Web viewLearning Targets: RL 1: Students will quote accurately when drawing an inference. RL 2:...

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

Literature Core Text: Dancing Home by Alma Flor Ada and Gabriel M. ZubizarretaInformational Core Text: Selected articles

Materials:Student notebook (spiral, composition book, or stapled pages)Chart paper or butcher paperMarkersConstruction paperMagazines for samples

Supporting Texts: Student booklet (contains selected articles, poems, and narratives)Student book, “Color Matters” (contains selected articles)CULTURE PowerPointCultural Identity PowerPoint Magazine Text Structure PowerPointSymbolism PowerPointDancing 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, 5RI 4, 5W 4, 5, 6, 8L 4, 5 SL 1, 2, 3

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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 AssessmentsCFA #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

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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

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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 ConsiderationPart 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

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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. Hookb. Summary statementc. Thesis statement

3. Review how to use transitional words.4. Review how to write a conclusion.5. Final sentence can ask a question6. May encourage reader to do something7. Review how opinion pieces are organized with a thesis, reasons, and evidence.8. Review the difference between reasons and evidence.9. Review how informative pieces are organized with facts, definitions, concrete details, quotations, or other examples related to the

topic.10. Review how to use a graphic organizer to organize information. 11. Review how to use headings, illustrations, and multimedia when useful in aiding comprehension.12. Review how narrative pieces are organized with an event sequence that unfolds naturally.13. Review narrative techniques such as dialogue, description, and pacing.14. Review how to use concrete words and phrases and sensory details.

Additional resources can be found in the Appendix.

Week 1Learning Targets:RL 1: Students will quote accurately when drawing an inference. RL 2: Students will use details (both directly from text and inferred) from character development (such as how a character responds to a challenge) and setting

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,

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development to determine the theme. Students will use details (both directly from text and inferred) to write a summary. RL 3: Using a graphic organizer, students will use details (both directly from text and inferred) to compare and contrast two or more characters, two or more settings, and two or more events in a story. RL 6: Students will pull evidence to explain how the point of view impacts the events described in the selection.RI 1: Students will quote accurately when drawing an inference. RI 2: Students will use details (both directly from text and inferred) to write a summary.Students will use details (both directly from text and inferred) to determine two or more main ideas.RI 3: Using a graphic organizer, students will use details (both directly from text and inferred) to explain the relationship (or interaction) by identifying the similarities and differences of two or more individuals, two or more events, two or more ideas, and two or more concepts. RI 7: Given multiple sources of information (visual, oral, or quantitative), students will use the information gained from those sources to answer questions or solve problems.RI 9: Using textual evidence, students will write and speak about information gained from several texts on the same topic.W 2: Students will write a multi-paragraph informative/explanatory essay.W 9: Students will apply their knowledge (from graphic organizers, charts, discussions) of RL and RI standards to the writing of short answers, paragraph, and/or multi-paragraph essays.

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.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.W 2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W 9: Draw evidence from literary or informational texts to support analysis, reflection and research.

Planning Information for Week 1Overview of Tasks for the WeekWeek 1 provides the foundation for information needed to understand the context included in the novel, Dancing Home.

During the unit, students will be creating a magazine. Students will need to be introduced to magazine text features. A PowerPoint of magazine text features and structures is available on PSD 5th grade Common Core ELA webpage.

During this week, students will be conducting a color survey. They will use the results to write an informative writing piece to be included as an article in the magazine. You may want to conduct this activity whole class to model the process before assigning it. The students will be asked to survey 50 individuals. As a grade-level, you may choose to complete this as a grade-level with the students surveying each other or you may choose to assign it for homework. (TIP: Have the entire grade-level go outside on the yard. Have students create an Inside/Outside Circles. Students can rotate around to complete survey.) The students will tally the responses next to the questions on the survey. Students will use the data from their survey, to create a graph to show results. This graph can be either a bar graph or a pie graph (it can be done on excel). Students will analyze their results of their survey in connection to the color articles. For example, the article, “Blue,” stated that blue is the most favorite color of all. Did their survey yield the same result? They will write an analysis (1-2 paragraphs) to report their findings.

In addition, students will begin to write in their Personal Reflective Journal. The discussions and journal entries will parallel the topics addressed in the text read. They will be using their journal entries to write a personal narrative which will be included as a human interest article in the magazine.

Text and Supplemental Material

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Article, “What is Culture?” (See Student booklet p. 2)Article, “Color Matters” (See Student book, “Color Matters” pp. 1-3)Article, “Purple” (See Student book, “Color Matters” pp. 4-5)Article, “Red” (See Student book, “Color Matters” pp. 6-8)Article, “Yellow” (See Student book, “Color Matters” pp. 9-10)Article, “Blue” (See Student book, “Color Matters” pp. 11-12)Article, “Green” (See Student book, “Color Matters” pp.13-14)Article, “Orange” (See Student book, “Color Matters” pp. 15-16)Poem,”I’d Mark with the Sunshine” by Kalli Dakos (See Student booklet p. 3) Poem, “Color Crackle, Colors Roar” by Pat Mora (See Student booklet p. 4)Speech Excerpt, “Message on the Observance of Independence Day” by President Reagan (See Student booklet p. 5)Color Survey (See Student booklet p. 15)CULTURE PowerPoint (available on PSD 5th grade Common Core ELA webpage)Culture Identity PowerPoint (available on PSD 5th grade Common Core ELA webpage)Symbolism PowerPoint (available on PSD 5th grade Common Core ELA webpage)Magazine Text Structure PowerPoint (available on PSD 5th grade Common Core ELA webpage)

***The articles (“Color Matters,” “Purple,” “Red,” “Yellow,” “Blue,” “Green,” and “Orange”) are adapted from the website, http://www.colormatters.com/. If you choose to go to this website with your class (which is NOT a part of the unit), please do so cautiously as some of the content may not be appropriate for children.

