas 1. 2.

Supporting details
(quote accurately
from the text)

3. Use your simplified version of the UDHR and the actual text of Article 23 to
write a summary of Article 23 of the UDHR. (RI.5.1, RI.5.2, RI.5.9)
Refer to the Criteria for an Effective Summary anchor chart for what to include in
your summary:

_________________________________________________________________________________________________________

EL Education Curriculum 23
Grade 5: Module 1: Unit 1: Lesson 6

Model Summary:
Article 16 of the UDHR
RI.5.1, RI.5.2, RI.5.9

The Universal Declaration of Human Rights was written by the United

Nations to protect all people everywhere. The simplified version of
Article 16 describes it as “Marriage and Family.” One of the main ideas
of this article is that all men and women of an appropriate age are
free to marry. Part 1 of the article says, “Men and women of full age,
without any limitation due to race, nationality or religion, have the
right to marry.” Another main idea is that two people should marry
only if they both agree. Part 2 of the article says, “Marriage shall
be entered into only with the free and full consent of the intending
spouses.” Article 16 gives people the right to marry whomever they
choose as long as the other person is willing and gives both people in
the marriage equal rights.

24
Grade 5: Module 1: Unit 1: Lesson 7

Article 17 of the UDHR

(1) Everyone has the right to own property alone as well as in
association with others.
(2) No one shall be arbitrarily deprived of his property.

Close Reading Note-catcher:

Article 17 of the UDHR
RI.5.4, RI.5.2, RI.5.4, RI.5.9, L.5.4

Name: ______ Date:_

1. What is the gist of this article? What is it mostly about? (RI.5.1)
_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

2. Use the context as a clue to the meaning of the word association. Write what
you think it means. (L.5.4a)
_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

3. Check the meaning of the word association in the dictionary. Were you close?
(L.5.4c)

Circle: Yes No

4. How would say Part 1 of the article in your own words? (RI.5.4)

_________________________________________________________________________________________________________

5. Read aloud with your partner:

Everyone has the right to own property alone as well as in association with others.
6. Discuss why we underlined everyone in blue and the remaining chunks in red.
What if we remove everyone?
7. Use this frame to talk with your partners about Article 17 and Article 23 in the
UDHR.
_______________________ the right to __________________________________________________________

as well as ___________________________________________________________________________________.
8. What does arbitrarily mean? Write the answer in your own words.(RI.5.4, L.5.4c)
_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

26
Grade 5: Module 1: Unit 1: Lesson 7

9. What does deprived mean? Underline the correct answer. (RI.5.4, L.5.4c)
A. not given toys
B. suffering a lack of something
C. not allowed to play outside after 5 p.m.
D. suffering from having too much of something
10. Which statement best represents Part 2 of the article? Underline the correct
answer. (RI.5.1):
A. People have the right to take what they want from others.
B. People have the right to only own things alone.
C. People have the right to own property.
D. No one should have their property taken away without good reason.

11. What nickname would you give this article? (RI.5.4)

_________________________________________________________________________________________________________

12. What are the main ideas of Article 17 of the Universal Declaration of Human
Rights? Underline all of the correct answers. (RI.5.2)
A. Everyone has the right to own property.
B. No one should touch the property of others.
C. Everyone has the right to take any property they like.
D. No one should have property taken away without good reason.

13. Choose at least one supporting detail to support each of the main ideas you
underlined in Question 9. Quote accurately from the text. (RI.5.1, RI.5.2)

Main ideas 1. 2.

Supporting details
(quote accurately
from the text)

EL Education Curriculum 27
Grade 5: Module 1: Unit 1: Lesson 7

14. Use your simplified version of the UDHR and the actual text of Article 17 to
write a summary of Article 17 of the UDHR. (RI.5.1, RI.5.2, RI.5.9)
Refer to the Criteria for an Effective Summary anchor chart for what to include in
your summary.

_________________________________________________________________________________________________________

28
Grade 5: Module 1: Unit 1: Lesson 8

Close Reading Note-catcher:

Article 2 of the UDHR
RI.5.4, RI.5.2, RI.5.4, RI.5.9, L.5.4

Name: ______ Date:_

Everyone is entitled to all the rights and freedoms set forth in this Declaration,
without distinction of any kind, such as race, colour, sex, language, religion,
political or other opinion, national or social origin, property, birth or other
status. Furthermore, no distinction shall be made on the basis of the political,
jurisdictional or international status of the country or territory to which a person
belongs, whether it be independent, trust, non-self-governing or under any other
limitation of sovereignty.

Glossary
entitled the desire/need of people buying something
set forth not enough for what is needed
jurisdictional amounts earned after everything has been paid for
international the way a country or territory is viewed by other countries or
status territories
trust trust land is owned by the government but is the responsibility
of the people who live or work on it
non-self- a country or territory not ruled by itself
governing
limitation of the limits of the power or authority
sovereignty

1. What is the gist of this article? What is it mostly about? (RI.5.1)

_________________________________________________________________________________________________________

2. Who is entitled to the rights in this declaration? Quote

accurately from the text. (RI.5.1)
_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

EL Education Curriculum 29
Grade 5: Module 1: Unit 1: Lesson 8

3a. Break up the word distinction into root and suffix on the chart below.
3b. Use your Affix List to determine the meaning of the affixes and a dictionary to
determine the meaning of the root, if you need to. Complete the second row
of the chart. (RI.5.4, L.5.4b, L.5.4c)

Root Suffix

Meaning

3c. What does distinction mean in this context? Underline the correct answer.
(RI.5.4, L.5.4b)
A. far in the distance
B. excellence
C. a difference between similar things or people
D. the state of doing nothing
4. How would say the first sentence of Article 2 in your own words? (RI.5.4)
_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

5. Which statement best represents the second sentence of the article?

Underline the correct answer. (RI.5.1)
A. Only people from non-self-governed countries are entitled to the same
rights.
B. It doesn’t matter what is going on in the place someone is from, everyone
is entitled to the same rights.
C. Only people who have moved to another country or territory are entitled
to these rights.
D. If the country you are from has signed this agreement, you are entitled to
these rights.

30
Grade 5: Module 1: Unit 1: Lesson 8

6. What nickname would you give this article? (RI.5.4)

_________________________________________________________________________________________________________

7. What are the main ideas of Article 2 of the Universal Declaration of Human
Rights? Underline all of the correct answers. (RI.5.2)
A. Everyone has the right to own property.
B. No matter what you look like or what you believe, you are entitled to these
rights.
C. Everyone should be treated the same regardless of where they are from
and what is going on there.
D. You are entitled to these rights only if you are from one of the places
listed.
8. Choose at least one supporting detail to support each of the main ideas you
underlined in Question 7. Quote accurately from the text. (RI.5.1, RI.5.2)

Main ideas 1. 2.

Supporting details
(quote accurately
from the text)

9. Use your simplified version of the UDHR and the actual text of Article 2 to
write a summary of Article 2 of the UDHR. (RI.5.1, RI.5.2, RI.5.9)

Refer to the Criteria for an Effective Summary anchor chart for what to
include in your summary.
_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

EL Education Curriculum 31
Grade 5: Module 1: Unit 1: Lesson 8

For ELLs: Language Dive

Note-catcher: Article 2 of the UDHR

Language Dive
Everyone is entitled to all the rights and freedoms set forth in this Declaration,
without distinction of any kind, such as race, colour, sex, language, religion,
political or other opinion, national or social origin, property, birth or other status.
Sketch the distinctions.

_ is entitled to .

32
Grade 5: Module 1: Unit 1: Lesson 9

Tracking Progress: Reading,

Understanding, and Explaining
New Text

Name: ______ Date:_

Learning Target: I can independently read, understand, and explain the meaning of
a new text.
Standards I’m Tracking: RL/RI.5.1, 5.4, 5.10, L.5.4
Text Type (circle): Informative Story Poem Play/Readers Theater
1. How am I doing?
• For each criterion, self-assess by putting a check mark in the
appropriate column.
• Write the number of each standard on a sticky note or flag. Then
on your assessment materials, place each sticky note in an area
that shows evidence that you have met that criterion. This might
be next to a selected response question or a short piece of writing.
Make sure you have evidence for each criterion.
• Strive to be honest with yourself. Remember: Your ability grows
with your effort, so it’s fine if you aren’t there yet!
You will receive feedback on different colored sticky notes/flags, and in a different
colored pen on the checklist.

EL Education Curriculum 33
Grade 5: Module 1: Unit 1: Lesson 9

Standard Criteria for reading, 4 3 2 1

understanding, and Advanced Proficient Developing Beginning
explaining a new text
RL.5.1/ I quote accurately to
RI.5.1 explain what a text
says and to make
inferences.
RL.5.4/ I determine the
RI.5.4 meaning of unknown
words and phrases,
L.5.4 including figurative
language, using at
least one of the
following strategies:
Use context.
Use affixes and roots.
Use reference
materials.
RL.5.10/ I read and understand
RI.5.10 Grade 5–level texts
independently.

2. How have I improved since I last worked on this skill?

_________________________________________________________________________________________________________

Teacher Response:

_________________________________________________________________________________________________________

3. How can I improve next time?

_________________________________________________________________________________________________________

34
Grade 5: Module 1: Unit 1: Lesson 9

Teacher Response:

_________________________________________________________________________________________________________

Anchor Standards:
R.1
By the end of Grade 12, I will be able to: Read closely to determine what the
text says explicitly and to make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusions drawn from the text.
R.4
By the end of Grade 12, I will be able to: Interpret words and phrases as they
are used in a text, including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape meaning or tone.
R.10
By the end of Grade 12, I will be able to: Read and comprehend complex literary
and informational texts independently and proficiently.
L.4
By the end of Grade 12, I will be able to: Determine or clarify the meaning of
unknown and multiple-meaning words and phrases by using context clues,
analyzing meaningful word parts, and consulting general and specialized
reference materials, as appropriate.

EL Education Curriculum 35
Grade 5: Module 1: Unit 1: Lesson 10

Entrance Ticket: Story Structure

RL.5.5

Name: ______ Date:_

Chapter How does the chapter fit into the overall structure
of the story? Why?

36
Preparing for a Text-Based Discussion Note-catcher
RL.5.1, RI.5.1

Name: ________ Date:_

• _How were the human rights of the characters in Chapters 1–3 of Esperanza Rising threatened?
• How did it make you feel? Why?
- Las Uvas (grapes)
- Las Papayas (papayas)
- Los Higos (figs)

Chapter of Description of event Connections to Who? How were the How did it make
Esperanza and quote from text UDHR (Which character’s human you feel? Why?
Rising (Esperanza Rising) (Which articles?) character(s)?) rights threatened?

EL Education Curriculum
37
Grade 5: Module 1: Unit 1: Lesson 10
Grade 5: Module 1: Unit 1: Lesson 10

Exit Ticket: Reflecting on the

Text-Based Discussion
SL.5.1

Name: ______ Date:_

Directions: Refer to the Discussion Norms anchor chart and the Working to Become
Ethical People anchor chart to answer the following questions:

1. What is one thing you did well during the text-based discussion? Provide an
example.
_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

2. What is one thing you could do better next time? Provide an example of what
you could have done better.
_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

38
Preparing for a Text-Based Discussion Note-catcher
RL.5.5, RI.5.1

Name: ________ Date:_

• _How were the human rights of the characters in Chapters 4–6 of Esperanza Rising threatened?
• How did it make you feel? Why?
- Las Guayabas (guavas)
- Los Melones (cantaloupes)
- Las Cebollas (onions)

Chapter and Description of event Connections to Who? How were the How did it make
pages of and quote from text UDHR (Which character’s human you feel? Why?
Esperanza (Esperanza Rising) (Which articles?) character(s)?) rights threatened?
Rising

EL Education Curriculum
39
Grade 5: Module 1: Unit 1: Lesson 11
Grade 5: Module 1: Unit 1: Lesson 12

Tracking Progress:
Collaborative Discussion
Name: __________________________________ Date:_____________________________

Learning Target: I can participate in an effective collaborative

discussion.
Standards I’m Tracking: SL.5.1
1. How am I doing?
• For each criterion, self-assess by putting a check mark in the
appropriate column.
• Strive to be honest with yourself. Remember, your ability grows
with your effort, so it’s fine if you aren’t there yet!
You will receive feedback on different colored sticky notes/flags, and in a different
colored pen on the checklist.
Standard Criteria for reading, 4 3 2 1
understanding, and Advanced Proficient Developing Beginning
explaining a new text
SL.5.1a I prepare for the
discussion by finding
appropriate evidence
in the text(s).
SL.5.1a I use the evidence I
prepared to support
my ideas during the
discussion.
SL.5.1b I follow agreed-
upon rules for the
discussion.
SL.5.1b I carry out the role I
have been given in a
discussion.
SL.5.1c I ask questions to
better understand
what others are
saying.
SL.5.1c I answer questions
to help others
understand my ideas.

40
Grade 5: Module 1: Unit 1: Lesson 12

Standard Criteria for reading, 4 3 2 1

understanding, and Advanced Proficient Developing Beginning
explaining a new text
SL.5.1c I link my ideas to those
of others.
SL.5.1c I elaborate on others’
ideas.
SL.5.1d I explain the key ideas
of a discussion and
how my understand-
ing has grown from it.

