2018
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TABLE OF CONTENTS
PAGES 1 - 55
PAGES 56 - 92
PAGES 147 - 196
PAGES 93 - 146
PAGES 197 - 252
PAGES 253 - END
Common Core State Standards (CCSS)
Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments
Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
Explain how an author develops the point of view of the narrator or speaker in a text.
Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.
Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
6th Grade ELA Standards
I wonder...
I notice…
Use the covers of Refugee to respond to a prompt by clicking on...
American Cover Hungarian Cover
Click the images to obtain a zoomed in picture.
Author Interview with Alan Gratz
Pre-Reading
Introduction
Task
Research
Almost everyone's family has taken a journey to get to where they live today. Do a little research to learn your family’s story. Notetake your story HERE, and share your story in a two minute video on FlipGrid.
See Examples
Psw= #grarefugee
Since
Contrasts and Contradictions” Differences between what we think should happen (based on what we know about the characters) and what the characters actually do.
Ask yourself: Why is the character doing things differently?
Events and even particular words or ideas that are repetitive throughout the novel
Ask yourself: Why is does this keep showing up again and again?
.
When characters remember something that momentarily pauses the novel’s advancement (A memory moment is NOT a flashback).
Ask yourself: Why do you think this memory is important?
Characters figure out something that alters their actions and/or changes an understanding of their world.
Ask yourself: How do you think this might change things?
Characters contemplate questions exposing their inner conflicts.
Ask yourself: What does this question make you wonder about?
More seasoned characters, normally older, offer characters advice and insight.
Ask yourself: What’s the life lesson, and how might it affect the character?
~Essential Questions
Love and Sacrifice
If any, what are the boundaries of love and sacrifice, and where does one draw the line between them?
Adversity
In the face of adversity, what causes some individuals to prevail while others�fail?
The American Dream
What are the responsibilities and consequences of being a "world�superpower"?
How does our author use Isabel, Mahmoud, Josef and their families’ responses to develop the theme?
😕
🗣️
😢
Asking and Answering Questions
What questions arise after reading the book jacket and listening to the author’s interview? Post them HERE.
Week 1
cowered (p.2)
storm troopers (p.2)
concentration camp (p.4)
Kristallnacht (p.5)
communist (p.7)
rationing (p.7)
Arab Spring (p.14)
Muslim (p.15)
indignation (p.17)
Hitler Youth (p.22)
catatonic (p.31)
Islam (p.31)
asylum (p.36)
condemned (p.42)
Click here to add terms into the vocabulary Slide Deck.
Vocabulary
Throughout the novel, think deeply about the characters...
What are Isabel’s hopes and dreams? Why is she scared of the water? What happened with her grandmother, and how does that haunt her and maybe hold her back from what she needs to do?
Why does Josef want to grow up and be an adult all of a sudden?
Why is Mahmoud invisible? Why does he want to be invisible? Why does he embrace that?
Who are the main characters? How can they influence you, the reader?
Video:
Sneak a peek at the characters
Character Traits Chart:
What are their personalities or who are they on the inside?
Problems characters encounter uncover
Universal Lessons we can learn from Refugee.
Conflict | Type | Examples from Refugee |
Man v. Self | Internal | Josefs father’s demons after being released from the concentration camp. |
Man v. Nature | External | The sharks and cyclone Isabel’s friends and family encountered fleeing to Miami. |
Man v. Man | External | Mahmoud being tormented and bullied while still in Syria. |
Man v. Society | External | Josef’s family forced out of Germany only because they are Jews. |
They called it Kristallnacht, the Night of Broken Glass.
His home was totally destroyed. What would they do now?
“And why do you need gasoline so badly?” “To leave Cuba before my father is arrested.”
Refugee, Mahmoud p.17
We begin to get a glimpse into how Mahmoud sees his place in the world. He is in survival mode. How can you relate? What do these lines mean to you? Record your response on the Padlet.
Notetake your own quote(s) using this analysis organizer.
Stop and Reflect...
Theme
“They only see us when we do something they don’t want us to do.”
~Mahmoud
Pg. 214
Understan ding Theme Guide
What is Alan Gratz trying to teach us?
The Theme is a moral, universal message, or lesson in a story.
Understanding Theme Guide
Events and details help readers discover theme of a text. Novels often include multiple themes. We can find “clues” about the Refugee’s theme from early on in the novel.
“...the Cuban people began to starve. All the cows and pigs had been slaughtered and eaten. People had even broken into the Havana Zoo and eaten the animals, and cats like this little kitten had ended up on dinner tables.” (p.8)
“Head down, hoodie up, eyes on the ground. The trick was to be invisible. Blend in. Disappear.” (p.17)
Consider the following questions as you analyze the quotes:
Share your thoughts on the
Analyzing Theme
Reading is Thinking
Remember- Proficient readers ask and answer questions while reading.
