Letters From Rifka Unit Plan Grade 6 - Wikispacesengl4254unitplans.wikispaces.com/file/view/ENGLISH+7… · Web viewLetters From Rifka Unit Plan ... We will also complete several

Letters From Rifka Unit Plan *Grade 6*

ENGL 4254 Dr. Avila December 7, 2010

Creator: Deanna M. Eckard

Initial Planning: Introduction and Overview

Title/Topic of Unit: Coming to America: Evaluating the Difficult Journey in Letters from Rifka

Classroom Context and Student Characteristics: I will be using this unit plan for my second and third period classes. The other two classes will be reading Number the Stars by Lois Lowry. During this novel study all the classes will cover the same literary elements, goals and objectives, and similar class activities, just through a different book’s perspective. We will even focus on the same genre within both stories (historical fiction). There are twenty-one students in my second period class and twenty-two in my third period. The third period class is inclusion Language Arts, so we will have three teachers (my CT, the EC teacher, and myself) in the room at all times during that class. My team operates on a four man team.

Ethnicities, Males to Females, EC Student Numbers in the Classroom:

2nd period—8 White, 5 Hispanic, 4 African American, 4 Multiracial12 males: 9 FemalesNumber of EC Students: 8

3rd Period—6 White, 8 Hispanic, 2 Multiracial, and 6 African American15 ales: 7 FemalesNumber of EC Students: 13

Differentiation methods are discussed on daily lesson plans.

Free & Reduced Lunch: Estimated 60% of the entire team (all four classes)

Class Length: Fifty- Five minute class periods

Unit Overview

Time Allotted for Unit: 7 school days, 55 minute class periods

Relevance to students: This unit is very relevant to students because the main character is close to their age. It is also an inspirational story on a certain level. Many of my students are struggling through the many changes that come with adolescence. Rifka is enduring unimaginable tragedy and let down. Students can connect to a character who feels the need to write down her trials and tribulations. Rifka should be seen as a hero in most sixth graders’ eyes.

Grading: The following percentages make up student’s final grades for the class. This scale is based on a school-wide policy. I will consider their assignments under the following categories:

Page | 2

Homework (10%):

Vocabulary Homework Vocabulary Prediction Chart Filling your Rucksack Activity

Class work (50%):

Journal Entries Both Definition Maps Body Biography of Rifka Rifka’s food adventure questions

Tests/Quizzes/Projects (40%):

Vocabulary Quiz Letters From Rifka: Questions to

Guide Reading ABC Book project RAFT Writing for Understanding

Assignment

Summary/Description of Unit: Through the class reading of Letters from Rifka by Karen Hesse, students will learn about Rifka Nebrot, an adolescent girl whose family has run away from Russia in 1919. Her family is persecuted for being Jewish and they must escape the country because one of her brothers has fled from the Russian army. Rifka, her mother and father, and two of her brothers begin their long, arduous journey to America to join her oldest three brothers, whom she has never met because they have lived in America since before her birth. They face many hardships along the way that the class will cover through the unit. Our classes will discuss literary elements of this book such as character, characterization, setting, imagery, plot, dialogue, point of view, internal and external conflicts. The class will begin winding down the unit with a Writing for Understanding activity (RAFT) and a small food exploration of Rifka’s journey through Europe and into America. We will be looking at how the genre of historical fiction affects the written text. Students will be reading a series of texts following this book that treat a recurring motif and are centered around a THEME, in our case the various impacts of different genres and reading texts that bring about diverse cultures and offer a place to study multicultural literature. Letters from Rifka focuses on Russia and the voyage to American. It also covers a time period long ago. Parents will also be emailed about the unit, what kind of activities we will be completing in class, and homework assignments that they should see their student bringing home throughout the course of the unit. Worksheets for each day’s lesson will follow the daily lesson plan for which it will be used with.

Materials Needed for the Week & Resources Available:

Letters From Rifka and related readings by: Karen Hesse, Glencoe Literature Library edition (2 class sets available)

Promethium Board I Am Poem example

Guidelines on how to write an I Am Poem

Self- made Letters from Rifka Study Guide Question Worksheets

Wordle Vocabulary Word Cloud Vocabulary Homework Worksheet Vocabulary Fill-In Chart

Page | 3

Definition Maps Filling Your Rucksack Worksheet A-Z Book Example Body Biography Worksheet Self- made RAFT Writing Assignment

Student Journals Internet Access available for Wordle

and Video Clip Immigrant/Ellis Island Themed Paper Various Food Items from the book

Prior Knowledge to build upon and connections made between earlier learning and present unit of study: Before beginning this unit, students need to know some background dealing with the literary elements we will cover in the unit. We will work through examples, but students should know the basics such as character and setting. They should be able to work in partners and/or small groups in an orderly and quiet fashion. Students should also already understand the concepts surrounding multicultural literature and be able to interpret a story about an event many years prior to the present day. They should also know the basic constructs of a letter, since the whole story is told in letters. Our class will have completed two RAFT assignments prior to this unit of study. Therefore, they will already have background knowledge on the nature of this writing assignment. This will be our first novel read together in class (we have been reading short stories, poems, and plays up until this point). We will read other related texts following this and explore a few more genres throughout the school year.

Overarching and Essential Questions:

What literary elements are evident in Karen Hesse’s Letters From Rifka?Through the study of characteristics in literary genres (historical fiction), what can be learned about the impact of a genre-specific piece of literature?What can you, (the student) obtain through reading a variety of literature and other texts (novels, pattern poems, blank verse)?What impact do the literary elements found in Letters From Rifka have on the meaning of the text (setting, character, internal and external conflicts, etc.)?What multicultural lessons can be learned through the reading of this particular book?

