Curriculum / ELA / 6th Grade / Unit 5: Fleeing Conflict: Refugee & The Unwanted / Lesson 20

Fleeing Conflict: Refugee & The Unwanted

Lesson 20: Writing Project Overview

ELA

Unit 5

6th Grade

Lesson 20 of 21

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Lesson Map

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

“What Is a Refugee?”
“Refugees”

Standards

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

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

The Unwanted pp. 1–19

Standards

RI.6.3RI.6.5

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

The Unwanted pp. 20–45

Standards

RI.6.4RI.6.6

progress
monitoring

progress
monitoring

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

The Unwanted pp. 46–67

Standards

RI.6.3RI.6.6RI.6.7

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

The Unwanted pp. 68–90
“Flooding In”

Standards

RI.6.4RI.6.6RI.6.9

progress
monitoring

progress
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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.

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

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

Refugee pp. 1–17

Standards

RL.6.5

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

Refugee pp. 18–48

Standards

L.6.5RL.6.4RL.6.6

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

Refugee pp. 49–80

Standards

RL.6.3

Analyze how significant experiences shape characters' perspectives.

Refugee pp. 81–109

Standards

RL.6.3RL.6.6

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

Refugee pp. 110–140

Standards

RL.6.2RL.6.3

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

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

Standards

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

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

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

Standards

RI.6.9RL.6.5RL.6.9

progress
monitoring

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

Refugee pp. 203–235

Standards

RL.6.3RL.6.6

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

Refugee pp. 236–262

Standards

RL.6.3RL.6.6

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

Refugee pp. 263–291

Standards

RL.6.2RL.6.3RL.6.6

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

Refugee pp. 292–317

Standards

RL.6.5RL.6.6

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

Refugee

Standards

RL.6.2RL.6.5

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

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.

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.

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.

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.

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

2 days

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