Curriculum / ELA / 6th Grade / Unit 5: Fleeing Conflict: Refugee & The Unwanted / Lesson 22
ELA
Unit 5
6th Grade
Lesson 22 of 27
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Lesson Notes
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Gather and organize information from multiple sources in preparation for writing a script for an informational radio interview.
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Submit the graphic organizer your group used to gather information on the refugee crisis you are studying.
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W.6.7 — Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
W.6.8 — Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
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.6.2 — Determine a 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.
RI.6.10 — By the end of the year, read and comprehend literary nonfiction 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.6.2 — Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content
W.6.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.6.5 — With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.6.6 — Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
W.6.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
Next
Generate open-ended questions and create an outline for an informational radio interview.
Define important terms related to this unit and determine the technical meaning of unfamiliar words using context clues and reference texts.
Standards
L.6.4L.6.4.aL.6.4.cL.6.4.dRI.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.6.3RI.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.6.3RI.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
Write a short informational paragraph based on research gathered from a nonfiction text.
W.6.2W.6.2.bW.6.2.cW.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.6.5RL.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.6.3RL.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.6.3RL.6.5
Explain how Gratz uses figurative language and imagery to help develop mood and meaning.
L.6.5L.6.5.aRL.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.6.5RL.6.6
Determine themes in Refugee and explain how they are developed through the stories of specific characters.
RL.6.2
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.6.1SL.6.1.dSL.6.3SL.6.4
Unpack a prompt, study a Mentor Text, and brainstorm topics in preparation for creating an informational radio interview script.
W.6.2W.6.5
Locate and assess the usefulness and credibility of online sources.
W.6.5W.6.7W.6.8
W.6.7W.6.8
W.6.2W.6.2.aW.6.2.bW.6.5
Draft a radio interview script, including relevant facts.
W.6.2W.6.2.aW.6.2.bW.6.2.cW.6.2.d
Identify nonrestrictive elements in text and add them to writing; create a bibliography for radio interviews.
L.6.2L.6.2.aW.6.8
Record and/or present radio interviews using appropriate volume and clear pronunciation.
SL.6.4SL.6.5W.6.2
2 days
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