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7772400-25209500Shelby County Schools Weekly Lesson Analysis/Planning DocumentELA Grade 8 – EL Education CurriculumTeacher’s Name: VoelkerGrade Level / Module: Eighth Grade / Module 2Week of Sept 25Monday Tuesday Wednesday Thursday Friday EL Lesson:(Lesson # and Title)L6: Challenges Bosnian Refugees Faced Fleeing and Finding HomeL7: Mid-Unit Assessment: Analyzing an Informational Text about a Refugee ExperienceL7: Mid-Unit Assessment (Cont’d.)L8: “How Ha’s Mother Is Turned ‘Inside Out’”L9: Paragraph 1 of ‘Refugee and Immigrant Children: A Comparison’ (from ‘Refugee Children in Canada: Searching for Identity’)ELA TN Standard(s):8.RI.KID.28.RI.KID.38.L.VAU.48.RI.KID.28.RI.KID.38.RI.CS.48.L.VAU.48.W.RBPK.98.RI.KID.28.RI.KID.38.RI.CS.48.L.VAU.48.W.RBPK.98.RI.IKI.88..18.RI.KID.28.RI.CS.58.RI.RRTC.10Learning Target(s):What will students know and be able to do as a result of this lesson?Identify the strongest evidence in the text “Children of War” that helps me explain what challenges refugees face when fleeing home.Identify the strongest evidence in the text “Children of War” that helps me explain challenges refugees face finding home.Identify common themes that connect the universal refugee experience.Identify the strongest evidence in the speech by Til Gurung that helps me explain why refugees leave their home.Identify the strongest evidence in the speech by Til Gurung that helps me explain challenges refugees face in their new country.Determine the meaning of unfamiliar words based on context clues. Cite evidence from the text to support analysis of an informational text.Identify the strongest evidence in the speech by Til Gurung that helps me explain why refugees leave their home.Identify the strongest evidence in the speech by Til Gurung that helps me explain challenges refugees face in their new country.Determine the meaning of unfamiliar words based on context clues. Cite evidence from the text to support analysis of an informational text.Make connections between the universal refugee experiences of fleeing/finding home and the title of the novel Inside Out & Back Again.Find the gist of a model essay.Choose the strongest evidence to support my answers to questions about a model essay.Evaluate the quality of evidence used to support the claims made in the model essay “How Ha’s Mother Is Turned ‘Inside Out’”Find the gist of the first paragraph of “Refugee and Immigrant Children: A Comparison.”Analyze how specific words, phrases, and sentences help me understand how refugee and immigrant children are similar.Cite evidence to explain the similarities and differences between refugee children and immigrant children.Key Academic Vocabulary:commonalities, common themes, discriminated against, targeted, summary, summarize, unique; Muslim, ethnicNote: Do not preview vocabulary for today’s assessment.Note: Do not preview vocabulary for today’s assessment.universalrefugee, refuge, immigrant, significant, disruptive, interrupt, sense of identity, generational gap, cultural gapResources / Materials:Inside Out & Back Again (book; one per student)“Children of War” (one per student) Fleeing Home and Finding Home anchor charts (created in Lesson 5; post around the room where students can see the charts)Summary Writing graphic organizer: “Children of War” (one per student)Document cameraSentence Strips: Claims from “Refugees: Who, Where, Why” (one set per group)Quote Cards: Evidence from “Children of War” (one set per group)Extension Question (optional)Til Gurung’s speech from the Refugee Transitions’ “World of Difference Benefit Luncheon” (one per student)(for Mid-Unit Assessment)Mid-Unit 2 Assessment: Analyzing an Informational Text about a Refugee Experience (one per student)Mid-Unit 2 Assessment: Analyzing an Informational Text about a Refugee Experience (Answers and Sample Responses for Teacher Reference)Extension Question (optional)Extension Question (Answers for Teacher Reference)Optional: NYS 2-point rubric (from Unit 1, Lesson 5; see Teaching Notes above)Til Gurung’s speech from the Refugee Transitions’ “World of Difference Benefit Luncheon” (one per student)(for Mid-Unit Assessment)Mid-Unit 2 Assessment: Analyzing an Informational Text about a Refugee Experience (one per student)Mid-Unit 2 Assessment: Analyzing an Informational Text about a Refugee Experience (Answers and Sample Responses for Teacher Reference)Extension Question (optional)Extension Question (Answers for Teacher Reference)Optional: NYS 2-point rubric (from Unit 1, Lesson 5; see Teaching Notes above)Inside Out & Back Again (book; one per student)End of unit 2 assessment prompt (one per student and one for display)Prefixes note-catcher (from Lesson 3)Inside Out anchor chart and Back Again anchor chart (both new; teacher-created; see example in supporting materials)Fleeing Home and Finding Home anchor charts (created in Lesson 5; post around the room where students can see the charts) Model Essay: “How Ha’s Mother Is Turned ‘Inside Out’” (one per student and one for display)Questions about the Model Essay (one per student and one for display)Questions about the Model Essay (Answers for Teacher Reference)Inside Out & Back Again (book; one per student)Inside Out anchor chart and Back Again anchor chart (begun in Lesson 8)“Refugee and Immigrant Children: A Comparison” section from the full article “Refugee Children in Canada: Searching for Identity” (one per student)Prefixes note-catcher (begun in Lesson 3)Similarities and Differences in How Refugees and