Week 1

Unit IntroductionTasks

Theme Development (use this activity or one of your own choosing to introduce the theme)o Divide students into groups of 5–6 and give each a large sheet of paper and markers. Post pictures from the CULTURE

PowerPoint (available on PSD 5th grade Common Core ELA webpage) for students to get ideas (feel free to find additional photos). Ask the participants to brainstorm examples of CULTURE. Give them plenty of time and don’t worry about silences.

o After sufficient time to think and write, ask the students to look at their lists and see if there are ways they can group their examples.

o Next, have them label each group.o Post the labeled groups. Have each group of students share results, allowing them time to explain their reasoning. Teacher

charts.o Ask, “Based on our list, the groups we’ve created, what can you conclude about CULTURE? Allow students time to come up

with generalizations about CULTURE. o As a class, find some common generalizations.

Theme Scavenger Hunto Building an awareness of the theme is a prerequisite to studying it. Have students bring in pictures, models, quotes, stories,

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anecdotes, things that make them think of CULTURE. Post them on a bulletin board. Discuss the why.

Read Informational TextTasks

Read the article “What is Culture?” (See Student booklet p. 2)o Discuss:

o The relationships within their family. View Cultural Identity PowerPoint slides 1-5 (available on PSD 5th grade Common Core ELA webpage)

o Discuss the glossary of terms (You may need to refer back to the glossary during the unit.)o Group work:

o Determine real world examples of the termso Have groups share out examples

Begin Personal Reflective Journal by having students record their responses to the following prompt(s): W 9o Prompt(s):

o What culture do you identify with? Teach Symbolism using Symbolism PowerPoint (available on PSD 5th grade Common Core ELA webpage)

Read article “Color Matters” (See Student book, “Color Matters” pp. 1-3) RI 1, RI 2, RI 7o Take 2 column notes on the different topics in the article

Read article “Purple” (See Student book, “Color Matters” pp. 4-5) (This article will be referred back to when reading Dancing Home.) RI 1, RI 2, RI 7

o Take 2 column notes on the different topics in the article. Divide the class into groups.

o Have each group read and discuss one of the remaining color articles: “Red,” “Yellow,” “Blue,” “Green,” and “Orange” (See Student book, “Color Matters” pp. 6-16) RI 1, RI 2, RI 7

o Each group should take 2 column notes on the different topics in the article.o Have groups share out their findings. The class adds this information to their 2 column notes.

Extension:o Individually (or in groups), students can create a paint sample with the different shades and names of a color. This can be used

to build color word vocabulary.

Read poem, ”I’d Mark with the Sunshine” by Kalli Dakos (See Student booklet p. 3) Paraphrase, respond, and analyze the poem. Record responses using 2 column notes. RL 1, RL 2, RL 3, RL 4, RL 5, RL 6

o Re-read and summarize each stanza (with a focus on the symbolism) o Identify the speaker and the audience.o Annotate the text. Determine the effects of:

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similes metaphors imagery symbols tone

o Look for patterns rhyme scheme

o Discuss: How do the meanings of the colors in the articles (“Color Matters,” “Purple,” “Red,” “Yellow,” “Blue,” “Green,” and

“Orange”) relate to the colors in the poem?

Read poem, “Color Crackle, Colors Roar” by Pat Mora (See Student booklet p. 4) Paraphrase, respond, and analyze the poem. Record responses using 2 column notes. RL 1, RL 2, RL 3, RL 4, RL 5, RL 6

o Re-read and summarize each stanza (with a focus on the tone) o Identify the speaker and the audience.o Annotate the text. Determine the effects of:



o Discuss: How do the meanings of the colors in the articles (“Color Matters,” “Purple,” “Red,” “Yellow,” “Blue,” “Green,” and

“Orange”) relate to the colors in the poem?

Read Aloud excerpt from President Reagan’s speech, “Message on the Observance of Independence Day” (See Student booklet p. 5) (This text may be difficult to comprehend; thus, they may need extra support. Here are some vocabulary words that you may want to frontload prior to reading: yearning, heady, tapestry, bonding. Some pictures will be available in Appendix A) RI 1, RI 2, RI 3

o Discuss: What does President Reagan define as the American Family? According to President Reagan, what bonds all Americans together? What is the symbolism of “the rich tapestry of America?”

Inform students that they will be creating a magazine during this unit around the theme of cultural identity. Review Magazine Text Structure PowerPoint (available on PSD 5th grade Common Core ELA webpage)

Color Survey Assignment (Before assigning it, this activity may be whole class to model the process.) RI 1, RI 3, RI 9, W 2, W9

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o Students will participate in conducting a color survey. They will survey 50-100 individuals. (See Student booklet p. 15) o They will survey 50 individuals and tally their responses next to the questions. (TIP: Have the entire grade-level go outside

on the yard. Have students create an Inside/Outside Circles. Students can rotate around to complete survey.)o Students will use the data from their survey, to create a graph to show results. This graph can be either a bar graph or a pie

graph (it can be done on excel). o Students will analyze their results of their survey in connection to the color articles: “Color Matters,” “Purple,” “Red,”

“Yellow,” “Blue,” “Green,” and “Orange.” (For example, the article, “Blue,” stated that blue is the most favorite color of all. Did their survey yield the same result?)

o They will write an analysis (1-2 paragraphs) to report their findings. This writing will be included as an article in their magazine. The layout of the final draft will be determined by the students during week 8. (See 5th grade ELA CC Rubrics for Informative Writing Rubric)

Weeks 2 and 3Learning Targets:RL 1: Students will quote accurately when drawing an inference. RL 2: Students will use details (both directly from text and inferred) from character development (such as how a character responds to a challenge) and setting development to determine the theme. Students will use details (both directly from text and inferred) to write a summary. RL 3: Using a graphic organizer, students will use details (both directly from text and inferred) to compare and contrast two or more characters, two or more settings, and two or more events in a story. RL 6: Students will pull evidence to explain how the point of view impacts the events described in the selection.RL 7: Using charts of reactions, students will explain how the visual and/or multimedia element contributes to the meaning, tone, and beauty of the text.RI 7: Given multiple sources of information (visual, oral, or quantitative), students will use the information gained from those sources to answer questions or solve problems.W 1: Students will write a multi-paragraph opinion essay with logically sequenced ideas/reasons.W 9: Students will apply their knowledge (from graphic organizers, charts, discussions) of RL and RI standards to the writing of short answers, paragraph, and/or multi-paragraph essays.

