Curriculum / ELA / 6th Grade / Unit 5: Fleeing Conflict: Refugee & The Unwanted / Lesson 12

Fleeing Conflict: Refugee & The Unwanted

Lesson 12

ELA

Unit 5

6th Grade

Lesson 12 of 21

Lesson Overview

Objective

Analyze how authors use literary devices to develop mood and perspective, and compare how different texts portray similar experiences.

Readings and Materials

Book: Refugee by Alan Gratz pp. 141–170

Lesson Notes

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Book: The Unwanted: Stories of the Syrian Refugees by Don Brown pp. 26–27 — pp. 31–33

Lesson Notes

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Resource: Language Sensitivity Analysis Handout (G6, U5, L12)

Lesson Notes

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Lesson Map

Lesson

Define important terms related to migration and compare and contrast how the texts convey central ideas about the experiences of refugees.

Materials

“What Is a Refugee?”
“Refugees”

Standards

RI.6.2RI.6.9RL.6.2RL.6.9

Lesson

Analyze how the author uses text and images to develop the reader's understanding of the conflict in Syria.

Materials

The Unwanted pp. 1–19

Standards

RI.6.3RI.6.5

Lesson

Analyze how the author's development of mood and tone conveys their perspective.

Materials

The Unwanted pp. 20–45

Standards

RI.6.4RI.6.6

progress
monitoring

Lesson

Analyze how the author develops and conveys his perspective on the challenges faced by refugees.

Materials

The Unwanted pp. 46–67

Standards

RI.6.3RI.6.6RI.6.7

Lesson

Determine the author's perspective on the world's response to the Syrian refugee crisis and his purpose for writing The Unwanted.

Materials

The Unwanted pp. 68–90
“Flooding In”

Standards

RI.6.4RI.6.6RI.6.9

Write a paragraph that informs the reader about the Syrian refugee crisis using relevant and current facts.

Day 1 - Planning / Drafting

Draft an informational paragraph that uses specific facts and precise, domain-specific vocabulary to explain a topic.

Materials

Postscript Note-catcher (G6, U5, L6)
Single Paragraph Outline
List of Suggested Resources (G6, U5, L6)

Standards

W.6.2.bW.6.2.dW.6.9

Day 2 - Revising / Language

Revise an informational paragraph by using participial phrases to vary sentence openings and connect ideas.

Standards

L.6.2.aL.6.3.aW.6.2

Lesson

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

Materials

Refugee pp. 1–17

Standards

RL.6.5

Lesson

Analyze how the author uses literary devices to establish mood and develop the characters' perspectives.

Materials

Refugee pp. 18–48

Standards

L.6.5RL.6.4RL.6.6

progress
monitoring

Lesson

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

Materials

Refugee pp. 49–80

Standards

RL.6.3

Lesson

Analyze how significant experiences shape characters' perspectives.

Materials

Refugee pp. 81–109

Standards

RL.6.3RL.6.6

Lesson

Explain why Refugee can be considered a coming-of-age novel and describe how each of the three protagonists changes as the text progresses.

Materials

Refugee pp. 110–140

Standards

RL.6.2RL.6.3

Lesson

Analyze how authors use literary devices to develop mood and perspective, and compare how different texts portray similar experiences.

Materials

Refugee pp. 141–170
The Unwanted pp. 26–27 — pp. 31–33

Standards

RI.6.9RL.6.4RL.6.6RL.6.9

Lesson

Compare and contrast how the structures of the novel and the video emphasize shared refugee experiences and convey central ideas.

Materials

Refugee pp. 171–202
“Refugees: The Shared Story of Harry and Ahmed”

Standards

RI.6.9RL.6.5RL.6.9

progress
monitoring

Lesson

Analyze how the characters' responses to significant events reveal their perspectives.

Materials

Refugee pp. 203–235

Standards

RL.6.3RL.6.6

Lesson

Compare and contrast how characters' responses to significant events reveal their perspectives.

Materials

Refugee pp. 236–262

Standards

RL.6.3RL.6.6

Lesson

Analyze how the author develops the central ideas of the text and the characters' perspectives through key events.

Materials

Refugee pp. 263–291

Standards

RL.6.2RL.6.3RL.6.6

Lesson

Analyze how the protagonists' perspectives have changed and explain how the author develops connections between their stories.

Materials

Refugee pp. 292–317

Standards

RL.6.5RL.6.6

Lesson

Analyze how themes develop throughout the text and how the structure reinforces the author's message.

Materials

Refugee

Standards

RL.6.2RL.6.5

Lesson

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.

Standards

SL.6.1SL.6.1.dSL.6.3SL.6.4

Lesson

Writing

Overview

Research and create a radio-style interview script that informs listeners about how a refugee-led organization helps refugees build new lives.

Day 1 - Planning

Generate questions and gather relevant information to support a research focus.

Materials

List of Refugee-led Organizations (G6, U5, L20)
Interview Note-catcher (G6, U5, L20)

Standards

W.6.2W.6.7W.6.8

Day 2 - Planning

Evaluate sources and gather organized information from multiple sources to support a research focus.

Materials

List of Refugee-led Organizations (G6, U5, L20)
Interview Note-catcher (G6, U5, L20)

Standards

W.6.7W.6.8

Day 3 - Planning / Drafting

Create a purposefully sequenced outline for an informational interview and begin drafting responses that include relevant details.

Materials

Interview Note-catcher (G6, U5, L20)
Interview Outline (G6, U5, L20)
Interview Script Template (G6, U5, L20)

Standards

W.6.2.aW.6.2.b

Day 4 - Drafting

Draft informational interview responses using an appropriate, conversational tone.

Materials

Interview Script Template (G6, U5, L20)
Tone Practice Page (G6, U5, L20)

Standards

W.6.2.bW.6.2.eW.6.4

Day 5 - Revising / Language

Revise informational interview responses by writing concluding sentences that use participial phrases to strengthen and clarify the main idea.

Standards

L.6.2.aW.6.2.fW.6.6

Lesson

Assessment

2 days

Gauge student understanding of unit content and skills with one of Fishtank's unit assessments.

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