Course/Grade:ELLReading/7 Unit:TheLostBoysofSudan TotalTimeNecessary:1516days(2periodsperday) GlobalCompetencies:InvestigatetheWorld,RecognizePerspectives,CommunicateIdeas,TakeAction Overview:StudentswilllearnabouttheLostBoysofSudanCrisisusingmultiplegenres,i.e.ReadingBookselection,newspaperarticles, Documentaryvideo,internet.Theywillcompareandcontrasttheperspectivesinthesemultiplegenres,lookingforbiasandwhetherstoriesare fromactualparticipantsorsimplyfromoutsiderslookingin.TheywillresearchtheLostBoyscrisis,otherrefugeesituations,andorganizations thathelprefugeesintheChicagoarea.Finallytheywillmakeapresentationdesignedtopersuadepeopletotakeactionthatwillbesharedwith studentsinanotherclassroom.

Stage1DesiredResults
ESTABLISHEDGOALS Transfer Studentswillbeabletoindependentlyusetheirlearningto T1.CompareandContrastfictionandnonfictionrepresentationsofthesamehistoricalevent. T2.Demonstrateempathytowardsandarticulatesomeofthestrugglesoftheirglobalaged peers. T3.Researchserviceopportunitiesinthelocal/regionalareatohelprefugeesinour community. T4.Effectivelywriteandpresentinformationtovariousaudiencestoexplainthesituationof refugeesandhowpeoplecanhelp. Meaning UNDERSTANDINGS ESSENTIALQUESTIONS Studentswillunderstandthat

RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

RI.7.3

Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
RI.7.10

By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
W.7.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
W.7.7

U1.Authorschoosetorepresenttrueevents inmultiplewaysandeachstyleofwriting effectsthereaderdifferently. U2.Warandconflicthasunintendedresults andvictims,andthatallpeopleareaffected duringawar. U3.Familyrelationshipsdon'talwaysoccur becauseofwhowe'rerelatedto,wecan createfamiliesthroughstrugglestogether. U4.TheLostBoysofSudanwereagroupof boysandsomegirlswhowereleftorphaned bytheSudaneseCivilwarandwhomhadto walkupwardsof800milestofindrefugee camps. U5.Refugeecausingeventsarestilloccurring intheworldandwecandothingstohelp.

Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
W.7.8

E1.Howisreadingbiographicalfiction differentfrom/similartoreadinghistorical newspaperaccountsofanevent? E2.Howdoespointofviewaffectour emotionalreactionstoatext. E3.Whatunintendedresultshappendueto war?Whoareunintendedvictims? E4.Howcangroupsofpeoplebecome families? E5.WhoweretheLostBoysofSudanandhow didtheybecome"lost?" E6.Whatcircumstancesledtothemovement knownasTheLostBoys? E7.WhathappenedtotheLostBoysafterthe conflictended? E8.Whatreactionsdidtheworldhavetothe LostBoys?Whatwasdonetohelpfixthe situation? E9.AreeventsliketheLostBoysstill happeninginSudan?Inothercountries?Is anythingsimilarhappeningintheUnited States?

Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
W.7.10

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. SL.7.1b Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. L.7.4b Use common, grade-appropriate

E10.Whatactionscanwetaketohelpcurrent refugees?Whatorganizationsareoutthere thathelprefugees? Acquisition Studentswillknow Studentswillbeskilledat S1.Analyzingemotionalresponsestoatext K1.Thedefinitionsof(selectionvocabulary): verballyandinwriting. cross,dangerous,education,effort,emerge, improve,journey,tend S2.ComparingandContrastingbiographical fictionandnonfictionrepresentationsofthe K2.Thedefinitionsof(academicvocabulary): sametopic. organize,analyze,role,connect,identify, sequence S3.UsingInternet,Newspapers,Booksand othersourcestofindmultipleperspectiveson K3.Strategiestoincreasereading comprehensionofbothfictionandnonfiction thesametopic. texts. S4.Citingspecificsourcestodefendtheir perspectiveonanissueortheirresponsesto K4.Howtoexplaintheeffectivenessof presentationbetweenBiographicalfictionand questions. NewspaperArticlesonthesametopic. S5.Developingawellorganized,interesting presentationwithclearfocusandlogical K5.Howtofindserviceopportunitiesrelated sequence. toanissuetheythinkisimportant. S6.Usingtechnologyasameansof K6.Produceashortpresentationusing communicatingtheirideaswiththemultiple technologysuchasPrezioranonlineposter audiences. usingPadlettoinformothersofaglobal situation.

Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
L.7.6

Acquire and use accurately gradeappropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. RHST.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

Stage2 Evidence
EvaluativeCriteria EC1.Makesdetailedcomparisons,displays higherlevelthinking,providestextual AssessmentEvidence TRANSFERTASK(S): 1.CreateWordMapsforeachAcademicandContentAreaVocabularyWordCreateaword

evidencetobacktheirclaims EC2.Interpretsdata,textandexperiences effectivelyandappliesthatinformationto theirownexperiences. EC3.Demonstratesunderstandingofpointof viewandperspective. EC4.Demonstratesanunderstandingofthe academicandcontentareaspecificvocabulary andusesthevocabularyintheirownwork correctly. EC5.Demonstratesempathyforrefugee situationsthroughinsightfulcommentaryand comparisons. EC6.Createsawellresearchedpresentation thateffectivelyshowsknowledge,practice andthepotentialforadditionalaction.

mapforeachofthevocabularywordsshowingtheword,definitions,characteristicsofthe word,anexampleofthewordandanonexampleoftheword.Compareyourmapswiththose ofaclassmate. 2.LostBoysofSudanSelectionTestandExtendedResponseQuestionSatisfactorilypassthe ReadingComprehensiontestandrespondtotheextendedresponsequestioncitingexamples fromthetexttodemonstrateunderstandingofthetext,vocabulary,andabilitytocompare pointsofviewandauthor'schoiceoftextpresentation. 3.PlanaRoutefortheLostBoysOnamapofAfrica,locateSudanandidentifyfeatures.Then planaroutefortheLostBoystotakefromSudantoEthiopiaandthenfromEthiopiatoKenya. Calculatetheapproximatenumberofmilesthejourneywilltakeusingthescaleofmilesand drawconclusionsaboutthepossiblesuccessoftheboys'walk. 4.MiniResearchprojectResearchtheLostBoysofSudaninnewspapers,magazines,andon theinternet.Comparehowtheauthorspresentedtheinformationandtheemotional effectiveness.FindoutwhathashappenedtotheLostBoyssincethen.Discussinsightsgained fromreadingmoreaboutthetopic. 5.Locateprogramsintheregionandcommunitythatprovidehelpforrefugeesorother peopleinneed.Usingtheinternet,locateaprograminourareathateithera)provides assistancetorefugees;orb)providesassistancetopeopleinneed.Thisinformationwillbe addedtotheirPrezi/Padletpresentation. 6."LostBoysofSudan"PrezipresentationorPadletwallUsinginformationgainedfromthe miniresearchprojectcreateaPrezipresentationorPadlet"wall"designedtohelpyourpeers andcommunitymembersunderstandtheLostBoys'situation,whathappenedtothem,and whatpeoplecandonowtohelprefugeesaroundtheworld. 7.PresentationtootherclassesStudentswillpresenttheirPreziorPadlettoanotherclass eitherfromtheschoolorfromanelementaryschool.

Demonstratesgooduseoftime, understandingofconcepts,recognizes perspectivesandpointofview,participatesin classdiscussionseffectively.