2. How have I improved since I last worked on this skill?

_________________________________________________________________________________________________________

Teacher Response:

_________________________________________________________________________________________________________

3. How can I improve next time?

_________________________________________________________________________________________________________

Teacher Response:

_________________________________________________________________________________________________________

Anchor Standards: SL.1

By the end of Grade 12, I will be able to: Prepare for and participate effectively
in a range of conversations and collaborations with diverse partners, building on
others’ ideas and expressing my own clearly and persuasively.

EL Education Curriculum 41
Grade 5: Module 1: Unit 1

Homework Resources
(for Families)
Stories of Human Rights

Unit 1: Building Background Knowledge: Human Rights

Common Core State Standards addressed: RL.5.1, RL.5.5, RI.5.1, RI.5.2, W.5.9a, SL.5.1a-c, L.5.4

Guiding Questions and Big Ideas

■ What are human rights, and how can they be threatened?

Human rights belong to everyone, but they can look different to different people in different places.
We can better understand how human rights can be threatened by reading about the experiences of fictional characters
in stories.
We can raise awareness of human rights issues by writing about the issues fictional characters face.

What will your student be doing at school?

This unit is designed to help students build knowledge about human rights while simultaneously building their abil-
ity 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 (740L). 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.

The Language standard that students focus on in this unit (L.5.4) requires them to:

■ Use strategies to determine the meaning of unfamiliar vocabulary, including using the context (read around the
word), using common affixes and roots as a clue to the meaning of the word, and using reference materials like
glossaries and dictionaries to find the definition.

Working to become ethical people is the habit of character emphasized in this unit. These are the specific skills
students will focus on:

■ I show empathy. This means I understand and share or take into account the feelings, situation, or attitude of
others.
■ I behave with integrity. This means I am honest and do the right thing, even when it’s difficult, because it is the
right thing to do.
■ I show respect. This means I appreciate the abilities, qualities, and achievements of others and treat myself, oth-
ers, and the environment with care.
■ I show compassion. This means I notice when others are sad or upset and try to help them.

44
Grade 5: Module 1: Unit 1: Homework Resources (for Families)

How can you support your student at home?

■ Talk to your student about human rights and threats to human rights, including any personal experiences you
may have had.
■ Read informational texts to determine the main ideas from supporting details and to summarize.
■ Read articles of the Universal Declaration of Human Rights and discuss what they mean and how you feel about
them. (Students closely read Articles 2, 3, 13, 17, and 23 in class.)
■ Watch documentaries and research on the internet with your student to find out more about the Mexican
Revolution and its effects on immigration.
■ Read chapter books with your student and discuss how each chapter fits into the overall structure of the novel
using the key below:

Key:

exposition beginning of the story describing how things are before the action begins

rising action series of conflicts and crisis in the story that builds toward the climax

climax the turning point, when something important happens that changes the
direction of the story

falling action the action that happens after the climax and starts to guide the story
toward the resolution

resolution tying everything together

Unit 1: Homework

In Lessons 1–12, homework focuses on research reading and determining the meaning of unfamiliar words using
context and reference materials. Students also reread the chapter of Esperanza Rising read in class and answer ques-
tions about it.

Research reading: Your student is expected to independently research the topic by reading topic-related books of
his or her choice for approximately 20 minutes each day and responding to a prompt of choice in the front of the
independent reading journal. These are usually books your student will bring home from school; however, they may
be topic-related books chosen by the student at the public or home library. Prompts for independent reading can be
found in the homework materials provided.

Choice reading: If your student would also like to independently read and respond to a book of free choice, he or
she may use the back of the independent reading journal. Prompts for independent reading can be found in the
homework materials provided.

EL Education Curriculum 45
Stories of Human Rights

Vocabulary logs:
■ In the front of the log, students record new academic vocabulary: words you might find in informational texts
on many different topics. For example, the words challenges, questions, and explain are words that could be found
in books on any topic.
■ In the back of the log, students record new domain-specific vocabulary: words about a particular topic. For
example, the words tadpoles, frogspawn, and amphibian are some that would be found on the topic of frogs.

Lesson Lesson Content Homework Practice Due In Anticipated Date

1 Students infer the topic and 1. Read and reflect on the 1. Students are not required to
are introduced to the final module guiding questions hand in anything, but they
performance task. should be prepared for a
reflective discussion if they
have something they would
like to share with the group
(not mandatory).

2 Students read the introduction 1. Research reading and 1. Teacher will check inde-
of Esperanza Rising, analyze answering prompt pendent reading journals
how they think it fits into the strategically.
structure of the novel, and
choose a research reading
book.

3 Students read “Las Uvas” in 1. Esperanza Rising: Questions 1. Lesson 4

Esperanza Rising and read about “Las Uvas” 2. Teacher will check inde-
about the historical setting of 2. Research reading and pendent reading journals
the novel. answering prompt strategically.

4 Students are introduced to 1. Finish adding symbols to 1. Lesson 5

the Universal Declaration of your UDHR 2. Teacher will check inde-
Human Rights and are given a 2. Research reading and pendent reading journals
simplified version of the arti- answering prompt strategically.
cles. Students are also given a
vocabulary log.

5 Students read “Las Papayas” 1. Esperanza Rising: Questions 1. Lesson 6

in Esperanza Rising and about “Las Papayas” 2. Teacher will check inde-
make connections between 2. Research reading and pendent reading journals
the events in the chapter and answering prompt strategically.
the Universal Declaration of
Human Rights.

6 Students closely read Article 1. Esperanza Rising: Questions 1. Lesson 7

23 of the UDHR and determine about “Los Higos” 2. Teacher will check inde-
the main ideas and supporting 2. Research reading and pendent reading journals
details. They write a summary answering prompt strategically.
of the text after participating
in a mini lesson on writing a
summary.

*Teacher note: Please complete the Anticipated Date column according to your schedule.

46
Grade 5: Module 1: Unit 1: Homework Resources (for Families)

Lesson Lesson Content Homework Practice Due In Anticipated Date

7 Students make connections 1. Research reading and 1. Teacher will check inde-
between the UDHR and “Los answering prompt pendent reading journals
Higos” in Esperanza Rising 2. For ELLs: Language Dive strategically.
and closely read Article 17 to Practice I: Article 17 of the 2. Lesson 8
answer questions about the UDHR
text, determine the main ideas
and supporting details, and
write a summary.

8 Students read “Las Guayabas” 1. Esperanza Rising: Questions 1. Lesson 9

in Esperanza Rising, make about “Las Guayabas” 2. Teacher will check inde-
connections between the 2. Research reading and pendent reading journals
chapter and the UDHR, and answering prompt strategically.
closely read Article 2 to 3. For ELLs: Language Dive 3. Lesson 9
answer questions about the Practice II: Article 2 of the
text, to determine the main UDHR
ideas and supporting details,
and to write a summary.

9 Students read “Los Melones” 1. Esperanza Rising: Questions 1. Lesson 10

in Esperanza Rising and then about “Los Melones” 2. Teacher will check inde-
for the mid-unit assessment, 2. Research reading and pendent reading journals
they closely read Article 13 of answering prompt strategically.
the UDHR to answer questions
about the text, to determine
the main ideas and support-
ing details, and to write a
summary.

10 Students prepare for and 1. Research reading and 1. Teacher will check inde-
participate in a text-based answering prompt pendent reading journals
discussion about threats to strategically.
human rights in Chapters 1–3
of Esperanza Rising.

11 Students read “Las Cebollas” 1. Research reading and 1. Teacher will check inde-
in Esperanza Rising and pre- answering prompt pendent reading journals
pare for a text-based discus- strategically.
sion about threats to human
rights in Chapters 4–6.

12 Students participate in a 1. Research reading and 1. Teacher will check inde-

text-based discussion about answering prompt pendent reading journals
the threats to human rights strategically.
in Chapters 4–6 of Esperanza
Rising for the end of unit
assessment.

*Teacher note: Please complete the Anticipated Date column according to your schedule.

EL Education Curriculum 47
Stories of Human Rights

Independent Reading

Directions: Remember to record responses to research reading in the front of your inde-
pendent reading journal and responses to choice reading in the back. Try to choose a dif-
ferent prompt each time.

Record any new vocabulary in your vocabulary log. Remember, academic vocabulary is
recorded in the front, and domain-specific vocabulary (words about the topic) is recorded
in the back. Mark vocabulary found during independent reading with a symbol such as an
asterisk (*).

Record:
• Date
• Title and author of your reading book
• Pages you have read
• Prompt
• Response

Example:
Date: 04/08/2015

Book Title and Author: Universal Declaration of Human Rights by the United Nations

Pages Read: Article 4

Prompt: What is the main idea of the text you read?

Response: People shall not be slaves or treated in that way.

48
Grade 5: Module 1: Unit 1: Homework Resources (for Families)

Consider using the following independent reading prompts*:

• What is the main idea of the text? What are some of the key details, and how do they
support the main idea?
• What do the illustrations (photographs, maps) tell you? How do they help you under-
stand the words?
• What questions do you now have after reading? What would you like to learn more
about? Why?
• What are the most important facts you learned from reading?
• What is the most interesting fact you learned today? Why?
• How does what you read today connect to something you have learned in previous
lessons?
• How does the section or chapter fit into the overall structure of the novel?
• How does the main character change over the course of the novel?
• Choose one new word from your reading today and analyze it on a vocabulary square:

Definition in your own words Synonyms (words that mean the same)

Words with the same affix or root Sketch

Translation in home language (if appropriate):

*Some of the prompts will not be appropriate for the text students are reading. Invite students to choose a prompt that works
for the text they have just read.

EL Education Curriculum 49
Stories of Human Rights

Vocabulary

Directions: In the classroom, you have been recording words from your texts in your vocab-
ulary log. Throughout this unit, you have been research reading topic-related books at home
to build your knowledge of human rights and recording words in your independent reading
journal.

Choose a word from your research reading or from a text you’ve read in class and add the
word to your vocabulary log. Try to choose a different word to add and to practice a different
vocabulary strategy each time. For each word, be sure to add the following:

1. The definition, or meaning, of the word

2. The vocabulary strategy you used to figure out the meaning of the word
3. A sketch or diagram that helps you to better understand the meaning of the word

As a reminder, the vocabulary strategies we’ve been working on in class are:

Vocabulary Strategies
• Context: Read the sentence around the word.
• Look at the affixes for clues.
• Look at the root of the word for clues.
• Use a dictionary.
• Discuss the word with another person (after attempting some of the above strategies).

50
Grade 5: Module 1: Unit 1: Homework Resources (for Families)

Esperanza Rising: Questions about “Las Uvas”

Name: Date:
Directions: Reread “Las Uvas” (grapes) in Esperanza Rising and answer
the questions below. Quote accurately from the text in your answers.
1. On pages 8–12, Esperanza and Mama seem to be worried
about Papa. What specific words or phrases in this section of
the novel help you know that they are worried? Why are they
worried? Quote accurately from the text.

2. On pages 14–15, what two pieces of advice does Abuelita give

Esperanza? How does Esperanza respond to the advice? Quote
accurately from the text.

3. On page 18, Esperanza says that a “deep river” runs between

her and Miguel. What does she mean? How does Miguel
respond when she tells him this? Quote accurately from the
text.

EL Education Curriculum 51
Stories of Human Rights

Esperanza Rising: Questions about “Las Papayas”

Name: Date:

Directions: Reread “Las Papayas” (papayas) in Esperanza Rising and

answer the questions below. Quote accurately from the text in your
answers.

1. Esperanza: How is Esperanza responding to her father’s death?

Reread the following passages:
— Page 25, the paragraph that begins “She took a quivery
breath ...”
— Pages 27–28
What other evidence can you find in Chapter 3 that shows how
Esperanza is responding? Quote accurately from the text:

2. Mama: How is Mama responding to her husband’s death?

Reread the following passages:
— Page 27, the paragraph that begins “Esperanza avoided
opening her birthday
gifts …”
— Pages 30–31
Quote accurately from the text:

52
Grade 5: Module 1: Unit 1: Homework Resources (for Families)

Esperanza Rising: Questions about “Los Higos”

Name: Date:
Directions: Reread “Los Higos” (figs) in Esperanza Rising and answer
the questions below. Quote accurately from the text in your answers.

1. Reread pages 44–45. How does Mama respond to Tio’s mar-

riage proposal after the fire? What does that tell you about
Mama as a person? What does she see as her role in the family?

2. Reread page 51. Why does Abuelita give the crocheting to

Esperanza? How does Esperanza show she still is not ready to
face the situation?

3. Reread pages 55–56. How does Miguel demonstrate that he is

ready for this challenge? What characteristic does he show dur-
ing this time? How is this different from Esperanza?

EL Education Curriculum 53
Stories of Human Rights

Close Reading Language Dive Practice I: Article 17 of the UDHR

Name: Date:
1. Read the scrambled sentence below from Article 17 of the
UDHR. Write it in the correct sequence:

in associ- has the as well as Everyone to own

ation with right property
others. alone

2. Sketch the meaning of the words and phrases below:

Everyone alone in association with

others

3. In the sentence you wrote in #1, use colored markers to

underline:

• Everyone in red
• has the right to own property alone as well as in association
with others in blue
4. Circle the phrase as well as.

