Language Arts Unit: Cultural Identity Timeframe: 8 Weeks Grade: 5

Language Arts Unit: Cultural Identity Timeframe: 8 weeks Grade: 5

Literature Core Text:
Dancing Home by Alma Flor Ada and Gabriel M. Zubizarreta
Informational Core Text:
Selected articles / Materials:
Student notebook (spiral, composition book, or stapled pages)
Chart paper or butcher paper
Markers
Construction paper
Magazines for samples
Supporting Texts:
Student booklet (contains selected articles, poems, and narratives)
Student book, “Color Matters” (contains selected articles)
CULTURE PowerPoint
Cultural Identity PowerPoint
Magazine Text Structure PowerPoint
Symbolism PowerPoint
Dancing Home PowerPoint
Reading Literature Standards:
RL 1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RL 2: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
RL 3: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
RL 6: Describe how a narrator’s or speaker’s point of view influences how events are described.
RL 7: Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
RL 9: Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. / Reading Informational Text Standards:
RI 1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RI 2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
RI 3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
RI 7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
RI 9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. / Writing Standards:
W 1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
W 2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W 3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W 9: Draw evidence from literary or informational texts to support analysis, reflection and research. / Supporting Standards:
RL 4, 5
RI 4, 5
W 4, 5, 6, 8
L 4, 5
SL 1, 2, 3
Essential Questions:
RL 1: How does textual evidence support a reader’s interpretation of a story or poem?
RL 2: How does an author or poet use techniques to suggest themes and lessons to his or her readers? How do the choices made by the characters in a novel reflect their varying perspectives? How does the speaker in a poem reflect upon a topic?
RL 3: How and why do readers compare and contrast information? How do events affect characters over time?
RL 6: How does a narrator’s (or speaker’s) point of view influences how events are described?
RL7: How can a reader’s understanding of a text be affected by visual and multimedia elements?
RL 9: Why does a reader compare and contrast the themes or topics of the same genre?
R I 1: How does textual evidence support a reader’s understanding of informational text?
R I 2: How do readers use key details to determine the main idea(s)?
R I 3: How does an author present relationships between individuals, events, ideas, or concepts in informational text?
RI 7: What types of sources can a reader use to find information? Why is it important for readers to use multiple sources to answer a question quickly or solve a problem efficiently?
RI 9: How does a reader synthesis information from multiple sources to present information in a written or oral format?
W 1: How do writers use effective persuasive techniques for an argument (or opinion) piece?
W 2: How do writers explain a topic and convey ideas and information clearly?
W 3: How do writers develop a narrative to include effective techniques, descriptive details, and clear event sequencing?
W9: How do writers synthesize information from both literature and informational text into a piece of writing?
Unit Assessments
CFA #1 (at the end of week 3)
Read “Coming to the U.S.A.” article. (See Student booklet p. 14) Write a paragraph to describe the viewpoint the Ibrahim sisters have about coming to America? Use text evidence to support response. (See 5th grade ELA CC Rubrics for Viewpoint Rubric) RL 1, RL 6, W 9
CFA #2 (at the end of week 5)
Using the Character Relationship continuum, develop a graphic organizer to compare and contrast the relationship Margie has with Lupe from the beginning of the novel to this point in the novel. RL 1, RL 3
CFA # 3 (at the end of week 7)
Answer the question (1-2 paragraphs): Is Margie an American? Support your opinion with evidence from the texts. (See 5th grade ELA CC Rubrics for Opinion Writing Rubric) RL 1, RL 3, RL 6, W 1, W 9
Summative Unit Assessments (during week 8)
Write a multi-paragraph essay to compare and contrast the cultural identity of Margie in Dancing Home to Mitali in “Magic Carpet.” RL 1, RL 3, RL 9, W 2, W 9
The following Appendix and other teacher resources are also provided to support the planning of this unit:
·  Appendix A – Unit 4 Teaching Resources (e.g. samples/examples specific to this unit)
·  5th grade ELA Teaching Resources (e.g. sample graphic organizers, discussion stems; applicable for all ELA units)
·  5th grade ELA CC Rubrics (applicable for all ELA units)
Key Information about this Unit:
The overarching theme of this unit is “Cultural Identity.” During the unit, students will be comparing the theme of this novel to the themes of other text by charting how characters respond to challenges/events/people.
During this unit, students will be reading a variety of genres including: a realistic fiction novel, a realistic fiction short story, a personal narrative, poetry, various informational text articles, and primary source documents.
Week 1 provides the foundation for information needed to understand the context included in the novel, Dancing Home. The instruction during weeks 2-7 is primarily based from the novel; however, other resources will be used as supplemental resources. During week 8, the focus will be on creating a magazine.
During this unit, students will be conducting a “Color Survey.” They will represent the results of the survey by creating a graph. They will then write an informational article. (Week 1)
While reading the novel, various on-going tasks will be completed. TIP: To help keep these graphic organizers for these tasks organized, you may want to color code them either by the color of paper used or labeled with a specific color using colored pencils or highlighters. For the continuums, a flow map may be used.