Immigrants Adapt anchor chart (new; co-created with students in Work Time A; see Supporting Materials) “Refugee and Immigrant Children: A Comparison”: Paragraph 1 Text-Dependent Questions, Part A (one per student and one to display)Homework question (one per student)Opening / Do Now / Bell Work:Students will Think-Pair-Share to answer the question: Is Ha’s life still ‘inside out’? Students will give evidence to support their answer.Students will review learning targets for mid-unit assessment.Students will review learning targets for mid-unit assessment.Students will be introduced to the writing prompt for the End-of-Unit Assessment.Students will participate in Give One, Get One in order to discuss evidence that revels aspects of Ha’s dynamic character.Relevance / Rationale:Students will be reading informational text that explains the plight of refugees across the world and in different time periods.Students will show an understanding of objectives through assessment.Students will show an understanding of objectives through assessment.Students will analyze a model essay of the End-of-Unit Assessment focusing on Ha’s mother.Students will compare refugees and immigrants and relate it to Ha’s experience.High-Quality Text(s):Core Action 1Inside Out and Back Again by Thanhha LaiInside Out and Back Again by Thanhha LaiInside Out and Back Again by Thanhha LaiInside Out and Back Again by Thanhha LaiInside Out and Back Again by Thanhha LaiText-Specific Questions: (Sample)Core Action 2In which year was this article written?What challenges did the Bosnian refugees face as they fled home?What challenges did they face in the US?Mid-Unit AssessmentMid-Unit AssessmentIs this evidence about ‘turning inside out’ Or ‘turning back again’?Is this evidence from the novel or from an informational text?Based on context clues what do you think significant mean?What is a sense of identity?What is a generational gap?What is a cultural gap?Text-Specific Tasks: (Aligned with TN Standards)Core Action 2Students will read “Children of War” and use evidence to answer questions to place on anchor charts.Students will complete a graphic organizer in order to write a summary of this article.Mid-Unit AssessmentMid-Unit AssessmentStudents will annotate the model essay.Students will answer questions about the model essay.Students will read paragraph 1 of “Refugee Children in Canada” and determine the gist and to answer text dependent questions.Students will determine 5 similarities between how refugees and immigrants adapt.Scaffolds That Increase Student Engagement:Core Action 3Anchor chartsNumbered headsThink-Pair-ShareMid-Unit AssessmentMid-Unit AssessmentThink-Pair-ShareNumbered HeadsMix and MingleGive One, Get OneThink-Pair-ShareClosure:Students will use quote cards as strong evidence for a certain sentence strip in the closing activity.Mid-Unit AssessmentMid-Unit AssessmentStudents will be called on to answer the text dependent questions.Students will skim the paragraph and underline the word both every time it appears.Students will find 1 similarity in how refugees and immigrants adapt.Students will then Mix and Mingle and discuss the similarity they found and justify why they think that is the most important similarity.Assessment / Exit Ticket:Structured notes (pages 180–195 from homework)Written summary of “Refugees: Who, What, Where” (from homework)Summary Writing graphic organizer: “Children of War” Evidence SortMid-Unit 2 Assessment: Analyzing an Informational Text about a Refugee Experience (RI.8.1, RI.8.2, RI.8.3, RI.8.4a, L.8.4, and W.8.9)Mid-Unit 2 Assessment: Analyzing an Informational Text about a Refugee Experience (RI.8.1, RI.8.2, RI.8.3, RI.8.4a, L.8.4, and W.8.9)Structured notes (pages 196–212 from homework)Answers to questions about model essayAnswers to text-dependent questions, Part A.Homework:Use the Summary Writing graphic organizer: “Children of War” to write a summary paragraph of the article “Children of War.”Complete a first read of pages 180–195. Take notes (in your journal) using the Structured Notes graphic organizer. Focus on the strongest evidence that reveals how Ha is being turned “inside out” (the challenges Ha faces and her dynamic character), plus vocabulary that helps you understand her challenges and plete a first read of pages 196–212. Take notes (in your journal) using the Structured Notes graphic organizer. Focus on the strongest evidence that reveals how Ha is being turned “inside out” (the challenges Ha faces and her dynamic character), plus vocabulary that helps you understand her challenges and plete any homework from the previous night that has yet to be plete a first read of pages 196–212. Take notes (in your journal) using the Structured Notes graphic organizer. Focus on the strongest evidence that reveals how Ha is being turned “inside out” (the challenges Ha faces and her dynamic character), plus vocabulary that helps you understand her challenges and responses.We discussed what disruptive loss means in this lesson. Complete the homework question at the very bottom of the “Refugee and Immigrant Children: A Comparison” Paragraph 1 Text-Dependent plete a first read of pages 238-247. Take notes (in your journals) using the Structured Notes graphic organizer. Focus on key details and the strongest evidence that reveal the challenges Ha is facing and her dynamic character, plus new or important vocabulary that helps you understand the specific challenges she faces as a refugee. ................
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