Curriculum / ELA / 6th Grade / Unit 5: Fleeing Conflict: Refugee & The Unwanted / Lesson 4
ELA
Unit 5
6th Grade
Lesson 4 of 27
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Describe different challenges that refugees face and explain how Brown develops the reader’s understanding of this topic.
Book: The Unwanted: Stories of the Syrian Refugees by Don Brown pp. 46 – 67
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
How are refugees treated as they travel through European countries? Explain how Brown develops the reader’s understanding of the challenges refugees face. Provide evidence from pages 62-67.
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Questions about the text that will help guide the students understanding
What are living conditions like for Syrian refugees in Lebanon? How does Brown develop the reader’s understanding of their experience? Provide details from pages 48 through 50 to support your answer.
How does Brown develop the reader’s understanding of what this time is like for young Syrians, whether they live in Syria or as refugees? Provide examples from pages 52 through 54 to support your answer.
How does Brown use illustrations on page 57 to develop the reader’s understanding of what it is like to live in refugee camps? Provide specific details from these images to support your answer.
What idea is Brown trying to communicate through the graphs, maps, and statistics he includes on pages 60-61? Provide specific evidence to support your answer.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
exile
n.
(p. 53)
the state of being prohibited from or otherwise unable to return to one’s home
anecdote
a short story about a real incident or person that demonstrates a larger idea or argument
statistic
a numerical piece of information, generally drawn from a large quantity of data
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. 68 – 90
While reading, answer the following questions.
What happened in Paris in 2015?
Why are so many refugees forced to live in camps at this point in time?
What is life like for refugees living in camps?
What positive stories does Brown share at the end of the book?
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RI.6.3 — Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
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.
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.6.4 — Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
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.6.10 — 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
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.
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
RI.6.3RI.6.7
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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