ELA.5.R.1.3

This is lesson 3 in the text unit series for Shh! We're Writing the Constitution by Jean Fritz. This lesson allows students to interpret unknown words and figurative language including simile, metaphor, idioms, hyperbole, and personification within the text. Students will infer attitudes or perspectives reflected by state representatives toward the meeting, ideas expressed in speeches given by the state representatives, and challenges faced during the Grand Convention all while developing their understanding of figurative language.

This unit will help students understand why and how the Constitution was created, including: the thirteen states and important historical figures present during the creation, the challenges and conflicts that state representatives faced during writing the Constitution, motifs and themes during the “Grand Convention,” and the relationship between state and national constitutions. Lessons will allow students to identify citizens’ civic duties outlined by the Constitution, the relationship between the federal and state Constitutions, and important historical symbols. Each part of the unit will include an in-depth dive into vocabulary and how it applies to the meaning of the text.

This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource.

Type: Lesson Plan

In this lesson, students will read an excertpt from Bud, Not Buddy by Christopher Paul Curtis to analyze story elements and examine characters' actions and motivations.

Type: Lesson Plan

During this lesson, students will learn about analyzing literary elements to see how they contribute to the plot and explaining themes of a text through Pourquoi tales. Students will identify these elements and use them to explain the development of themes in Pourquoi tales. Students will use their understanding of these elements to write their own narrative tale.

Type: Lesson Plan

After reading the novel Esperanza Rising by Pam Munoz Ryan, students will analyze the perspective of Esperanza while looking at important characterization features and other parts of the plot development. Students will create a narrative writing piece from the perspective of Esperanza based on the characterization features discussed.

Type: Lesson Plan

In this lesson, students will listen to several versions of the same song. They will read a poem, and make an illustration to identify how the author develops a character's perspective and how that perspective influences the story. Students will write a narrative using dialogue and description to develop a character’s perspective throughout their story.

Type: Lesson Plan

In this lesson, students will read the short story "Eleven" by Sandra Cisneros to collect text evidence about the character’s perspective on her birthday and age. After collecting text evidence, students will develop their own claim about the character’s perspective in the story through discussion and writing.

Type: Lesson Plan

This lesson focuses on reading Chapters 1 and 2 of the book Esperanza Rising by Pam Munoz Ryan. Students will analyze how the literary elements contribute to the story’s plot and describe how Esperanza’s perspective is developed throughout the story’s beginning. Students will summarize the important parts of the beginning of the story to show their understanding of the plot.

Type: Lesson Plan