These tasks include:
·  Margie’s Viewpoint Continuum and Lupe’s Viewpoint Continuum – These graphic organizers begin in Chapter 1. The purpose of these continuums will be to use text evidence to support how each girl views her cultural identity throughout the novel. The students will be comparing and contrasting the characters’ views from different points in the novel, as well as to characters from other pieces of text. At the beginning of the novel, Margie’s and Lupe’s viewpoints are different, but as the novel progresses, their viewpoints begin to converge and remain throughout the end of the novel. (See Appendix A) They will be using one of these continuums to develop a Question & Answer interview as a feature in the magazine.
·  Character Relationship Continuum – This graphic organizer begins in Chapter 1. The purpose of this continuum will be to use text evidence to support of Margie’s feelings with regards to her relationship with Lupe. The students will be comparing and contrasting the quality of the relationship at different points in the novel. (See Appendix A)
·  Character Development Continuum - The graphic organizer begins in Chapter 1. The purpose of this continuum is to track Margie’s transformation of her cultural identity. They will be using the continuum to create a before and after graphic with a narrative (illustration with descriptions) at the end of the unit which will be included as a cultural make-over article in the magazine.
·  Personal Reflective Journal – This journal begins in week 1. The focus of this journal is to allow students to reflect on their own cultural identity. The discussions and journal entries will parallel the topics addressed in the texts read throughout the unit. A PowerPoint will be used to guide the discussions to assist in writing the journal entries. They will be using their journal entries to write a personal narrative at the end of the unit which will be included as a human interest article in the magazine.
During the unit, students will be creating a magazine around the theme of cultural identity. The magazine will serve as a final application of all the writing pieces for this unit. (See Magazine Rubric in 5th grade ELA CC Rubrics) Features and articles in the magazine will include:
·  Cover – title, headlines, colors, and pictures should symbolically represent the novel (Week 8)
·  Table of Contents (Week 8)
·  Human interest – personal narrative using Personal Reflective Journal – Who am I? (Week 7)
·  Color survey results – graph and analysis (Week 1)
·  Interview – Using Viewpoint Continuum Charts, interview of Margie (modeling and guided practice will be in Weeks 3 and 5 respectfully, independent/partner writing will be in Week 7)
·  Cultural make-over to show the transformation of Margie in forming her cultural identity– using the Character Development Continuum (Week 8)
A PowerPoint of magazine text features and structures is available on PSD 5th grade Common Core ELA webpage. You may choose to add additional requirements to the magazine (e. g. additional pictures for articles, advertisements). The magazine can be published using the computer.
At the beginning of each week, there are specific Planning Information sections to read. Please refer to these for specific teaching information that pertains to that week’s block of instruction. The tasks for each week of instruction can be completed whole group, small group, or individually. The vocabulary words listed are recommended Tier 2 words; there are no specific tasks provided for these. In addition, there is visual dictionary for some words in the unit (not all of these words pertain to the novel). Pictures for these words can be found on the Dancing Home PowerPoint (available on PSD 5th grade Common Core ELA webpage). Accordingly, your team will need to collaboratively plan based on the needs of your students.
Planning Consideration
Part B of Speaking and Listening Standard 4 is “Memorize and recite a poem or section of a speech or historical document using rate, expression, and gestures appropriate to the selection.” In this unit, there are many opportunities for students to be engaged in this activity through the use of poetry.
The unit lends itself to each student having a notebook (this can be stapled pages or a composition book) divided into sections. Before beginning the unit, each grade level team should collaboratively decide how they want students to keep their work organized within their notebooks as they will need to use all of the documents they complete along the way to help them complete their magazine, CFAs and summative assessment. For this notebook, students should be applying AVID strategies when taking notes (e.g. 2 column notes, 3 column notes), as applicable.
Possible sections include, but not limited to:
·  graphic organizers/notes from informational text
·  graphic organizers/notes/charts from narratives and poetry
·  graphic organizers/notes/charts from video clips
·  continuums
·  journal writing
Writing:
During this unit, students will be engaged in opinion writing, informative writing, and narrative writing.
Additional graphic organizers and resources are also provided. (See Appendix, 5th grade ELA Teaching Resources, and 5th grade ELA CC Rubrics). Accordingly, your team will need to collaboratively plan based on the needs of your students. Some prompts are provided throughout the unit; however, all the elements of informative writing need to be taught. Some prompts are provided throughout the unit; however, all the elements of writing need to be taught/reviewed.
1.  Show a rubric to articulate expectations.
2.  Review how to use a graphic organizer to organize information. You may need to review how to teach how to write an introductory paragraph.
a.  Hook
b.  Summary statement
c.  Thesis statement
3.  Review how to use transitional words.
4.  Review how to write a conclusion.
5.  Final sentence can ask a question
6.  May encourage reader to do something
7.  Review how opinion pieces are organized with a thesis, reasons, and evidence.