Biliteracy Unit Framework

(adapted from Beeman & Urow by MHH)

Grade: 5th 2-way dual language classroom

Content Area Language in which this content area is
Social Studies taught:
English

Storyline:
What students have already learned:
This is the first Social Studies Unit of 5th grade. In 4th grade, the students had experience making maps of North America so they are familiar
with the general outline of the continent. They also used latitude and longitude on maps and globes to locate places in North America. They
can locate data on maps, charts, and graphs to answer specific questions. They can locate states and major cities, and have studied how
humans adapt or modify the physical environment. They have analyzed the impact of major geographical factors on the development of
modern agricultural regions in the US. Thus, they are familiar with maps, North America, and basic geographical features of the continent.

What students will learn in this unit:

In this unit, students will use their informational knowledge to evaluate how physical features affected European “colonization” in North
America, specifically analyzing 1) the 1490s first contact between Christopher Columbus (representing Spain) and the Taínos in the
Caribbean and 2) the Mayflower migrants’ settlement in what is now Massachusetts.

What students will be able to do by the end:

At the end of the unit students will be able to interpret the different encounter experiences of the Taínos/Spanish and the Wampanoag/British
by reading two informational texts: 1) the role of Christopher Columbus to the Caribbean in 1492 in the genocide of the Taínos and 2) the role
of Squanto on the survival of the Mayflower ship passengers in 1620.

At the end of the unit students will be able to compare and contrast the initial contact experience between the Spanish and the Taínos and
the British and the Wampanoag in a 5-paragraph essay that discusses a) the role of physical space (oceans, lakes, islands, coasts) on the
Europeans’ decisions to land and the indigenous peoples’ original homes; b) the perception of these physical spaces by the four groups (i.e.,
concepts of ownership, perception of emptiness); and c) the impact of cross-cultural (mis)understanding. Students will gather information
from a variety of sources, synthesize the information into an outline, create a draft of the essay, engage in peer review, revise and edit, and
publish it.
Content Big Ideas: Time-frame:
I want my students to understand that: approximately 4 weeks
1. Locate and identify the physical and human characteristics of places in the North
American colonies (initial colonies)
a. The Caribbean
i. The Taínos caciques areas (Hispaniola, Bahamas, Puerto Rico, etc.)
ii. The locations of Columbus 4 voyages
b. New England
i. The Wampanoag (Patuxet) nation
ii. The landing area of the Mayflower

2. Explain how geographic factors affected land use in the North American colonies.
a. Pre-existing Native American settlements
i. “ownership” conceptions of Indigenous vs European
ii. collective land vs owned/claimed land
b. How “settlers” decided where to settle
i. “empty” or “abandoned” preconceptions of European colonists
ii. Mountain ranges/rivers as obstacles or advantage to settling

3. Describe the life of Squanto before and after he met the Mayflower passengers
a. Squanto (Tisquantum) was a member of the Patuxet tribe known for his
“helping” the Mayflower passengers survive the first winter. His story is much
more complicated: the reason he spoke English was because as a young man
he was kidnapped by English marauders (1614) and sold into slavery in Britain
and Spain. He escaped slavery and returned to his native village in 1619, but
his village had been wiped out by epidemic diseases (probably smallpox). He
was living with the Wampanoag when the Mayflower ship arrived, and served
as an intermediary between Massasoit and the passengers. (There’s more--it
gets real political and complicated because Squanto was apparently playing
both sides. He died in 1622 from disease.)

4. Describe the impact that Columbus’ actions had on the Taínos

a. Before the arrival of Columbus, the Taínos were an Arawak-speaking peoples
that inhabited what is now Cuba, Jamaica, Hispaniola, Puerto Rico, the
 Bahamas, and the Virgin Islands (~3-5 million people). In Dec 1492 Colmbus
landed on Hispaniola and believed the Taínos looked very weak and could
easily be enslaved. He took several captives on his return to Spain and left 39
men behind. In 1493 when he returned, the Spaniards had been killed by the
Taínos and Columbus began a war with them and kidnapped cacique
Caonabo. He instituted a system of gold tribute (Taínos were required to bring
him a copper bell full of gold every three months or their hands were cut off)
and enslaved others. In 1494 the Taínos revolted but were defeated. There
were several cycles where different caciques attempted to pacify Spaniards
with tributes, failed, revolted, and were defeated. In 1495 he sent back to Spain
~500 Taínos as slaves. Diseases, war, and enslavement killed many Taínos.
By 1520, there were only a few thousand left.

Language Arts Big Ideas:

I want my students to understand that:

1. Evidence can be found in texts to support the main idea.

2. When reading a text there are multiple points of views with different perspectives.
3. When writing an essay, evidence needs to be included to support the main idea.
4. When reading and writing, ideas link together to create a larger picture.

