Unit-at-a-Glance Detail | EL Education Curriculum

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ELA 2012 G8:M1:U2

Case Study: Why do people flee home?

Each unit is made up of a sequence of between 5-20 lessons. The “unit at a glance” chart in the curriculum map breaks down each unit into its lessons, to show how the curriculum is organized in terms of standards address, supporting targets, ongoing assessment, and protocols. It also indicates which lessons include the mid-unit and end-of-unit assessments.

Lesson 1Collecting Details: The Challenges Ha Faces and Ha as a Dynamic Character

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Engaging the Reader: Things Close Readers Do (10 minutes)

B.  Review Learning Targets: Introducing the Concept of a Dynamic Character (5 minutes)

2.  Work Time

A.  Introduce and Model Structured Notes Graphic Organizer: Pages 73–78 (10 minutes)

B.  Independent Reading and Structured Notes: Focusing on Details from Pages 79–82 (15 minutes)

3.  Closing and Assessment

A.  Debrief Learning Targets and Preview Homework (5 minutes)

4.  Homework

A.  Complete a first read of pages 83–90. Take notes (in your journals) using the Structured Notes graphic organizer.

  • Structured Notes (classwork)
  • Think-Write-Pair-Share
  • Give One-Get One-Move On

Lesson 2Rereading and Close Reading: Communism, “The Vietnam Wars,” and “Last Respects” (Pages 85 and 86)

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Engaging the Reader: Establish Opening Routine (10 minutes)

B.  Review Learning Targets (3 minutes)

2.  Work Time

A.  Rereading Section 5 of “The Vietnam Wars”: Communism (10 minutes)

B.  Rereading and Structured Notes: Learning about Ha’s Dynamic Character from the Poem “Last Respects” (20 minutes)

3.  Closing and Assessment

A.  Debrief Learning Targets (2 minutes)

4.  Homework

A.  Complete a first read of pages 91–111. Take notes (in your journals) using the Structured Notes graphic organizer.

  • Structured notes for pages 83–90 (from homework)
  • Who Is Ha? small group anchor chart
  • Last Respects note-catcher
  • Chalk Talk
  • Think-Pair-Share

Lesson 3Building Background Knowledge: Fleeing Saigon as “Panic Rises”

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Engaging the Reader: What Challenges Did Ha’s Family Face? (10 minutes)

B.  Review Learning Targets (2 minutes)

3.  Work Time

A.  Teacher Read-aloud: “Panic Rises in Saigon, but the Exits Are Few” (5 minutes)

B.  Answering Text-Dependent Questions for “Panic Rises in Saigon, but the Exits Are Few” (15 minutes)

C.  Guided Practice: Vocabulary to Deepen Understanding (10 minutes)

3.  Closing and Assessment

A.  Debrief Learning Targets and Preview Homework (3 minutes)

4.  Homework

A.  Finish your answers to the text-dependent questions if you did not do so in class.

B.  Complete a first read of pages 115–134. Take notes (in your journal) using the Structured Notes graphic organizer.

  • Structured notes (for pages 91–111, from homework)
  • Fleeing Home: What Challenges Did Ha’s Family Face? graphic organizer
  • Answers to text-dependent questions
  • Prefixes note-catcher

Lesson 4Building Background Knowledge, Predicting, and Focusing on Key Vocabulary: “Refugees: Who, Where, Why”

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Engaging the Reader: Chalkboard Splash (8 minutes)

B.  Review Learning Targets (2 minutes)

2.  Work Time

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

B.  Vocabulary in Context: Prefixes and Root Words (10 minutes)

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

3.  Closing and Assessment

A.  Debrief Learning Targets and Preview Homework (2 minutes)

4.  Homework

A.  Complete a first read of pages 135–157. Take notes (in your journal) using the Structured Notes graphic organizer.

B.  Continue rereading and annotating the article “Refugees: Who, Where, and Why.”

  • Structured notes (pages 135–157 from homework)
  • Prefixes note-catcher
  • Annotated article “Refugees: Who, Where, Why”
  • Carousel Brainstorm

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

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Engaging the Reader: Chalkboard Splash of Evidence about “Inside” and “Outside” (8 minutes)

B.  Review Learning Targets (2 minutes)

2.  Work Time

A.  Finding Evidence from Text: Introducing the Fleeing Home and Finding Home Anchor Charts (10 minutes)

B.  Summarizing: Capturing the Essence of the Text (23 minutes)

3.  Closing and Assessment

A.  Debrief Learning Targets and Preview Homework (2 minutes)

4.  Homework

A.  Use the Summary Writing graphic organizer 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 (in your journal) using the Structured Notes graphic organizer.

