Curriculum / ELA / 6th Grade / Unit 5: Fleeing Conflict: Refugee & The Unwanted / Lesson 10
ELA
Unit 5
6th Grade
Lesson 10 of 27
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Explain how characters respond to and change as a result of specific plot events, and identify how their responses reveal their perspective.
Book: Refugee by Alan Gratz pp. 81 – 109
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
What impact does the incident with Schiendick below deck have on Josef? How does it change his perspective? Provide specific evidence from pages 96 through 98 and explain your reasoning.
An example response to the Target Task at the level of detail expected of the students.
Questions about the text that will help guide the students understanding
How has Isabel’s perspective of her life and future changed since she left Cuba? Provide specific evidence from pages 82 through 86 to support your answer.
How has becoming a refugee changed Mahmoud’s perspective on the world and of himself? Provide specific evidence from pages 88–89 to support your answer.
How does Lito’s perspective on going to America differ from the rest of the family’s? Provide evidence from pages 100 through 103 to support your answer.
What is your perspective on the boy who charges money to tell Mahmoud’s family where they can stay? Do you think he is taking advantage of them or that he is just doing his best to survive as well?
Assess student understanding and monitor progress toward this lesson's objective with an Exit Ticket.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
eternity
n.
(p. 89)
An infinite amount of time
point of view/perspective
1. a character’s opinion or feelings about a specific topic/idea/event 2. the "lens" through which a person sees and understands the world. This is usually influenced by aspects of their identity, beliefs, and life experiences
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. 110 – 140
While reading, answer the following questions.
What is Josef’s father’s general state of mind at this point in the text? Provide examples.
What does Papa argue with Mr. Shiendick about?
What happens to Señor Castillo as the tanker passes Isabel’s small boat?
What does the smuggler keep telling Mahmoud’s family? How do they respond?
What does Mahmoud do to protect his family?
Why is a doctor coming on board the St. Louis? What is Josef worried about?
What does Josef do to protect his family?
What does Isabel do when she realizes what has happened to Señor Castillo?
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RL.6.3 — Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
RL.6.6 — Explain how an author develops the point of view of the narrator or speaker in a text.
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.
SL.6.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
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.
Lesson 9
Lesson 11
Define important terms related to this unit and determine the technical meaning of unfamiliar words using context clues and reference texts.
L.6.4 L.6.4.a L.6.4.c L.6.4.d RI.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.6.3 RI.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.6.3 RI.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
Writing
Write a short informational paragraph based on research gathered from a nonfiction text.
W.6.2 W.6.2.b W.6.2.c W.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.6.5 RL.6.4
Explain how characters respond to the difficult situations they face and what their responses reveal about them.
RL.6.3
RL.6.3 RL.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.6.3 RL.6.5
Explain how Gratz uses figurative language and imagery to help develop mood and meaning.
L.6.5 L.6.5.a RL.6.4
Explain how Gratz makes connections between the stories of the three young refugees.
Explain how characters in Refugee respond to and change as a result of specific plot events and identify how their responses reveal their perspective.
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.6.5 RL.6.6
Determine themes in Refugee and explain how they are developed through the stories of specific characters.
RL.6.2
Socratic Seminar
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.6.1 SL.6.1.d SL.6.3 SL.6.4
Unpack a prompt, study a Mentor Text, and brainstorm topics in preparation for creating an informational radio interview script.
W.6.2 W.6.5
Locate and assess the usefulness and credibility of online sources.
W.6.5 W.6.7 W.6.8
Gather and organize information from multiple sources in preparation for writing a script for an informational radio interview.
W.6.7 W.6.8
Generate open-ended questions and create an outline for an informational radio interview.
W.6.2 W.6.2.a W.6.2.b W.6.5
Draft a radio interview script, including relevant facts.
W.6.2 W.6.2.a W.6.2.b W.6.2.c W.6.2.d
Identify nonrestrictive elements in text and add them to writing; create a bibliography for radio interviews.
L.6.2 L.6.2.a W.6.8
Record and/or present radio interviews using appropriate volume and clear pronunciation.
SL.6.4 SL.6.5 W.6.2
Assessment – 2 days
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