5. What is another way to say as well as? How is the other way
different in meaning?

54
Grade 5: Module 1: Unit 1: Homework Resources (for Families)

6. Read the language in the boxes. Use as well as to connect the

sentence in Box 1 with the phrase in Box 2. Write the complete
sentence on the line below the boxes.

Everyone has the right to own in association with others

property alone.
1 2

7. Read the language in the boxes. Use as well as to connect the

sentence in Box 1 with the phrase in Box 2. Write the complete
sentence on the lines below the boxes.

Everyone has the right to to receive equal pay for equal

work. work
1 2

8. Complete the two sentences.

Everyone as well as

has the

right to as well as

.
9. In the sentences you wrote in #1, 5, 6, 7, and 8, label:

• “S” above the subject of the sentence

• “P” above the predicate of the sentence

EL Education Curriculum 55
Stories of Human Rights

Language Dive Practice II: Article 2 of the UDHR

Name: Date:
1. Read the scrambled sentence below from Article 2 of the
UDHR. Write it in the correct sequence:

to all the such as is entitled set forth Everyone without

rights and race, col- in this distinc-
freedoms our, sex, Declaration, tion of any
language, kind,
religion,
political
or other
opinion,
national or
social ori-
gin, prop-
erty, birth
or other
status.

2. In the sentence you wrote in #1, use colored markers to

underline:

• Everyone in red
• is entitled to all the rights and freedoms set forth in this
Declaration, without distinction of any kind, such as race, col-
our, sex, language, religion, political or other opinion, national
or social origin, property, birth or other status in blue
3. What is another way to say without distinction?

56
Grade 5: Module 1: Unit 1: Homework Resources (for Families)
4. Read the subjects in the boxes on the left. Read the predicates in
the boxes on the right. Match subjects with predicates to write
sentences that make sense on the lines below.

Subjects Predicates
Everyone is entitled to fair pay.

The student version was written by the United Nations

to protect all people everywhere.
Everyone who works is entitled to all the rights of the
UDHR.
The Universal Declaration of is that everyone has the right to
Human Rights own property.
One main idea of Article 17 describes Article 17 as the “The
Right to Your Own Things.”

5. Which article of the UDHR is most important to you? Describe it

in your own words.

6. In the sentences you wrote, label:

• “S” above the subject of the sentence

• “P” above the predicate of the sentence
EL Education Curriculum 57
Stories of Human Rights

Esperanza Rising: Questions about “Las Guayabas”

Name: Date:
Directions: Reread “Las Guayabas” (guavas) in Esperanza Rising and
answer the questions below. Quote accurately from the text in your
answers.

1. How does Esperanza travel to the train station? How does she
feel about it? Quote accurately from the text.

2. What does the little girl on the train want to do? How does
Esperanza respond? Why? Quote accurately from the text.

58
Grade 5: Module 1: Unit 1: Homework Resources (for Families)

Esperanza Rising: Questions about “Los Melones”

Name: Date:
Directions: Reread “Los Melones” (cantaloupes) in Esperanza Rising
and answer the questions below. Quote accurately from the text in
your answers.

1. Describe the geographical setting of Esperanza Rising. What is

it like in California? Quote accurately from the text to support
your answer.

EL Education Curriculum 59
Grade 5: Module 1

Unit 2
Grade 5: Module 1: Unit 2: Lesson 1

Character Reaction Note-catcher:

“Las Cebollas”
RL.5.1, RL.5.3

Name: ______ Date:_

How do characters react to events/situations in Esperanza Rising?

Chapter: Event/Situation: Pages:

Las Cebollas Moving into a cabin in the camp 100–106
Description:

Chapter: What does the How do you know? What are his/her
character think/feel? actions? How does the character
interact with others?

62
Grade 5: Module 1: Unit 2: Lesson 1

Model Character Reaction

Paragraph: Mama
RL.5.1, RL.5.3, W.5.2, W.5.4, W.5.9, W.5.9a
What information does this paragraph contain? Why? How is it organized?
In the chapter “Las Cebollas” in Esperanza Rising, Mama, Esperanza, and Miguel’s
family arrive at the camp and are allocated a small cabin, which they are to
share. Mama is disappointed with the cabin. On page 102, it says, “Mama looked
around and then gave Esperanza a weak smile.” The use of the word “weak”
shows that she wanted to be strong for Esperanza, but she struggled to hide her
disappointment. On page 102, the way Mama “sank to the bed. Her voice sounded
tired” also suggests that she is disappointed or concerned with the situation.
Mama shows strength and tries to be a positive role model for Esperanza when
Esperanza has an angry outburst. She says to Esperanza on page 104, “Here, we
have two choices. To be together and miserable or to be together and happy.… I
choose to be happy.” She also explains to Esperanza how lucky they are.

EL Education Curriculum 63
Grade 5: Module 1: Unit 2: Lesson 2

Metaphor Questions: “Las Almendras”

RL.5.1, L.5.5a

Name: ______ Date:_

Metaphor Questions: “Las Almendras”
1. In this chapter, Miguel has a surprise for Esperanza and Mama: Papa’s roses.
What does the author mean by the sentence on page 124: “Now if they
bloomed she could drink the memories of the roses that had known Papa”?
Quote accurately from the text to support your answer.
_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

2. On pages 132, Marta holds up a kitten and says, “This is what we are.” How
are they like the kittens? How does Marta suggest they fight behaving “like
kittens”? Quote accurately from the text to support your answer.
_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

64
Grade 5: Module 1: Unit 2: Lesson 3

Character Reaction Note-catcher:

“Las Ciruelas”
RL.5.1, RL.5.3

Name: ______ Date:_

How do characters react to events/situations in Esperanza Rising?

Chapter: Event/Situation: Pages:

Las Ciruelas Mama’s sickness 153–154
Description:

Chapter: What does the How do you know? What are his/her
character think/feel? actions? How does the character
interact with others?

EL Education Curriculum 65
Grade 5: Module 1: Unit 2: Lesson 3

Chapter: What does the How do you know? What are his/her
character think/feel? actions? How does the character
interact with others?

Question 1: How are the character reactions to this situation similar? Underline the
best answer.
A. They all think Mama is fine and just needs some rest.
B. Esperanza and Hortensia are worried for Mama and think she needs to see
a doctor.
C. Esperanza and Hortensia are angry that Mama is sick.
D. Esperanza and Hortensia don’t believe that Mama is sick.

Question 2: How are the character reactions to this situation different? Underline
the best answer.
A. Mama and Hortensia both agree that Mama is fine, while Esperanza is
worried for her.
B. Mama and Esperanza both agree that Mama is fine, while Hortensia is
worried for her.
C. Esperanza is sad, while Hortensia is angry with Esperanza for worrying about
her Mama.
D. Mama thinks she is fine, while Esperanza and Hortensia don’t agree.

66
Grade 5: Module 1: Unit 2: Lesson 4

Metaphors Note-catcher: Abuelita’s Blanket

RL.5.1, RL.5.2, L.5.5a

Name: ______ Date:_

Excerpt of text Metaphor What does it mean?

Ex. Las Uvas: Page 14, “Esperanza, in this way
read from “She watched my love and good wishes
the silver crochet needle will be in the blanket
…” to “… down to the forever.”
bottom of the valley.
Skip one.”

1. Las Uvas: Page “Do not be afraid to

14, read from start over”
“Esperanza picked
up her own crochet
needle …” to “… and
began again with ten
stitches.”
2. Page 51, read from “Look at the zigzag of
“Mi nieta …” to “… we the blanket. Mountains
will be together.” and valleys. Right now
you are in the bottom
of the valley and your
problems loom big
around you. But soon,
you will be at the top of
a mountain again.”
3. Page 177, read from “Esperanza tucked the
“Mama didn’t wake blanket around her,
to say …” to “… hoping that the color
Mama’s cheeks” on from the blanket would
page 178. slowly seep into Mama’s
cheeks.”

Question 1: Abuelita’s blanket is woven throughout the story. What themes does
this metaphor convey? Underline the best answers:
A. When you are worried, learn how to crochet.
B. Don’t be afraid to start over.
C. Life has mountains and valleys—ups and downs.
D. Blankets can keep you warm and make you feel better.
EL Education Curriculum 67
Grade 5: Module 1: Unit 2: Lesson 5

Making Connections between “Los Aguacates”

and the UDHR
RL.5.1, RI.5.1

Name: ______ Date:_

Directions: Refer to Esperanza Rising and your simplified version of the UDHR to
answer the questions. Remember to quote accurately from the text.
1. Reread pages 186–188. Why do Miguel and Esperanza drive so far to shop at
the Japanese market?
______________________________________________________________________________________________________

______________________________________________________________________________________________________

2. What connections does Esperanza make between what Miguel said and the
stories she has heard from others?
______________________________________________________________________________________________________

______________________________________________________________________________________________________

3. Which article(s) of the UDHR does this defy? How? (defy means to go against)
______________________________________________________________________________________________________

______________________________________________________________________________________________________

68
Grade 5: Module 1: Unit 2: Lesson 6

Character Reaction Note-catcher:

“Los Espárragos”
RL.5.1, RL.5.3

Name: ______ Date:_

How do characters react to events/situations in Esperanza Rising?

Chapter: Event/Situation: Pages:

Los Espárragos The immigration sweep 204–211
Description:

Chapter: What does the How do you know? What are his/her
character think/feel? actions? How does the character
interact with others?
Esperanza
Read from the
top of 205 to
the bottom of
211

EL Education Curriculum 69
Grade 5: Module 1: Unit 2: Lesson 6

Chapter: What does the How do you know? What are his/her
character think/feel? actions? How does the character
interact with others?
Josefina
Read from the
top of 206 to
the bottom of
207

Marta
Read pages
208 and 209

70
Grade 5: Module 1: Unit 2: Lesson 6

Question 1: How are the character reactions to this situation similar? Underline
the best answer.
A. They are both very worried about being taken away and sent back to
Mexico.
B. They are both relieved the strikers were taken away so they won’t be in
danger anymore.
C. They are both sad for the people taken away and their families.
D. They both wish they had been taken away because they want to go back to
Mexico.
Question 2: How are the character reactions to this situation different? Underline
the best answer.
A. Esperanza is very calm and seems to have a good understanding of the
situation, while Hortensia is very upset and needs reassurance.
B. Esperanza is sad for the people and their families, while Josefina is glad
that they won’t bother them anymore.
C. Josefina wants to go home immediately to check on her family, while
Esperanza wants to stay in the shed to work.
D. Esperanza is afraid and doesn’t understand, while Josefina seems to have a
good understanding of the situation.

EL Education Curriculum 71
Grade 5: Module 1: Unit 2: Lesson 7

Character Reaction Note-catcher:

“Los Duraznos”
RL.5.1, RL.5.3

Name: ______ Date:_

How do characters react to events/situations in Esperanza Rising?

Chapter: Event/Situation: Pages:

Los Duraznos Miguel losing his job and having to dig 219–223
ditches
Description:

Chapter: What does the How do you know? What are his/her
character think/feel? actions? How does the character
interact with others?
Esperanza

72
Grade 5: Module 1: Unit 2: Lesson 7

Chapter: What does the How do you know? What are his/her
character think/feel? actions? How does the character
interact with others?
Miguel

Question 1: How are the character reactions to this situation similar? Underline
the best answer.
A. They are both unhappy that Miguel has lost his job.
B. They are both hopeful for the future.
C. They both feel like they are on the same side of the river.
D. They both feel like life is much better in the United States than it was in
Mexico.
Question 2: How are the character reactions to this situation different? Underline
the best answer.
A. Miguel is angry, while Esperanza is calm and tries to help him understand.
B. Miguel feels as though they are both on the same side of the river, while
Esperanza doesn’t.
C. Esperanza is angry, while Miguel is calmer and tries to help her understand.
D. Miguel wants to go back to Mexico because things were better there, but
Esperanza doesn’t.
EL Education Curriculum 73
Grade 5: Module 1: Unit 2: Lesson 8

Directions for Peer Critique

1. Partners swap paragraphs with your partner.
2. Read the paragraph once. If you need help reading it, ask your partner to read
it aloud.
3. Review the criteria on the Character Reaction Paragraph
anchor chart.
4. Identify one star (one thing your partner did well).
5. Record your star on a sticky note.
• For example, “I can see that you briefly
described the event.”
1. Identify one step (one thing your partner could improve on).
2. Record your step on a different colored sticky note.
• For example, “Could you find a quote from the text to support this claim?”
3. Explain your feedback. Partner B first, then partner A.
4. Ask your partner clarifying questions if you don’t understand.
5. Revise your work. You do not have to revise it if you don’t agree with the feed-
back.

74
Grade 5: Module 1: Unit 2: Lesson 9

Metaphors Note-catcher:
The River
RL.5.1, RL.5.2, L.5.5a

Name: ______ Date:_

Excerpt of text Metaphor What does it mean?