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).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.W 1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.W 9: Draw evidence from literary or informational texts to support analysis, reflection and research.

Planning Information for Weeks 2 and 3Overview of Tasks for the WeekStudents will be reading Chapters 1-8 over the course of these two weeks. Students will also be reading and analyzing additional poems, articles and narratives in which to complement the reading of the novel. Students should have an opportunity to read silently/independently, in literature circles, and/or whole group.

Students will begin to analyze the characters, the relationship between the characters, and how each of their viewpoints influences them. During their analysis, they will 10


need to the use text evidence to support their response. They will record their analysis using the following graphic organizers: Margie’s Viewpoint continuum, Lupe’s Viewpoint continuum, the Character Relationship continuum, and the Character Development continuum. These tasks will need to be completed through modeling, guided practice, small groups, and individually. Accordingly, your team will need to collaboratively plan based on the needs of your students.

In addition, students will continue to write in their Personal Reflective Journal. The discussions and journal entries will parallel the topics addressed in the chapters read. They will be using their journal entries to write a personal narrative which will be included as a human interest article in the magazine.

Teachers will model writing an interview of Lupe in Question & Answer Format using Lupe’s Viewpoint continuum. This model will be used for the Q&A of Margie’s interview which will be included as a piece in the magazine.

Text and Supplemental Material Interview of authors, Alma Flor Ada and Gabriel M. Zubizarreta. Access at http://almaflorada.com/dancing-home/ Novel, Dancing Home by Alma Flor Ada and Gabriel M. Zubizarreta Poem, “Immigrant Boy” by Janet Wong (See Student booklet p. 6) Poem, “Words Free as Confetti ” by Pat Mora (See Student booklet p. 7) Article, “A Bracero Story” by Celene Carillo (See Student booklet pp. 8-9) Poem, “Why am I Dumb” by Jane Medina (See Student booklet p. 10) Video clip, “Folklorico Queztalli.”Access at http://www.cox7.com/su-vida/ballet-folklorico-queztalli Poem, “My Writer's Notebook” by Brod Bagert (See Student booklet p. 11) Article, “Coming to the U.S.A.” (See Student booklet p. 12) Cultural Identity PowerPoint (available on PSD 5th grade Common Core ELA webpage) Dancing Home PowerPoint (available on PSD 5th grade Common Core ELA webpage)

CFA for Chapters 1-8Read “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 Weeks 2 and 3

Pre-reading Tasks

Author Review Getting to know the authors, Alma Flor Ada and Gabriel M. Zubizarreta

o Review the website and discuss the inspirations of the authors for writing Dancing Home at http://almaflorada.com/dancing-home/

Cover of Book Discuss what predictions you can make based on the title and the novel’s cover art.

o What specific details do you see on novel’s cover art? Discuss possible color symbolism.

o How do you think the meanings of the colors in the articles (“Color Matters,” “Purple,” “Red,” “Yellow,” “Blue,” “Green,”

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and “Orange”) relate to the colors used in the novel’s cover art? Record your discussions using 2 column notes. (This will be revisited at the conclusion of the novel.) RL 7

Begin to read Dancing Home Chapter 1 Vocabulary: bold, drab, frilly, mocking, briskly, audacity, stunned, hesitated, sulked, convey

Tasks Read Chapter 1 Begin Margie’s Viewpoint continuum by asking the following question(s): Use text evidence to support response. Use a graphic

organizer to chart responses. (See Appendix A) RL 1, RL 6o How does Margie feel about the dress?o What does it symbolize to Margie? Why are Margie’s feelings so strong? (Margie’s distain of Mexican culture)

Begin Lupe’s Viewpoint continuum by asking the following question(s): Use text evidence to support response. Use a graphic organizer to chart responses. (See Appendix A) RL 6

o What does Lupe’s dress symbolize for Lupe? (The dress symbolizes Lupe’s love of her mother.)o Why did Lupe look at her feet when the teacher spoke to her and how did the teacher react?o How does she show respect to Miss Jones?

Begin Character Relationship continuum by asking the following question(s): Use text evidence to support response. Use a graphic organizer to chart responses. (See Appendix A) RL 1, RL 3

o How does Margie relate to Lupe? Begin Character Development continuum (of Margie) by asking the following question(s): Use text evidence to support

response. Use a graphic organizer to chart responses. (See Appendix A) RL 1, RL 3o Using Cultural Identity PowerPoint, review glossary of terms on slides 1-5 (available on PSD 5th grade Common Core ELA webpage)o Discuss:

Who am I? regarding Margie (see slides 6-7) Why does Margie focus on where she was born?

