Embedded Files
Finding Home: Refugees
Module 1, Unit 3
Module 1, Unit 3
(Click to access each day's slideshow or handouts)
Wednesday, 12/5: Present poems; Begin A Midsummer Night's Dream
1. Work Time
A. Present "Inside Out" and "Back Again" poems
B. Present two-voice poems
C. Finish collecting Inside Out and Back Again novels from students
D. Distribute copies of Module two book and workbook
2. Homework - None
Tuesday, 12/4: Finalize and display "Inside Out" and "Back Again" poems; Write two-voice poem
1. Work Time
A. Take your "Inside Out" and your "Back Again" poems and matte them on construction paper; turn in to Mr. Evans
B. Complete "Two Voice Poem" graphic organizer and write your two-voice poem on a blank piece of printer paper
C. As you work, Mr. Evans will begin collecting Inside Out and Back Again novels
2. Homework - Complete final draft of two-voice poem (All poems must be submitted at the beginning of class tomorrow)
Monday, 12/3: Writing the "Back Again" poem
1. Work Time
A. On a second sheet of printer paper, write a "Back Again" poem
- Poem criteria:
- Use figurative language to craft your narrative
- Respond to the following questions:
- How has your character had to adapt in this new place?
- What has your character mourned?
- How has your character been able to return "back again"?
B. When finished, glue "Back Again" poem on construction paper next to your "Inside Out" poem
2. Homework - Complete final draft of "Back Again" Poem if not completed in class
Friday, 11/30: Revising and Finalizing "Inside Out" Poem
1. Work Time
A. Review "Figurative Meaning and Poetry in Inside Out and Back Again" packet
B. Use your "Character Profile" to write a final draft of your "Inside Out" Poem on a piece of printer paper
C. Matte your poem on a piece of construction paper, ready to be displayed
2. Homework - Complete final draft of "Inside Out" Poem if not completed in class
Thursday, 11/29: Identifying Figurative Language and Evaluating Its Effects in Poetry
1. Work Time
A. Use "Poetry Terms" handout (distributed in class yesterday)
B. Complete the "Figurative Meaning and Poetry in Inside Out and Back Again" packet
2. Homework - None
Figurative Language & Poetry in IOBAWednesday, 11/28: Complete both sides of "Character Profile"
1. Work Time
A. Review definitions and effects of poetic terms
B. Complete both sides of Character Profile sheet
2. Homework - Complete both sides of Character Profile sheet
IO Refugee Profile and Poem Graphic OrganizerTuesday, 11/27: Complete Research on Refugee Groups/ Complete "Character Profile"
1. Work Time
A. Introduce "'Inside Out' Poem Character Profile"
B. Read Mr. Evans' short story, "Funeral," and discuss example character profile (included here)
C. Complete your research graphic organizer from yesterday
D. Complete "'Inside Out' Poem Character Profile"
2. Homework - Complete "'Inside Out' Poem Character Profile" if not finished in class
IO Refugee Profile and Poem Graphic OrganizerMonday, 11/26: Begin Research on Refugee Groups
1. Work Time
A. Use graphic organizer to record information about your assigned refugee group (Bosnian, Afghani, or Kurdish)
B. Share information from your readings with the rest of your group
2. Homework - None
1:3:1 Research Team Graphic OrganizerModule 1, Unit 2
Module 1, Unit 2
(Click to access each day's slideshow or handouts)
*All documents used for the Expository Essay project (Monday, 11/5 through Friday, 11/16) are posted for students in Google Classroom.
Friday, 11/16: Proofread and Revise Essay; Submit Final Draft
1. Work Time
A. Use the "Expository Essay Checklist" to make sure you have everything you need in your essay
B. Make any necessary changes/additions to your essay
C. Submit your final draft
2. Homework - Submit final draft of Expository Essay on Google Classroom by Sunday (11/18) at 11:59pm
Expository Essay Checklist- A.EVANS'18Thursday, 11/15: Complete Rough Draft of Expository Essay
1. Work Time
A. Access your graphic organizers ("Introduction," "Finding Claims for Inside Out," Finding Claims for Back Again," and "Conclusion")
B. Use the work you've done on these graphic organizers to type your full rough draft in your Expository Essay Google Doc
2. Homework - Complete rough draft of Expository Essay
Wednesday, 11/14: Writing Intro and Conclusion Paragraphs of the Expository Essay
1. Work Time
A. Access the "Introduction" graphic organizer and the "Conclusion" graphic organizer on Google Classroom
B. Write your hook, thesis statement, and full intro paragraph
C. Write your conclusion paragraph
2. Homework - Complete Introduction graphic organizer AND Conclusion graphic organizer (Turn in on Google Classroom)
Tuesday, 11/13: Writing Body Paragraphs of the Expository Essay
1. Work Time
A. Use your "Finding Claims for Inside Out" and "Finding Claims for Back" graphic organizers to write your two body paragraphs of the Expository Essay. One paragraph will focus on "Inside Out" and the other paragraph will focus on "Back Again."