Ex. Las Uvas. Pages 17– “But now that she was
18 from “Several years a young woman, she
ago, when Esperanza …” understood that Miguel
to “… never told Miguel was the housekeeper’s
about the river.” son and she was the
ranch owner’s daughter
and between them ran
a deep river. Esperanza
stood on one side and
Miguel stood on the
other and the river could
never be crossed.”
1. Las Papayas. Pages “In Mexico we stand on
36–37 from “My different sides of the
father and I have river.”
lost faith …” to “…
different sides of the
river.”

2. Los Duraznos. Pages “Are you standing on

223–224 from “Anza, the other side of the
everything will work river? No! You are still a
out ” to “… think you peasant!”
are a queen.”

EL Education Curriculum 75
Grade 5: Module 1: Unit 2: Lesson 9

Excerpt of text Metaphor What does it mean?

3. Las Uvas: Pages “And there, in the middle
249–251 read from “As of the wilderness, was
the sun rose …” to “… a girl in a blue silk dress
held her heart to the and a boy with his hair
earth.” slicked down, eating
mangoes on a stick,
carved to look like exotic
flowers, sitting on a
grassy bank, on the same
side of the river.”

Question 1: The river metaphor is woven throughout the story. What theme does
this metaphor convey? Underline the best answer:
A. You have to swim to cross a river.
B. Rivers move fast, just like life.
C. Rivers can be very wide, so the banks are a long way apart.
D. Everyone should be treated equally.

76
Grade 5: Module 1: Unit 2: Lesson 11

Model Two-Voice Poem: “The Fire”

RL.5.3, W.5.3, W.5.4, W.5.9a
Key:
Italics = quotes from the novel

Esperanza Both Miguel

I am Esperanza. I am 13
years old. My family owns
this beautiful house, El
Rancho de las Rosas.

I am Miguel. I am 16
years old. I am a servant
at this beautiful house, El
Rancho de las Rosas.

I am in the courtyard in
the dark of night. The
ranch is on fire! I watch
the flames, like long
curved fingers reaching
for the horizon, lighting
the night sky.
I’m confused. This cannot
be real. I must be still
dreaming. Has my own
imagination has gone
wild?

Where is the family? I see

Esperanza and Ramona,
but where is Abuelita?

I see sparks from the

house float on the wind
toward the stables
and fields. The fire is
spreading.

EL Education Curriculum 77
Grade 5: Module 1: Unit 2: Lesson 11

Esperanza Both Miguel

I run into the house. I
must find Abuelita.

I am numb. Someone
wraps me in a blanket.
Am I cold?

I find Abuelita and carry

her out of the burning
house. I put her safely on
the ground.

I hear someone scream.

My father wrestled me to
the ground and rolled me
over to put out the fire
on my back. I take off my
blackened shirt. My back
is not badly burned.

I worry for Abuelita. Is she

dead?

I watch as El Rancho de
las Rosas burns to the
ground.

78
Grade 5: Module 1: Unit 2: Lesson 11

Character Reaction Note-catcher: “The Fire”

RL.5.1, RL.5.3

Name: ______ Date:_

How do characters react to events/situations in Esperanza Rising?

Chapter: Event/Situation: Pages:

Los Higos The fire 39–42
Description:

Chapter: What does the How do you know? What are his/her
character think/feel? actions? How does the character
interact with others?
Miguel

Esperanza

EL Education Curriculum 79
Grade 5: Module 1: Unit 2: Lesson 11

Two-Voice Poems
RL.5.3, W.5.3, W.5.4, W.5.9a
Two-Voice Poems:
• Briefly introduces each character
• Describes the same event through the eyes of two different characters
• The two voices speak together for things that are similar
• Each voice speaks alone for the things specific to that character
• Balances the amount of text read separately and together
• The order of the text on the page shows the order it is to be read in
• The poet uses quotes from the text to describe what the characters see and
hear

80
Grade 5: Module 1: Unit 2: Lesson 11

Two-Voice Poem Planner

RL.5.3, W.5.3, W.5.4, W.5.9a

Name: ______ Date:_

Event/Situation:

Both

EL Education Curriculum 81
Grade 5: Module 1: Unit 2: Lesson 12

Literary Essay Prompt

RL.5.3, W.5.2, W.5.4, W.5.9

Prompt: Compare and contrast two characters’ responses to

an event/situation in Esperanza Rising.

82
Grade 5: Module 1: Unit 2: Lesson 12

Model Literary Essay

RL.5.3, W.5.2, W.5.9

Prompt: Compare and contrast Esperanza’s and Miguel’s response to the fire at El
Rancho de las Rosas.
In the chapter “Los Higos” of Esperanza Rising, by Pam Muñoz Ryan, the Ortega
family wakes in the middle of the night because their house is on fire. El Rancho
de las Rosas is home to both 13-year-old Esperanza Ortega, whose wealthy family
owns the ranch, and Miguel Gonzales, the 16-year-old son of one of the workers. In
the dark of night, each responds differently to this crisis. Esperanza seems unable
to do anything, while Miguel jumps straight into the action.
Once Mama has led Esperanza outside the burning building, Esperanza seems to
be confused and does not do anything to help. On page 41 it says, “Esperanza felt
dizzy. Nothing seemed real. Was she still dreaming? Was this her own imagination
gone wild?” and she stands in the courtyard “as if in a trance” watching the house
burn. Esperanza also feels numb. On page 41 it says, “Someone wrapped a blanket
around her. Was she cold? She did not know.”
In contrast, Miguel reacts quite differently, as he takes action immediately.
On page 41 when Miguel sees Esperanza, but not her mother or grandmother,
he immediately asks, “Where is your mother and Abuelita?” When he realizes
that Abuelita must still be in the burning house, he runs inside, even though it is
dangerous and puts him in danger. He returns with Abuelita safe in his arms, but
his shirt catches fire on the way out. On pages 41–42 it says, “Miguel ran out of
the burning house carrying Abuelita in his arms. He laid her down and Hortensia
screamed. The back of his shirt was on fire.”
Although the fire will profoundly change both their lives, Esperanza and Miguel
react very differently. Esperanza is a rich child who is used to everyone looking
after her and having things done for her. She probably does not know what to do
to help, and so she does nothing. In contrast, Miguel is older and is used to looking
after Esperanza, like an older brother, and taking responsibility for getting things
done. His life seems to have taught him that when things go wrong, you need to
take action. If not for his brave response, Abuelita would have been killed. These
very different reactions show that the life you lead can affect how you react in a
situation.

Source:
Ryan, Pam Muñoz. Esperanza Rising. New York: Scholastic. 2000. Print.

EL Education Curriculum 83
Grade 5: Module 1: Unit 2: Lesson 12

Painted Essay Template

W.5.2

The Painted Essay

A tool for teaching basic essay form

Introduction
Catches readers’ attention
Gives some background information

FOCUS STATEMENT
Point 1 Point 2

Proof Paragraph 1
Gives evidence and reasons to support point 1

Transition
Provides a transition between the ideas in
Proof Paragraph 1 and the ideas in Proof Paragraph 2

Proof Paragraph 2
Gives evidence and reasons to support point 2

Conclusion
What?
So What?

For classroom reproduction only

© Diana Leddy and The Vermont Writing Collaborative
The Painted Essay® is a registered trademark.
Permission is granted for classroom use only.
For more information about the Painted Essay and other teacher created tools
for teaching writing, visit www.vermontwritingcollaborative.org.

84
Grade 5: Module 1: Unit 2: Lesson 12

Informative Writing Checklist

W.5.2, W.5.4, W.5.9, L.5.1, L.5.2, L.5.3, L.5.6

Name: ______ Date:_

Standard Characteristics of Effective Informative Characteristics Yes?

Writing of My Literary No?
Essay
W.5.9 My focus shows that I clearly understand
the topic or text and is well supported with
evidence from reliable sources.
W.5.2a I provide a general observation and focus
and maintain the focus consistently
throughout the piece.
W.5.2a I introduce the topic, giving readers the
context they need to understand the piece.
W.5.2a Information is grouped logically, in a way
that makes my thinking clear to the reader.
W.5.2a I use formatting, illustrations, and
multimedia to help the reader understand
information and ideas.
W.5.2b I use accurate and relevant facts, defini-
tions, concrete details, quotations, or other
information and examples to explain my
thinking.
W.5.2c I use linking words to show how ideas and
information connect.
W.5.2d I use precise language and domain-specific
L.5.6 vocabulary.
W.5.2e I have a conclusion that is clearly related to
the focus and the information presented.
W.5.4 My writing is appropriate for this task,
(partial) purpose, and audience.
W.5.8 I list my sources.
(partial)
L.5.1 My words and sentences follow the rules of
L.5.3a writing.
L.5.2 My spelling, capitalization, and punctuation
are correct.

EL Education Curriculum 85
Grade 5: Module 1: Unit 2: Lesson 12

For ELLs: Language Dive

Note-catcher: Model Literary Essay
Esperanza seems unable to do anything, while Miguel
jumps straight into the action.
Sketch Esperanza’s and Miguel’s reaction.

I like to go to , while likes to go to __.

My teacher has , while I have .

Esperanza seems Miguel jumps

+ while +
unable to do anything, straight into the action.

Break the one sentence into two sentences.

, while _____________________.

[Character] [reaction] [Character] [reaction]

86
Grade 5: Module 1: Unit 2: Lesson 13

Writing Complete Sentences

L.5.1
A complete sentence:
• Has a subject with a predicate and expresses a complete thought
• Begins with a capital letter
• Ends with an end mark—either a period, question mark, or exclamation point
Examples
Esperanza seems to be confused.
In contrast, Miguel reacts quite differently.

EL Education Curriculum 87
Grade 5: Module 1: Unit 2: Lesson 14

Proof Paragraph Writing Template

RL.5.1, RL.5.3, W.5.2a, W.5.2b, W.5.4, W.5.9a

Name: ______ Date:_

(Character’s name) __________________ felt _____________________________________________

_____________________________________________________________________________________________________

We know this because on page __________________________ of Esperanza Rising,

_____________________________________________________________________________________________________

This shows (Character’s name) felt _______

_____________________________________________________________________________________________________

because __________________________________________________________________________________________

_____________________________________________________________________________________________________

88
Grade 5: Module 1: Unit 2: Lesson 15

Character Reaction Reflections

Note-catcher
W.5.2e

Name: ______ Date:_

Why did each character react that way? Consider age, family, and previous
experiences

Character 1: Character 2:

EL Education Curriculum 89
Grade 5: Module 1: Unit 2: Lesson 16

Model Literary Essay: Draft

W.5.2c, W.5.2d, L.5.1, L.5.2

Prompt: Compare and contrast Esperanza’s and Miguel’s response to the fire at El
Rancho de las Rosas.
In the chapter “Los Higos” of Esperanza Rising, by Pam Muñoz Ryan, the Ortega
family wakes in the middle of the night. Their house is on fire. El Rancho de las
Rosas is home to both 13-year-old Esperanza Ortega, whose wealthy family owns
the ranch, and Miguel Gonzales, the 16-year-old son of one of the workers. In the
dark of night, each responds differently to this crisis. Esperanza seems unable to
do anything. Miguel jumps straight into the action.
Mama leads Esperanza outside the burning building. Esperanza seems to be
confused and does not do anything to help. On page 41 it says, “Esperanza felt
dizzy. Nothing seemed real. Was she still dreaming? Was this her own imagination
gone wild?” She stands in the courtyard “as if in a trance” watching the house
burn. Esperanza feels numb. On page 41 it says, “Someone wrapped a blanket
around her. Was she cold? She did not know.”
Miguel takes action immediately. On page 41 when Miguel sees Esperanza, but
not her mother or grandmother, he immediately asks, “Where is your mother
and Abuelita?” He realizes that Abuelita must still be in the burning house and
runs inside, even though it is dangerous and puts him in danger. He returns with
Abuelita safe in his arms, but his shirt catches fire on the way out. On pages 41–42
it says, “Miguel ran out of the burning house carrying Abuelita in his arms. He laid
her down and Hortensia screamed. The back of his shirt was on fire.”
The fire will profoundly change both their lives, so Esperanza and Miguel react
very differently. Esperanza is a rich child who is used to everyone looking after her.
She is used to having things done for her. She probably does not know what to do
to help. She does nothing. Miguel is older. He is used to looking after Esperanza,
like an older brother. He is used to taking responsibility for getting things done. His
life seems to have taught him that when things go wrong, you need to take action.
If not for his brave response, Abuelita would have been killed. These very different
reactions show that the life you lead can affect how you react in a situation.

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Grade 5: Module 1: Unit 2: Lesson 16

Linking Words and Phrases

(W.5.1c, W.5.2c, W.5.3c)
Hint: Where do you add new facts about your topic? You might need a linking
word or phrase here!
Add to this chart if you find new linking words and phrases you would like to
remember.