  • Structured notes (for pages 135–157, from homework)
  • Annotated article “Refugees: Who, Where, Why” (from homework)
  • Summary Writing graphic organizer
  • Fleeing Home and Finding Home anchor charts
  • Chalkboard Splash

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

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Engaging the Reader: Think-Pair-Share “Inside Out” (5 minutes)

B.  Review Learning Targets (2 minutes)

2.  Work Time

A.  Independent Read: “Children of War” (10 minutes)

B.  Fleeing and Finding Home Anchor Charts (8 minutes)

C.  Rereading: Preparing to Summarize (10 minutes)

3.  Closing and Assessment

A.  Evidence Sort and Preview Homework (10 minutes)

4.  Homework

A.  Use the Summary Writing graphic organizer to write a summary paragraph of the article “Children of War.”

B.  Complete a first read of pages 180–195. Take notes (in your journal) using the Structured Notes graphic organizer.

  • Structured notes (pages 180–195 from homework)
  • Written summary of “Refugees: Who, What, Where” (from homework)
  • Summary Writing graphic organizer: “Children of War”
  • Evidence Sort

Lesson 7Mid-Unit Assessment: Analyze an Informational Text about a Refugee Experience

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Review Learning Targets (2 minutes)

2.  Work Time

A.  Mid-Unit Assessment: Analyzing an Informational Text about a Refugee Experience (40 minutes)

3.  Closing and Assessment

A.  Debrief (3 minutes)

4.  Homework

A.  Complete a first read of pages 196-212. Take notes (in your journal) using the Structured Notes graphic organizer.

  • Mid-Unit 2 Assessment: Analyzing an Informational Text about a Refugee Experience (RI.8.1, RI.8.2, RI.8.3, RI.8.4a, L.8.4, and W.8.9)

Lesson 8Analyzing the Content of a Model Essay: “How Ha’s Mother Is Turned ‘Inside Out’”

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Introducing the Assessment Prompt (7 minutes)

2.  Work Time

A.  Transitioning from the Physical Fleeing and Finding Home to the Emotional “Inside Out” and “Back Again” (8 minutes)

B.  Reading the Model Essay for Gist: “How Ha’s Mother is Turned ‘Inside Out’” (10 minutes)

C.  Analyzing the Content of the Model Essay: Answering Text-Dependent Questions (15 minutes)

3.  Closing and Assessment

A.  Whole Group Sharing Answers to Two of the Text-Dependent Questions (5 minutes)

4.  Homework

A.  Complete a first read of pages 213–234. Take notes (in your journal) using the Structured Notes graphic organizer. Focus on the strongest evidence that reveals how Ha is a dynamic character who is growing/changing over time.

  • Structured notes (pages 196–212 from homework)
  • Answers to questions about model essay

Lesson 9Close Reading: Paragraph 1 of “Refugee and Immigrant Children: A Comparison” (from “Refugee Children in Canada: Searching for Identity”)

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Engaging the Reader: “Give One, Get One” about Pages 213–234 of Inside Out & Back Again (5 minutes)

B.  Unpacking Learning Targets (2 minutes)

2.  Work Time

A.  Vocabulary and Predictions Before Reading: Venn Diagram to Compare Refugees and Immigrants (8 minutes)

B.  Reading Aloud and Rereading for Gist: Paragraph 1 of “Refugee and Immigrant Children: A Comparison” (10 minutes)

C.  Rereading and Text Dependent Questions (15 minutes)

3.  Closing and Assessment

A.  Mix and Mingle: A Similarity in How Refugees and Immigrants Adapt (5 minutes)

4.  Homework

A.  Complete the homework question at the very bottom of the “Refugee and Immigrant Children: A Comparison” Paragraph 1 Text-Dependent Questions.

B.  Complete a first read of pages 238–247. Take notes (in your journals) using the Structured Notes graphic organizer.

  • Answers to text-dependent questions, Part A
  • Give One-Get One-Move On

Lesson 10Analyzing the Significance of the Novel’s Title: Connecting the Universal Refugee Experience to Inside Out & Back Again

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Engaging the Reader: Pages 237–247 of Inside Out & Back Again (5 minutes)

B.  Unpacking Learning Targets (2 minutes)

2.  Work Time

A.  Jigsaw Part 1: Pairs Reread First Paragraph of “Refugee and Immigrant Children: A Comparison” and Connect to a Poem from the Novel with Text-Dependent Questions (20 minutes)

