Building background knowledge predicting and focusing on key vocabulary
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Building Background Knowledge, Predicting, and Focusing on Key Vocabulary:. “Refugees: Who, Where, Why”. Chalkboard Splash (8 minutes ) (skip in class). Please get into your 1-4 groups and take out your novel. pay attention to how Ha is “inside out.”

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Building Background Knowledge, Predicting, and Focusing on Key Vocabulary:

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Building background knowledge predicting and focusing on key vocabulary

Building Background Knowledge, Predicting, andFocusing on Key Vocabulary:

“Refugees: Who, Where, Why”

Chalkboard splash 8 minutes skip in class

Chalkboard Splash (8 minutes) (skip in class)

  • Please get into your 1-4 groups and take out your novel.

  • pay attention to how Ha is “inside out.”

  • work with a partner to answer this question: What is the strongest evidence that shows how Ha is turned ‘inside out’ as her family settles in in Alabama?

  • write your strongest evidence (a direct quote, including the page number) on your strip.

  • When finished, place your strip on the wall for a Chalkboard Splash.

  • After, line up and walk by the board in an organized manner to look at all of the “splashes” of detail and think about one you’d like to add to your notes.

Today s objective

Today’s objective

  • I can identify the strongest evidence in the text ‘Refugees: Who, Where, Why’ that helps me explain challenges refugees face when fleeing and finding home.

Prediction and read aloud of refugees who where why 13 minutes

Prediction and Read-aloud of “Refugees: Who, Where, Why” (13 minutes)

  • for the next few days, you will be reading an informational text that explains the plight or difficulties of refugees across the world and across time periods.

  • Each each refugee experience is different, but there are some commonalities or universal experiences that many refugees share.

Quick question

Quick question

  • What does universal means in the term universal experiences?



  • take 1 to 2 minutes to make a prediction based on everything you have been learning about Ha and why many Southern Vietnamese fled during the fall of Saigon.

  • jot notes (in your ISN’s)in response to these questions:

    Who are refugees?

    Where might refugees be from?

    Why might someone become a refugee?

Chunk it up

Chunk it up!!

  • Remember when we read the “Vietnam Wars” informational article? Remember that it was divided up into sections?

  • Lets do that with this text to make it easier to understand.

It looks like this

It looks like this

  • Section 1: Paragraphs 1 and 2, beginning with “Attila the Hun …” and ending with “… teachers, accountants, and doctors.”

  • Section 2: Paragraphs 3 and 4, beginning with “Refugees are protected …” and ending with “… Africa and Europe.”

  • Section 3: Paragraphs 5–7, beginning with “Many countries are hosts …” and ending with “… the basic needs of refugees.”

  • Section 4: Paragraphs 8–10, beginning with “Most refugees hope to return …” and ending with “… refugees were offered resettlement.”

  • Section 5: Paragraphs 11–15, beginning with “People become refugees …” and ending with “… in search of food and water.”

  • Section 6: Final paragraph of the main article, beginning with “Since early times …” and ending with “… one we can all achieve.”

While i read

While I read

  • code the text as I read:

    1. Underline evidence that confirms your prediction.

    2. Put a !! mark by anything that surprises you.

Turn and talk

Turn and talk

  • turn and talk:

    What was the strongest evidence in the article that confirmed your prediction?

    What details in the text most surprised you? Why?

What did you find

What did you find??

  • Shout out…

Prefixes and root words 10 minutes

Prefixes and Root Words (10 minutes)

  • Please take out you Prefixes Note-catcher from Lesson 3.

  • I would like to focus on several important words in the article that will help you think about what it was like for real people trying to flee and find home.

Circle it up

Circle it up…

  • Please circle these six words in your text: overburdened (Section 3), malnourished (Section 3), overcrowded (Section 3), repatriation (Section 4), resettlement (Section 4), devastation (Section 6)

Take a look

Take a look

  • Read the sentence: “A hospital and several clinics provide health care, but these are overburdened with many patients.”

  • After reading the sentence, what do you think the word overburdened means?

One more

One more…

  • Look at the sentence: “Schooling is provided for children, but classes are very overcrowded.”

  • What do you think overcrowded means?

Look at your note catcher

Look at your note catcher

  • add the prefix over- and the words overburdened and overcrowded.

  • What does the prefix over- mean?

Take a look1

Take a look

  • focus on the word malnourished in the sentence “Most refugees are sick and malnourished when they arrive.”

  • Cover up the prefix mal-. What does the word nourished mean?

  • So, what do you think malnourished means?

Quick shout out

Quick shout out

  • make a connection to Ha and the poems you most recently read about her on the boat: What do you remember about the food Ha had on the boat? Do you think she was malnourished when she arrived in the United States?

Take a look and shout out

Take a look and shout out

  • focus on the word repatriation in the sentence “Most refugees hope to return to their homes. As conflicts are resolved, many refugees undergo repatriation.”

  • Cover up the prefix re-. What do you think patriationmeans? Does this word part remind you of another word you might know?

  • In your own words, how would you define repatriation?

Take a look2

Take a look

  • focus on the word devastation in the sentence “Since early times, large groups of people have been forced to leave their homelands because of persecution and the devastation of their lands.”

  • Based on context clues, what do you think the word devastation means?

  • Does this word remind you of another word you might know?

Partner reading reread refugees who where why 10 minutes

Partner Reading: Reread “Refugees: Who, Where, Why” (10 minutes)

  • work with a partner to reread this article more carefully. It is fine if you do not finish; you will be working with this text again in the next lesson.



  • You will use a Partner Reading protocol to annotate the sections of the text.

  • Here is the process:

    1. Decide who is Partner A and who is Partner B.

    2. Partner A, read the first two paragraphs out loud.

    3. Partner B, state the gist of that section.

    4. Together, briefly discuss to refine the gist: make sure your gist makes sense, add information your partner has that you think is important, etc.

    5. On your own, annotate your text: Write down the gist of that section in the margins.

    6. Switch roles and move on to the next two paragraphs.

    7. Follow the same process, reading every two paragraphs, sharing the gist and annotating the text, then switching roles, until the article is done.



A. Complete a first read of pages 135–157. Take notes (in your journals) using the Structured Notes graphic organizer. Focus on the strongest evidence that reveals how Ha is being turned “inside out,” plus vocabulary that helps you understand her challenges and responses.

B. Continue rereading the article “Refugees: Who, Where, and Why” and annotating for the gist of each section.

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