Temporal words and phrases Words and phrases that

(Time Order) connect ideas
• First • Also
• Second • Another
• Next • And
• Finally • But
• Then • More
• Lastly • For example
• In the end • As you can see
• After that • In addition
• Consequently
• Specifically
• In contrast
• Especially
• However
• Although
• Nevertheless
• Similarly
• Moreover
• While

EL Education Curriculum 91
Grade 5: Module 1: Unit 2

Homework Resources
(for Families)
Stories of Human Rights

Unit 2: Writing to Inform: Threats to Human Rights in Esperanza Rising

Common Core State Standards addressed: RL.5.1, RL.5.2, RL.5.3, W.5.2, W.5.4, W.5.5, W.5.6, W.5.9a, L.5.2d, L.5.5a, and.
L.5.6

Guiding Questions and Big Ideas:

■ What are human rights, and how can they be threatened?

What will your student be doing at school?

In this unit, students continue to read Esperanza Rising by Pam Muñoz Ryan to make connections to the Universal
Declaration of Human Rights. They also compare and contrast characters’ reactions to situations and events in
which their human rights have been threatened and interpret metaphors woven throughout the story to determine
how they convey themes.

In the second half of the unit, students choose an event in the novel to write a literary essay that compares and con-
trasts the reactions of two characters. Students begin by writing a two-voice poem with a partner to really get inside
the minds of the characters during that event. They then follow the Painted Essay structure, writing the essay one
part at a time after analyzing a model.

Working to become an effective learner is a habit of character that is emphasized in this unit. These are the specific
effective learning skills that students will focus on:

■ I take initiative. This means I see what needs to be done and take the lead on making responsible decisions.
■ I take responsibility. This means I take ownership of my ideas, my work, my goals, and my actions.
■ I persevere. This means I challenge myself. When something is difficult or demanding, I keep trying and ask for
help if I need it.
■ I collaborate. This means I work effectively with others

The language standard that students focus on in this unit (L.5.5a) requires them to:

■ Interpret figurative language, including similes and metaphors, in context.

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Grade 5: Module 1: Unit 2: Homework Resources (for Families)

Painted Essay® Template

The Painted Essay®
A tool for teaching basic essay form

Introduction
Catches readers’ attention
Gives some background information

FOCUS STATEMENT
Point 1 Point 2

Proof Paragraph 1
Gives evidence and reasons to support point 1

Transition
Provides a transition between the ideas in Proof Paragraph 1 and the
ideas in Proof Paragraph 2

Proof Paragraph 2
Gives evidence and reasons to support point 2

Conclusion
What?
So What?

For classroom reproduction only

© Diana Leddy and The Vermont Writing Collaborative

The Painted Essay® is a registered trademark. Permission is granted for classroom use only. For more information
about the Painted Essay and other teacher created tools for teaching writing, visit www.vermontwritingcollabora-
tive.org

EL Education Curriculum 95
Stories of Human Rights

How can you support your student at home?

■ Talk with your student about human rights and threats to human rights.
■ Read informational texts in order to determine the main ideas and supporting details, and to summarize.
■ Watch documentaries and research on the internet with your student to find out more about the Mexican
Revolution and the results of that in terms of immigration.
■ Read chapter books with your student and discuss how each chapter fits into the overall structure of the novel
using the key below:

Key:

Exposition Beginning of the story describing how things are before the action begins

Rising Action Series of conflicts and crisis in the story that build toward the climax

Climax The turning point when something important happens that changes the
direction of the story

Falling The action that happens after the climax and starts to guide the story
Action toward the resolution

Resolution Tying everything together

■ Read chapter books with your student and discuss metaphors, themes, and compare and contrast character reac-
tions to events and situations.
■ Use the language of effective learners: perseverance, collaboration, responsibility, and initiative.

Unit 2: Homework

In Lessons 1–10, homework focuses on research reading, determining the meaning of unfamiliar words using con-
text, common affixes and roots, and reference materials. Students also write paragraphs about character reactions to
threats to human rights in Esperanza Rising, and answer questions about what happened in each chapter.

In Lessons 11–16, homework focuses on research reading, determining the meaning of unfamiliar words using con-
text, common affixes and roots, and reference materials.

Model Character Reaction Paragraph: Mama (to be used as a guide in writing paragraphs about character reac-
tions for homework)

In the chapter “Las Cebollas” in Esperanza Rising, Mama, Esperanza, and Miguel’s family arrive at the camp and
are allocated a small cabin, which they are to share. Mama is disappointed with the cabin. On page 102, it says,
“Mama looked around and then gave Esperanza a weak smile.” The use of the word “weak” shows that she wanted
to be strong for Esperanza, but she struggled to hide her disappointment. On page 102, the way Mama “sank to the
bed. Her voice sounded tired” also suggests that she is disappointed or concerned with the situation. Mama shows
strength and tries to be a positive role model for Esperanza when Esperanza has an angry outburst. She says to
Esperanza on page 104, “Here, we have two choices. To be together and miserable or to be together and happy.… I
choose to be happy.” She also explains to Esperanza how lucky they are.

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Grade 5: Module 1: Unit 2: Homework Resources (for Families)

Vocabulary logs:
■ In the front, students record new academic vocabulary: Words you might find in informational texts on many
different topics. For example, the words challenges, questions, and explain could be found in books on any topic.
■ In the back, students record new domain-specific vocabulary: Words about a particular topic. For example, the
words tadpoles, frogspawn, and amphibian could be found on the topic of frogs.

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Stories of Human Rights

Lesson Lesson Content Homework Practice Due In Anticipated Date

1 Students analyze character 1. Research reading and 1. Teacher will check inde-
reactions to moving into a answering prompt pendent reading journals
cabin in the camp in the chap- strategically.
ter “Las Cebollas.”

2 Students interpret metaphors 1. Esperanza Rising: 1. Lesson 4

in the chapter “Las Almendras.” Questions about “Las 2. Teacher will check inde-
Almendras” pendent reading journals
2. Research reading and strategically.
answering prompt

3 Students analyze character 1. Write a character reaction 1. Lesson 5

reactions to Mama’s sickness paragraph for either Mama 2. Lesson 5
in the chapter “Las Ciruelas.” or Esperanza to Mama’s 3. Teacher will check inde-
sickness pendent reading journals
2. Esperanza Rising: strategically.
Questions about “Las
Ciruelas”
3. Research reading and
answering prompt

4 Students interpret metaphors in 1. Esperanza Rising: 1. Lesson 6

the chapter “Las Papas.” Questions about “Las 2. Teacher will check inde-
Papas” pendent reading journals
2. Research reading and strategically.
answering prompt

5 Students read “Los Aguacates” 1. Research reading and 1. Teacher will check inde-
in Esperanza Rising and answering prompt pendent reading journals
make connections between strategically.
the events in the chapter
and Article 2 of the Universal
Declaration of Human Rights.

6 Students analyze character 1. Write a character reaction 1. Lesson 8

reactions to the immigration paragraph for either 2. Lesson 8
sweep in the chapter “Los Esperanza or Josefina to 3. Teacher will check inde-
Espárragos.” the immigration sweep pendent reading journals
2. Esperanza Rising: strategically.
Questions about “Los
Espárragos”
3. Research reading and
answering prompt

7 Students analyze character 1. Esperanza Rising: 1. Lesson 9

reactions to the immigration Questions about “Los 2. Teacher will check inde-
sweep in the chapter “Los Duraznos” pendent reading journals
Duraznos.” 2. Research reading and strategically.
answering prompt

8 Students write a paragraph to 1. Research reading and 1. Teacher will check inde-
analyze a character reaction to answering prompt pendent reading journals
the immigration sweep in the strategically.
chapter “Los Duraznos.”

9 Students interpret metaphors in 1. Research reading and 1. Teacher will check inde-
the chapter “Las Uvas.” answering prompt pendent reading journals
strategically.

*Teacher note: Please complete the Anticipated Date column according to your schedule.

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Grade 5: Module 1: Unit 2: Homework Resources (for Families)

Lesson Lesson Content Homework Practice Due In Anticipated Date

10 Mid-Unit 2 Assessment: 1. Research reading and 1. Teacher will check inde-
Interpreting Metaphors and answering prompt pendent reading journals
Analyzing Character Reactions strategically.

11 Students write a two-voice 1. Research reading and 1. Teacher will check inde-
poem in pairs to show the answering prompt pendent reading journals
reactions of two characters to strategically.
an event.

12 Students analyze a model 1. Research reading and 1. Teacher will check inde-
literary essay using the Painted answering prompt pendent reading journals
Essay structure. 2. For ELLs: Language Dive strategically.
Practice 2. Lesson 13.

13 Students work with their 1. Research reading and 1. Teacher will check inde-
partner to plan the introduction answering prompt pendent reading journals
to their literary essay. Students strategically.
then write their introductions
independently.

14 Students work with their 1. Research reading and 1. Teacher will check inde-
partner to plan the proof para- answering prompt pendent reading journals
graphs to their literary essay. strategically.
Students then write their proof
paragraphs independently.

15 Students work with their 1. Research reading and 1. Teacher will check inde-
partner to plan the conclusion answering prompt pendent reading journals
to their literary essay. Students strategically.
then write their conclusions
independently.

16 End of Unit 2 Assessment: 1. Research reading and 1. Teacher will check inde-
Revising a Literary Essay answering prompt pendent reading journals
strategically.

*Teacher note: Please complete the Anticipated Date column according to your schedule.

EL Education Curriculum 99
Stories of Human Rights

Independent Reading

Directions: Remember to record responses to research reading in the front of your inde-
pendent reading journal and responses to choice reading in the back. Try to choose a
different prompt each time.

Record:
• Date
• Title and author of your reading book
• Pages you have read
• Prompt
• Response

Example:
Date: 04/08/2016

Book Title and Author: Universal Declaration of Human Rights, by the United Nations

Pages Read: Article 4

Prompt: What is the main idea of the text you read?

Response: People shall not be slaves or treated in that way.

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Grade 5: Module 1: Unit 2: Homework Resources (for Families)

Consider using the following independent reading prompts*:

Definition in your own words Synonyms (words that mean the same)

Words with the same affix or root Sketch

*Some of the prompts will not be appropriate for the text students are reading. Invite students to choose a prompt that works
for the text they have just read.

EL Education Curriculum 101

Stories of Human Rights

Vocabulary

Directions: In the classroom, you have been recording words from your texts in your
vocabulary log. Throughout this unit, you have been research reading topic-related books
at home to build your knowledge of human rights and recording words in your independ-
ent reading journal.
Choose a word from your research reading or from a text you’ve read in class and add the
word to your vocabulary log. Try to choose a different word to add and to practice a different
vocabulary strategy each time. For each word, be sure to add the following:

1. The definition, or meaning, of the word

2. The vocabulary strategy you used to figure out the meaning of the word
3. A sketch or diagram that helps you better understand the meaning of the word
As a reminder, the vocabulary strategies we’ve been working on in class are:

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Grade 5: Module 1: Unit 2: Homework Resources (for Families)

Esperanza Rising: Questions about “Las Almendras”

Name: Date:

Directions: Reread “Las Almendras” (almonds) in Esperanza Rising

and answer the questions below. Quote accurately from the text in
your answers.

1. On page 128, Esperanza is helping to shell almonds. The author

describes an almond as “like two hands pressed together, pro-
tecting something inside.” Then as Esperanza cracks one open,
the text says: “… then pulled the meat from its defenses.” How
is the almond a metaphor for Esperanza? Be sure to use details
from the text in your answer.

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Stories of Human Rights

Esperanza Rising: Questions about “Las Ciruelas”

Name: Date:

Directions: Reread “Las Ciruelas” (plums) in Esperanza Rising and

answer the questions below. Quote accurately from the text in your
answers.

1. This chapter is titled “Las Ciruelas/Plums.” Why do you think

Pam Muñoz Ryan chose this title for the chapter? How does this
title relate to the main events or ideas in this chapter?

2. Make an inference: What does Esperanza’s response to the

challenge on pages 139–143 tell us about her as a person? Cite
evidence from the text to support your answer.

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Grade 5: Module 1: Unit 2: Homework Resources (for Families)

Esperanza Rising: Questions about “Las Papas”

Name: Date:
Directions: Reread “Las Papas” (potatoes) in Esperanza Rising and
answer the questions below. Quote accurately from the text in your
answers.
1. How is Mama feeling physically? Be sure to give detailed evidence
from the text.

2. Reread the last paragraph on page 161. What inferences can you
make about how Mama is feeling emotionally? The author uses
the word listless to describe Mama. What does that word mean
in the sentence? Use context clues to help.

EL Education Curriculum 105

Stories of Human Rights

3. On page 163, what did the doctor mean when he said that Mama
was depressed? Cite evidence from the text to support your
answer.

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Grade 5: Module 1: Unit 2: Homework Resources (for Families)

Esperanza Rising: Questions about “Los Espárragos”

Name: Date:

Directions: Reread “Los Espárragos” (asparagus) in Esperanza Rising

and answer the questions below. Quote accurately from the text in
your answers.
1. Reread pages 184 and 200. At first, how does Esperanza respond
to seeing the strikers? What is most important to her right now?
How is she conflicted (confused) about what to do? Cite evidence
from the text to support your answer.

2. Reread pages 208–211 and page 212. How does Esperanza help
the strikers? Why does she help them? Cite evidence from the
text to support your answer.

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Stories of Human Rights
3. Reread pages 196–197. How does Miguel feel about the strike?
What is most important to him right now? Cite evidence from
the text to support your answer.