Role of technology in the unit:

I will use the Promethium Board on a daily basis to introduce warm-ups, display journals, and model all activities for this unit, such as RAFT assignment planning

PowerPoint of Ellis Island Journey for analysis Internet Video for imagery evaluation (YouTube) Computer lab trip where students can compose final drafts of writing Additional activities involving the use of technology may be included within each daily

lesson plan within this unit.

Page | 4

Rationale and Justification for Teaching the Unit

Personal— These two classes are functioning on a lower reading level than the other two classes as a whole. This novel is shorter and is usually used in a fifth grade classroom. I however feel that many concepts from the standard course of study for sixth grade can be applied to this novel. This book also falls under historical fiction. Within this genre our class can discuss a different time and place while also studying a diverse setting in comparison to their daily environment. I plan to incorporate many learning styles of my diverse students through an array of activities evoking visual, auditory, and kinesthetic learners to join in this creative study. I also love Karen Hesse’s work and have read many of her stories throughout my educational career.

Research Based— Students will be able to connect to this novel because the main character is close to their age. We will also complete several engaging activities incorporating art and technology to keep the students on track and focused. Sixth grade North Carolina curriculum requires that students study the characteristics of literary genres through: reading a variety of literature and other text (novels, pattern poems, blank verse), interpret what impact genre-specific characteristics have on the meaning of the work, explore how the author's choice and use of a genre shapes the meaning of the literary work, and explore what impact literary elements have on the meaning of the text such as the influence of setting or the problem and its resolution. These all fall under Goal and Objective 5.02 of the North Carolina Standard Course of Study and will be implemented and taught throughout the unit.

Constructing Instructional Competencies

Technology Standards: (NC Technology Standards & Performance Indicators for Educators)

1. Technology Operations and Concepts: Teachers demonstrate a sound understanding of technology operations and concepts.

2. Planning and Designing Learning Environments and Experiences: Teachers plan and design effective learning environments and experiences supported by technology.

3. Teaching, Learning, and the Curriculum: Teachers implement curriculum plans that include methods and strategies that apply technology to maximize student learning.

4. Assessment and Evaluation: Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies.

5. Productivity and Professional Practice: Teachers use technology to enhance their productivity and professional practice.

6. Social, Ethical, Legal, and Human Issues: Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in schools and apply those principles.

National Standards Covered: (Developed jointly by IRA and NCTE)

Page | 5

1. Students read a wide range of print and non-print texts to build an understanding of texts, of

themselves, and of the cultures of the United States and the world; to acquire new information;

to respond to the needs and demands of society and the workplace; and for personal

fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

5. Students employ a wide range of strategies as they write and use different writing process

elements appropriately to communicate with different audiences for a variety of purposes.

6. Students apply knowledge of language structure, language conventions (e.g., spelling and

punctuation), media techniques, figurative language, and genre to create, critique, and discuss

print and non-print texts.

10. Students whose first language is not English make use of their first language to develop

competency in the English language arts and to develop understanding of content across the

curriculum.

11. Students participate as knowledgeable, reflective, creative, and critical members of a

variety of literacy communities.

Specific NCSCoS Goals and Objectives Addressed: 6th Grade

5.02 Study the characteristics of literary genres (fiction and poetry) through:

Reading a variety of literature and other text (novels, pattern poems, blank verse). Interpreting what impact genre-specific characteristics have on the meaning of the

work. Exploring how the author's choice and use of a genre shapes the meaning of the literary

work. Exploring what impact literary elements have on the meaning of the text such as the

influence of setting or the problem and its resolution.Specific Outcomes of Student Learning and Understanding

Students will read cross-curriculum novel (historical fiction). Therefore, they will be able to evaluate the concepts connecting social studies and English Language Arts.

Students will be able to understand literary elements including character, plot, impact of setting, dialogue, imagery, external and internal conflict, and complete with a writing for understanding activity focusing on various points of view found in the book.

Learn a whole new set of vocabulary for the novel including words that students have most likely never encountered due to the fact they are either older, uncommon words or foreign used words.

Page | 6

I will also list in my daily student friendly objectives in my lesson plans what students should learn and take away from this unit based on that day’s activities.

Content Knowledge

This will be displayed throughout my daily lesson plans in full detail.

Instructional Strategies and Activities

These will be addressed in each daily lesson plan and all worksheets and examples will be attached at the end of the Unit Plan and Evaluation.

Assessment Methods, Evaluation, and Impact on Student Learning

These topics will also be addressed on each daily lesson plan.

At the end of the unit once grades are compiled, it should be right around time for progress reports to be completed and sent home to parents. I will be letting the students know that their parents will be seeing all of their grades throughout the unit. If any student is falling noticeably behind during the course of the unit, I will be emailing their parents or calling home to let them know their child is missing assignments. I will make myself available for parent-teacher conferences as well.

Page | 7

Daily Lesson Plans

Monday

Topic of Lesson: Meet Rifka…Character Analysis and Poetry: Begin Reading Letters From Rifka by Karen Hesse

NC Goal & Objectives: 6th Grade English Language Arts

5.02: Study the characteristics of literary genres (fiction and poetry) through:

Reading a variety of literature and other text (novels, poems, blank verse). Interpreting what impact genre-specific characteristics have on the meaning of the work

and characters.Goals & Objectives (student friendly terms):

Students will begin reading Letters From Rifka, a historical fiction novel by Karen Hesse told through letters and poems. Students will be “introduced” to the main character, Rifka, and write a poem about who they are, as we discover who the main character is through reading and introduction of new vocabulary.

