Expeditionary Learning Grade 8 Module 1 Unit 2 Case Study:

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

2. Lesson #5 Building Background Knowledge and Summarizing: “Refugees: Who, Where, Why” Part 2

3. Learning Objective: • Students will write an objective summary of “Refugees: Who, Where, Why” and identify universal themes that connect refugee experiences by rereading text and citing text based evidence. • CCLS: • I can cite text-based evidence that provides the strongest support for an analysis of informational text. (RI.8.1) • I can objectively summarize informational text. (RI.8.2) • I can analyze the connections and distinctions between individuals, ideas, or events in a text. (RI.8.3) • I can write informative/explanatory texts that convey ideas and concepts using relevant information that is carefully selected and organized. (W.8.2)

4. Lesson Vocabulary • universal experience • summary • controlling idea • key details • clincher

5. Warm Up Chalkboard Splash of Evidence about “Inside” and “Outside” • Take out Inside Out & Back Again. • Ha and her family are facing many challenges as they try to make a new home for themselves in Alabama. Ha writes a lot of poems that describe how her life feels like it’s being turned “inside out.” • Today you are going to focus on two of these poems from last night’s reading homework. • Take a few minutes to silently reread “Loud Outside” on pages 145 and 146 and “Quiet Inside” on pages 149 and 150.

6. Chalkboard Splash • You are going to do a Chalkboard Splash with the strongest evidence from these two poems. Think about these questions: *What is the strongest evidence from the text that describes some of the challenges Ha and her family are facing “inside”? *What is the strongest evidence from the text that describes some of the challenges Ha and her family are facing “outside”? • Write down two pieces of the strongest evidence for each question.

8. LEARNING TARGETS: • I can identify the strongest evidence in the article “Refugees: Who, Where, Why” and the novel that help me explain challenges refugees face when fleeing home. • I can identify the strongest evidence in the article “Refugees: Who, Where, Why” and the novel that help me explain challenges refugees face finding home. • I can write a paragraph that provides an objective summary of “Refugees: Who, Where, Why.” • I can identify universal themes that connect refugee experiences. Today you will use the article and the novel to learn about some of the universal experiences or common themes among refugees. You will use the strongest evidence from both texts to do this.

9. Finding Evidence from Text: Fleeing Home and Finding Home Anchor Charts • In the past few lessons, you have begun thinking more about the universal refugee experience. Today, you will start two new anchor charts that will help you capture that thinking as you continue to read the novel and additional informational texts. • For now, you are going to think about how this universal refugee experience applies to Ha. When Ha and her family fled their home, they became refugees. When they fled, they faced challenges. Now Ha and her family are in Alabama, and they are trying to find a new home there, which also is challenging.

10. Fleeing Home and Finding Home Anchor Charts • You will be collecting the strongest evidence from the informational texts and the novel that answers the questions: “What challenges do refugees face when fleeing home?” (on the Fleeing Home anchor chart) and “What challenges do refugees face finding home?” (on the Finding Home anchor chart).

11. In today’s lesson, you will think mostly about the “fleeing home” part of the refugee experience. Discuss these questions with your small groups: *According to the article “Refugees: Who, Where, Why,” what challenges do refugees face when fleeing home? What is the strongest evidence from the article to support this?

14. Summarizing: Capturing the Essence of the Text • Turn to your annotated “Refugees: Who, Where, Why” article (homework from Lesson 4) on pages 63-65 in the E.L. Workbook. • Turn and Talk: *What is this article mostly about? Jot this initial gist statement about the full article at the top of the article, near their notes about the title. Look at the Summary Writing graphic organizer on page 66 of the E.L. Workbook.

15. When you are reading actively, one of the most important things you do is figure out what the point of it is. This means you are recognizing the controlling idea of the text. • Once you have done that, you have really done the hardest work. • Still, there is more! You need to figure out what the key details in the text are, and write a great closing sentence, a clincher. • Once that is done, you are ready to write up the notes into a summary paragraph. At that point, you will have gotten a good, basic understanding of the text you are reading.

16. The controlling idea is a sentence that makes the reader want to know more about what you have to say. A good topic sentence has a clear controlling idea that makes the reader ask a question in his or her mind. • For example, “Throughout the world, refugees have fled their homes for many reasons.” This makes me ask the question in my mind, “What are the reasons refugees flee their homes?" • Take a few minutes with your partner to do the following: • Review your gist note at the top of the article. • Work together to craft a topic sentence that will make the reader want to know more and ask a question in his or her mind.

17. The key ideas will be the most important points of the article. By chunking the article and annotating with your partner (in Lesson 4), you have already taken a big step toward identifying the key ideas. Take about five minutes to do the following: Review your annotations for each section of the article. Work together to write well-crafted sentences in the graphic organizer.

18. This will be the last sentence of the summary paragraph you write. This last sentence is sometimes called a clincher, a memorable statement that leaves the reader with something to think about. Collaborate on a clincher for your summary paragraph. *What do you want your reader to leave thinking about based on this sentence? For example, Refugees are everyday people who rely on other everyday people for their survival.

19. LEARNING TARGETS: • I can identify the strongest evidence in the article “Refugees: Who, Where, Why” and the novel that help me explain challenges refugees face when fleeing home. • I can identify the strongest evidence in the article “Refugees: Who, Where, Why” and the novel that help me explain challenges refugees face finding home. • I can write a paragraph that provides an objective summary of “Refugees: Who, Where, Why.” • I can identify universal themes that connect refugee experiences. Define summarize, controlling idea, key details, and clincher.