2. Homework - Complete both body paragraphs
Friday, 11/9: Peer Review of "Finding Claims" graphic organizers/ Begin writing body paragraphs
1. Work Time
A. Partner up with your peer reviewer and complete the "Peer Critique" packet
2. Homework - None
Thursday, 11/8: "Finding Claims for Back Again" Google Doc (or hard copy)
1. Work Time
A. "Finding Claims for Inside Out" and "Finding Claims for Back" graphic organizers (Google Doc or hard copy)
2. Homework - Complete "Finding Claims" graphic organizers
Wednesday, 11/7: "Finding Claims for Inside Out" Google Doc (or hard copy)
1. Work Time
A. Turn in "Who Was Ha Before She Was Forced to Flee Home?" (Google Doc or hard copy)
B. Begin working on "Finding Claims for Inside Out" Google Doc (or hard copy)
2. Homework - None
Tuesday, 11/6: "Who Was Ha Before She Was Forced to Flee Home?" (Google Doc)
1. Work Time
A. In Google Classroom, access your copy of the Google Doc "Who Was Ha Before She Was Forced to Flee Home?"
B. Write one trait and piece of evidence for each of the three sections on the Google Doc (pages 1-17, 18-49, 50-69)
2. Homework - "Who Was Ha Before She Was Forced to Flee Home?" (Google Doc) must be submitted by the end of class tomorrow
Monday, 11/5: Finish reading Inside Out and Back Again and submit "Ha's Inside Out Experience"
1. Work Time
A. Finish reading Inside Out and Back Again together as a class (pages 234- 260)
B. Complete "Ha's Inside Out Experience" Google Doc (must be submitted in Google Classroom)
2. Homework - Submit Google Doc if not submitted during class
Friday, 11/2: "Refugee and Immigrant Children: A Comparison" (Paragraph 4)
1. Work Time
A. Finish student writing conferences
B. Complete pages 82-84 in the student workbook
2. Homework - Complete paragraph on page 84 (due at beginning of class Monday)
Thursday, 11/1: "Refugee and Immigrant Children: A Comparison" (Paragraphs 2-3)
1. Work Time
A. Complete notes graphic organizer on pages 70-71 and pages 75-76
B. As students work to complete the graphic organizer, Mr. Evans conducts one-on-one writing conferences with each student (analyzing the paragraphs they wrote on page 69 on Monday)
2. Homework - Complete page 77 in student workbook (Must write at least two details with evidence)
Wednesday, 10/31: Romantic and Gothic Literature: Edgar Allen Poe
1. Work Time
A. Read "The Tell-Tale Heart" by Edgar Allen Poe
B. Work in groups to answer "Breakout Box" questions
2. Homework - None
Tuesday, 10/30: Romantic and Gothic Literature: Edgar Allen Poe
1. Work Time
A. Read/listen to "The Raven" by Edgar Allen Poe
B. Analyze word choice
C. Analyze symbolism and allusion
2. Homework - None
Monday, 10/29: "Refugee and Immigrant Children: A Comparison" (Paragraph 1)
1. Work Time
A. Complete notes and connection chart on pages 67-68 in your student workbooks
B. Take 10 minutes to share with group members
C. Write a paragraph responding to the prompt on page 69 (practice varying your sentence structure in this paragraph)
2. Homework - Complete paragraph on page 69 (due at beginning of class tomorrow)
Friday, 10/26: Applying and Assessing Various Sentence Structures
1. Work Time
A. Take out your handout from yesterday, "How to Make Your Writing Fun to Read"
B. Take the quiz (not graded) at: tinyurl.com/Evans-SentenceStructure
C. One you submit, click "View Score"
D. If you missed any, write on your handout what you need to study in order to make a 100 when you retake
E. We will discuss mistakes and answer any questions you have together as a class
F. Open your student workbook to page 63
G. Refer back to the model essay (pgs. 61-62) and your graphic organizer in order to answer the questions on page 63
H. When you finish the questions:
- Retake the Sentence Structure quiz (if necessary)
- Read Inside Out and Back Again silently
- Have at least 3 details added to you character chart on Google Classroom
2. Homework - Retake Sentence Structure quiz (if necessary); have 3 details added to your "Ha's Inside Out Experience" chart on Google Classroom