Relevance to Students: Sixth grade curriculum focus on self-discovery and expressing one’s self through the use of literature. As I have mentioned, the main character for this story is around the same age as my students. By getting to know Rifka in today’s reading assignment, students will also discover a little about themselves through their warm-up activity: Writing I am Poems.

Resources & Materials Needed:

Promethium Board Teacher Example of I Am Poem Instruction sheet on how to write an

I am Poem Student Journals Class set of Letters From Rifka novel,

one for each student and the teacher

Student Journals Letters From Rifka Study Guide

Questions Vocabulary Wordle Word Cloud

Homework Assignment Sheet Vocabulary Prediction Chart

Accommodations and Plan for Differentiation:

This particular unit in itself is a plan for differentiation. I chose this book because as a whole, these two classes are on lower reading levels, and third period is inclusion Language Arts. The book is shorter and easier to comprehend than my other classes’ novel study, while

Page | 8

also having great literary merit and value. Since I will only be using Letters From Rifka for my second and third period classes, I am choosing to use Number the Stars (Lowry) with my first and fourth period. In today’s activities, I will not force anyone to read aloud that does not want to. Some of the students are very self-conscious about their reading abilities; therefore I will not make anyone who feels uncomfortable read during our pop-corn reading time. I have also arranged for certain students with limited vision to sit near the Promethium Board and will allow them to move closer if they need to.

Agenda/Activities of this class:

Review/Student Readiness for the lesson: (Opening)

Who Are You? Introducing the story to students and meeting the main character in our book, Rifka. I will tell the students a little about this young lady character and give them a little overview of the book. (5 minutes)

Journal: (Warm-Up Activity and Guided Practice)

Writing I Am Poems: This will be modeled on the Promethium Board and students will be given an instruction sheet for what goes on each line of their poem. Students who would like to share their poem will also be given the opportunity to do so. (15 minutes)

Whole group and small group work:

The class will begin reading Letters from Rifka: Students will already be sitting in a circle (I will arrange their desks prior to class) and we will begin “pop-corn” reading. I will start with a volunteer and each student will choose one of their peers to read until I tell them to choose someone new. We will read pages 1-9 in the book together.

I will also give them the Letters From Rifka Study Guide that I created for the book. After reading aloud, I will let them work with a partner to answer the questions from

what we just read. (25 minutes total for reading and answering questions)

Assessment:

Formative: I will walk around and observe students while they are writing their I Am Poems and will be available for questions on their Rifka Study guide.Summative: I plan on telling students that this study guide is basically going to be their test and will count as a test grade because of how long it is and all the materials it covers within the book. I have chosen not to give them a standardized test at the closure of the unit. Instead, I will be assigning Writing for Understanding activities and this study guide. Though it is long, it covers the whole book and holds students responsible for their answers. They will be aware from day one that this is very important and crucial to making a good grade on the unit.

Page | 9

Homework Assigned:

Read pages 10-19. Students should also fill in study guide questions pertaining to their reading for that night (students already have to complete 30 minutes of reading each night, so throughout the unit their 30 minutes will be reading this book)

Go over Vocabulary Homework assignment (10 minutes) that will not be due until next MONDAY. Therefore, students have one week to complete their vocabulary homework and fill in their Vocabulary Prediction Chart which will also be due on MONDAY (we will work on this chart throughout the unit during class time when we come to the word in the text we will stop, and discuss the word for the students to fill in on their chart. If the word is encountered during homework reading students must write it down and make a prediction. We will discuss the word in class the following day and make sure students have the correct understanding of their word written in their chart).

Page | 10

How to Write an “I Am” Poem

I am (two special characteristics)

I wonder (something you are actually curious about)

I hear (an imaginary sound)

I see (an imaginary sight)

I want (an actual desire)

I am (the first line of the poem restated)

I feel (a feeling about something)

I worry (something that really bothers you)

I cry (something that makes you very sad)

I am (the first line of the poem repeated)

I understand (something you know is true)

I say (something you believe in)

I dream (something you actually dream about)

I try (something you really make an effort about)

I hope (something you actually hope for)

I am (the first line of the poem repeated)

Page | 11

Page | 12

Letters from Rifka: Questions to Guide Reading

September 2, 19191. Over the course of what years does the novel take place?

2. What is the relationship between Rifka and her brother Saul? Do you think this relationship will change as the book unfolds? Why or why not?

3. Why are Rifka and her family running away so quickly all of a sudden?

4. What does Uncle Avrum say is Rifka’s “gift”? Why is it an important skill for Rifka?

5. What is Rifka really hiding in her rucksack? What does she tell the guard she has inside of it?

6. What would you do if you were Rifka in this opening section? How would you feel?

7. Where does Rifka write this first letter?September 3, 1919

8. What are Rifka and her family told to do when they get to Poland? What are they told will happen if they don’t do this?