Standards

Content Area Standards Language Arts Standards Language Development Standards

Minnesota Social Studies Standards CCSS ELA standards WIDA

Geography: Human Environment Interaction
The meaning, use, distribution and importance of
resources changes over time.
Reading:
5.2.3.3 Explain the relationships or interactions
between two or more individuals, events,
ideas, or concepts in a historical, scientific, or
ELD-LA 4-5 Inform Interpretive
interpret informational texts in Language
Arts by:
- Identifying and summarizing main
ideas and key details
Geography: Places and Regions technical text based on specific information in
Places have physical characteristics (such as climate, the text.
topography and vegetation) and human characteristics
(such as culture, population, political and economic 5.6.2.2 Write informative/explanatory texts to
systems) examine a topic and convey ideas and
information clearly.
a. Introduce a topic clearly, provide a general
observation and focus, and group related
information logically; include formatting (e.g.,
headings), illustrations, and multimedia when
useful to aiding comprehension.
b. Develop the topic with facts, definitions,
concrete details, quotations, or other
information and examples related to the topic.
c. Link ideas within and across categories of
information using words, phrases, and clauses
(e.g., in contrast, especially).
d. Use precise language and domain-specific
vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section
related to the information or explanation
presented.
Learning Targets
Content Targets
Students will be able to:
● Use maps to identify:
○ Taíno caciasgos pre-contact
○ location of Columbus’ departure point from Spain
○ location of Columbus landings on 4 voyages
○ location of Mayflower landing
○ location of Squanto’s kidnapping, enslavement, and return
● Discuss how the physical features of the coasts affected:
- analyzing details and examples for
key attributes, qualities, and
characteristics
- evaluating the impact of key word
choices in a text
ELD-LA 4-5 Inform Expressive
construct information texts in Language Arts
that:
- introduce and define topic and/or for
audience
- establish objectives or neutral stance
- add precision and details to define,
describe, compare, and classify topic
and/or entity
- develop coherence and cohesion
throughout text
Formative Assessments
Content Area
● Global map Task
● Topographical map task
 ○ location of Taíno caciasgos
○ Patuxet and Wampanoag settlements
○ landing point of Mayflower
○ landing points of Columbus
● Compare and contrast the initial interactions between Columbus and the Taínos ● Venn Diagram Task
(mostly warlike) and the Mayflower passengers and the Wampanoag
● Compare and contrast the situation between the Europeans and the indigenous
peoples after ~30 years of first contact (the Taínos had been murdered and enslaved), ● Timeline Tasks
the Wampanoag and the British (several ships arrived with more people, William
Bradford was governor of Plymouth Colony; the treaties with local groups broke down;
Pequot War of 1637, King Philip's War of 1675 from land grabs of more and more
colonists, etc.)

Language Arts Targets Speaking and Listening

Speaking and Listening ● Think, pair, share
Students will be able to: ● Small group discussions
● Engage in conversations using accountable talk ○ Discuss the impact of
○ I agree/disagree because... colonizers on idniginous
● Look at the speaker peoples in small group
● Orally summarizing/ paraphrasing what has been read aloud discussions
● Take turns during discussions Reading
● Orally state complete thoughts ● venn diagram comparing key facts
● Orally use past tense from 2 texts
● Orally use transitional phrases ● read The Life of Squanto by Pretend
Author and Five Caciques in 1492 by
Reading Pretend Author
Students will be able to: ● Quiz 1: Life of Squanto
● Identify key facts from a text. comprehension quiz
● Use evidence from a text to defend their position. ● Quiz 2: Five Caciques in 1492
● Compare 2 or more groups using details from the text. comprehension quiz
Writing
Writing ● Write a short 1 paragraph summary
Students will be able to: about what they read.
● connect ideas throughout their writing using words, phrases and clauses. ● essay outline
● Incorporate academic vocabulary in their writing
● Use facts and quotes in their writing
● Summarize their writing with an introduction and conclusion
● Identify and explain the advantages & disadvantages of modern land ownership in the
U.S.