Thursday, 10/25: Practicing Various Sentence Structures
1. Work Time
A. Review definitions of clauses and conjunctions
B. Practice writing independent and dependent clauses
C. Analyze variations of sentence structures within an into paragraph of a model essay
2. Homework - Make sure you have read up to page 234 in Inside Out and Back Again
Sentence Structure handout- A.EVANS.pdfWednesday, 10/24:
Analyzing the Content of a Model Essay: “How Ha’s Mother Is Turned ‘Inside Out’”
1. Opening
A. Introducing the Assessment Prompt (7 minutes)
2. Work Time
A. Transitioning from the Physical Fleeing and Finding Home to the Emotional “Inside Out” and “Back Again” (8 minutes)
B. Reading the Model Essay for Gist: “How Ha’s Mother is Turned ‘Inside Out’” (10 minutes)
C. Analyzing the Content of the Model Essay: Answering Text-Dependent Questions (15 minutes)
3. Closing and Assessment
A. Whole Group Sharing Answers to Two of the Text-Dependent Questions (5 minutes)
4. Homework
A. Complete a first read of pages 213–234. Take notes (in your journal) using the Structured Notes graphic organizer. Focus on the strongest evidence that reveals how Ha is a dynamic character who is growing/changing over time.
Tuesday, 10/23:
Mid-Unit Assessment: Analyze an Informational Text about a Refugee Experience
1. Opening
A. Review Learning Targets (2 minutes)
2. Work Time
A. Mid-Unit Assessment: Analyzing an Informational Text about a Refugee Experience (40 minutes)
3. Closing and Assessment
A. Debrief (3 minutes)
4. Homework
A. Complete a first read of pages 196-212. Take notes (in your journal) using the Structured Notes graphic organizer.
Monday, 10/22:
1. Opening
A. Review Learning Targets (2 minutes)
2. Work Time
A. Mid-Unit Assessment: Analyzing an Informational Text about a Refugee Experience (40 minutes)
4. Homework
A. Use Study Guide and "Question Stems Practice" document (on Google Classroom) to prepare for tomorrow's reading comprehension test
1:2:7 Mid Unit Assessment Study GuideFriday, 10/19:
1. Work Time
A. Refugees Socratic Seminar with Mrs. Badger (AIG Coordinator)
2. Homework- Document-Based reading comprehension test will be taken on Tuesday, Oct. 23
Thursday, 10/18:
1. Work Time
A. Use Inside Out and Back Again and "Children of War" to identify:
- Challenges refugees face when fleeing home
- Challenges refugees face when finding home
B. Make anchor chart as a class of best evidence-based answers to the prompt stated above
C. Introduce and practice question stems for tomorrow's Socratic seminar
2. Homework- Write answers to at least 5 questions on your Socratic Seminar Discussion Questions sheet (Remember, you must speak at least once during tomorrow's seminar)
Module 1: Socratic SeminarWednesday, 10/17:
1. Work Time
A. Distribute Socratic Seminar Discussion Questions (for Friday's seminar)
B. Review "Summary Graphic Organizer" (pg. 56 in workbook)
C. Complete "Summary Graphic Organizer" (pg. 59)
D. Write 14-sentence summary paragraph based on the graphic organizer on pg. 59
2. Homework- Complete 14-sentence summary paragraph based on the graphic organizer on pg. 59
Module 1: Socratic SeminarTuesday, 10/16:
1. Work Time
A. Complete "Summary Writing Graphic Organizer" (pg. 56)
B. Teacher-Student Writing Conferences (for feedback on End-of-Unit 1 Test)
C. Discuss and critique example Unit 1 End-of-Unit Test
2. Homework- Complete "Summary Writing Graphic Organizer" (pg. 56); Prepare for Unit 1 End-of-Unit Test Re-take (if necessary)
1:2:5 IOBAMonday, 10/15:
1. Work Time
A. Read "Refugees: Who, Where, Why" article with a partner (page 53)
B. As each partner reads, the other partners listens and summarizes the gist of the section back to the reader (Partners alternate reading/listening)
C. Complete "Prefixes Chart" on workbook page 52
2. Homework- Read pages 158-179 of Inside Out and Back Again
1:2:4 IOBAWednesday, 10/10:
1. Completing yesterday's lesson (Non-fiction Article)
A. Answering Text-Dependent Questions for
“Panic Rises in Saigon, but the Exits Are Few” (25 minutes)