9. Why do you think Rifka’s mother was acting so brave?

10. What was stolen from Rifka’s family?

11. What was Russia like for Rifka and her family? Are they wealthy or poor?

October 5, 1919

12. Why did the family have to stop in Motziv?

13. Name at least three symptoms Rifka has. What disease does she have?

Page | 13

14. What does Rifka hear the doctor say about her? How would you feel if you heard a doctor say this about you?

15. What does Rifka’s dream mean? What was she doing in her sleep?

November 3, 1919

16. How is Rifka’s relationship with her brother Saul changing in this letter?

17. What does the innkeeper’s daughter do to Rifka?

18. What does the kind doctor at the hospital tell Rifka about typhus?

19. Do you think TOVAH is wealthy? Why or why not?

20. How would you feel if your house was always inspected, like Rifka’s family experiences?

November 27, 1919

21. Where is Rifka’s family going now? Why are they going there?

22. What do we find out about Rifka’s older brothers in this chapter? Where are they and why doesn’t she know them?

23. How does Rifka describe Poland?

24. What does Rifka say she will do when she reaches America?

25. Why is the Pushkin book of poetry so important to Rifka?November 30, 1919

26. Why does the doctor say Rifka can’t go to America?

27. How scared would you be if you thought your whole family might leave to live in another country without you?

Page | 14

28. What happens with Rifka and the orange?

29. What is Warsaw like?

December 1, 1919

30. What is the HIAS and what do they do for Rifka’s family?

31. Where can Rifka go for a cure?

32. What does Rifka say she feels like now? Why can she not go back to Berdichev?

February 25, 1920

33. Why is Mama’s gold locket so important?

34. What kind of things does Rifka’s father tell her about in his letters?

35. What special day passes in Rifka’s life while she is living with Marie and Gaston?

36. What happened to the doll Rifka received for her ninth birthday?

37. What does Rifka make with the broom straws? What does she give herself through making this item and saying Hebrew prayers?

38. Why does Rifka feel very ugly now?

39. Who is Sister Katherine and what does she do with Rifka?

40. Why will Rifka not go out and play with the other kids in the park?

March 17, 1920

41. Name three places or things Rifka saw while she was out in Antwerp.

42. How does Rifka get lost?

Page | 15

43. What does the milkman do for Rifka? Why do you think she kissed his hand?

July 29, 192044. What good thing has happened to Rifka?

45. Compare how Rifka described Poland and how she now describes Belgium.

46. What new fruit has Rifka tried that she loves? What other two foods does she now love?

47. Why did she need new dresses?

48. What did Rifka save her money for? What happened when she went to buy it?

49. What does Rifka miss the most? What does she want to make when she gets to America?

September 14, 1920

50. Tell why Rifka is happy and a little bit upset at the beginning of the chapter.

51. Rifka learns many languages throughout the book. What is she learning now?

52. What helps Rifka to know that her memories of Russia are real?

53. Is there someone in your life that you care about the way Rifka cares about Tovah?

September 16, 192054. On her passage across the Atlantic Ocean to the United States, Rifka meets a sailor named

Pieter. What is their relationship like?

55. What object is Rifka personifying in this chapter? How do you know?

56. Who does Rifka believe is really brave? Why does she think this?

Page | 16

57. What does Rifka want to do when she reaches America? Why?

September 21, 192058. What does Rifka compare the sky to when she opens her cabin door? What is happening?

59. What happens to Pieter? How would you feel if you were Rifka, now without her friend?

60. Name three things you think have caused Rifka to cry so much now, since she has not cried once since she left Russia?

61. Do you think Rifka should have left her home in Russia? After all she has been through, do you think things will get better for her once she reaches America? Why or why not? Do you think her parents will find her?

October 1, 192062. How would you feel if you were Rifka, entering Ellis Island?

63. How does Rifka describe what Ellis Island is?

64. What does the statue of liberty symbolize for immigrants?

October 2, 192065. Why is Rifka detained at Ellis Island even if her ringworm had been cured? Do you agree with or

understand Mr. Fargate’s reasoning? Why or why not?

66. What is a social responsibility in America? Why does the HIAS lady tell Rifka she may be one?

67. Why does Rifka feel looks are more important in America than being clever?

October 7, 192068. How long has it been since Rifka has seen anyone in her family?

69. How is Rifka helping out at the hospital?

Page | 17

70. How is Rifka being motherly in this letter?

71. What would you do if you were Rifka when she sees the Russian boy in the dining area? Do you think what she did was right?

October 9, 192072. Rifka is writing a lot more often than she was at the beginning of the book. Why do you think

she is writing more now?

73. What does Saul say is different about Rifka? What gift does he bring her?

74. How do you think Saul feels about Rifka learning so much English so quickly?

75. What happened to Rifka’s Star of David? Why?

76. Why do you think the book of Pushkin is so important to Rifka? Why does Saul tell her to get rid of it? Have you ever had an object that was this valuable to you? What was it?

77. Do you think Rifka’s family is living the “American Dream”? Why or why not?

78. What two things does Rifka want Saul to do with all the money she has saved? Could you have given up the money the way she did? Why or why not?

October 11, 192079. What do Rifka and her mother do together?

80. Name two reasons why Rifka’s mother is most likely proud of her.

81. What two things does Rifka say that she is?

82. How is Ilya’s family different from Rifka’s?

83. How do you think Ilya and Rifka both feel at this point?

Page | 18

84. What do the doctors think about Ilya? Is it true? Why do they think this?

October 14, 192085. What does Ilya do to make Rifka angry with him? Why is she so angry?

