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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Explain how Gratz makes connections between the stories of the three young refugees.
Book: Refugee by Alan Gratz pp. 171 – 202
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
How are all three protagonists' stories today connected by the topic of generous strangers? Identify one scene in each character’s story and explain how it explores this topic. What message is Gratz trying to communicate by connecting their stories around this experience?
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Questions about the text that will help guide the students understanding
What important word connects Josef’s story to Isabel’s story in today’s reading? Reread pages 188 and 202 and provide evidence to support your answer.
How does the concept of “invisibility” connect Josef and Mahmoud’s stories today? Reread pages 192-197 to support your answer.
How are Josef’s and Isabel’s stories connected by the experience of having an ill parent? Provide specific evidence from pages 171-178 and 183-186 and describe the similarities between their experiences.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
weary
adj.
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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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.
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 characters in Refugee respond to and change as a result of specific plot events and identify how their responses reveal their perspective.
Define important terms related to this unit and determine the technical meaning of unfamiliar words using context clues and reference texts.
Standards
L.6.4L.6.4.aL.6.4.cL.6.4.dRI.6.4
Define significant terms essential for understanding graphic novels, and explain how Brown uses text and illustrations to develop the reader’s understanding of the conflict in Syria.
RI.6.3RI.6.5
Explain how Brown uses words and images to develop mood, tone, and meaning.
RI.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 point of view on the world’s response to the Syrian refugee crisis and his purpose in writing The Unwanted.
RI.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 aspects of characters, setting, and plot.
RL.6.5
Explain how Gratz uses figurative language, word choice, and punctuation to help develop mood and meaning.
L.6.5RL.6.4
Explain how characters respond to the difficult situations they face and what their responses reveal about them.
RL.6.3
Explain how characters respond to and change as a result of specific plot events, and identify 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 are changing as the text progresses.
RL.6.3RL.6.5
Explain how Gratz uses figurative language and imagery to help develop mood and meaning.
L.6.5L.6.5.aRL.6.4
Explain how characters in Refugee respond differently to specific plot events, and how their responses reveal their perspective.
Explain how and why characters in Refugee respond to specific plot events, and how their responses reveal their perspective.
Describe how characters’ perspectives have changed by the end of the text and explain how Gratz makes connections between the book’s three protagonists.
RL.6.5RL.6.6
Determine themes in Refugee and explain how they are developed through the stories of specific characters.
RL.6.2
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
2 days
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