B. Guided Practice: Vocabulary to Deepen Understanding (10 minutes)
2. Homework
A. Complete a first read of pages 135–157. Take notes (in your journal) using the Structured Notes graphic organizer.
1:2:3 IOBA1:2:4 IOBATuesday, 10/9:
1. Opening
A. Engaging the Reader: What Challenges Did Ha’s Family Face? (10 minutes)
B. Review Learning Targets (2 minutes)
2. Work Time
A. Teacher Read-aloud: “Panic Rises in Saigon, but the Exits Are Few” (5 minutes)
B. Answering Text-Dependent Questions for
“Panic Rises in Saigon, but the Exits Are Few” (15 minutes)
C. Guided Practice: Vocabulary to Deepen Understanding (10 minutes)
3. Closing and Assessment
A. Debrief Learning Targets and Preview
4. Homework
A. Finish your answers to the text-dependent questions if you did not do so in class.
B. Complete a first read of pages 115–134. Take notes (in your journal) using the Structured Notes graphic organizer.
1:2:3 IOBAMonday, 10/8:
1. Opening
A. Engaging the Reader: Establish Opening Routine (10 minutes)
B. Review Learning Targets (3 minutes)
2. Work Time
A. Rereading Section 5 of “The Vietnam Wars”:
Communism (10 minutes)
B. Rereading and Structured Notes: Learning about Ha’s Dynamic Character from the Poem “Last Respects” (20 minutes)
3. Closing and Assessment
A. Debrief Learning Targets (2 minutes)
4. Homework
A. Complete a first read of pages 91–111. Take notes (in your journals) using the Structured Notes graphic organizer.
1:2:2 IOBAFriday, 10/5:
1. Opening
A. Engaging the Reader: Things Close Readers Do (10 minutes)
B. Review Learning Targets: Introducing the
Concept of a Dynamic Character (5 minutes)
2. Work Time
A. Introduce and Model Structured Notes
Graphic Organizer: Pages 73–78 (10 minutes)
B. Independent Reading and Structured Notes:
Focusing on Details from Pages 79–82 (15 minutes)
3. Closing and Assessment
A. Debrief Learning Targets and Preview
Homework (5 minutes)
4. Homework
A. Complete a first read of pages 83–90. Take
notes (in your journals) using the Structured
Notes graphic organizer.
1:2:1 IOBAModule 1, Unit 1
Module 1, Unit 1
(Click each day's slideshow to see step-by-step instructions from that day's class)
Thursday, 10/4: End-of-Unit 1 Test
Homework- None
Copy of 1:1:14Wednesday, 10/3:
1. Opening
A. Engaging the Reader and Review Learning Targets: “Saigon Is Gone” (8 minutes)
2. Work Time
A. Word Choice, Tone, and Meaning: “Saigon Is Gone” (10 minutes)
B. Listening to a Read-aloud of the Transcript of “Forgotten Ship” (15 minutes)
C. Word Choice, Tone, and Meaning: “Forgotten Ship” (10 minutes)
3. Closing and Assessment
A. Debrief (2 minutes)
4. Homework
A. Reread and annotate both the poem “Saigon Is Gone” and the transcript from “Forgotten Ship”
Copy of 1:1:13Tuesday, 10/2: Complete Connotation Continuum (from last week)
Homework- None!
Monday, 10/1: Tossing Lines from Inside Out and Back Again (Using acting to understand tone and stress)
Homework- None!
Tossing Lines- Tone & StressFriday, 9/28: Continue Connotation Continuum (students create their own continuum)
Homework- None!
Thursday, 9/27: Connotation Continuum
Homework- None!