Are you able to answer any of the questions you wrote after reading the book jacket and listening to the author’s interview? | Asking Questions for Week 2 What new questions do you have? |
Type here | Type here |
Week 2
Vocabulary
bar mitzvah (p.57)
outstretched (p.63)
hijab (p.66)
Daesh (p.66)
tyrant (p.70)
synagogue (p.74)
Torah (p.75)
Nuremberg Laws (p.75)
refrain (p.82)
throng (p.88)
Click Here to add terms into the vocabulary slidedeck.
Refers to who is telling the story, or who is narrating it
To learn more about
“Isabel braced herself between two of the benches, trying to catch her breath. It took her a moment to process it, but this was really happening. They were leaving Cuba, her village, her home- everything she’d ever known-behind.” (Pg. 64)
“Mahmoud remembered the horror he’d felt when his apartment collapsed and he’d thought his mom was still inside. The fear he’d felt when they couldn't reach his father. If his parents died in the airstrike, would he want revenge on their killers? Instead of running away, should Mahmoud and his father join the rebels and fight to win their country back?” (Pg. 71)
“Hey, I know something funny we can do,he told them.It was a trick he and Klaus had played on Herr Meier once upon a time. Thinking about Klaus made Josef think about other things, but he blinked away the bad memories. The MS St. Louis had left all that behind.” (Pg .58)
Mahmoud
Josef
Isabel
Write one of these
excerpts using a different point of view and share it here on Dotstorming.
“But maybe this is what becoming a man is, Josef thought. Maybe becoming a man means not relying on your father anymore.” (p.75)
What kind of person is Josef revealing himself to be in this scene? Infer providing text evidence and your experiences to support your answer.
I can conclude Josef…
Isabel’s Journey
Josef’s Journey
Mahmoud’s Journey
I didn’t care anymore. There had to be someone who would help them.
In a flash, Isabel remembered her grandmother disappearing under the waves just like that two years ago, and without another thought, Isabel dove in after Señor Castillo.
Adversity
In the face of adversity, what causes some individuals to prevail while others�fail?
What choices do our characters have to make for the group to survive?
Psw: #grarefugee
Accountable Talk: Finding the Theme in Adversity
What does Accountable Talk look like?
Reading is Thinking
Remember- Proficient readers ask and answer questions while reading.
Answering Questions from Week 2 Are you able to answer any of the questions you wrote after reading chapters for week 1? | Asking Questions for Week 3 What new questions do you have? |
Type here | Type here |
Week 3
Vocabulary
obscure (p.96)
dissident (p.100)
beholden (p.100)
sacrilege (p.113)
quarters (p.114)
Third Reich (p.115)
leviathan (p.116)
maritime law (p.117
freeloading (p.123)
quarantine (p.130)
tedious (p.139)
dinghy (p.142)
Click Here to add these terms into the vocabulary slidedeck.
“His father had only survived by staying quiet. By not drawing attention to himself. But now he was going to get them sent away. Suddenly, Josef saw what he had to do. He slapped his father across the face. Hard.” (p.133)
What is the tone and/or mood of this scene? Infer providing text evidence and your experiences to support your answer.
I conclude the tone/mood is…
“Halt! This is the United States Coast Guard. You are in violation of US wates. Remain where you are and prepare to be boarded.”
“The United States has refused us. We are heading back to Europe.”
The American Dream
What are the responsibilities and consequences of being a "world�superpower"?
Josef and Isabel are trying to make it to America. What is America’s responsibility in their plight?
🗣️
Psw: #grarefugee
Reading is Thinking
Remember- Proficient readers ask and answer questions while reading.
Answering Questions from Week 3 Are you able to answer any of the questions you wrote after reading chapters for week 2? | Asking Questions for Week 4 What new questions do you have? |
Type here | Type here |
Week 4
Vocabulary
brutes (p.147)
Gestapo (p.148)
feverishly (p.153)
pandemonium (p.158)
anxious (p.165)
parched (p.171)
condemning (p.181)
transgressions (p.182)
flailing (p.184)
inevitable (p.187)
chastised (p.190)
gutted (p.195)
Click Here to add these terms into the vocabulary Slide Desk.
Stop and Reflect...
Refugee, Mahmoud pgs. 160- 163
Listen to the author, Alan Gratz, read this harrowing juncture for Mahmoud and his family.
How would you react given these circumstances? Consider other alternatives for the Bishara family. Predict Hana’s fate. Add this to your conflict chart and journal your thoughts HERE.
Reading is Thinking
Remember- Proficient readers ask and answer questions while reading.
Answering Questions from Week 4 Are you able to answer any of the questions you wrote after reading chapters for week 3? | Asking Questions for Week 5 What new questions do you have? |
Type here | Type here |
Week 5
Vocabulary
unison (p.202)
coda (p.203)
terra-cotta (p.213)
exert (p.220)
perpetual (p.226)
bristled (p.230)
gables (p.231)
Great War (p.238)
bail (p.246)
Click Here to add these terms into the vocabulary Slide Desk.
Click Here to add these terms into your Google Drive.
“She wished she was dead too. She wished she was dead so they would put her into the water with Iván. So she could keep him company in the deep.” (p.226)
́
Describe Iván and Isabel’s relationship as revealed by this quote? Infer providing text evidence and your experiences to support your answer.