4. Reread the last paragraph on page 210. What can you infer
about Miguel’s hope about what will change for farmworkers in
the United States? Support your answer with evidence from the
text.

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Grade 5: Module 1: Unit 2: Homework Resources (for Families)

Esperanza Rising: Questions about “Los Espárragos”

Name: Date:

Directions: Reread “Los Espárragos” (asparagus) in Esperanza Rising

and answer the questions below. Quote accurately from the text in
your answers.

1. What is Isabel praying so hard for?

2. Why is Miguel upset, and how does Esperanza react?

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Stories of Human Rights

3. What does Esperanza give Isabel after hearing her news? Why?

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Grade 5: Module 1: Unit 2: Homework Resources (for Families)

Language Dive: Model Literary Essay

Name: Date:

Esperanza seems unable to do anything, while Miguel jumps straight

into the action.

1. Sketch the meaning of the sentence:

2. Break the sentence into two sentences:

Sentence 1: .

Sentence 2: .
EL Education Curriculum 111
Stories of Human Rights

3. In the sentences you wrote use red and blue markers to underline
the subject in red and the predicate in blue.

4. Complete the sentences below with information about yourself

to show two contrasting ideas.

My friend has _, while I have _.

I enjoy __, while _ enjoys

_________________.

5. In the sentences above, use red and blue markers to underline

the subjects in red and the predicates in blue. Remember that
the word while links two independent clauses that each have a
subject and a predicate

112
Grade 5: Module 1

Unit 3
Grade 5: Module 1: Unit 3: Lesson 1

Miguel’s Monologue
Miguel: I awoke with a start because Papa was shaking me and shouting, “FIRE,
FIRE! GET UP, GET UP!” My first thought was of Esperanza, choking on thick
smoke, alone and afraid in her bedroom. I followed my parents outside, and my
heart lurched as I saw that it was indeed her house aglow with fire. As we raced
into the courtyard, the air was thick with smoke and we could see flames licking at
all of the windows on the first floor. The horses had caught the scent of smoke on
the wind and were screaming with fear.
Before going inside, Papa shouted a warning to me not to follow him. I had to
fight the urge to go inside, knowing he needed to focus on finding Señora Ortega
and Esperanza rather than worrying about me. I heard him calling for them, and I
waited for what felt like hours, with everything moving in slow motion around me,
for them all to come out.
With a rush of relief, I saw Esperanza come out of the kitchen door, and I ran
to her. She was disoriented and confused. I wanted to comfort her, but when I
saw she was safe, my concern turned to Señora Ortega and Abuelita. I grabbed
Esperanza and asked, trying to make sense of where they were, but she only
whimpered. Following her gaze, I saw Señora Ortega, her eyes wild, crying out for
Abuelita. I ran to her, and she confirmed that she had seen Abuelita in the burning
house.
Without thinking, I ran inside, covering my nose and mouth, fighting my way
through the chokingly thick smoke. Inside, the heat was intense and it was
difficult to see anything. All around me I could hear the house creaking loudly,
threatening to crumble on top of me, and there was a lot of crashing and banging
as wood gave way and things fell to the ground. Straining my ears for the sound
of Abuelita crying out, I heard what sounded like a faint cough, and ran toward
it. Abuelita was lying on the floor helplessly, clutching a bag with a white-knuckle
grip, the flames threatening to consume her. She groaned as I carefully picked her
up and carried her toward the door. The flames were closing in, licking at my back
as we ran outside.
As I laid her down in the courtyard, I heard Mama screaming at me, and the next
thing I knew, Papa wrestled me to the ground, rolling me over and over. Apparently
my shirt was on fire, but I hadn’t felt anything because I had been fueled by the
adrenaline.
When the flames were out, I stood up and took off my shirt. Fortunately, I was not
badly burned. If I had been, it would have been a small price to pay for the safety
of Esperanza and her family. They mean as much to me as my own family.

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Grade 5: Module 1: Unit 3: Lesson 1

Mama’s Monologue
Mama: I hadn’t slept well since Sixto. I was thinking through our options for
the thousandth time, trying to figure out what to do for the best for my little
Esperanza, and for Abuelita. I caught a whiff of something burning, and then I
heard a “thump.” My heart quickened, as it dawned on me that my worst fears
were being realized. Those vultures were burning my beautiful house down.
I flew out of bed and headed straight for Esperanza’s bedroom. The smoke was
already thick in the hall. I shook her and screamed to wake her up, and she came
to, groggily. My heart jumped into my mouth as I looked into my baby’s fearfully
confused eyes. I pulled her out of bed and grabbed a damp cloth from the washbowl
to cover her nose and mouth. With relief, I heard Alfonso calling our names, and I
screamed back to guide him to the sound of our voices. I knew that he would do
everything in his power to keep my family safe.
Esperanza quickly sensed my urgency and together we ran down the hall to
Abuelita’s room, knowing that we had very little time to get out. Desperately
looking through the smoke, at the empty bed and into each corner of the room,
I couldn’t see Abuelita anywhere, and a sense of dread came over me. “Where is
she? Is she hurt? I have to find her” were the thoughts racing through my head.
Conflicted, I wanted to find Abuelita, but I also knew that I had to get Esperanza
to safety.
I screamed to Alfonso that I couldn’t find Abuelita, and he directed me to head
downstairs immediately. I instructed Esperanza to crouch down low with me, to
get under the fog-like smoke, as we cautiously descended the stairs. The heat was
searing our faces, and the house seemed to be screaming at us to hurry up because
it couldn’t hold itself up any longer. Alfonso was waiting for us at the bottom to
guide us out through the kitchen. My eyes were streaming from the smoke, and I
couldn’t see a thing. As soon as we emerged into the courtyard, I looked around
desperately searching for Abuelita, but there were people and horses everywhere. I
heard myself cry out for her but couldn’t see her anywhere.
Like a knight on a white horse, Miguel came running to me asking about Abuelita,
and as soon as he realized that she was still inside, he bravely disappeared back
into the house, swallowed up by the flames. I stared at the doorway, waiting.
Waiting. Waiting.
I had almost given up hope of ever seeing Abuelita or Miguel again when he
emerged from the fire carrying Abuelita in his arms. He laid her down gently and
I ran to her, cradling her in my arms. She was alive but very weak, and her ankle
looked broken. Without Miguel she wouldn’t be here. I owe so much to our precious
friends.

EL Education Curriculum 115

Grade 5: Module 1: Unit 3: Lesson 1

What is a Monologue?
W.5.3, W.5.4
A text written in a monologue format …
• Is written in the first person point of view (“I,” “me,” “my”)
• Beginning: The narrator tells about an event or situation:
- Establishes the situation by describing what is happening and describing the
setting, or when and where the event takes place.
- Introduces him- or herself by giving the audience information they need to
know about him or her.
- Introduces the other characters.
• Middle: The narrator explains how he or she responds to the event or situation
- Describes what he or she does, says, thinks, and feels.
• Ending: The narrator provides a sense of closure
- Reflects on the event and describing the deep thought or big understanding
he or she had as a result of experiencing the event described in the monologue.

116
Grade 5: Module 1: Unit 3: Lesson 2

Perfect Verb Tenses

L.5.1b
Perfect Verb Tenses
verb: a word that describes an action or state of being
We use different forms of a verb to show when an action happened. This is called
verb tense. Verb tense shows if an action happened in the past, in the present, or
will happen in the future. There are several verb tenses: the simple verb tenses, the
progressive verb tenses, and the perfect verb tenses.
The perfect verb tenses are used to show action already completed and are
formed by adding the auxiliary form of have to the past participle of the verb.
Present Perfect Tense: a form of a verb that shows something began in the past
and continues into the present but just ended.
The present perfect tense uses the auxiliary “has” or “have.”
Simple Past Tense Present Perfect Tense
I walked one mile. I have walked one mile.
He told them we are his cousins. “He has told them we are his cousins.”
(p. 102, Esperanza Rising)
She did her homework.
Past Perfect Tense: a form of a verb that shows something began, continued, and
was completed in the past, before another action.
The present perfect tense uses the auxiliary “had.”
Simple Past Tense Past Perfect Tense
I walked. I had walked.
She saw people sweep. “She had seen people sweep many
times.” (p. 115–116, Esperanza Rising)
She did her homework.
Future Perfect Tense: a form of a verb that shows an action that will begin,
continue for a while, and then be completed at a specified time in the future.
The present perfect tense uses the auxiliary “will have.”

Simple Future Tense Future Perfect Tense

Saturday I will walk. By Saturday morning, I will have
walked.
She will do her homework later.

EL Education Curriculum 117

Grade 5: Module 1: Unit 3: Lesson 2

Monologue Planning Graphic Organizer:

Miguel’s Monologue
W.5.3, W.5.4, W.5.5

Situation: Narrator:

Beginning Middle
Establish a situation. Explain how the character
Use concrete language and responds to the event or
sensory details to describe situation.
the situation. • What does the narrator do?
• What is happening?

• What does he or she say?

• What is the setting (when and • What does the narrator think?
where the event takes place)?

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Grade 5: Module 1: Unit 3: Lesson 2

Situation: Narrator:

Introduce the characters. • What does the narrator feel?

• What does the audience need to
know about the narrator?

End
Provide a sense of closure.
Reflect: What deep thought or big understanding might
your character have as a result of having experienced this
event or situation?

EL Education Curriculum 119

Grade 5: Module 1: Unit 3: Lesson 2

Narrative Writing Checklist

W.5.2, W.5.4, W.5.9, L.5.1, L.5.2, L.5.3, L.5.6

Name: ______ Date:_

Standard Characteristics of Effective Characteristics of My Yes?

Informative Writing Literary Essay No?
W.5.9 I use information from sources to
craft the characters, setting, or
events in my story.

W.5.3.a The events in my narrative are

clear and connected.

W.5.3.a I use details and description

to introduce the narrator and
establish the situation.

W.5.3.a My narrative has a central

problem.

W.5.3.a I organize events in a sequence

that unfolds naturally.

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Grade 5: Module 1: Unit 3: Lesson 2

Standard Characteristics of Effective Characteristics of My Yes?

Informative Literary Essay No?
Writing
W.5.3b I use dialogue and description to
show what characters are doing,
thinking, and feeling and how
they respond to situations.

W.5.3b I “slow down” important events

by adding detail and use
transitions to “speed up” events
that are not important.

W.5.3c I use a variety of transitional

words and phrases to show the
sequence of events.

W.5.3d I include sensory details and

L.5.3 (par- choose words carefully to help
tial) the reader imagine experiences
L.5.6 or events.

W.5.3e My narrative has a satisfying

conclusion.

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Grade 5: Module 1: Unit 3: Lesson 2

Standard Characteristics of Effective Characteristics of My Yes?

Informative Literary Essay No?
Writing
W.5.4 I use a narrative voice that is
L.5.3 (par- appropriate to the story I’m
tial) telling and engages the reader.

L.5.1 My words and sentences follow

the rules of writing.

L.5.2 The spelling, capitalization, and

punctuation are correct.

122
Grade 5: Module 1: Unit 3: Lesson 2

Monologue Planning Graphic Organizer:

Esperanza Rising
W.5.3, W.5.4, W.5.5

Name: ______ Date:_

Situation: Narrator:

• What does he/she say?

• What is the setting (when and

where the event takes place)? • What does the narrator think?

EL Education Curriculum 123

Grade 5: Module 1: Unit 3: Lesson 2

Situation: Narrator:

Introduce the • What does the narrator feel?

characters.
• What does the audience need to
know about the narrator?

End
Provide a sense of closure.
Reflect: What deep thought or big understanding might
your character have as a result of having experienced this
event or situation?

124
Grade 5: Module 1: Unit 3: Lesson 2

Exit Ticket: Forming the

Perfect Verb Tenses
L.5.1b

Name: ______ Date:_

1. Underline the verb in the present perfect verb tense in
this sentence:
Miguel has worked at the railroad in California.
2. Underline the correct answer to this question:
What does the verb tense show in this sentence?
• the action is still happening
• the action happened in the past
• the action started in the past and was just completed
• the action started in the past and was just completed
3. Complete the sentences:
Esperanza ________________ finished crocheting the blanket by the time
Abuelita comes to California.

will have have

Before her mother came home from the hospital,

Esperanza _________________ washed all the blankets.

had will have

EL Education Curriculum 125

Grade 5: Module 1: Unit 3: Lesson 2

For ELLs: Language Dive Note-catcher Part I:

Miguel’s Monologue

I ran to her, and she confirmed that she had seen Abuelita in the burning house.
Sketch the events that happened in the sentence in sequence.
1. 2. 3.

Change the past perfect verb to past simple:

I ran to her and she confirmed that she had seen Abuelita in the burning house.
Complete the sequence of events on the timeline:

(past) (present) (future)

[___________________________________________________|_____________________|_____________]
and she confirmed

past perfect tense = _ + ___

Complete the sentences with the past perfect form of the verb in parentheses:
Esperanza felt angry when she remembered that her uncles ______ ______ down
her house. (burn)
Esperanza’s mother did not want to accept the offer that her uncle _________
_________. (make)
We played tag after we _________ _________ lunch. (eat)

126
Grade 5: Module 1: Unit 3: Lesson 3

Language Dive Note-catcher

Part II: Miguel’s Monologue

I ran to her, and she confirmed that she had seen Abuelita in the burning house.
Draw a timeline. Next, write or sketch the events of the sentence in the order
they happened.