Language Development Targets English:

English ● Dictado
Students will be able to: ● Think pair share
● use punctuation marks for cohesion throughout their written ideas. ○ discussing events in New
● differentiate fragment sentences from complete sentences. England
● describe events that took place in the past. ● Looking at how Indigenous
● apply figurative language to add depth to their writing. individuals use figurative language to
● Identify pros and cons of modern land ownership processes in the U.S. and explain describe symbolic landmarks such
these advantages/disadvantages to a partner as their house and community
● Conversation task: Pros and Cons of
Spanish modern land ownership in the U.S.
Students will be able to: (cooperative farms vs buying land for
● differentiate Spanish punctuation from English a house)
● write complete sentences ○ T-chart of pros and cons
● use Spanish to describe events in the past
● create depth in their writing by using figurative language
Spanish
● Create a diagram of Spanish
punctuation
● Use figurative language to identify
aspects at their home
● think pair share
○ discussing events in the
Carribean
● Sentence auction: list of sentences
related to our topic including correct
 and incorrect aspects
○ students will then bid using
fake money to identify which
sentence they believe is
incorrect or correct

Summative Assessment for Unit

Compare and contrast the initial contact experience between the Spanish and the Taínos and the British and the Wampanoag in a 5-
paragraph essay that discusses a) the role of physical space (oceans, lakes, islands, coasts) on the Europeans’ decisions to land and the
indigenous peoples’ original homes; b) the perception of these physical spaces by the four groups (i.e., concepts of ownership, perception of
emptiness); and c) the impact of cross-cultural (mis)understanding. Students will gather information from a variety of sources, synthesize the
information into an outline, create a draft of the essay, engage in peer review, revise and edit, and publish it.

Unit Section

Building Oracy and Background Knowledge

Language resources, linguistic creativity, and cultural funds of knowledge
● Students are proficient in holding social conversations in English, Spanish, and Spanglish. Two students also speak Zapotec as a
heritage language. Students have had some exposure to the transformation of “Columbus Day” to “Indigenous People’s Day”, with
some discussions of why this change has occurred in prior grades. A few students live in homes owned by their parents, other
students rent their homes or apartments. Students have concepts of ownership in terms of items such as backpacks, games, clothing,
etc.

Building Oracy & Background Knowledge Activities

● Class survey: what do we own?
○ Students will list, draw, or find things that they own or have shared ownership with
● KWL chart: Squanto and the First Thanksgiving
○ with a unit like this that takes a critical perspective of the heroification of the Pilgrims and Columbus, the teacher needs to
know ahead of time what students have heard about these historical figures
● KWL chart: Columbus and the “discovery” of the Americas
● Virtual field trip 1 - looking at the land (areas of contact) before and looking at the land now (Google Earth for modern geographical
 area);
● Native Elder could come in and tell their story or maybe have it set up as the students interviewing the elder
○ describe their home vs village vs land
○ Oral descriptions of our homes with figurative language
■ Indigenous figurative language: use similes and metaphors in connection to emotions or actions (Talking Tree as
community center)
● Sensory gallery walk - stations could be commonly used objects during the time like clothing and food
● Map Task: As a formative assessment and the construction of oracy and background knowledge, students will be creating a map,
adding visuals and concepts to a map as the unit progresses. By doing so, students will be able to create a visual understanding of
the role of physical spaces regarding Europeans' decisions to select land and the indigenous peoples' land. Students will add oceans,
lakes, islands, coasts, mountains, and more to their maps while adding a brief description of various aspects on their maps.
●

Word Level Sentence Discourse

Level Level

coastline (sentence (patterns

harbor stems from mentor
bay students text)
ocean need to
river know) X person
owns X item
own, I own …. X person
ownership I have claimed
claim ownership of ownership
on behalf of … on behalf of
I claim Y...
discover, ownership of
discovery ...
invade

Reading Comprehension

Text 1: The Life of Squanto by Pretend Author

Text 2: Five Caciques in 1492 by Pretend Author

● Preview of both texts with picture walk/text feature walk

● Have student independently read the texts then paraphrase what they were about with their table partners
● Have students fill out a worksheet as a group with the main ideas of each text.
● Compare the 2 texts using a venn diagram as a class
○ think, pair, share
● As a formative assessment and the construction of oracy and background knowledge, students create a map, adding visuals and
concepts to a map as the unit progresses. By doing so, students will create a visual understanding of the role of physical spaces
regarding Europeans' decisions to select land and the indigenous peoples' land. Students will add oceans, lakes, islands, coasts,
mountains, and more to their maps while adding a brief description of various aspects on their maps.

