ELA Module 1 ( Engage NY) Grade 5 ALL Units in PowerPoint Fully Editable!

ELA Module 1 ( Engage NY) Grade 5 ALL Units in PowerPoint Fully Editable!
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This is a bundle of lessons for Grade 5 ELA Module 1 ALL units lessons in PowerPoint.

I have taken the lessons and broken them down so that it is easier to work through with your students! Each lesson includes the supported learning targets and the key parts of each lesson. I have found these to be so much easier to work through each lesson with my students! Great visual for the students and great guide for the teacher! I have included some extra worksheets that I have made to supplement what is already given.

Topics Include*Building Background Knowledge on Human Rights: Close Reading of Article 1 of the Universal Declaration of Human Rights (UDHR)
*Building Background: A Short History of Human Rights
*Vocabulary Introduction: Human Rights
*Close Reading: The Introduction to the Universal Declaration of Human Rights
*Mid-Unit 1 Assessment: Explaining Human Rights
*Close Reading: “Unpacking” Specific Articles of the UDHR
*Close Reading: Becoming Experts on Specific Articles of the UDHR
*Summarizing Complex Ideas: Comparing the Original UDHR and the “Plain Language” Version
*Main Ideas in Informational Text: Analyzing a Firsthand Human Rights Account
*Main Ideas in Informational Text: Analyzing a Firsthand Human Rights Account for Connections to Specific Articles of the UDHR
*End of Unit 1 Assessment: On-Demand Analysis of a Human Rights Account

*BUILDING BACKGROUND KNOWLEDGE: LEARNING ABOUT THE HISTORICAL AND GEOGRAPHICAL SETTING OF ESPERANZA RISING (CHAPTER 1: “AGUASCALIENTES, MEXICO, 1924”)
*GETTING TO KNOW ESPERANZA (CHAPTER 2: “LAS UVAS/GRAPES”)
*INFERRING ABOUT CHARACTERS BASED ON HOW THEY RESPOND TO CHALLENGES (CHAPTER 3: “LAS PAPAYAS/PAPAYAS”)
*INFERRING ABOUT CHARACTERS BASED ON HOW THEY RESPOND TO CHALLENGES (CHAPTER 4: “LOS HIGOS/FIGS”)
*CONNECTING INFORMATIONAL TEXT WITH LITERATURE: BUILDING BACKGROUND KNOWLEDGE ABOUT MEXICAN IMMIGRATION, CALIFORNIA, AND THE GREAT DEPRESSION
*CONTRASTING TWO SETTINGS (CHAPTER 6: “LOS MELONES/CANTALOUPES”)
*POINT OF VIEW: COMPARING ESPERANZA’S AND ISABEL’S PERSPECTIVES ABOUT LIFE IN THE CAMP (CHAPTER 7: “LAS CEBOLLAS/ONIONS”)
*UNDERSTANDING THEMES IN ESPERANZA RISING
*MID-UNIT 2 ASSESSMENT AND DISCUSSING THEMES IN ESPERANZA RISING: (CHAPTER 9: “LAS CIRUELAS/PLUMS”)
*CHARACTERS CHANGING OVER TIME (CHAPTER 10: “LAS PAPAS/POTATOES”)
*BUILDING BACKGROUND KNOWLEDGE: WHY DO WORKERS STRIKE? (CHAPTER 11: “LOS AGUACATES/AVOCADOS”)
*CONTRASTING PERSPECTIVES: SHOULD THE FARMWORKERS IN ESPERANZA RISING GO ON STRIKE? (CHAPTER 12: “LOS ESPÁRRAGOS/ASPARAGUS”)
*GATHERING EVIDENCE AND DRAFTING A TWO-VOICE POEM (CHAPTER 13: “LOS DURAZNOS/PEACHES”)
*WRITING, CRITIQUE, AND REVISING: TWO-VOICE POEMS (CHAPTER 14: “LAS UVAS/GRAPES”)
*REVISITING BIG METAPHORS AND THEMES; REVISING AND BEGINNING TO PERFORM TWO VOICE POEMS
*PARAGRAPH WRITING, PART I: HOW ESPERANZA RESPONDS ON THE TRAIN (REVISITING CHAPTER 5: “LAS GUAYABAS/GUAVAS”)
*PARAGRAPH WRITING, PART II
*END-OF-UNIT 2 ASSESSMENT: ON-DEMAND ANALYTICAL ESSAY ABOUT HOW ESPERANZA CHANGES OVER TIME

*NARRATIVES AS THEATER, PART I: WHAT IS READERS THEATER?
*NARRATIVES AS THEATER: ESPERANZA RISING, FROM NOVEL TO SCRIPT
*READERS THEATER AND THE UDHR
*MID-UNIT ASSESSMENT: EVALUATING A NOVEL VERSUS A SCRIPT
*IDENTIFYING THEME: CONNECTING PASSAGES FROM ESPERANZA RISING TO HUMAN RIGHTS
*LAUNCHING READERS THEATER GROUPS: IDENTIFYING PASSAGES FROM ESPERANZA RISING FOR READERS THEATER THAT CONNECT TO THE UDHR
*DRAFTING INDIVIDUAL READERS THEATER SCRIPTS FOR A SPECIFIC SCENE: NARROWING TEXT FOR OUR READERS THEATER SCRIPTS
*DRAFTING INDIVIDUAL READERS THEATER SCRIPTS FOR A SPECIFIC SCENE: REPHRASING, NARRATOR INTRODUCTION, AND IDENTIFYING CHARACTERS
*END OF UNIT ASSESSMENT: INDIVIDUAL SECTIONS OF READERS THEATER SCRIPT
*OUR GROUP READERS THEATER: MANAGING THE SEQUENCE OF EVENTS IN OUR GROUP SCRIPT
*OUR GROUP READERS THEATER: REVISION, CONCLUSION, AND FIRST REHEARSAL
*PERFORMANCE TASK: READERS THEATER SECOND REHEARSAL AND PERFORMANCE

***************************************************************************
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