I can conclude…
Stop and Reflect...
Theme
“They only see us when we do something they don’t want us to do.”
~Mahmoud
Pg. 214
Understanding Theme Guide
What is Alan Gratz trying to teach us?
What themes are apparent in pages
197 - 252
Click here to Watch the author, Alan Gratz, read his favorite passage from his book, pages 213-214.
Might this be a clue to the Theme?
Theme
Now it’s your turn...
Click on the iPad to create a video answer to our question using the information from your slide
What lesson is Alan Gratz trying to teach in Refugee? What evidence supports your idea?
Psw: #grarefugee
Reading is Thinking
Remember- Proficient readers ask and answer questions while reading.
Answering Questions from Week 5 Are you able to answer any of the questions you wrote after reading chapters for week 4? | Asking Questions for Week 6 What new questions do you have? |
Type here | Type here |
Week 6
Vocabulary
mutineers (p.254)
piracy (p.256)
tinged (p.259)
bleary (p.264)
parasites (p.267)
disembark (p.271)
distraught (p.276)
Holocaust (p.276)
United Nations (p.282)
frantic (p.292)
exposed (p.300)
flourish (p.308)
lingered (p.316)
“All my life, I kept waiting for things to get better. For the bright promise of mañana. But a funny thing happened while I was waiting for the world to change, Chabela: It didn’t. Because I didn’t change it.” (p.277)
Why did Alan Gratz include these lines? Infer providing text evidence and your experiences to support your answer.
I can conclude Lito…
Put yourself in Rachel’s shoes.
What would you do? Continue this chapter HERE.
Later, you can compare your prediction to what actually happens.
Refugee, Joseph p. 291
Reading is Thinking
Remember- Proficient readers ask and answer questions while reading.
Answering Questions from Week 6 Are you able to answer any of the questions you wrote after reading chapters for week 5? | What questions do you still have? |
Type here | Type here |
If any, what are the boundaries of love and sacrifice, and where does one draw the line between them?
“I think there is only enough here to buy freedom for one of your children. One of Rachel Landau’s children would go free, and one of her children would go into the camps.”
“A calm came over Lito, as though he’d come to some sort of understanding, some decision… “But a funny thing happened while I was waiting for the world to change, Chabela: It didn’t. Because I didn’t change it. I’m not going to make the same mistake twice. Take care of your mother and baby brother for me.”
How did the sacrifices made in this section, change the outcome for the other characters.
Psw: #grarefugee
Depth and Complexity
Refugee
By Alan Gratz
What is the most important implicit (indirectly stated) and explicit (directly stated) information from Refugee?
.
What are some ideas, characteristics, or elements from Refugee that will continue to be relevant or important in the future?
What moral or social values are revealed in Refugee? Choose between Josef, Isabel, or Mahmoud and describe how he/she fit or not fit with these customs.
What is your opinion of Refugee? Who might have a different opinion than you and why?
SS St. Louis Timeline
A postcard of the SS St. Louis. May 1939.
— US Holocaust Memorial Museum
May 13,1939
937 Jewish refugees flee Germany for Cuba
May 27, 1939
Cuban president denies entry for refugees
June 6, 1939
Refugees give up hope and return to Europe
If you were in Mahmoud’s shoes, what would you do? What choices would you make if life depended on them?
Take this journey to get a glimpse of the real challenges refugees like Mahmoud face.
Cartoon by
Tom Toles, Washington Post
Courtesy of:
Project Based Learning
Possible PBL
http://www.un.org/en/universal-declaration-human-rights/
Possible PBL
Storytelling Through Children’s Books
Lesson Resource
https://www.facinghistory.org/topics/justice-human-rights
https://www.facinghistory.org/topics/justice-human-rights?f%5B0%5D=multi_field_term_topic%3A59
https://www.facinghistory.org/resource-library/video/importance-humanizing-refugees
Teachers, Let’s Connect for #GRARefugee...
Mrs. Jennifer Wagner
ELAR 6th grade
Maddy La Voe
ELA 6th Grade
Mrs. Laura Conroy
ELA/SS 6th grade
2018
2018
Connect PSW:
#GRA2018
More Shapes :-)
Resources to Include
Ted-Ed What does it mean to be a refugee?
refugee, migrant, asylum-seeker
Possible PBL
http://www.un.org/en/universal-declaration-human-rights/
https://www.facinghistory.org/topics/justice-human-rights
"I am still the same nice girl" - Syrian Wafaa is scarred but not broken
http://www.unhcr.org/en-us/syria-emergency.html
Paired Text: Time Online Magazine Article
Compare the stories of Josef, Isabel, and Mahmoud to others you have read about refugee children. There are many stories of Holocaust victims like Josef and his family, but fewer that recount events that are more recent, such as the war in Syria. Compare the experience of Mahmoud’s family to one described in article
Watercraft challenge
http://www-tc.pbskids.org/designsquad/pdf/parentseducators/DS_Act_Guide_Watercraft.pdf