Additional Discussion Question(s):o Margie notices a map of North America with vivid and bold colors for the United States and Canada, yet the part of Mexico

included is displayed in a drab, sandlike color. In what ways does the imagery of the map capture Margie’s feelings for her parents’ birthplace? Why does she feel that way?

o What are some of the differences that Lupe notices between her old school in Mexico and her new school? Continue Personal Reflective Journal by having students record their responses to the following prompt(s) using Cultural Identity

PowerPoint (available on PSD 5th grade Common Core ELA webpage) W 9o Review glossary of terms if needed (slides 1-5)o Prompt(s):

Who am I? (slides 6-7) Chapter 2Vocabulary: anticipated, frenzy, earnest, marveled, uncertain, enthralled

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Tasks Read Chapter 2 Continue Lupe’s Viewpoint continuum by asking the following question(s): Use text evidence to support response. RL 1, RL 6

o Why does Lupe choose to go to California with her aunt Consuelo? (She doesn’t feel like she has a way out.)o Why does Lupe “feel like a stranger in her own home”? (She doesn’t feel like she belongs.)

Quick write: If you were in Lupe’s situation, would you have chosen to go to California with her aunt Consuelo? Use textual evidence to support your perspective. W1

Chapter 3Vocabulary: struggling, taunting, blend in

Tasks Group work: Have students work in groups to discuss the following:

o How do your peers’ views influence your decisions/feelings/actions/self-image?

Read Chapter 3 Continue Margie’s Viewpoint continuum by asking the following question(s): Use text evidence to support response. RL 1, RL

6o Based on this excerpt, “But we live in America, Mom. This is an English-speaking country. Live in America, speak Ameri-

can” (p. 25). Why is Margie unwilling to speak Spanish? Continue Character Relationship continuum by asking the following question(s): Use text evidence to support response. RL 1,

RL 3o How does Margie’s interpretation of her peers’ attitudes toward Mexico impact her relationship with Lupe?

Continue Character Development continuum by asking the following question(s): Use text evidence to support response. RL 1, RL 3

o Describe the conflict that Margie feels with having parents that are too Mexican. o What are the most important reasons that cause Margie to want to be an American?

Additional Discussion Question(s):o How does Margie’s interpretation of her peers’ attitudes toward Mexico impact her relationship with her parents?

Read poem, “Immigrant Boy” by Janet Wong (See Student booklet p. 6) Paraphrase, respond, and analyze the poem. Record responses using 2 column notes. RL 1, RL 2, RL 3, RL 4, RL 5, RL 6


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o Discuss: The similarities and the differences of the speaker’s point of view to Margie’s point of view “for being different” (pp.27-

28).

o Read poem, “Words Free as Confetti” by Pat Mora (See Student booklet p. 7)o 1st read (Students initially read the poem independently. Do not provide background information; allow students the

chance to simply read the passage and comprehend the information without prompting.) Discuss

What is the gist (or main idea)?o 2nd read (During the second reading, students are specifically looking for the tone)

Discuss How do specific colors influence the tone of poem? (you may need to review the color symbolism from the first

week)o 3rd read

Discuss How do the phrases: “bitter as old lemons,” “thorngray as cactus,” “heavy as black cement,” and “cold as blue

icicles” relate to the words of John and Peter? o Use a graphic organizer to compare and contrast the speaker’s point of view regarding language to Margie’s point of

view about speaking Spanish. (See Appendix A)

Continue Personal Reflective Journal by having students record their responses to the following prompt(s) using Cultural Identity PowerPoint (available on PSD 5th grade Common Core ELA webpage) W 9

o Prompt(s): How do my peers/families influence who I am? (slides 8-10) How do I fit into a nationality, ethnicity, and racial group? Students should understand that they can be part of

several groups at the same time (ex. American, Latino, Caucasian) How is the language I speak related to my cultural identity? (slide 11)

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Chapter 4Vocabulary: “tugging at her conscience, ” “agricultural enterprises,” seasonal, plight, nostalgia, pleaded, reluctantly, idea, intimacy, convey

Tasks Read Chapter 4 Review Symbolism PowerPoint (as necessary) Continue Margie’s Viewpoint continuum by asking the following question(s): Use evidence from the text to support response.

RL 1, RL 6o Why does the author state that Lupe’s braids were a symbol of all the changes that were making her life so difficult?

Continue Character Relationship continuum by asking the following question(s): Cite evidence from the text. RL 1, RL 3o Margie feels jealous of her mother’s bond with Lupe as she assists her niece with brushing and braiding her hair. Why does

Margie feel this way? Continue Character Development continuum by asking the following question(s): Use text evidence to support response. RL 1,

RL 3o Why did the author discuss Margie’s new hairstyle compared to Lupe’s braids?o How did Margie’s life change at home and at school when Lupe came to live with them?o What new conflicts arise?

Quick write:o How does your view of “the ideal image of a true American girl” compare/contrast to Margie’s view at this point of the

book? Be sure to include both the similarities and the differences. W 1, W 9

Read aloud the article, “A Bracero Story” by Celene Carillo (See Student booklet pp. 8-9)o Discuss the different perspectives of the experiences of working in the Bracero program as discussed in the book and the

article.


o Prompt(s): How does my physical appearance reflect my cultural identity? (slide 12)

Chapter 5Vocabulary: occasionally, cooperatively, interaction, continually, sarcasm, disbelief, perched, pangs of nostalgia

Tasks Read Chapter 5 Continue Lupe’s Viewpoint continuum by asking the following question(s): Use text evidence to support response. Use a graphic

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organizer to chart responses. (See Appendix A) RL 1, RL 6o What are the possible causes for Lupe’s dreams and nightmares? o What is the main cause of Lupe’s nightmares?o How does this relate to the following excerpt, “Lupe was determined to do just that, to take good care of what she wanted to

keep” (p. 40)?o What is the main effect of Lupe’s nightmares? (She will take care of what she wants to keep.)

Read poem, “Why am I Dumb” by Jane Medina (See Student booklet p. 10) Paraphrase, respond, and analyze the poem. Record responses using 2 column notes. RL 1, RL 2, RL 3, RL 4, RL 5, RL 6




o Discuss: The similarities and the differences of the speaker’s point of view to Lupe’s point of view.

