Curriculum / ELA / 6th Grade / Unit 5: Fleeing Conflict: Refugee & The Unwanted / Lesson 13
ELA
Unit 5
6th Grade
Lesson 13 of 27
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Analyze how the author develops thematic connections and compare and contrast how the novel and video convey the shared experiences of refugees.
Book: Refugee by Alan Gratz pp. 171 – 202
Video: “Refugees: The Shared Story of Harry and Ahmed” by UNICEF USA
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Prior to the start of class, print out the quotes in the Hamlet Quote Card resource and glue/tape them to a notecard in order to be prepared for the opening activity. If possible, move the student desks/tables to the side of the room so that there is room for students to walk around. Alternatively, take students to a space outside the classroom where they will have more room to engage in the activity.
Today's reading includes depictions of mental illness and human suffering. Students may find these passages upsetting. Emphasize respectful communication, critical thinking, and context understanding prior to engaging in today's reading. Name for students the resources they can leverage within the classroom or school day to process their emotions. Be particularly mindful of your students' backgrounds and experiences and how they might be affected by this text.
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
How does the video convey the connections between Harry and Ahmed's experiences? How does the video's approach to communicating the shared experiences of refugees compare to Gratz's approach in the text? Provide examples from both the text and the video to support your answer.
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Questions about the text that will help guide the students understanding
What do all three stories reveal about the experience of having to care for a parent in distress? Provide examples from the text to support your answer. (Refugee)
How are all three protagonists' stories connected by the topic of generous strangers? What message is Gratz trying to communicate through this connection? Cite evidence from the text to support your answer. (Refugee)
What important word connects Josef's story to Isabel's story in today's reading? What central idea does Gratz develop through the repetition of this word? Reread pages 188 and 202 and provide examples to support your answer. (Refugee)
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
weary
adj.
(p. 185)
very tired, often as a result of working hard
Reading and/or task to be completed at home in preparation for the next lesson.
To ensure that students are prepared for the next lesson, have students complete the following reading for homework. Use guidance from the next lesson to identify any additional language or background support students may need while independently engaging with the text.
Book: Refugee by Alan Gratz pp. 203 – 235
While reading, answer the following questions.
What happens to Iván when he is in the water?*
What do the tourists do when they see refugees on the ferry praying? Why?*
Why are the passengers on board the St. Louis so upset?*
Why does Josef tear his clothing? What emotions is he experiencing?*
What difficult decision do the passengers on Isabel's boat have to make? How does Isabel feel about this?*
What does the driver do to Mahmoud's family?
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RI.6.9 — Compare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
RL.6.5 — Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
RL.6.9 — Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
Standards that are practiced daily but are not priority standards of the unit
L.6.6 — Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
RL.6.1 — Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.2 — Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RL.6.4 — Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
RL.6.10 — By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6—8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
SL.6.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.
W.6.1 — Write arguments to support claims with clear reasons and relevant evidence.
W.6.1.a — Introduce claim(s) and organize the reasons and evidence clearly.
W.6.1.b — Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
W.6.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.6.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.6.9.a — Apply grade 6 Reading standards to literature (e.g., "Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics").
W.6.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Next
Explain how the characters respond to specific plot events and analyze how their responses reveal their perspectives.
Define important terms related to migration and compare and contrast how the texts convey central ideas about the experiences of refugees.
Standards
RI.6.2RI.6.9RL.6.2RL.6.9
Identify and explain the basic features of graphic novels in order to analyze how the author uses text and illustrations to develop the reader's understanding of the conflict in Syria.
RI.6.3RI.6.5
Analyze how the author uses words and images to develop mood and tone and explain how these choices convey the author's perspective.
RI.6.4RI.6.6RL.6.4
Describe different challenges that refugees face and explain how Brown develops the reader's understanding of this topic.
RI.6.3RI.6.7
Determine author Don Brown's perspective on the world's response to the Syrian refugee crisis and his purpose for writing The Unwanted.
RI.6.4RI.6.6
Write a short informational paragraph based on research gathered from a nonfiction text.
W.6.2W.6.2.bW.6.2.cW.6.9
Describe the narrative structure of Refugee and explain how the first three chapters develop the characters, setting, and plot.
RL.6.5
Analyze how the author uses literary devices such as figurative language to develop the mood and convey the protagonists' emotions.
L.6.5RL.6.4RL.6.6
Explain how characters respond to the difficult situations they face and what their responses reveal about them.
RL.6.3
Explain how events in the plot impact characters and analyze how their responses reveal their perspective.
RL.6.3RL.6.6
Explain why Refugee can be considered a coming-of-age novel and describe how each of the three protagonists changes as the text progresses.
RL.6.3RL.6.5
Analyze how the author uses literary devices such as figurative language to develop mood and perspective.
L.6.5L.6.5.aRL.6.4RL.6.6
RI.6.9RL.6.5RL.6.9
Compare and contrast characters' responses to specific plot events and analyze how their responses reveal their perspectives.
Analyze how Gratz conveys characters' perspectives and develops central ideas of the text.
RL.6.2RL.6.3RL.6.6
Analyze how the protagonists' perspectives have changed and explain how Gratz develops connections between their stories.
RL.6.5RL.6.6
Analyze how themes in Refugee are developed over the course of the text and explain how the structure of the text supports the author's purpose.
RL.6.2RL.6.5
Engage in a Socratic Seminar with peers, responding directly to others by rephrasing and delineating arguments, determining the strength of evidence, and posing clarifying questions.
SL.6.1SL.6.1.dSL.6.3SL.6.4
Unpack a prompt, study a Mentor Text, and brainstorm topics in preparation for creating an informational radio interview script.
W.6.2W.6.5
Locate and assess the usefulness and credibility of online sources.
W.6.5W.6.7W.6.8
Gather and organize information from multiple sources in preparation for writing a script for an informational radio interview.
W.6.7W.6.8
Generate open-ended questions and create an outline for an informational radio interview.
W.6.2W.6.2.aW.6.2.bW.6.5
Draft a radio interview script, including relevant facts.
W.6.2W.6.2.aW.6.2.bW.6.2.cW.6.2.d
Identify nonrestrictive elements in text and add them to writing; create a bibliography for radio interviews.
L.6.2L.6.2.aW.6.8
Record and/or present radio interviews using appropriate volume and clear pronunciation.
SL.6.4SL.6.5W.6.2
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