86. What misunderstanding happens between Rifka being from Russia and the incident that occurred here in America?

87. What kind of poems has Rifka been writing?

88. On a separate sheet of solid white paper draw what Rifka is describing on page 75.October 21, 1920

89. What happened to the baby Rifka has been taking care of?

90. What other bad thing is happening to Rifka in this letter?

91. Predict what you think will happen to Rifka and Ilya now?

92. Why does Rifka think she can never go back and live in Berdichev?

October 22, 1920

93. Name at least three things Rifka tells Ilya that he has to look forward to in America.

94. Why does Rifka try to memorize her brother’s faces? What does she do when she sees them all?

95. What does Ilya’s uncle want for him? Why is Ilya afraid of him at first?

96. Look at Rifka’s English poem that she writes on Ellis Island. What does it reveal about her?

97. How would you feel if you were Rifka when she receives her papers?

98. How has Rifka and Saul’s relationship changed over the course of the book?

99. How do you like the ending of the book? Explain.

Page | 19

100. Rifka is extremely hopeful throughout the novel. What makes her this way?

Page | 20

A

Vocabulary WordlePage | 21

Vocabulary Prediction Chart

Vocabulary Word

Predicted Meaning

After Reading Clue Words

Vocabulary Homework:Throughout our reading of Letters from Rifka, you will fill in a vocabulary chart and have this homework assignment to go along with the vocabulary words. This homework is due MONDAY in class.

Assignment: Choose ONE of the following activities to complete with your Word Cloud Vocabulary…

Make a crossword puzzle with your vocabulary words (puzzlemaker.com) Make flash cards for all of your words (on the front side write your word, on the back

write the definition) Use 10 of your vocabulary words to write a story (has to make sense and show that you

know the meaning of your words) Choose 10 of your words and draw a DETAILED picture to go along with each word

Page | 22

Tuesday

Topic of Lesson: Historical Fiction and Setting in Letters from Rifka

NC Goal & Objectives:


Exploring how the author's choice and use of a genre shapes the meaning of the literary work.

Exploring what impact literary elements have on the meaning of the text such as the influence of setting or the problem and its resolution.

Goals & Objectives (student friendly terms):

Students will learn about the genre of historical fiction and why this genre is so important and believable. Students will also discuss two of their vocabulary words in detail: typhus and ringworm.


Rifka…books Promethium Board Definition Maps Student Journals

Rifka Study Guide Questions Filling your Rucksack activity

worksheet

Accommodations and Plan for Differentiation: Students will be allowed to work with a partner on their definition maps. I will also allow students who need extra help to use the two computers available in the classroom to look up the diseases on a reliable medical website. I will also allow ESL/ELL learners to write some words in their first language on their definition maps if it is difficult to understand the English word for certain things.



Have one or two students summarize what they read about in last night’s reading assignment. They will do this out-loud so everyone is up to speed, if they missed something in the story. At this point I will also ask some questions about the text to check for comprehension. (5 minutes)

Page | 23

Journal:

Students will have this topic to write about in their journals: We are reading a story that is considered historical fiction. This means that the story is NOT true, but the historical parts like the hatred for Russian Jews actually happened. What makes this book seem real and true? Do you think Rifka’s story could have really happened to someone? Explain in two paragraphs. (10 minutes)

Students will also have the opportunity to read their answers aloud if they would like to.

Guided Practice:

As a class we will read aloud pages 20-28 of the text. Today, I will choose readers and stop at the end of each letter in the book that we read and allow time to answer their study guide questions. (25 minutes)

Whole group work/small group work:

Typhus/Ringworm Definition Maps: Each student will have two definition maps to complete about Typhus and Ringworm, since both diseases play a huge role in the story. I will begin modeling Typhus on the Promethium Board, so students understand what they are supposed to be doing. I will also provide page numbers where some of the information on the diseases can be found. We will complete a large amount of this map together. They will work with a partner on this assignment. (15 minutes)

Assessment: I will walk around and assist with study guide questions and definition maps. The definition maps will be graded as class work. The Filling your Rucksack sheet will also be graded as homework.

Homework Assigned:

Read pages 29-37 and answer study guide questions. Filling your Rucksack: For this graphic organizer assignment, students will be asked to

draw at least five items they would keep in their “rucksack”. These items should be very important to them. In the story, Rifka keeps her mother’s candlesticks and her few remaining clothes/dresses in her rucksack as the family flees from Russia. It is all she can take with her when her family leaves and begins their adventure toward America. On the back of the sheet they have to list each item they drew inside their rucksack and tell why they would bring that particular item with them if they were leaving home.

Page | 24

Page | 25

Filling your Rucksack…

Page | 26

Wednesday

Topic of Lesson: Literary Elements in Rifka: Plot and Dialogue



Reading a variety of literature and other text (novel). Exploring what impact literary elements have on the meaning of the text such as the

influence of setting or the problem and its resolution.


Students will work in groups to continue reading our book. They will also complete work from yesterday and begin creating an A-Z book on important objects dealing with the plot and dialogue in Letters From Rifka.


Student Journals Definition Maps(if not completed

the day before) Rucksack HW assignment Rifka books Promethium Board

Study Guide Questions Teacher Example of an A-Z book White computer paper (2 pieces per

student) Markers, crayons, colored pencils

Accommodations and Plan for Differentiation: Today will be a more hands-on and cooperation based lesson. If some students would like to read on their own, rather than in groups, I will allow them to do so. I will also model every step of the folding process for the construction of the A-Z Booklet. Once students get started I will be available to help with ideas for the ABC booklet. ESL/ELL students will be allowed to put some words in the own language if they would like. They just need to be able to explain to me what the word has to do with the story.



Complete typhus and ringworm maps if not completed the day before, since I did not make this a homework assignment. (5-10 minutes)

In this time students can also finish their rucksacks if not completed last night, but they must turn it in when time is up.