Chapter 6Vocabulary: deliberate, advantage, leisure, unfazed, lukewarm, affirmed

Tasks View video clip, “Folklorico Queztalli.”Access at http://www.cox7.com/su-vida/ballet-folklorico-queztalli (You may need to load

the video by playing it on silent before you play it for your class, otherwise, it may stop to continue to load.) RI 7o Discuss:

How are Vanessa Ramirez and Lupe similar?

Read Chapter 6 Discussion Question(s):

o What is Margie’s first impression of Camille?o Why did the author have Lupe join the Folkloric group?

Chapter 7Vocabulary: matriarchal, offspring, vulnerable, isolated, overwhelmed, pursue

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http://www.cox7.com/su-vida/ballet-folklorico-queztalli


Tasks Read Chapter 7 Continue Margie’s Viewpoint continuum and Character Relationship continuum by asking the following question(s): Use text

evidence to support response. RL 1, RL 3, RL 6o How does guilt affect both Margie’s view point and her relationship with her family and Lupe?o How do Margie’s questions in her journal affect her viewpoint and relationships?

Additional Discussion Question(s):o Why is Margie having difficulty in writing about her topic in her journal?

Read poem, “My Writer’s Notebook” by Brod Bagert (See Student booklet p. 11) Paraphrase, respond, and analyze the poem. Record responses using 2 column notes. RL 1, RL 2, RL 3, RL 4, RL 5, RL 6




o Discuss: How do Margie’s questions in her journal relate to the “Diamond search?”

Chapter 8Vocabulary: fascinated, resent

Tasks17


Read Chapter 8 Continue Margie’s Viewpoint continuum and Lupe’s Viewpoint continuum by asking the following question(s): Use text

evidence to support response. RL 1, RL 6o How do Lupe’s and Margie’s feelings about each other differ at this point in time? (ashamed, guilty, embarrassment as

shown on p. 55)

Using Lupe’s Viewpoint Continuum Chart, model writing an interview of Lupe in Question & Answer Format (Students will complete this task with the teacher as the teacher models. This needs to be kept as an exemplar for the later task (during Week 7) where they will independently write an interview of Margie in Question & Answer Format which will be included as a piece in the magazine.) RL 6, W 9 (The interview of Lupe continues during week 5 as guided practice based on students needs.)

o Sample Q&A of Lupe Q – Why did you come to the United States? A – I came to the United States because my mom was too busy for me. Q – How do you feel about living in Margie’s home? A – I like the attention from my Tia Consuelo, but I worry that Margie is jealous of the time I am spending with her

parents. Q – How do you like going to school in the United States? A – It is very different. I don’t always feel like I fit it. I miss speaking Spanish at school.

CFA for Chapters 1-8Read “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

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Weeks 4 and 5Learning Targets:RL 1: Students will quote accurately when drawing an inference. RL 2: Students will use details (both directly from text and inferred) from character development (such as how a character responds to a challenge) and setting development to determine the theme. Students will use details (both directly from text and inferred) to write a summary. RL 3: Using a graphic organizer, students will use details (both directly from text and inferred) to compare and contrast two or more characters, two or more settings, and two or more events in a story. RL 6: Students will pull evidence to explain how the point of view impacts the events described in the selection.RL 9: Given two stories of the same genre, students will use a graphic organizer to compare and contrast the themes and topics.RI 7: Given multiple sources of information (visual, oral, or quantitative), students will use the information gained from those sources to answer questions or solve problems.W 1: Students will write a multi-paragraph opinion essay with logically sequenced ideas/reasons.W 9: Students will apply their knowledge (from graphic organizers, charts, discussions) of RL and RI standards to the writing of short answers, paragraph, and/or multi-paragraph essays.

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 9: Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.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.W 1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. W9: Draw evidence from literary or informational texts to support analysis, reflection and research.

Planning Information for Weeks 4 and 5Overview of Tasks for the WeekStudents will be reading Chapters 9-16 over the course of these two weeks. Students will also be reading and analyzing poems and narratives and listening to audio clips in which to complement the reading of the novel. Students should have an opportunity to read silently/independently, in literature circles, and/or whole group.

Students will continue to analyze the characters, the relationship between the characters, and how each of their viewpoints influences them. During their analysis, they will need to use text evidence to support their response. They will record their analysis using the following graphic organizers: Margie’s Viewpoint continuum, Lupe’s

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Viewpoint continuum, the Character Relationship continuum, and the Character Development continuum. These tasks will need to be completed through modeling, guided practice, small groups, and individually. Accordingly, your team will need to collaboratively plan based on the needs of your students.


Teachers will provide guided practice to continue to write an interview of Lupe in Question & Answer Format using Lupe’s Viewpoint continuum. This guided practice will be used to assist students for their writing of the Q&A of Margie’s interview which will be included as a piece in the magazine.

Text and Supplemental Material Novel, Dancing Home by Alma Flor Ada and Gabriel M. Zubizarreta Personal Narrative, Part 1 of “Magic Carpet” (See Student booklet p. 12) Interactive video and audio clips, “Voices from Lady Liberty – What does America mean to you?” Access clips at

http://www.nbcnews.com/id/38524096/ Poem, “Words Free as Confetti” by Pat Mora (See Student booklet p. 7) Cultural Identity PowerPoint (available on PSD 5th grade Common Core ELA webpage) Dancing Home PowerPoint (available on PSD 5th grade Common Core ELA webpage)

CFA for Chapters 9-16Using 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

Weeks 4 and 5

Chapter 9Vocabulary: anticipated, reminiscing, lingering

Tasks Read Chapter 9 Continue Margie’s Viewpoint continuum by asking the following question(s): Use text evidence to support response. RL 1, RL

6o How does the painting of Diego Rivera affect her view point? (Students should start to see that Margie’s viewpoint begins to

change/converge with Lupe’s.) Continue Character Relationship continuum by asking the following question(s): Use text evidence to support response. RL 1,

RL 3o How does the relationship between Margie and Lupe change from this holiday experience?

