Curriculum / ELA / 6th Grade / Unit 5: Fleeing Conflict: Refugee & The Unwanted / Lesson 19
ELA
Unit 5
6th Grade
Lesson 19 of 27
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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.
Book: Refugee by Alan Gratz
Book: The Unwanted: Stories of the Syrian Refugees by Don Brown
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Questions about the text that will help guide the students understanding
In what ways were Isabel, Mahmoud, and Josef “normal” young people?
How did Isabel, Mahmoud, and Josef change over the course of the text?
Were Isabel, Mahmoud, and Josef forced to grow up too quickly?
Why did Gratz make the decision to structure his text this way? Was this choice effective?
What causes people to flee their homes and leave everything behind?
Suggestions for teachers to help them teach this lesson
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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.6.1.d — Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
SL.6.3 — Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
SL.6.4 — Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
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.
RI.6.1 — Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.1 — Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
SL.6.1.a — Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
SL.6.1.b — Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
SL.6.1.c — Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
SL.6.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Lesson 18
Lesson 20
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
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
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
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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