_______________________________________________________________________________________________

past perfect tense = + ___

Complete the sentence frames below. Next, draw a timeline for each sentence to
illustrate the order the events happened.

Esperanza felt a deep sadness when she remembered what ________________________

to her father. (happen)

_______________________________________________________________________________________________

Miguel came home and told them that he ____________ his job. (lose)
_______________________________________________________________________________________________

_______________________________________________________________________________________________

EL Education Curriculum 127

Grade 5: Module 1: Unit 3: Lesson 4

Directions for Peer Critique

1. Swap plans with your partner.
2. Read the plan once. If you need help reading it, ask your partner to
read it aloud.
3. Review the following criteria on your Narrative Writing Checklist:
• W.5.9
• W.5.3a
• W.5.3b
• W.5.4, L.5.3
4. Identify one star (one thing your partner did well).
5. Record your star on a sticky note.
• For example: “I can see that you have used information from
sources to craft the character.”
6. Identify one step (one thing your partner could improve on).
7. Record your step on a different colored sticky note.
• For example: “Could you use more dialogue to show what
characters are doing, thinking, and feeling?”
8. Explain your feedback. Partner B first, then partner A.
9. Ask your partner clarifying questions if you don’t understand.
10. Revise your work. You do not have to revise it if you don’t agree
with the feedback.

128
Grade 5: Module 1: Unit 3: Lesson 5

Tracking Progress: Narrative Writing

Name: ______ Date:_

Learning Target: I can write a narrative text.
Standards I’m Tracking: W.5.3
1. How am I doing?
• For each criterion, self-assess by putting a check mark in the
appropriate column.
• Write the number of each standard on a sticky note or flag. Then
on your own writing, place each sticky note in an area that shows
evidence you have met that criterion. Make sure you have evidence
for each criterion.
• Strive to be honest with yourself. Remember, your ability grows
with your effort, so it’s fine if you aren’t there yet!
You will receive feedback on different colored sticky notes/flags, and in a different
colored pen on the checklist.

Standard Criteria for reading, 4 3 2 1

understanding, and Advanced Proficient Developing Beginning
explaining a new text
*W.5.9 I effectively use
RL.5.1 information from
sources to craft the
characters, setting, or
events in the story.
W.5.3a Events in the
narrative are clear
and connected.
*W.5.3a I use details and
description to
introduce the reader
to the narrator,
setting, and situation.
W.5.3a My narrative has a
central problem.
*W.5.3e The narrative has a
satisfying conclusion.

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Grade 5: Module 1: Unit 3: Lesson 5

Standard Criteria for reading, 4 3 2 1

understanding, and Advanced Proficient Developing Beginning
explaining a new text
*W.5.3a I organize events in a
sequence that unfolds
naturally.
W.5.3c I use a variety of
transitional words and
phrases to show the
sequence of events.
W.5.3b I use dialogue and
description to show
what characters are
doing, thinking, and
feeling and how they
respond to situations.
I “slow down”
important events by
adding detail and
“speed up” events that
are not important.
W.5.3d I include sensory
L.5.3 details and choose
(partial) words carefully to help
the reader imagine
experiences or events.
W.5.4 I use a narrative voice
L.5.3 that is appropriate to
(partial) the story I’m telling
and engages the
reader.
L.5.1 My words and
sentences follow the
rules of writing.
L.5.2 The spelling,
capitalization, and
punctuation are
correct.

130
Grade 5: Module 1: Unit 3: Lesson 5

2. How have I improved since I last worked on this skill?

_________________________________________________________________________________________________________

Teacher Response:

_________________________________________________________________________________________________________

3. How can I improve next time?

_________________________________________________________________________________________________________

Teacher Response:

_________________________________________________________________________________________________________

Anchor Standards: W.3

By the end of Grade 12, I will be able to: Write narratives to develop real or
imagined experiences or events using effective technique, well-chosen details,
and well-structured event sequences.

EL Education Curriculum 131

Grade 5: Module 1: Unit 3: Lesson 8

Model Directors’ Note

These monologues show the reaction of Esperanza; her mother, Ramona; her
grandmother, Abuelita; and her servant Miguel to the loss of their home. In the
middle of the night, they wake to find Las Ranchas de Rosas burning down.
Esperanza’s uncles have set the fire to destroy Ramona’s house. They have left
the family homeless and the servants with no place to work. The fire violated* the
human rights of Esperanza and her family and reminds us of similar challenges
many people still face today.
Setting fire to Esperanza’s home is a violation of Part 2 of Article 17 of the UDHR,
which says, “No one shall be arbitrarily deprived of his property.” This means no
one should take something, like another person’s home, from them without a good
reason. The uncles unfairly took away Esperanza’s home and all that she owned.
When Esperanza opened up a charred trunk after the fire, she realized that “there
was nothing left inside, for someday.” (p. 44) Without her home and property, her
future became scary and uncertain.
Today, many people face similar challenges. Their homes and other property are
not safe because of war, crime, or violence. Around the world, war has driven
people out of their homes. Their property has been destroyed by bombings and
fire. Like Esperanza’s, their future is frightening and uncertain.
Esperanza Rising is a fictional story set long ago, but thinking about events like
this one reminds us that people in the real world today still face the same human
rights challenges.

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Grade 5: Module 1: Unit 3: Lesson 8

Directors’ Note Research

Note-catcher
W.5.2, W.5.4, W.5.5, W.5.8

Name: ______ Date:_

Focus Question: What human rights were threatened in Esperanza Rising, and
how do these issues impact people today?
Focus Statement:
Sources:

Summary of Excerpt from Esperanza Rising:

Briefly describe the characters and situation from your group’s
excerpt.

What human right is threatened by the event described in the excerpt?

UDHR Connection
What article(s) from the UDHR corresponds to this event?

How does this article correspond to the event from Esperanza Rising?
• How is the human right violated or threatened in Esperanza Rising?

EL Education Curriculum 133

Grade 5: Module 1: Unit 3: Lesson 8

• Quote from the UDHR that supports your thinking:

• Quote from Esperanza Rising that supports your thinking:

Impact Today
How does this issue impact people today?
• What challenge(s) are faced?

• How are peoples’ lives impacted by this challenge?

Reflection

134
Grade 5: Module 1: Unit 3: Lesson 9

Directions for Peer Critique

1. Partner B reads his or her monologue aloud for Partner A, twice.
2. Partner A listens and refers to the criteria on the Fluent Readers Do
These Things anchor chart.
3. Partner A identifies one star (one thing his or her partner did well).
4. Partner A records the star on a sticky note.
• For example: “You read aloud at an appropriate volume—not too
loud or too quiet.”
5. Partner A identifies one step (one thing his or her partner could
improve on).
6. Partner A records the step on a different colored sticky note.
• For example: “You read it a little fast at times. Could you slow
down, particularly here ___________________________?”
7. Partner A explains the feedback to partner B first.
8. Repeat with Partner A reading his or her monologue aloud to
Partner B, twice, and continuing with the rest of the steps.

EL Education Curriculum 135

Grade 5: Module 1: Unit 3: Lesson 10

Informative Writing Checklist

Name: ______ Date:_

Standard Characteristics of Effective Characteristics of My Yes?
Informative Writing Literary Essay No?
W.5.9 My focus shows that I clearly
understand the topic or text and
is well supported with evidence
from reliable sources.
W.5.2a I provide a general observation
and focus and maintain the focus
consistently throughout the
piece.
W.5.2a I introduce the topic, giving
readers the context they need to
understand the piece.
W.5.2a Information is grouped logically,
in a way that makes my thinking
clear to the reader.
W.5.2a I use formatting, illustrations,
and multimedia to help the
reader understand information
and ideas.
W.5.2b I use accurate and relevant facts,
definitions, concrete details, quo-
tations, or other information and
examples to explain my thinking.
W.5.2c I use linking words to show how
ideas and information connect.
W.5.2d I use precise language and
L.5.6 domain-specific vocabulary.
W.5.2e I have a conclusion that is clearly
related to the focus and the
information presented.
W.5.4 My writing is appropriate for this
(partial) task, purpose, and audience.
W.5.8 I list my sources.
(partial)
L.5.1 My words and sentences follow
L.5.3a the rules of writing.
L.5.2 My spelling, capitalization, and
punctuation are correct.
136
Grade 5: Module 1: Unit 3: Lesson 12

Tracking Progress: Narrative Writing

Name: ______ Date:_

Learning Target: I can read aloud a new text fluently and
accurately.
Standards I’m Tracking: RF.5.4
1. How am I doing?
• For each criterion, self-assess by putting a check mark in the
appropriate column.
• Strive to be honest with yourself. Remember, your ability grows
with your effort, so it’s fine if you aren’t there yet!
You will receive feedback in a different colored pen on the checklist.

Standard Criteria for reading, 4 3 2 1

understanding, and Advanced Proficient Developing Beginning
explaining a new text
RF.4b,c I can read all/almost
all of the words
correctly.
RF.4c I can correct myself
and reread when what
I read was wrong or
didn’t make sense.
RF.4a,b I can read at a speed
that is appropriate for
the piece.
RF.4a,b I can read smoothly,
without many breaks.
RF.4a,b I can read groups of
related words and
phrases together.
RF.4a,b I can notice and read
punctuation.
(Examples: Pauses
after a comma and
period, questions sound
like questions, dialogue
sounds like someone
saying it, exclamations
in an excited voice.)

EL Education Curriculum 137

Grade 5: Module 1: Unit 3: Lesson 12

Standard Criteria for reading, 4 3 2 1

understanding, and Advanced Proficient Developing Beginning
explaining a new text
RF.4b I can use the
appropriate tone to
express the author’s
meaning.
RF.4b I can use facial
expressions and body
language to match
the expression in my
voice.
RF.4b I can use the
appropriate volume
and change volume
naturally as if I am
talking to a friend.

2. How have I improved since I last worked on this skill?

_________________________________________________________________________________________________________

Teacher Response:

_________________________________________________________________________________________________________

3. How can I improve next time?

_________________________________________________________________________________________________________

Teacher Response:

_________________________________________________________________________________________________________

138
Grade 5: Module 1: Unit 3

Homework Resources
(for Families)
Stories of Human Rights

Unit 3: Using Writing to Raise Awareness: Human Rights

Common Core State Standards addressed: RF.5.4, W.5.3, W.5.4, W.5.5, L.5.1b

Guiding Questions and Big Ideas

■ What are human rights, and how can they be threatened?

■ How can we use writing to raise awareness of human rights issues?
Human rights belong to everyone, but they can look different to different people in different places.
We can better understand how humans can be threatened by reading about the experiences of fictional characters in
stories.

What will your student be doing at school?

In Unit 3, students prepare for the performance task by writing original monologues based on events from Esperanza
Rising, and writing a Directors’ Note explaining what human right was threatened in the event described in their
monologues, and how people are impacted by that challenge today. For the performance task, they publish their
Directors’ Note and present their monologue to an audience.

Working to contribute to a better world is the habit of character emphasized in this unit.

These are the specific skills students will focus on:

■ I use my strengths to help others grow.

■ I take care of and improve our shared spaces and the environment.
■ I apply my learning to help our school, the community, and the environment.

The Language standard that students will be focusing on in this unit (L.5.1b) requires them to:

■ Form and use the perfect verb tenses (e.g., I had walked; I have walked; I will have walked—see information on the
next page).

140
Grade 5: Module 1: Unit 3: Homework Resources (for Families)

Perfect Verb Tenses

L.5.1b: Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.

verb: a word that describes an action or state of being

We use different forms of a verb to show when an action happened. This is called verb tense. Verb tense shows if an
action happened in the past, in the present, or will happen in the future. There are several verb tenses: the simple
verb tenses, the progressive verb tenses, and the perfect verb tenses.

The perfect verb tenses are used to show action already completed and are formed by adding the auxiliary form of
have to the past participle of the verb.

Present Perfect Tense: a form of a verb that shows something began in the past and continues into the pres-
ent but just ended.

The present perfect tense uses the auxiliary “has” or “have.”

Simple Past Tense Present Perfect Tense

I walked one mile. I have walked one mile.

He told them we are his cousins. “He has told them we are his cousins.”
(p. 102, Esperanza Rising)

Past Perfect Tense: a form of a verb that shows something began, continued, and was completed in the past,
before another action.

The present perfect tense uses the auxiliary “had.”

Simple Past Tense Past Perfect Tense

I walked. I had walked.

She saw people sweep. “She had seen people sweep many times.”
(p. 115–116, Esperanza Rising)

Future Perfect Tense: a form of a verb that shows an action that will begin, continue for a while, and then be
completed at a specified time in the future.

The present perfect tense uses the auxiliary “will have.”

Simple Past Tense Future Perfect Tense

Saturday I will walk. By Saturday morning, I will have walked.

EL Education Curriculum 141

Stories of Human Rights

How can you support your student at home?