Continue Character Cultural Identity continuum by asking the following question(s): Use text evidence to support response. RL 1, RL 3

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http://www.nbcnews.com/id/38524096/


o What effect does art have on Margie’s cultural identity? Additional Discussion Question(s):

o What was the most important reason that Margie liked Christmas?o Why does Margie feel so disappointed that with Lupe’s arrival, the way Margie’s family has celebrated Christmas in the past is put aside to celebrate

a more traditional Mexican Christmas?


o Prompt(s): How do the traditions and customs that my family shares shape my cultural identity? (slide 13) What would your art tell someone about your culture? (slide 14)

Chapter 10Vocabulary: pervaded, anticipation, afford, immensely, constantly


organizer to chart responses. (See Appendix A) RL 1, RL 6o Why does Lupe compare herself to the way Margie listens to music? How does this affect Lupe’s viewpoint?o How does the following quote explain Lupe’s viewpoint? “Hi, I’m Lupe, the CD in fast-forward mode, with the disc being

changed constantly. ?” Continue Character Relationship continuum by asking the following question(s): Use text evidence to support response. Use a

graphic organizer to chart responses. (See Appendix A) RL 1, RL 3o How does not receiving an iPod affect Margie’s relationship with Lupe?

Quick write:o What is Margie’s “True Christmas Gift?” W 1, W 9

Chapter 11Vocabulary: vocalize, delighted

Tasks

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Read Chapter 11 Continue Margie’s Viewpoint continuum and Character Relationship continuum by asking the following question(s): RL 1,

RL 3, RL 6o In what ways does Camille help Margie better understand and appreciate her heritage?

Read Part 1 of the personal narrative, “Magic Carpet” (See Student booklet p. 12) RL 1, RL 2, RL 3, RL 9o 1st read (Students initially read the passage independently. Do not provide background information; allow students the chance to

simply read the passage and comprehend the information without prompting.) Discuss

What is the gist (or main idea)?o 2nd read (During the second reading, students are specifically looking for Mitali Perkins’ cultural identity)

Discuss How did Mitali as a child feel about her cultural identity?

o Use a graphic organizer to compare and contrast the cultural identity of Margie to Mitali Perkins. Cite evidence from the texts. o Extension: Compare and contrast the cultural identity of Lupe to Mitali Perkins.

View Interactive video and audio clips, “Voices from Lady Liberty – What does America mean to you?” Access clips at http://www.nbcnews.com/id/38524096/ RI 7 (If the different clips won’t play, click on the web address and press enter to reset the website.)

o Discuss the different perspectives of the individuals’ responses.

Continue Personal Reflective Journal by having students record their responses to the following prompt(s) using Cultural Identity PowerPoint (available on PSD 5th grade Common Core ELA webpage) and the interactive video and audio clips, “Voices from Lady Liberty – What does America mean to you?” W 9

o Prompt(s): How does nationality shape your culture? (slide 15) What does it mean to be an American? (interactive video and audio clips)

Chapter 12Vocabulary: animated, majestic, foreign, reemerged, fascinated


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http://www.nbcnews.com/id/38524096/


o How does Margie’s description of the audience affect her viewpoint? (Students should continue to see Margie’s viewpoint change/converge with Lupe’s.)

Re-Read poem, “Words Free as Confetti” by Pat Mora (See Student booklet p. 7) RL 4 Discuss:

o On page 81, Margie says, “When she’s happy, it’s like English just bursts out of her mouth.” What phrases in the poem connect to Margie’s revelation?

Chapter 13 Vocabulary: mythical, intrigued, admiration, generous, precarious, prompted

Tasks Read Chapter 13 Discussion questions:

o Why did Lupe feel such a quick connection to Jessica?o On page 86, why did the author state, “As wonderful as the day had been, she didn’t think she’d need to visit a park to be

happy. Just being together would be enough”?o What caused Lupe to cry when she saw Jessica’s mother and father together?

Using a graphic organizer, compare and contrast Lupe’s family dynamics to Jessica’s family dynamics. Use text evidence to support response. RL 1, RL 3


o Prompt(s): What does family dynamics tell about your culture? (Review slide 8 if needed. This was discussed previously in

slide 8 and Chapter 3; students may add to their reflection journal for that topic, instead of creating a new topic.)

Chapter 14Vocabulary: taunted, complicated, understudy


6o If Margie keeps repeating insistently that she is not Mexican, why did she accept to become an understudy for the folklorico

group?

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Quick write:o What other reasons do you think may have influenced Margie to become an understudy? W 1

Chapter 15Vocabulary: anticipation, conviction


6o How does Margie’s lack of conviction about her name (at this point) demonstrate her viewpoint?

Continue Character Relationship continuum by asking the following question(s): Use text evidence to support response. RL 1, RL 3

o How does Margie’s conversation with her mom demonstrate her changing relationship with Lupe? Continue Character Cultural Identity continuum by asking the following question(s): Use text evidence to support response.

RL 1, RL 3o How does Margie’s lack of conviction about her name (at this point) relate to her cultural identity?

Additional Discussion Question(s):o On page 96, the author states that when Margie explained to Lupe why she had decided to change her name from Margarita to Margie “there was not

much conviction left in her voice.” How does the author’s perspective about cultural identify influence how events are described?