20. Homework • A. Use the Summary Writing graphic organizer (pg. 66) to write a summary paragraph about the article “Refugees: Who, Where, Why.” • B. Complete a first read of pages 158–179 of Inside Out & Back Again. Take notes 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.

21. Homework Vocabulary • endures (tolerates) (158) • hogwash (nonsense) (163) • solitude (privacy) (173) • yearning (longing and desire) (176).

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

23. Lesson #6 Building Background Knowledge: Challenges Bosnian Refugees Faced Fleeing and Finding Home

24. Learning Objective: • Students will identify common themes that connect the universal refugee experience by reading “Children of War” and discussing the challenges refugees face when fleeing and finding home. • CCLS: • I can cite text-based evidence that provides the strongest support for an analysis of informational text. (RI.8.1) • I can determine a theme or the central idea of an informational text. (RI.8.2) • I can analyze the connections and distinctions between individuals, ideas, or events in a text. (RI.8.3) • I can use a variety of strategies to determine the meaning of unknown words or phrases. (L.8.4)

25. Lesson Vocabulary • commonalities • common themes • discriminated against • targeted • summary • summarize • unique • Muslim • ethnic

26. Warm UpThink-Pair-Share “Inside Out” • Review your structured notes silently for a minute and hand in your summary paragraph from last night’s homework. • Refer to your structured notes and Think-Pair-Share: *Is Ha’s life still “inside out”? What is the strongest evidence from your reading last night?

27. LEARNING TARGETS: You are reading a variety of texts that will help you begin to notice patterns and themes. You have read the novel, of course, and in Lesson 3 you revisited “Panic Rises in Saigon, but the Exits Are Few,” which you first encountered in Unit 1. You also read “Refugees: Who, Where, Why” in Lessons 4 and 5. As you read today, you should notice how refugee experiences align to and expand upon some patterns we identified. • I can identify the strongest evidence in the text “Children of War” thathelps me explain what challenges refugees face when fleeing home. • I can identify the strongest evidence in the text “Children of War” thathelps me explain challenges refugees face finding home. • I can identify common themes that connect the universal refugee experience. What is different about the first target today compared to those of the last few lessons?

28. Independent Read: “Children of War” • Turn to “Children of War” on page 67 of your E.L. Workbook. • Briefly scan the text to notice how this informational text is different from the one you read for the previous lesson. • What year was this article written?

29. Independent Read: “Children of War” • This text is about refugees from the war in Bosnia in the 1990s. • *A statistic from “Refugees: Who, Where, Why” that supports our understanding of this text: “1990s … War in the Balkans forces thousands to leave their homes as Yugoslavia breaks apart.” • *A key vocabulary word is Muslim: a follower of the religion of Islam. • There are Muslims in many countries, and sometimes they have been discriminated against or targeted because of their religion. • *Another key vocabulary word is the word ethnic. • *What is an ethnicgroup? • Ethnic is an adjective used to describe large groups of people with common religious, tribal, cultural, racial, or national origins.

30. Independent Read: “Children of War” • Since this text is relatively easy, you will be reading it on your own. • As you read, underline the strongest evidence you find in the text to answer the following questions: *What challenges did the Bosnian refugees face as they fled home? *What challenges did they face in the United States?

31. Fleeing and Finding Home Anchor Charts • Think-Pair-Share about the evidence you underlined as you read. • After reading this article, what other reason can we add for challenges refugees face when fleeing home? What is the strongest evidence from the article to support this?

32. Fleeing and Finding Home Anchor Charts Think-Pair-Share: *What challenges do refugees face finding home? What is the strongest evidence to support your answer?

33. Rereading: Preparing to Summarize • You will now reread the article on your own and begin the Summary Writing graphic organizer: “Children of War” on page 69. • This graphic organizer is just like the one you did for “Refugees: Who, Where, Why.”

34. Closing • In the past few lessons, you have been identifying evidence to support your thinking on the common themes that connect the universal refugee experience. Today, after reading about actual refugee experiences, you are going to think about how those experiences relate to the article “Refugees: Who, Where, Why?” • Although there are aspects of the refugee experience that are universal, each refugee experience is also unique—one of a kind. In some ways, all refugees share one experience; but it is equally true that each refugee has his or her own “one” experience. Even the four teens who were interviewed had things in common and experiences that were unique to them—this was even true for the two teens who were brother and sister. However, these unique experiences can still be categorized under those more universal themes.

35. Evidence Sort • Directions: • Find and read the three sentence strips (from “Refugees: Who, Where, Why”) aloud as a group. • Read each quote card (from the four Bosnian teens). • Discuss which sentence each quote goes with and why. • Note: Many of the quotes could be matched with more than one sentence strip. There is not always one “right” answer. Your job is to provide reasons for why you think a specific quote is especially strong evidence for a certain sentence strip.

36. Fist to Five • Today’s third Learning Target: I can identify common themes that connect the universal refugee experience. • Self-evaluate using Fist to Five.

37. Homework • A. Use the Summary Writing graphic organizer: “Children of War” to write a summary paragraph of the article “Children of War.” • B. Complete a first read of pages 180–195. Take notes 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.