Connotation Continuum: a lesson in toneWednesday, 9/26: Media Center Orientation and Google Classroom Orientation
Homework- None
Tuesday, 9/25:
1. Opening
A. Engaging the Reader and Review Learning Targets (5 minutes)
2. Work Time
A. Write-Pair-Share about “Wet and Crying” (10 minutes)
B. Guided Practice: How Word Choice Contributes to Tone and Meaning (20 minutes)
3. Closing and Assessment
A. Debrief and Discussion: What Happens to Hope? (10 minutes)
4. Homework
A. Read pages 61–69 and complete QuickWrite 7
Copy of 1:1:12Monday, 9/24:
1. Opening
A. Engaging the Reader: How Do Possessions Reveal Something about a Person? (10 minutes)
B. Review Learning Targets (2 minutes)
2. Work Time
A. Jigsaw, Part I: Focus on Different Characters in “Left Behind” (20 minutes)
B. Jigsaw, Part II: Small-Group Discussion: What Do Their Possessions Reveal figabout Ha and Her Family? (10 minutes)
3. Closing and Assessment
A. Debrief (3 minutes)
4. Homework
A. Complete QuickWrite 6 and read independent reading book
Copy of 1:1:11Friday, 9/21: Complete pg. 24 in student workbook; review Unit 1 Mid-Unit Assessment
Homework- None!
Thursday, 9/20: Sharing Annotations of “Doc-Lap at Last” (5 minutes); Reading for Key Details: “Three Threes in a Row” (20 minutes); Determining the Central Ideas of “Doc-Lap at Last” (15 minutes); Debrief: Returning to Brother Quang’s Quote (5 minutes)
Homework- Read pages 48–60 and complete QuickWrite 5; and, if not finished in class, Complete the “Questions and Notes: A Battleground for a Much Larger Struggle”
1:1:10Tuesday, 9/18: Review of Results from Mid-Unit 1 Assessment (10 minutes); Reorienting to Informational Text and Read-Aloud of Section 5 of “The Vietnam Wars” (15 minutes); Guided Note-taking on Two Key Paragraphs: Vietnam as a “Battleground for a Much Larger Struggle” (15 minutes)
Homework- Complete the “Questions and Notes: A Battleground for a Much Larger Struggle”; reread and annotate Section 5, “Doc-Lap at Last”
Copy of 1:1:9Wednesday, 9/12: Engaging the Reader: Examining the Increasing Danger Right Before the Fall of Saigon (5 minutes); Rereading “TV News” and “Closed Too Soon”: Using the Text to Understand the Crisis in Ha’s Home (20 minutes); Rereading “Two More Papayas” and “Promises”: What Matters to Ha? (15 minutes)
Homework- Read pages 42–47 and complete QuickWrite 4
Copy of 1:1:8Tuesday, 9/11: Reviewing Homework (8 minutes); Modified Jigsaw, Part I: Key Vocabulary and Questions (15 minutes); Modified Jigsaw, Part II: Sharing our Summaries (15 minutes)
Homework- Reread Section 4, “The Fall of the French,” complete the questions and notes, and complete QuickWrite #3
1:1:7Monday, 9/10: Sharing Exemplary Classmates' QuickWrites; Inferring Based on a Map and Previewing Informational Text: “The Vietnam Wars” (10 minutes); Read-aloud and Guided Note-taking: Section 1 of “The Vietnam Wars” (20 minutes)
Homework- Reread Section 1 of “The Vietnam Wars,” complete Section 1 note-catcher, and read one new assigned section
1:1:6Friday, 9/7: Mid-Unit 1 Assessment: Getting to Know a Character: What Details in the Text Help Us Understand Ha?
Homework- Read pages 22–41 and keep adding details about Ha to your notes
Copy of 1:1:5Thursday, 9/6: Re-read "Papaya Tree" and Answer Text-Dependent Questions, Discuss QuickWrite 1 and Create Small-Group Anchor Chart, "Who is Ha?"
Homework- Read pages 10–21 and complete QuickWrite 2
Copy of 1:1:4Wednesday, 9/5: Close Read poem "Inside Out," and a Guided Practice QuickWrite.
Homework- Reread pages 4–9 and complete QuickWrite 1
Copy of 1:1:3Tuesday, 9/4: Introduce novel (Inside Out and Back Again), Read "1975: The Year of the Cat," and Answer Text-Dependent Questions.
Homework- Reread “1975: Year of the Cat,” add to notes, and read pages 4–9 for gist
Copy of 1:1:2The PDF below is a copy of your entire student workbook for Module 1.
EL_Module1_StudentWorkbook.pdfReport abuse