Extension:o Students can research the meaning of their names. They can use this information to write an article for the magazine. RI 7, W 1o Here are two websites that they might find useful.

http://www.behindthename.com/ http://www.meaning-of-names.com/

Chapter 16Vocabulary: conviction, proceed

Tasks Read Chapter 16 Discussion Question(s):

o Why did Margie’s parents treat the girls differently when Lupe’s father showed up? Group work:

o Use a graphic organizer to compare and contrast the feelings that Lupe felt toward her father to feelings Margie felt toward her Tio Juan during this

24

http://www.meaning-of-names.com/

http://www.behindthename.com/


reunion. RL 1, RL 3

Using Lupe’s Viewpoint Continuum Chart, through guided practice continue writing the interview of Lupe (from Week 3) in Question & Answer Format. RL 6, W 9

CFA for Chapters 9-16Using 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

Weeks 6 and 7Learning Targets:RL 1: Students will quote accurately when drawing an inference. RL 2: Students will use details (both directly from text and inferred) from character development (such as how a character responds to a challenge) and setting development to determine the theme. Students will use details (both directly from text and inferred) to write a summary. RL 3: Using a graphic organizer, students will use details (both directly from text and inferred) to compare and contrast two or more characters, two or more settings, and two or more events in a story. RL 6: Students will pull evidence to explain how the point of view impacts the events described in the selection.RL 7: Using charts of reactions, students will explain how the visual and/or multimedia element contributes to the meaning, tone, and beauty of the text.RL 9: Given two stories of the same genre, students will use a graphic organizer to compare and contrast the themes and topics.W 1: Students will write a multi-paragraph opinion essay in which they clearly state their opinion followed by their organizational plan in which they state their logically sequenced ideas/reasons.W 3: Students will write a multi-paragraph narrative (about real or imagined experiences or events).W 9: Students will apply their knowledge (from graphic organizers, charts,

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.W 1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.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.

25


discussions) of RL and RI standards to the writing of short answers, paragraph, and/or multi-paragraph essays.

Planning Information for Weeks 6 and 7Overview of Tasks for the WeekStudents will be reading Chapters 17-21, My Family, and “To Margarita” over the course of these two weeks. Students will also be reading and analyzing poems and narratives in which to complement the reading of the novel. Students should have an opportunity to read silently/independently, in literature circles, and/or whole group.

Students will continue to analyze the characters, the relationship between the characters, and how each of their viewpoints influences them. During their analysis, they will need to the use text evidence to support their response. They will record their analysis using the following graphic organizers: Margie’s Viewpoint continuum, Lupe’s Viewpoint continuum, the Character Relationship continuum, and the Character Development continuum. These tasks will need to be completed through modeling, guided practice, small groups, and individually. Accordingly, your team will need to collaboratively plan based on the needs of your students.


Students will use their Margie’s Viewpoint Continuum Chart to write an interview of Margie in Question & Answer Format. This task can be done in partners and/or groups. This interview will be included as an article in their magazine.

Text and Supplemental Material Novel, Dancing Home by Alma Flor Ada and Gabriel M. Zubizarreta Personal Narrative, Part 1 and part 2 of “Magic Carpet” (See Student booklet pp. 12-13) Cultural Identity PowerPoint (available on PSD 5th grade Common Core ELA webpage)

CFA for chapters 17-21Answer 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

Weeks 6 and 7

Chapter 17Vocabulary: pensively , indicating, evoked, burden, fallible

Tasks Read Chapter 17 Discussion Question(s)

o What does Juan mean by “What’s done can never be undone?”o Why does Lupe give her father a big hug, even after all the mistakes that he has made, and all the suffering that he has caused her?

Quick write:o If you were in Lupe’s shoes, would you have forgiven her father? Explain using textual evidence and/or personal experience. W 1

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Chapter 18Vocabulary: intently


organizer to chart responses. (See Appendix A) RL 1, RL 6o Why did Lupe respond in English to her dad? (Students should continue to see Lupe’s viewpoint change/converge with

Margie’s.) Continue Character Relationship continuum by asking the following question(s): Use text evidence to support response. Use a

graphic organizer to chart responses. (See Appendix A) RL 1, RL 3o How does Margie’s reaction to Juan’s suggestion to take Lupe to Texas further demonstrate Margie’s changing relationship

with Lupe? Additional Discussion Question(s):

o Why is the title of this chapter Three Families?o The author decided not to translate, “He decidido que Lupe se merece vivir en Tejas con su nueva familia” (p. 114). Based on textual evidence, what

can you infer that Juan said?o Why did Consuelo state, “We are her forever family” (p. 115)?o The author stated on page 116, “Lupe felt amazed that the distance between herself and her cousin had somehow melted.” Why was Lupe amazed at

this change?

Chapter 19Vocabulary: showcase

Tasks Read Chapter 19 Discussion Question(s):

o What do you think that Margie is truly feeling when she tells Mrs. Rodriguez that she doesn’t have a costume, and therefore won’t attend the final dress rehearsal?

Chapter 20

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Vocabulary:

Tasks Read Chapter 20 (p. 121 to the end of the 3rd paragraph on p. 122.) Quick write part 1:

o Margie says, “I’m not really Mexican anyway” (p. 122). How did you react to Margie’s comment? W 1, W 9 Continue to read the rest of this chapter. Quick write part 2:

o After seeing Margie’s reaction to her dress, readdress your reaction. How can you explain the two conflicting events? W1, W 9 Continue Margie’s Viewpoint continuum by asking the following question(s): Use text evidence to support response. Use a

graphic organizer to chart responses. (See Appendix A) RL 1, RL 6o Do you think that Margie’s perspective about the organza dress that Lupe wore on the first day of school has changed?

Additional Discussion Question(s):o Why did the author choose the color purple for Lupe’s dress? What does it symbolize? (power = courage; students may

need to review the article “Purple” from Week 1 ) o Why did the author choose the colors white; and red and blue; for Margie’s dress? How does this symbolize her cultural

identity? Does she still see herself as only “American”?