B.  Jigsaw Part 2: Group Discussion to Determine Whether the Issues Are “Inside Out” or “Back Again” (13 minutes)

3.  Closing and Assessment

A.  Adding to the Inside Out and Back Again Anchor Charts (5 minutes)

4.  Homework

A.  Complete a first read of pages 248–260. Take notes (in your journals) using the Structured Notes graphic organizer.

  • “Refugee and Immigrant Children: A Comparison”: Paragraph 1 Text-Dependent Questions, Part B
  • Jigsaw

Lesson 11Close Reading: Paragraphs 2 and 3 of “Refugee and Immigrant Children: A Comparison” and Introducing the NYS Expository Writing Rubric

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Engaging the Reader: Pages 248–260 of Inside Out & Back Again (5 minutes)

B.  Unpacking Learning Targets (2 minutes)

2.  Work Time

A.  Reading Aloud and Rereading for Gist: Paragraphs 2 and 3 of “Refugee and Immigrant Children: A Comparison” (8 minutes)

B.  Rereading and Text-Dependent Questions (15 minutes)
Introducing NYS Grade 6–8 Expository Writing Evaluation Rubric, Row 1 (10 minutes)

3.  Closing and Assessment

A.  Analyzing the Model Essay Using the Rubric (5 minutes)

4.  Homework

A.  Complete the homework question at the bottom of the “Refugee and Immigrant Children: A Comparison”: Paragraphs 2 and 3 Text-Dependent Questions, Part A.

  • “Refugee and Immigrant Children: A Comparison”: Paragraphs 2 and 3 Text-Dependent Questions, Part A

Lesson 12Analyzing the Significance of the Novel’s Title: Connecting the Universal Refugee Experience to Inside Out & Back Again, Part 2

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Unpacking Learning Targets (2 minutes)

2.  Work Time

A.  Jigsaw Part 1: Reread Paragraphs 2 and 3 of “Refugee and Immigrant Children: A Comparison” and Connect to a Poem from the Novel with Text-Dependent Questions (23 minutes)

B.  Jigsaw Part 2: Group Discussion to Share Answers and Discuss a Synthesis Question (15 minutes)

3.  Closing and Assessment

A.  Adding to the Inside Out and Back Again Anchor Charts (5 minutes)

4.  Homework

A.  Reread pages 1–17 and collect the strongest evidence you can find to answer this question: “Who was Ha before she was forced to flee her home?”

  • “Refugee and Immigrant Children: A Comparison”: Paragraphs 2 and 3 Text-Dependent Questions, Part B
  • Jigsaw

Lesson 13Close Reading: Paragraph 4 of “Refugee and Immigrant Children: A Comparison”

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Sharing Evidence from Homework (5 minutes)

B.  Unpacking Learning Targets (2 minutes)

2.  Work Time

A.  Reading Aloud and Rereading for Gist: Paragraph 4 of “Refugee and Immigrant Children: A Comparison” (8 minutes)

B.  Rereading and Text-Dependent Questions (15 minutes)

C.  Introducing Row 2 of NYS Grade 6–8 Expository Writing Evaluation Rubric (10 minutes)

3.  Closing and Assessment

A.  Analyzing the Model Essay Using the Rubric (5 minutes)

4.  Homework

A.  We discussed what mourning means in this lesson. Complete the homework question at the bottom of the “Refugee and Immigrant Children: A Comparison”: Paragraph 4 Text-Dependent Questions, Part A.

  • “Refugee and Immigrant Children: A Comparison”: Paragraph 4 Text-Dependent Questions, Part A

Lesson 14Analyzing the Significance of the Novel’s Title: Connecting the Universal Refugee Experience to Inside Out & Back Again, Part 3

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Unpacking Learning Targets (2 minutes)

2.  Work Time

A.  Jigsaw Part 1: Pairs Reread Paragraph 4 of “Refugee and Immigrant Children: A Comparison” and Connect to a Poem from the Novel with Text-Dependent Questions (23 minutes)

B.  Jigsaw Part 2: Group Discussion to Share Answers and Revisit Our Prediction (15 minutes)

3.  Closing and Assessment

A.  Adding to the Inside Out and Back Again Anchor Charts (5 minutes)

4.  Homework

A.  Reread pages 18–49 and continue to collect the strongest evidence you can find to answer this question: “Who was Ha before she was forced to flee her home?”

