Curriculum / ELA / 6th Grade / Unit 5: Fleeing Conflict: Refugee & The Unwanted / Lesson 3
ELA
Unit 5
6th Grade
Lesson 3 of 27
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Lesson Notes
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Explain how Brown uses words and images to develop mood, tone, and meaning.
Book: The Unwanted: Stories of the Syrian Refugees by Don Brown pp. 20 – 45
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Compare the mood Brown develops on page 31 with the mood in the bottom panel of pages 34-35. What is Brown trying to communicate about the refugees’ journey? Provide evidence from both the images and the text to support your answer.
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Questions about the text that will help guide the students understanding
What mood is developed in the first two panels on page 21? Provide evidence from both the images and the text to support your answer.
How do these panels help you better understand what many Syrians were experiencing?
What is Brown’s tone when he describes smugglers? Provide at least three words and phrases that help develop his tone from pages 26 through 31.
What idea is he trying to communicate about the refugees’ journey on these pages?
What mood does Brown develop on pages 41-43? What idea is he trying to communicate about the refugees’ journey? Provide evidence from both the images and the text to support your answer.
What details from today’s reading stood out to you? What surprised you or confused you? What questions do you have?
Assess student understanding and monitor progress toward this lesson's objective with an Exit Ticket.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
peril
n.
(p. 34)
danger involving significant risk
hostile
adj.
(p. 41)
aggressive and unfriendly
mood
the emotional “atmosphere” of a scene in a text, which often evokes feelings in the reader.
tone
an author/speaker’s attitude toward a topic or an audience, which is often conveyed through word choice and/or literary devices
Reading and/or task to be completed at home in preparation for the next lesson.
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. 46 – 67
While reading, answer the following questions.
According to the text, where do refugees live? Provide three different living situations described in the text.
What is a refugee camp?
What is life like for young Syrian refugees?
What is life like for Syrian refugees once they arrive in Europe?
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RI.6.4 — Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
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.
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.6.5 — Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
RI.6.7 — Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
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.6.1 — Write arguments to support claims with clear reasons and relevant evidence.
W.6.1.a — Introduce claim(s) and organize the reasons and evidence clearly.
W.6.1.b — Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
W.6.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.6.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.6.9.b — Apply grade 6 Reading standards to literary nonfiction (e.g., "Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not").
W.6.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Next
Describe different challenges that refugees face and explain how Brown develops the reader’s understanding of this topic.
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
RI.6.4
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
Gather and organize information from multiple sources in preparation for writing a script for an informational radio interview.
W.6.7W.6.8
Generate open-ended questions and create an outline for an informational radio interview.
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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