Page | 27

Journal: When two people talk back and forth it is called dialogue. At the bottom of page 30 in your book Rifka and her father are involved in a dialogue. In a paragraph explain what they are talking about and why Rifka now feels like an orphan.

I will certainly call on at least one student to make sure students grasp the concept of dialogue and understand what they read last night for homework. (10 minutes)

Small group work:

Read in assigned groups of 3-4 students. Read over pages 38-50. Students should take turns reading and may help each other on the study guide questions. (25 minutes)

Individual work:

Begin creating ABC or A-Z books (http://www.readwritethink.org/classroom-resources/lesson-plans/writing-books-enhance-reading-392.html) We will focus on finding key items and ideas from the plot of Letters From Rifka. Each letter of the alphabet will have an item to go with it. Students must write the word, draw a picture of the word, and write why (in at least 3 sentences) this word is important to the overall story. Each page has to have a decorated large letter on the page so I know what letter I am looking at. I will model this on the Promethium Board. We will bind this little booklet together later in the unit. This will NOT become homework. We will only work on this in class over the course of the unit. (10 minutes)

Art Connection: Students will be coloring and drawing in their A-Z Books. I am really trying to make as

many artistic connections with these students because over the course of my time there I have seen how engaged they are with these kind of activities and many are very talented in expressing their knowledge through art. I will make several activities in this kind of format throughout the unit.

Assessment:

I will be monitoring student progress as they read and create their A-Z booklets. The A-Z Booklets will be a class work grade upon completion at the end of the unit. I am

making them due the day after I wrap up the unit.

Homework Assigned:

Finish any reading and study guide questions not completed in group work time. Read pages 51-63 and answer study guide questions.

Page | 28

http://www.readwritethink.org/classroom-resources/lesson-plans/writing-books-enhance-reading-392.html

http://www.readwritethink.org/classroom-resources/lesson-plans/writing-books-enhance-reading-392.html

Page | 29

Thursday

Topic of Lesson: Character Analysis of Rifka Nebrot and Internal & External Conflict



Interpreting what impact genre-specific characteristics have on the meaning of the work.

Exploring what impact literary elements have on the meaning of the text.Goals & Objectives (student friendly terms):

Today students will continue their reading in our novel and answering study guide questions with a partner. They will also create a body biography of Rifka to learn about internal and external conflicts Rifka is facing in the book.


Body Biography Worksheet Promethium Board Rifka Books

Study Guide Questions Student A-Z booklets Markers, colored pencils, crayons

Accommodations and Plan for Differentiation: I will allow students to select someone they are comfortable reading with to be their partner. However, if the class gets loud or I notice students getting off task, I will make everyone go to their assigned seat and work on the reading and study guide questions on their own. Students who need to move closer to the Promethium Board while I am modeling the Body Biography will also be allowed to do so.

Art Connection: Students can make their body biographies as creative as they would like as long as it applies to the novel, and once they have included the key elements I will be displaying in my example.



Have a student summarize their reading from the previous night. Ask if there are any questions about the reading and check for reading comprehension. (5 minutes)

Page | 30

Small Group Work:

Read with a partner of your choice (may be some groups of three). Students only have to read pages 64-68. They should also answer study guide questions for this reading and catch up on any they have not yet filled in. (20 minutes)

Guided Practice:

Body Biography of Rifka: As a class we will discuss not only her role and character in the story, but also the internal and external conflicts she faces. I am willing to let students draw their symbols and words on the Promethium Board so they are actively using the technology provided in our classroom. I will start off by modeling with one or two obvious symbol like a Jewish Star of David and a pen in her hand (symbolizing how she is always writing letters). I will then call students up to draw on the board. Everyone will have a paper copy as well and will be following along drawing on their own body biography. This will be completed in class. I will post these in the room or outside in the hallway. (15 minutes)

Individual Work:

Students will have some time to work on their ABC books. (15 minutes)

Instructional decision-making:

Today we will read first before doing our activity because the assigned text will help guide their knowledge for the body biography. I am also trying to allow time in class for students to work on their A-Z book so they will have it completed next week.

Assessment:

Through the use of the body biography, I will be able to see how well students understand the main characters life and the literary elements of internal and external conflicts she is facing on her journey. If they do not include enough symbol or evidence of comprehension, I will give it back to them and ask them if they could add a few more items and guide them to the correct answers.

Homework Assigned:

Read pages 69-77 and answer study guide questions. Suggestion: I will suggest students work on your ABC/A-Z book at home. Students will

not be required to do this, but it will be to their benefit, since we will not have much time in class to complete it.

Page | 31

Name: __________

Date: ___________

Page | 32

Internal Conflicts

RifkaNebrot

Friday

Topic of Lesson: Writing for Understanding RAFT Activity




Exploring what impact literary elements have on the meaning of the text.


Students will write a RAFT to understand the different points of view that could be played out in Letters From Rifka.


Promethium Board RAFT Assignment Sheet

Page | 33

External ConflictsRifka vs. ____________________ (man vs. man)

Rifka vs. __________________ (man vs. nature)

Rifka vs. __________________ (man vs. society)

Self- created Planning Sheets for each RAFT (3)

Wordle Word Cloud

Rifka Books


I will give printed versions of my Wordle to students who need it on their desk during their vocabulary quiz and will also allow students to move closer to the board to see the words if they need to.



