Lesson 1 | Refugee and The Unwanted | 6th Grade English

Objective

Define important terms related to this unit and determine the technical meaning of unfamiliar words using context clues and reference texts.

Readings and Materials

Article: “Refugee” by Diane Boudreau, Melissa McDaniel, Erin Sprout, Andrew Turgeon — stop before "Environmental Refugees"

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Target Task

Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved

Assign

Writing Prompt

Read the following passage from the United Nations' Convention and Protocol Relating to the Status of Refugees:

"CONSIDERING that many persons still leave their country of origin for reasons of persecution and are entitled to special protection on account of their position,

RECOMMENDS that Governments continue to receive refugees in their territories and that they act in concert in a true spirit of international cooperation in order that these refugees may find asylum and the possibility of resettlement."

Source: Convention and Protocol Relating to the Status of Refugees by UNHCR (The UN Refugee Agency).

a. What is the definition of the word “concert” as it is used above?

A. (noun): a musical performance given in public
B. (noun): together; in agreement
C. (verb): to arrange

b. Underline unfamiliar words (or words that are used in unfamiliar ways) in the passage in Part A. Use context clues to take your best guess at their meaning, then look up the words in a reference text.

c. In your own words, how does the United Nations hope that other countries will treat refugees?

Sample Response

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Key Questions

Questions about the text that will help guide the students understanding

Close Read Questions

In your own words, define what it means to be a "refugee."
In the second paragraph, the text uses the word “convention.” This word has several different meanings. Based on context clues, which definition of the word “convention” do you think is being used here?
1. (noun): a custom; the way something is usually done
2. (noun): an agreement between countries
3. (noun): a large meeting of people, generally in the same profession or sharing a common interest
In your own words, define what "asylum" is and why it is important.
Read through the remainder of the article and underline any words that you do not know or are uncertain about. Then circle two to three of these words that you think are most important for understanding this article.
Using context clues, write a “best guess” for what each of these words might mean.
Using a dictionary, check your rough definitions and note down the exact definition of each word.

Discussion Questions

What questions do you have as we begin this unit about refugees? What do you hope you will learn by the end of the unit?

Exit Ticket

Assign

Assess student understanding and monitor progress toward this lesson's objective with an Exit Ticket.

Vocabulary

Literary terms, text-based vocabulary, idioms and word parts to be taught with the text

Text-based

refugee

a person who has been forced to leave their home or country in order to escape war, persecution, or natural disaster.

asylum

the protection granted by a nation to someone who has left their native country as a refugee.

persecute

to treat someone badly, especially because of their race, sexual orientation, political, or religious beliefs

Homework

Reading and/or task to be completed at home in preparation for the next lesson.

Assign

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: The Unwanted: Stories of the Syrian Refugees by Don Brown pp. 1 – 19

While reading, answer the following questions.

What event sparks the protests in Dara’a?
Who is the leader of Syria? What kind of leader is he?
What are protesters asking for?
How does the government respond to the protests?
According to the text, what do many people decide to do after the civil war begins?

Enhanced Lesson Plan

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Common Core Standards

L.6.4 — Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

Language Standards

L.6.4 — Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
L.6.4.a — Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

Language Standards

L.6.4.a — Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
L.6.4.c — Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

Language Standards

L.6.4.c — Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
L.6.4.d — Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Language Standards

L.6.4.d — Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

RI.6.4 — Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

Reading Standards for Informational Text

RI.6.4 — Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

Supporting Standards

Standards that are practiced daily but are not priority standards of the unit

L.6.6

RI.6.1

RI.6.2

RI.6.10

SL.6.1

SL.6.6

W.6.2

W.6.2.a

W.6.2.b

W.6.4

W.6.9

W.6.9.b

W.6.10

Lesson 2

Lesson Map

“Refugee” — stop before "Environmental Refugees"

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

The Unwanted pp. 1 – 19
How to Read Comics

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

The Unwanted pp. 20 – 45

Explain how Brown uses words and images to develop mood, tone, and meaning.

RI.6.4

The Unwanted pp. 46 – 67

Describe different challenges that refugees face and explain how Brown develops the reader’s understanding of this topic.

RI.6.3 RI.6.7

The Unwanted pp. 68 – 90

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

The Unwanted p. 94 — Postscript

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

Refugee pp. 1 – 17

Describe the narrative structure of Refugee and explain how the first three chapters develop aspects of characters, setting, and plot.

RL.6.5

Refugee pp. 18 – 48

Explain how Gratz uses figurative language, word choice, and punctuation to help develop mood and meaning.

L.6.5 RL.6.4

Refugee pp. 49 – 80

Explain how characters respond to the difficult situations they face and what their responses reveal about them.

RL.6.3

Refugee pp. 81 – 109

Explain how characters respond to and change as a result of specific plot events, and identify how their responses reveal their perspective.

RL.6.3 RL.6.6

Refugee pp. 110 – 140

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

Refugee pp. 141 – 170

Explain how Gratz uses figurative language and imagery to help develop mood and meaning.

L.6.5 L.6.5.a RL.6.4

Refugee pp. 171 – 202

Explain how Gratz makes connections between the stories of the three young refugees.

RL.6.5

Refugee pp. 203 – 235

Explain how characters in Refugee respond to and change as a result of specific plot events and identify how their responses reveal their perspective.

RL.6.3 RL.6.6

Refugee pp. 236 – 262

Explain how characters in Refugee respond differently to specific plot events, and how their responses reveal their perspective.

RL.6.3 RL.6.6

Refugee pp. 263 – 291

Explain how and why characters in Refugee respond to specific plot events, and how their responses reveal their perspective.

RL.6.3 RL.6.6

Refugee pp. 292 – 317

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

Refugee

Determine themes in Refugee and explain how they are developed through the stories of specific characters.

RL.6.2

Socratic Seminar

Refugee
The Unwanted

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

Writing

“U.N. Refugee Agency Deputy On The Humanitarian Crisis In Syria”

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

Writing

Locate and assess the usefulness and credibility of online sources.

W.6.5 W.6.7 W.6.8

Writing

Gather and organize information from multiple sources in preparation for writing a script for an informational radio interview.

W.6.7 W.6.8

Writing

“U.N. Refugee Agency Deputy On The Humanitarian Crisis In Syria”
“What Will Winter Bring for Syria's Refugees?”

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

Writing

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

Writing

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

Writing

“U.N. Refugee Agency Deputy On The Humanitarian Crisis In Syria”

Record and/or present radio interviews using appropriate volume and clear pronunciation.

SL.6.4 SL.6.5 W.6.2

Assessment – 2 days

Fleeing Conflict: Refugee & The Unwanted

Objective

Readings and Materials

Target Task

Writing Prompt

Sample Response

Key Questions

Close Read Questions

Discussion Questions

Exit Ticket

Vocabulary

Text-based

Homework

Enhanced Lesson Plan

Common Core Standards

Language Standards

Language Standards

Language Standards

Language Standards

Reading Standards for Informational Text

Supporting Standards

Language Standards

Reading Standards for Informational Text

Reading Standards for Informational Text

Reading Standards for Informational Text

Speaking and Listening Standards

Speaking and Listening Standards

Writing Standards

Writing Standards

Writing Standards

Writing Standards

Writing Standards

Writing Standards

Writing Standards

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