Expeditionary Learning Grade 8 Module 1 Unit 2 Case Study: WHY DO PEOPLE FLEE HOME?

Lesson #11 Paragraphs Two and Three of “Refugee and Immigrant Children: A Comparison” and Introducing the NYS Expository Writing Rubric

Learning Objective: Students will identify factors that make adaptation successful for refugee and immigrant children by doing a close read of the second and third paragraphs of “Refugee and Immigrant Children: A Comparison” in the informational text “Refugee Children in Canada: Searching for Identity.” CCLS: I can cite text-based evidence that provides the strongest support for an analysis of literary text. (RI.8.1) I can determine a theme or the central ideas of an informational text. (RI.8.2) I can analyze the structure of a specific paragraph in a text (including the role of particular sentences in developing and refining a key concept). (RI.8.5) I can read above-grade informational texts with scaffolding and support. (RI.8.10)

Lesson Vocabulary adaptation at large to a larger extent persecution prolonged stays atrocities

Warm Up: Pages 248–260 of Inside Out & Back Again Take out Inside Out & Back Again and sticky notes. Record the strongest piece of evidence you found from pages 248–260 that reveals an aspect of Ha’s dynamic character. How is Ha changing? Does your evidence show Ha turning inside out or back again? Why? Put your sticky note on the anchor chart to which your evidence is most relevant.

I can read a text closely in order to answer text-dependent questions. LEARNING TARGETS: I can find the gist of Paragraphs two and three of “Refugee and Immigrant Children: A Comparison.” I can analyze how specific words, phrases, and sentences help me understand what refugee and immigrant children need for successful adaptation. I can read a text closely in order to answer text-dependent questions. Think-Pair-Share: Why is focusing on specific words, phrases, or sentences important? How might reading more of this informational text continue to help us understand Ha better?” This information helps you learn about the world and will be important when you write your end of unit assessment essay. Ha is just one unique (fictional) example of the universal refugee experience.

Reading Aloud and Rereading for Gist: Paragraph Two of “Refugee and Immigrant Children: A Comparison” Turn to Lesson 11 in your curriculum binder. Think-Pair-Share: *So what is this paragraph of the text mostly about? Annotate Paragraph two for the gist based on your pair discussion.

Text-Dependent Questions Turn to the “Refugee and Immigrant Children: A Comparison”: Paragraphs two and three Text-Dependent Questions, Part A on Lesson 11 in your curriculum binder. Question 1 Successful adaptation can bring with it the opportunity for growth. What does adaptation mean? Discuss with your partner.

Reading Aloud and Rereading for Gist: Paragraph Three of “Refugee and Immigrant Children: A Comparison” Think-Pair-Share: *So what is this paragraph of the text mostly about?” Annotate Paragraph three for the gist based on your pair discussion.

Text-Dependent Questions Question 2- The text says: “Settlement support services, schools, health and social services, and the community at large play a crucial role in assisting and supporting children to adjust and integrate into Canadian society.” What does at large mean here? How do the words at large change the meaning of community? Discuss with your partner.

Text-Dependent Questions Question 3 The text says: “Several key characteristics affect the adaptation of refugee children to a larger extent than immigrant children.” What does to a larger extent mean here? Discuss with your partner.

Text-Dependent Questions The text says: “First, refugee children often have experienced the tragedy and trauma of war, including persecution, dangerous escapes, and prolonged stays in refugee camps. Some have witnessed killings, torture, and rape—including atrocities against family members.” Think-Pair-Share: What does persecution mean? What does prolonged stays mean?

Text-Dependent Questions What are atrocities?

NYS Grade 6–8 Expository Writing Evaluation Rubric, Row 1 This is the rubric that New York State uses to look at student writing for sixth through eighth grades. This rubric tells what the state expects students your age to do when they write an essay. In the next few lessons, you are going to learn what is in this rubric. Then we will use it as you write your essay. By doing this, you will have inside information to become a great writer. Read only the first row of the rubric and circle words you do not know or are unsure about.

Writer’ Glossary of Row 1 Lesson 11 in your curriculum binder. Word/Phrase Row Number Definition content 1 the ideas, facts, or opinions that are contained in a speech, piece of writing, film, program, etc. extent 1, 2, 3, 4 used to say how true, large, important or serious something is Ex: The extent of his injuries was not clear immediately. conveys to communicate or express something Ex: The TV ad conveys the message that thin is beautiful. compelling very interesting or exciting, so that you have to pay attention Ex: The movie’s story was very compelling. task a piece of work that must be done Ex: I was given the task of building a fire. insightful showing that you understand what a text, situation or person is really like Ex: Steve’s comments about the story were very insightful. comprehension understanding Ex: They don’t have the least comprehension of what I’m trying to do. logically (opposite: illogically) 1, 3 seeming reasonable and sensible, ideas are in a clear order Ex: He could logically present his argument for desert to his mom. opposite: Not reasonable, sensible or clearly put together Other new words you encountered:  

Closing: Analyzing the Model Essay Using the Rubric Now we are going to use the model essay to understand what the rubric is saying writers should do. The first row across on the rubric describes how a writer introduces the topic of an essay. Look at the model essay on in your curriculum binder.

Refugees are everyday people who are forced to flee their homes because they are afraid to stay in their home country. When they flee, they may leave behind family members, friends, a home, a job, and special possessions. Fleeing home and trying to find a new home can make them feel like their lives are being turned inside out. In the novel Inside Out & Back Again by Thanhha Lai, Ha’s family lives in a country at war. Ha’s mother is raising four children alone in this dangerous country, and it is more and more difficult for her to provide for their needs. When the war brings fear and hardship to the family, Mother decides to take her family and flee their home of South Vietnam. She is afraid of the dangers communism may bring to her family. Once Mother decides to flee, she and her children become refugees who try to find a new place to call home. Mother’s life feels like it is being turned “inside out” in the same way other refugees all over the world feel. Does this paragraph introduce the topic in an interesting, compelling way? If so, what words or phrases spark the reader’s interest?

Evaluating the Model Essay Reread the rest of the essay to see if you think the writer knows the book well. How can you tell? With your partner, find three things in the essay that show the writer knows the book. Number these three items in the margin of your copy of the model essay.

Homework Finish “Refugee and Immigrant Children: A Comparison”: Paragraphs 2 and 3 Text-Dependent Questions, Part A if you did not finish in class today.