  • “Refugee and Immigrant Children: A Comparison”: Paragraph 4 Text-Dependent Questions, Part B
  • Jigsaw

Lesson 15Connecting the Universal Refugee Experience of Fleeing and Finding Home to the Title of the Novel Inside Out & Back Again

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Engaging the Reader: Poetry Read Aloud (6 minutes)

B.  Unpacking Learning Targets (2 minutes)

2.  Work Time

A.  Introducing Citations (8 minutes)

B.  Forming Evidence-Based Claims: Connecting the Idea of Fleeing and Finding Home with “Inside Out” (14 minutes)

C.  Forming Evidence-Based Claims: Connecting the Idea of Fleeing and Finding Home with “Back Again” (10 minutes)

3.  Closing and Assessment

A.  Preview Homework: Planning Your Essay Paragraphs 1 and 2—How to Plan (5 minutes)

4.  Homework

A.  Complete your Forming Evidence-Based Claims graphic organizers if you did not do so in class.

B.  Complete the Planning Your Essay graphic organizer for Body Paragraphs 1 and 2.

  • Two Forming Evidence-Based Claims graphic organizers (one for Body Paragraph 1, “Inside Out,” and one for Body Paragraph 2, “Back Again”)

Lesson 16Planning the Introductory and Concluding Paragraphs of the End of Unit Assessment Essay

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Sharing Homework and Unpacking Learning Targets (7 minutes)

2.  Work Time

A.  Forming an Evidence-Based Claim: “Who Is Ha before She Has to Flee Her Home?” (10 minutes)

B.  Planning the Introductory Paragraph (10 minutes)

C.  Planning the Concluding Paragraph (10 minutes)

3.  Closing and Assessment

A.  Peer Critique of Plans for Introductory and Concluding Paragraphs (8 minutes)

4.  Homework

A.  Complete, review, and revise your Planning Your Essay graphic organizer in preparation for writing your essay in the next lesson. Make sure your plans are at the stage that you can use them as a basis for your writing.

  • Forming Evidence-Based Claims graphic organizer (with a claim to answer the question: “Who is Ha before she flees home?”)
  • Planning Your Essay graphic organizer (homework for Lessons 15 and 16)
  • Peer Critique

Lesson 17End of Unit 2 Assessment, Part One: First Draft of Analysis Essay

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Unpacking Learning Targets (3 minutes)

2.  Work Time

A.  Drafting the Essay (25 minutes)

B.  Analyzing NYS Expository Writing Evaluation Rubric Row 3 and Self-Assessing Draft Essay (12 minutes) .

3.  Closing and Assessment

A.  Exit Ticket: Selecting a Refugee Experience for Further Research (5 minutes)

4.  Homework

A.  Continue reading in your independent reading book for this unit at home.

  • End of Unit 2 Assessment, Part 1: First Draft of Analytical Essay
  • Admit and Exit Ticket

Lesson 18Introducing Final Performance Task and Analyzing Statistics

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Unpacking Learning Targets (2 minutes)

B.  Introducing the Performance Task Prompt (8 minutes)

2.  Work Time

A.  Identifying Specific Factual Details in Poems from Inside Out & Back Again (10 minutes)

B.  Statistics Chalk Talk (20 minutes)

3.  Closing and Assessment

A.  Chalk Talk Gallery Walk (5 minutes)

4.  Homework

A.  Spend time familiarizing yourself with the Research Guide. Consider what details you are going to be looking for when researching in informational texts.

B.  Continue reading in your independent reading book for this unit at home.

  • Specific Factual Details tickets
  • Chalk Talk participation and discussion
  • Chalk Talk

Lesson 19Launching Researching: Reading for Gist and Gathering Evidence Using the Research Guide

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Unpacking Learning Targets (2 minutes)

B.  Introducing the Research Guide (5 minutes)

2.  Work Time

A.  Reading All Research Texts for Gist (15 minutes)

B.  Rereading One Research Text to Identify “Who? Where? Why?” Details (8 minutes)

C.  Gathering Evidence on Research Guides (10 minutes)

3.  Closing and Assessment

A.  Sharing Evidence (5 minutes)

4.  Homework

A.  For the text you read with your partner, finish recording the strongest Who? Where? and Why? evidence onto your Research Guide. Read other texts if you choose.

  • Research Guide

Lesson 20End of Unit 2 Assessment, Part Two: Final Draft of Analytical Essay

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Unpacking Learning Target (2 minutes)

B.  Examining Row 4 of NYS Writing Rubric (5 minutes)

2.  Work Time

A.  Mini Lesson: Addressing Common Errors (5 minutes)

B.  Return Draft Essays with Feedback (6 minutes)

C.  Essay Revision (25 minutes)

3.  Closing and Assessment

A.  Collecting End of Unit Assessments (2 minutes)

4.  Homework

A.  If you haven’t already, finish the final draft of your essay to turn in tomorrow, along with the first draft, rubric, and planners.

B.  Continue reading in your independent reading book for this unit at home.

  • End of Unit 2 Assessment, Part 2: Final Draft of Analytical Essay

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