■ Talk to your student about human rights and threats to human rights.
■ Read informational texts in order to determine the main ideas from supporting details, and to summarize.
■ Read articles of the Universal Declaration of Human Rights and discuss what they mean.
■ Watch documentaries, and research on the internet with your student to find out more about human rights issues
people face today and how they are impacted by these challenges.
■ Watch monologues to find out more about the purpose of a monologue within a performance and what makes a
monologue effective.
■ Help your child practice reading aloud fluently and accurately.

Unit 3: Homework

In Lessons 1–6, homework focuses on research reading and forming and using the perfect verb tenses.

In Lessons 7–13, homework focuses on research reading and reading literary texts aloud for fluency.

*Teacher note: Please complete the Anticipated Date column according to your schedule.

142
Grade 5: Module 1: Unit 3: Homework Resources (for Families)

Lesson Lesson Content Homework Practice Due In Anticipated Date*

1 Students are introduced to the 1. Discuss the guiding 1. Lesson 2

performance task, and read questions with your family. 2. Teacher will check inde-
and analyze model mono- How do they make you feel pendent reading journals
logues to determine character- now? Why? What do they strategically.
istics of the format. make you think about? You
can sketch or write your
reflections.

2 Students select an event 1. Perfect Verb Tenses I 1. Lesson 6

from Esperanza Rising where 2. Research reading and 2. Teacher will check inde-
human rights are threatened to answering prompt pendent reading journals
focus on for the remainder of strategically.
the unit and plan the beginning
of their monologues.

3 Students plan the middle of 1. Research reading and 1. Teacher will check inde-
their monologues. answering prompt pendent reading journals
strategically.

4 Students plan the ending 1. Perfect Verb Tenses II 1. Lesson 6

of their monologues and 2. Research reading and 2. Teacher will check inde-
participate in peer critique answering prompt pendent reading journals
focused on the use of details strategically.
and descriptions to develop
their ideas.

5 Students revise their mono- 1. Research reading and 1. Teacher will check inde-
logue plans and then for the answering prompt pendent reading journals
Mid-Unit 3 Assessment draft strategically.
their monologues.

6 Students revise their mono- 1. Research reading and 1. Teacher will check inde-
logues to convey experiences answering prompt pendent reading journals
precisely. strategically.

7 Students revise their mono- 1. Reading a new literary text 1. Students will read aloud a
logues for narrative voice and or excerpt of a literary text new literary text for fluency
for use of the perfect verb aloud for fluency in Lesson 11.
tenses. 2. Research reading and 2. Teacher will check inde-
answering prompt pendent reading journals
strategically.

8 Students analyze model pro- 1. Reading a new literary text 1. Students will read aloud a
grams and Directors’ Notes to or excerpt of a literary text new literary text for fluency
understand characteristics of aloud for fluency in Lesson 11.
the format and begin to gather 2. Research reading and 2. Teacher will check inde-
evidence for their group’s answering prompt pendent reading journals
Directors’ Note. strategically.

9 Students read informational 1. Reading a new literary text 1. Students will read aloud a
texts and continue to gather or excerpt of a literary text new literary text for fluency
evidence for their group’s aloud for fluency in Lesson 11.
Directors’ Note. 2. Research reading and 2. Teacher will check inde-
answering prompt pendent reading journals
strategically.

*Teacher note: Please complete the Anticipated Date column according to your schedule.

EL Education Curriculum 143

Stories of Human Rights

Lesson Lesson Content Homework Practice Due In Anticipated Date*

10 Students work with their 1. Reading a new literary text 1. Students will read aloud a
monologue group to draft a or excerpt of a literary text new literary text for fluency
Directors’ Note. aloud for fluency in Lesson 11.
2. Research reading and 2. Teacher will check inde-
answering prompt pendent reading journals
strategically.

11 Students answer selected 1. Research reading and 1. Teacher will check inde-
response questions about answering prompt pendent reading journals
forming and using the perfect strategically.
verb tenses; revise their
group’s Directors’ Note for
task, purpose, and audience
and the perfect verb tenses;
and read aloud a literary text
for fluency and accuracy for
the End of Unit 3 Assessment.

12 Students work in their mono- 1. Research reading and 1. Teacher will check inde-
logue groups to publish their answering prompt pendent reading journals
programs for the performance strategically.
task.

13 Students present their None for this lesson

monologues to an audience.

144
Grade 5: Module 1: Unit 3: Homework Resources (for Families)

Independent Reading

Record:
• Date
• Title and author of your reading book
• Pages you have read
• Prompt
• Response

Example:
Date: 04/08/2015

Book Title and Author: Universal Declaration of Human Rights, by the United Nations

Pages Read: Article 4

Prompt: What is the main idea of the text you read?

Response: People shall not be slaves or treated in that way.

EL Education Curriculum 145

Stories of Human Rights

Consider using the following independent reading prompts*:

Definition in your own words Synonyms (words that mean the same)

Words with the same affix or root Sketch

*Some of the prompts will not be appropriate for the text students are reading. Invite students to choose a prompt that works
for the text they have just read.

146
Grade 5: Module 1: Unit 3: Homework Resources (for Families)

Reading Fluency Texts

1. The definition, or meaning, of the word

2. The vocabulary strategy you used to figure out the meaning of the word
3. A sketch or diagram that helps you to better understand the meaning of the word

Vocabulary Strategies
As a reminder, the vocabulary strategies we’ve been working on in class are:

• Context: Read the sentence around the word.

• Look at the affixes for clues.

• Look at the root of the word for clues.

• Use a dictionary.

• Discuss the word with another person (after attempting some of the above strategies).

EL Education Curriculum 147

Stories5:ofModule
Grade Human1:Rights
Unit 3: Homework Resources (for Families)

Homework: Vocabulary

Excerpts from Esperanza Rising by Pam Muñoz Ryan

• pages 100–106: From “‘We’re here,’ said Isabel …” to “… more miserable in her life?”

• pages 199–203: From “Marta was right.” to “… such low wages.’”

• pages 204–210: From “Esperanza had grown …” to “… nothing had happened.”

• pages 218–220: From “Miguel walked in …” to “… a darkened trail.”

• pages 220–224: From “Esperanza’s eyes were on fire.” to “… you are a queen.’”

148
Grade 5: Module 1: Unit 3: Homework Resources (for Families)

Perfect Verb Tenses I

Name: Date:

1. Underline the verb in the present perfect verb tense in this

sentence:
Esperanza and Isabel have washed all of the twins’ diapers.
2. Underline the correct answer to this question:
What does the verb tense show in this sentence?
— The action is still happening.
— The action happened in the past.
— The action started in the past and was just completed.
3. Underline the verb in the past perfect verb tense in this
sentence:
After she had swept the platform, Esperanza realized that she
forgot the dustpan.
4. Underline the correct answer to this question:
What does the verb tense show in this sentence?
— The action happened in the past.
— The action happened in the past and was completed in the
past.
— The action started in the past and was just completed.
5. Underline the verb in the future perfect verb tense in this
sentence:
Esperanza will have cleaned the whole house by the time Mama
returns home.
6. Underline the correct answer to this question:
What does the verb tense show in this sentence?
— The action will happen in the future.
— The action started in the past and was just completed.
— The action will begin and be completed in the future

EL Education Curriculum 149

Stories of Human Rights

Perfect Verb Tenses II

Name: Date:

Directions: Complete the sentences:

1. Esperanza ____________________ used mashed-up avocados to

make her hands softer.

had have

2. Before leaving to get Abuelita, Miguel __________________________

Esperanza’s money orders from her trunk.

have taken had taken

3. “She ________________________ that if she and Mama were to get

Abuelita here, they could not afford to strike.” (page 146)

had decided will have decided

4. By the time the asparagus is ready, the strikers

_________________________ organized and slowed down the
workers.

will have had

5. When Abuelita came to California, Esperanza

____________________ crocheting the blanket.

had finished has finished

150
Grade 5: Module 1

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EL Education Curriculum 151

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152
Grade 5: Module 1

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EL Education Curriculum 153

Grade 5: Module 1

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Grade 5: Module 1

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EL Education Curriculum 155

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Grade 5: Module 1

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Grade 5: Module 1

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EL Education Curriculum 159

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160
Word and Definition Translation Sketch/
Pronunciation Diagram/
What is the What does it mean in What is the translation in Icon
word and how your own words? your home language?
do you say it?
Grade 5 Vocabulary Log

EL Education Curriculum
Grade 5: Module 1

161
162
Word and Definition Translation Sketch/
Pronunciation Diagram/
What is the What does it mean in What is the translation in Icon
word and how your own words? your home language?
do you say it?
Grade 5: Module 1

Grade 5 Vocabulary Log

Word and Definition Translation Sketch/
Pronunciation Diagram/
What is the What does it mean in What is the translation in Icon
word and how your own words? your home language?
do you say it?
Grade 5 Vocabulary Log

EL Education Curriculum
Grade 5: Module 1

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Module Lessons - Student Workbooks - Grade 5 Module 1

Uploaded by

Module Lessons - Student Workbooks - Grade 5 Module 1

Uploaded by

Language Arts

Grade 5: Language Arts: Module 1, Student Workbook

EL Education Language Arts Curriculum is published by:

247 W. 35th Street, 8th Floor

New York, NY 10001

© 2016 EL Education Inc.

Grade 5: Module 1: Stories of Human Rights

EL Education Curriculum iii

“There is more in us than we know. If we can be made to see it,

EL Education (formerly Expeditionary Learning) is redefining student achievement in diverse

EL Education’s portfolio of instructional materials and coaching services draws on 25 years of

EL Education’s curriculum is a comprehensive, standards-based core literacy program that en-

For more information, visit www.ELeducation.org.

I Notice/I Wonder Note-catcher:

Name: __________________________________ Date:____________________________

Exit Ticket: Connection

Name: __________________________________ Date:____________________________

Academic Vocabulary Form

Word and Definition Translation Synonyms Sketch/

Academic Vocabulary Form

Word and Definition Translation Synonyms Sketch/

Academic Vocabulary Form

Word and Definition Translation Synonyms Sketch/

Domain-Specific Vocabulary Form

Word and Definition Translation Sketch/

Domain-Specific Vocabulary Form

Word and Definition Translation Sketch/

Domain-Specific Vocabulary Form

Word and Definition Translation Sketch/

Name: __________________________________ Date:____________________________

Prefix Definition Examples Origin

Prefix Definition Examples Origin

Root Definition Examples Origin

Root Definition Examples Origin

Root Definition Examples Origin

Suffix (after the root)

Suffix Definition Examples Origin

Suffix Definition Examples Origin

Article 3 of the Universal

Simplified Version of the UDHR

Quoting Accurately from the Text

Sometimes in writing, you will need to include a direct quote from a

Article 23 of the UDHR

Close Reading Note-catcher:

Name: __________________________________ Date:_____________________________

Prefix Root Suffix

3. How would say Part 1 of the article in your own words?

7. What nickname would you give this article?

Main Ideas and Summary:

Name: __________________________________ Date:_____________________________

The Universal Declaration of Human Rights was written by the United

Article 17 of the UDHR

Close Reading Note-catcher:

Name: __________________________________ Date:_____________________________

5. Read aloud with your partner:

11. What nickname would you give this article? (RI.5.4)

Close Reading Note-catcher:

Name: __________________________________ Date:_____________________________

1. What is the gist of this article? What is it mostly about? (RI.5.1)

2. Who is entitled to the rights in this declaration? Quote

5. Which statement best represents the second sentence of the article?

6. What nickname would you give this article? (RI.5.4)

For ELLs: Language Dive

___________ is entitled to __________.

Tracking Progress: Reading,

Name: __________________________________ Date:_____________________________

Standard Criteria for reading, 4 3 2 1

2. How have I improved since I last worked on this skill?

3. How can I improve next time?

Entrance Ticket: Story Structure

Name: __________________________________ Date:_____________________________

Name: ____________________________________________________ Date:_____________________________________________

Exit Ticket: Reflecting on the

Name: __________________________________ Date:_____________________________

Name: ____________________________________________________ Date:_____________________________________________

Learning Target: I can participate in an effective collaborative

Name: ______ Date:

Name: ______ Date:

Name: ______ Date:

Name: ______ Date:_

Name: ______ Date:_

Name: ______ Date:_

Name: ______ Date:_

_ is entitled to .

Name: ______ Date:_

Name: ______ Date:_

Name: ________ Date:_

Name: ______ Date:_

Name: ________ Date:_

3 Students read “Las Uvas” in 1. Esperanza Rising: Questions 1. Lesson 4

4 Students are introduced to 1. Finish adding symbols to 1. Lesson 5

5 Students read “Las Papayas” 1. Esperanza Rising: Questions 1. Lesson 6

6 Students closely read Article 1. Esperanza Rising: Questions 1. Lesson 7

8 Students read “Las Guayabas” 1. Esperanza Rising: Questions 1. Lesson 9

9 Students read “Los Melones” 1. Esperanza Rising: Questions 1. Lesson 10

12 Students participate in a 1. Research reading and 1. Teacher will check inde-

Name: ______ Date:_

Name: ______ Date:_

Name: ______ Date:_

Name: ______ Date:_