Take up vocabulary homework Short Vocabulary Test: Students will pick seven of their vocabulary words for the week

and write the definition of each word on their own notebook paper. I will demonstrate on the Promethium Board how their paper needs to be set up so there is no confusion and all students will have the same format. Then they will use each word correctly in a sentence. I will have their Wordle on the Promethium Board for the quiz. (15 minutes)

Guided Practice and Individual Work:

Finish novel: Pages 78-87 out loud as a class in circle reading. I will already have chairs arranged prior to class time. I will also allow time to answer study guide questions after completion of the book with people sitting in their groups. (25 minutes)

Whole group work:

Begin RAFT Writing Assignment: I will model the RAFT assignment on the Promethium Board and students will each receive the Writing Activity: Final Assessment (RAFT) worksheet I have created for this unit plan. Directions for students are listed on the sheet. (15 minutes)

Assessment:

The RAFT assignment will count as a test grade and students will be made aware of this fact. This will be one of their final assessments and will be graded strictly. Students will complete planning, a rough draft, and a final draft. I am allowing the option for students to choose which RAFT they would like to write and showing them the best way to plan for each one, so they can better choose which one they will construct.

Homework Assigned:

Page | 34

No reading homework will be assigned if students have worked hard all week long. I will remind them that their vocabulary homework is due Monday, but they have had all

week to work in this. They do however, need to make sure they have completed all their study guide

questions. These will be due on TUESDAY and count as a test grade, with each question counting one point.

If their planning and rough draft for their RAFT is not completed in class, this will be their homework as well.

Since all of these things should already be completed, they must finish their ABC books at home. These will be due on TUESDAY, the final day of our unit.

Writing Activity: Final Assessment (RAFT)

Role Audience Format Topic

1. Rifka Tovah Poem America: My New Home

Page | 35

2. Tovah Rifka LetterResponding to all

of Rifka’s letters in the Pushkin Book

3. Ilya Rifka LetterThank you letter for all her help and friendship

Directions:You will choose one of the following rows to write about. Write your rough

draft on a sheet of loose-leaf notebook. Rough draft should fill the front side of your notebook paper. The planning for your writing should be on the backside of this rough draft. I will go over planning and requirements for all three options on the Promethium Board. Please take notes in your journal on EACH planning I show you so that you can easily choose the one you would like to complete.

Page | 36

Page | 37

Rifka's Poem to

Tovah

Favorite thing about

America

What you see in America

How your family is

doing

Discuss your hair: Is it still

growing?

school in America

foods you have tried and love in

U.S.

new smells in America

compared to ones in Russia

discuss brothers you hardly knew

before

wishing Tovah was in America too

Page | 38

Tovah's Letter to Rifka

Tell me more about

America.

Was it okay with

Tovah that Rifka wrote all

her letters

inside of Tovah's book?

Explain in your letter

How glad you are

that Rifka overcame all the

awful things

she endured on her way to

America.

What it is like now in Russia.

Have things gotton

better or worse for

Jews?

Ask about family.

Plans to visit

America one day?

Page | 39

Helping me not be so shy and proving

I was smart

Tell about new life with uncle

Discuss how learning to speak English is coming

along Tell how none of these things would be been possible

without Rifka's help and how much he thanks her for it

IIya's Thanks

Monday (Week 2)

Topic of Lesson: Writing for Understanding and Incorporating Technology: Computer Lab to construct final drafts of RAFTS and using images to envision Ellis Island




Exploring how the author's choice and use of a genre shapes the meaning of the literary work.


Students will look at pictures of the teacher’s trip to Ellis Island and interpret the images and compare them to what Rifka may have seen when she arrived in America. Students will also be going to the computer lab to type final drafts of their RAFTS if they choose to type them.


Miss Eckard’s Ellis Island Journey PowerPoint

Themed Writing Paper Promethium Board Computer Lab computers

Drawing implements (crayons, markers, etc.)

Plans and rough drafts of students to take to the computer lab

Sheet to record writing conferences with each student


I am allowing the students to choose whether they would like to hand-write their final drafts on themed paper, or use the computer to type-up their final drafts. I know some students are not as confident using technology or computers. I will also allow them to ask their neighbors for help quietly in the computer lab.



Show my pictures from Ellis Island through my PowerPoint (attached separately on Taskstream) on the Promethium Board. Students will be able to see where Rifka landed when she got her first taste of American soil. I will discuss these pictures and ask the

Page | 40

students to imagine Rifka coming to these places. Oral discussion questions will follow. (10 minutes)

Guided Practice/Individual Work:

Taking students to the computer lab to type their final draft of their RAFT. I will tell them step-by-step how to get into Microsoft Word and begin typing. I will also

show them how to insert an appropriate border and clip-art. Brief Individual Writing Conferences held in computer lab with me, while students work

on their final draft. I will document their progress and go over their writing plan with them. I will see what they have typed or written so far as well. (40 minutes spent in computer lab)

Final Drafts can be hand-written on themed paper or typed on the computer. RAFTS typed on the computer will be graded more harshly than hand-written submissions due to available spell check and grammar check. I will be available after writing conferences to help students. I will also allow them to ask their neighbors for help quietly. Whether completed on the computer or by hand, students MUST draw an image of their favorite scene from the book and it must be colored. When they print their final drafts they may begin drawing their picture. I will bring drawing tools to the computer lab and a table will be available for students to move to and work on this element of the assignment.

Assessment:

Take up rough drafts and planning from last week Take up vocabulary homework assigned a week ago Observing how students are coming along with final drafts in the computer lab.

Homework Assigned:

No reading homework tonight so that students can work on completing A-Z books. These are due TOMORROW.

Final Drafts (if not completed in class or computer lab) due tomorrow as well. Study Guide Questions due tomorrow for a TEST grade.