Chapter 21Vocabulary:

Tasks Read Chapter 21 Continue Margie’s Viewpoint continuum by asking the following question(s): Use text evidence to support response. Use a

graphic organizer to chart responses. (See Appendix A) RL 1, RL 6o What is the most important realization that Margie finally makes about herself as she is dancing on stage?

Re-read Part 1 of the personal narrative: “Magic Carpet” (See Student booklet p. 12) Read Part 2 of the personal narrative: “Magic Carpet” (See Student booklet pp. 12-13) RL 1, RL 2, RL 3, RL 6

o 1st read (Students initially read the passage independently. Do not provide background information; allow students the chance to simply read the passage and comprehend the information without prompting.)

Discuss What is the gist (or main idea)?

o 2nd read (During the second reading, students are specifically looking for Mitali Perkins’ cultural identity)28


Discuss How did Mitali as an adult feel about her cultural identity?

o Develop a Viewpoint Continuum of Mitali’s cultural identity from Part 1 and Part 2. Cite evidence from the texts.

Personal Reflective Journal using Cultural Identity PowerPoint (available on PSD 5th grade Common Core ELA webpage) W 3 o Up to this point, students have been recording their responses in their Personal Reflective Journal.o Using their journal entries responses, they are to write a multi-paragraph personal narrative titled, “Who am I?” (slide 16)

o This narrative will be included as an article in their magazine as a human interest article. The layout of the final draft will be determined by the students during week 8. (See 5th grade ELA CC Rubrics for Narrative Rubric)

CFA for chapters 17-21Answer 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

My Family

Tasks Read Margie’s personal narrative: “My Family” Discussion Question(s):

o In her journal, Margie writes that she is American, and she also admits that she is Mexican? Why did her perspective change?

“To Margarita”

Tasks Read poem, “To Margarita” Paraphrase, respond, and analyze the poem. Record responses using 2 column notes. RL 1, RL 2, RL 3, RL 4, RL 5, RL 6

o Re-read and summarize each stanza o Identify the speaker and the audience.o Annotate the text. Determine the effects of:


o Look for patterns

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rhyme schemeo Discuss:

o Why does Margie feel a connection to Ruben Dario’s poem, “To Margarita”?o What is the star that she reaches? (her cultural identity)

Post reading TasksCover of Book

Discuss the accuracy of the predictions you made based on the title and the novel’s cover art. o What specific details do you see now see on novel’s cover art?

Discuss possible color symbolism.o How do you now think the meanings of the colors in the articles (“Color Matters,” “Purple,” “Red,” “Yellow,” “Blue,” “Green,”

and “Orange”) relate to the colors used in the novel’s cover art? Has your opinion changed from the beginning of the novel? Record your discussions using 2 column notes. RL 7

Using Margie’s Viewpoint Continuum Chart, students will write an interview of Margie in Question & Answer Format (This task can be done in partners and/or groups.) RL 6, W 9

o This interview will be included as an article in their magazine. The layout of the final draft will be determined by the students during week 8. (See 5th grade ELA CC Rubrics for Informative Writing Rubric)

Week 8Learning Targets:RL 1: Students will quote accurately when drawing an inference. Students will use details (both directly from text and inferred) to write a summary. RL 3: Using a graphic organizer, students will use details (both directly from text and inferred) to compare and contrast two or more characters, two or more settings, and two or more events in a story. RL 9: Given two stories of the same genre, students will use a graphic organizer to compare and contrast the themes and topics.W 2: Students will write a multi-paragraph informative/explanatory essay. W 9: Students will apply their knowledge (from graphic organizers, charts, discussions) of RL and RI standards to the writing of short answers, paragraph, and/or multi-paragraph essays.

Standards: RL 1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from 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 9: Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.W 2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W9: Draw evidence from literary or informational texts to support analysis, reflection and research.

Planning Information for Week 8Overview of Tasks for the WeekDuring week 8, students will be completing the unit’s Summative Assessment.

In addition, they will continue to write articles for the magazine. They will also be “publishing” the magazine.

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Text and Supplemental MaterialParts 1 and 2 of the personal narrative, “Magic Carpet” Magazine Text Structure PowerPoint (available on PSD 5th grade Common Core ELA webpage)Symbolism PowerPoint (available on PSD 5th grade Common Core ELA webpage)

Summative AssessmentWrite a multi-paragraph essay to compare and contrast the cultural identity of Margie in Dancing Home to Mitali in “Magic Carpet.” (See 5th grade ELA CC Rubrics for Informative Writing Rubric) RL 1, RL 3, RL 9, W 2, W 9

Week 8

Tasks Review Magazine Text Structure PowerPoint (available on PSD 5th grade Common Core ELA webpage) Review Symbolism PowerPoint (available on PSD 5th grade Common Core ELA webpage) Create the Magazine (Students will continue to write articles and “publishing” the magazine. The magazine can be published

individually, in partners, or in groups. If done in partners or groups, students should choose an article from each student to be published.) (See Magazine Rubric in 5th grade ELA CC Rubrics )

o Create cover – title, headlines, colors, and pictures should symbolically represent the theme of the novel, cultural identity. o Develop Table of Contents o Create a cultural make-over of Margie in forming her cultural identity. RL 3

Using the Character Development Continuum, students will draw before and after pictures of Margie’s cultural identity with a 1-2 sentence description of the transformation. (See the Magazine rubric in 5th grade ELA CC Rubrics )

o Edit human interest article, “Who am I?” (This is the personal narrative from Week 7.)o Edit color survey article (This is the graph and analysis from Week 1.)o Edit Q & A of Margie (This is the interview from Week 7.)o Decide on the final layout of the magazine

Summative AssessmentWrite 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

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Web viewLearning Targets: RL 1: Students will quote accurately when drawing an inference. RL 2:...

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