Word Level Sentence Discourse

Level Level

(words (sentence (patterns

students stems from mentor
need to students text)
know) need to
Caribbean know)
Taíno However,
cacique In contrast,
infectious On the other
diseases hand,
harbor Either...or….
bay Both…
mainland Likewise....
shifting Besides,
agriculture Furthermore
cultivation Moreover
thatched to have in
roof common
tribute alike
revolt different
political Nevertheles
hierarchy s,
encomienda

*******
treaty
abduction
bondage
epidemic
captive
broker
fur trade
fertilize
crops
shoals
coast
península
diplomat
tribe
separatists
Writing

● Collaborative writing- pros/cons of how we view land

○ Have students break into small groups (2-3 students/group) and discuss what we learned and read regarding the perception of
land ownership.Students will be thinking of pros and cons for each view of land ownership. They will discuss the indiginous
beliefs surrounding land and then compare it to the European idea of ownership. After students have had time to discuss, we
will create 2 t-charts in the front of the room. One chart will be the pros and cons of the indiginous views on land, and the other
will be the pros and cons of European views on land ownership. Each group will share what they discussed in their small
group and the charts will be filled in as a class with every groups’ input. After the two charts have been completed, the teacher
will model how the information in the charts could be used to write a paragraph summary. The model will include an outline but
will not be a complete paragraph. Then the students will go back to their groups and work together to write their group’s
paragraph summary of the t-charts.

● Collaborative writing
○ In small groups, students could write short paragraph summaries of the text they read
○ create groups with either:
■ similar skill level to assess students knowledge
■ mixed skill levels to provide opportunities for improvement
● Individual writing Process: (differentiated by graphic organizer)
○ below grade level: brainstorming web + outline planning
○ grade-level: venn diagram + outline planning
○ advanced: planning with graphic organizer: T chart + outline planning
Word Level Sentence Discourse
Level Level

(words (sentence (patterns

students stems from mentor
need to students text)
know) need to
know)
However,
In contrast,
On the other
hand,
Either...or….
Both…
Likewise....
Besides,
Furthermore
Moreover
to have in
common
alike
different
Nevertheles
s,

Word Study and Fluency

Focus: Transition words

● differentiate fragment sentences from complete sentences.
 ● Incorporate academic vocabulary in their writing
● connect ideas throughout their writing using words, phrases and clauses.
● Incorporate academic vocabulary in their writing

Transition words to practice in small group reading/writing:

● In addition
● Moreover
● Likewise
● However,
● In contrast,
● On the other hand,
● Either...or….
● Both…
● Besides,
● Furthermore
● Moreover
● to have in common
● alike
● different
● Nevertheless,

Activities:
● Scan for transition words in text students have already read
● Categorize list of transition words in a closed-sort task: words that mean similarity, words that mean difference, words that mean
“both”
● Shared writing: teacher models writing a sentence based off anchor text sentence with a synonymous phrase; students are given list
of anchor text sentences that they rewrite with synonymous transition phrases
● Students check their peers’ writing (in a peer-writing checklist) if they included transitional phrases
● Self-assess: students check their own writing with a checklist to make sure they included transitional phrases in their writing
The Bridge
Language of instruction: Spanish

Transfer Chart:
English Term Spanish Term

(list here) (list here)

epidemic epidémico
colony/colonist la colonia/ el colono
settlement el asentamiento
indigenous peoples los pueblos
enslavement indígenas/ los
abduction indígenas
treaty la esclavitud
el rapto/ el
However, secuestro
In contrast, el tratado
On the other hand,
Either...or…. sin embargo,
Both… por el contrario,
Likewise.... por otro lado,
Besides, cualquiera o
Furthermore ambos
Moreover igualmente/ lo
to have in common mismo
alike Además de/ aparte
different de
Nevertheless, además
además/ por otra
parte
tener en común
parecido/ igual
 diferente/ distinto
sin embargo/ no
obstante

● We could do an illustrative transfer chart with a map of North America and the Caribbean and name parts of coastlines and stuff, and
save the more abstract stuff (like treaty, abduction, enslavement) for a T chart
○ harbor
○ bay
○ coast
○ shoals
○ peninsula
○ ocean

Metalinguistic Focus

Contrastive Analysis chart(s)

Pattern 1 Pattern 2

punctuation, punctuation,
capitalization, in capitalization, in
English Spanish

Extension

Language Arts Targets

Speaking and Listening
Students will be able to:
● Engage in conversations about grade appropriate content.
● Look at the speaker
● Summarize or paraphrase a text that has been read aloud
 ● Take turns during discussions

Reading
Students will be able to:
● Identify key facts from a text.
○ Text 1: The Life of Pocahontas
○ Text 2: The Pueblo Indian Revolt of 1680
● Use evidence from a text to defend their position.
● Compare 2 or more groups using details from the text.

Writing
Students will be able to:
● Use English writing conventions in punctuation and capitalization
● connect ideas throughout their writing using words, phrases and clauses.
● Incorporate academic vocabulary in their writing
● Use facts and quotes in their writing
● Summarize their writing with an introduction and conclusion
● Identify and explain the advantages & disadvantages of modern land ownership in the U.S.