Page | 41

Page | 42

Tuesday (Week 2)

Topic of Lesson: Imagery Writing, Impact of Point of View, and Rifka’s Food Adventure


5.02 Study the characteristics of literary genres (fiction) through:


Exploring what impact literary elements have on the meaning of the text such as the influence of setting or the problem and its resolution.


Today students will watch a short video dealing with the novel and analyze for better understanding of the historical context and imagery found within the story. They also be tasting foods Rifka tasted for the first time on her journey, as a fun wrapping-up-the-unit activity.


Internet Access for viewing YouTube video

Student Journals Promethium Board

Tasting Rifka’s Food Journey Worksheet

Variety of Foods Rifka ate on her journey (see worksheet)


Today students will all be allowed time to finish up any homework, class work, and activities they have not yet completed. I will expect a moderate level of quiet for students still working. I have also let ESL/ELL students know they may incorporate some of their first language words in their RAFTS.



YouTube Video on Letters From Rifka (2 minutes) http://www.youtube.com/watch?v=4Bui73KYdFY

Page | 43

http://www.youtube.com/watch?v=4Bui73KYdFY

Guided Practice/Journal:

Someone close to your age created this video as a book report and made-up what celebrities would play which characters in a Letters From Rifka movie. As you watch the video think about the images you see. Discuss why at least two of these images were important in the novel. How did the music set the mood for the book we just read? Why is it important that we get to read the story through Rifka’s FIRST PERSON point of view? How does it change the story?

Answer all of these questions in two paragraphs (at least 10 sentences) in your journal. (13 minutes)

Whole group work/individual work:

Finish up final drafts and images on the back of final draft of RAFTs (If only a few need to finish on computer, I will allow them to use the two desktops we have in our classroom to complete.)

These will also be posted around room or outside in hallway so I will encourage students to make these look really good, since everyone will be able to see them.

Finish up ABC books if they need to (15-20 minutes to finish up any of the things listed here). A-Z books will be due TOMORROW.

Students who are completely finished may begin their Rifka Food Journey by getting their food and answering their questions on their worksheets.

Tasting Rifka’s Food Journey: Students will be allowed to sample some of the foods Rifka tasted on her journey and some that she would have had in Russia. They will then answer three guiding questions on a worksheet about these foods and their incorporation into the novel. (15-20 minutes)

All work will be taken up that has been covered in the unit.

Assessment:

All work taken up will be graded, with the RAFTS and Study Guide Questions being counted as test/project grades.

Food Journey Worksheet will be taken up and will demonstrate student’s understanding of a different culture.

Informal Anonymous Feedback: On an index card tell me… (5 minutes)What did you like about the BOOK?What did you NOT like about the book?What was your favorite assignment or activity?What activity did you not like doing?Do you have any questions about the book, activities, etc.?

Page | 44

If students do not get to complete this, they will be allowed time at the beginning of the next class session. I will use this to evaluate my unit and keep items and make changes for future classes.

Homework Assigned:

Read 30 minutes

Page | 45

Rifka’s Food Adventure – Wrapping up our Unit

Letters from Rifka

On the last day of our unit, after finishing their RAFT writing-based test, students will taste some of the foods Rifka ate throughout her journey to America and some traditional Russian candy as well. Students will be able to experience her “food journey” using one of the senses that is usually not stimulated in the day-to-day classroom environment. We will be sampling the following foods:

Russian Candy Russian Tea Belgium Chocolate Bananas Ice Cream Oranges

After you have tasted your food answer the following questions:

Rifka has never tasted several of these foods in her life until she leaves Russia. Do you remember trying a new food for the first time? Tell what it was and if you liked it or not. You should also explain where you were and why you had never tried the food before.

Why will Rifka not tell her brother or parents about the chocolate she ate while she was still in Europe? Do you think she may not want to brag about the good food she had while her family may have had little to eat?

When Rifka’s parents are in the hospital with typhus, she stays in a run-down inn with Saul. The innkeeper’s daughter steals her food while she is there. If you were Rifka would you have hidden your food in the first place? If you would have, what would you have done when you realized the girl stole your food?

Page | 46

Resources and BibliographyA to Z l i t e r acy s t ra t eg i e s . ( 2008 ) . Na shv i l l e , TN : Incen t ive

P ub l i ca t i ons , I nc .

F e inbu rg , J . ( 2009 ) . Word l e - beau t i f u l word c louds . Re t r i eved f rom h t tp : / /w ord l e .ne t /

H e s s e , K . ( 1 9 9 3 ) . L e tt e r s f r o m r i fk a . P u ffi n . ( 2 c l a s s s e t s , G l e n c o e L i t e r a t u r e L i b r a r y E d i ti o n w i t h R e l a t e d R e a d i n g s )

Y ouTube - l e t t e r s f rom r i f k a . ( 2010 , Oc tobe r 12 ) . Re t r i eved f rom h t tp : / /w w w.you t ube . com /w a tch? v=4Bu i 73KY dF Y

Page | 47

http://www.youtube.com/watch?v=4Bui73KYdFY

Documents

Letters From Rifka Unit Plan *Grade 6* - Wikispacesengl4254unitplans.wikispaces.com/file/view/ENGLISH+7… · Web viewLetters From Rifka Unit Plan ... We will also complete several

Letters From Rifka Unit Plan Grade 6 - Wikispacesengl4254unitplans.wikispaces.com/file/view/ENGLISH+7… · Web viewLetters From Rifka Unit Plan ... We will also complete several