OTHEREVIDENCE: 8.Observationofgroupsandindividualsduringresearchtime. 9.Informalassessmentsofstudentreadingfluency 10.Homeworkassignments(workbookvocabularyandreadingcomprehensionpages) 11.Inclassdiscussionquestions

Stage3 LearningPlan
SummaryofKeyLearningEventsandInstruction 1.BuildBackground/UnitIntroductionStudentswillwatchabrief4:10minutevideo"TheLostBoysofSudan:BrothersinHope."(Partofthe NationalGeographicINSIDEseries,LevelDDigitalLibraryUnit3Selection3)Intheirworkbooksonpage72,studentswillwritedown3things theylearnedfromthevideo,a2sentencesummaryofwhatthevideowasabout,whattheyfeltthemostimportantpartofthevideowas,and whatthevideotoldaboutachapterinSudaneseHistory.Goals:SL7.1b,L.7.6;T2,U2,U4,E3,E5,E6,AcademicVocabulary=ChapterResources needed:INSIDElevelDbook,INSIDElevelDworkbook,INSIDELevelDDigitalLibraryunit3Selection3.Timeneeded:1period 2.KeyVocabularySeeTransferTask1Goals:L.7.4b,L.7.6;SeeK1andK2forlistofspecificvocabulary.Resourcesneeded:INSIDElevelD book,page228,workbookpages7374Timeneeded:1period 3.ReadingStrategy:VisualizeStudentswillcontinuetheirpracticewiththereadingstrategy:Visualize.Theywillmakeadoubleentryjournal wheretheywillwritewordsandphrasesthathelpthemvisualizeastheyreadaselection.TheywillthencompleteanAcademicLanguageFrame tohelpthemexpresshowtousethereadingstrategy.Goals:RL.7.10;K3,S1Resourcesneeded:INSIDELevelDbookpage229,Academic LanguageFrame36Timeneeded:1/2period 4."BrothersinHope"Asaclassandinsmallgroups,studentswillreadtheselection"BrothersinHope"byMaryWilliams.Classwilldiscusskey pointsintheselectionandevaluatetheiremotionalresponses.Theywilladdtotheirdoubleentryjournalwhenwefindphrasesthathelpus visualize.TheclasswillalsodefineandidentifyfeaturesofaBiographicalFictionandcomparethepresentationofideasfromtheselectionwith theintroductoryvideo.Goals:RL.7.10,RL7.2,SL7.1b,SL7.6,RST.68.9;U1,U2,U3,U4,E1,E2,E3,E4,E5,E6,E7,K1,K2,K3,K4,S1,S2,S4 ResourcesNeeded:INSIDELevelDbookpages230247,BrothersinHopebyMaryWilliams(supplementary),doubleentryjournal,Time Needed:21/2periods

 5.LostBoysofSudanNewspaperArticles:Asaclass,read"RefugeesfindNewLives"aNewspaperArticleincludedwiththeReadingSelection. ComparehowinformationispresentedinthearticlecomparedtotheBiographicalFiction.Studentswillthenbesplitintogroupstoreadan additionalnewspaperarticle.TheywillattempttofindanswerstoE5,E6,E7,andE8intheirarticlesandwriteasummary.TheywillthenJigsaw andsharetheirinformationwithmembersfromothergroups.Goals:RI7.3,RI7.10,W.7.4,SL7.1b,SL7.6,RST68.9;T1,U1,U2,U4,E1,E2,E3,E5, E6,E7,E8,K3,K4,S2,S3,S4ResourcesNeeded:INSIDELevelDpage248250;NewspaperArticles http://www.nytimes.com/1988/05/01/world/refugeesfromsudanstrainethiopiacamps.html http://www.nytimes.com/2001/04/01/magazine/01SUDAN.html TimeNeeded:1or11/2periods 6.PlanaRoutefortheLostBoysSeeTransferTask3Goals:RI7.3,SL7.1b,RHST.68.7;T2,U2,U4,S3ResourcesNeeded:MapsofSudan,Kenya andEthiopia,Atlases,InternetAccess/Chromebooks,Rulers,ColoredPencils,blacklinemastersofSudan,Kenya,EthiopiaareaofAfricaTime Needed1period 7.ReviewSelection"BrothersinHope"ReviewKeyVocabulary,AcademicVocabulary,"BrothersinHope"and"RefugeesfindNewLives."Put keyeventsinaSequencechainandusethechaintosummarizetheboys'journey.Comparethetwotextsindiscussion.Goals:RL7.10,RL.7.2; RI.7.3;RI7.10;W.7.4;SL7.1b;L7.4b;L7.6;RST68.9;T1,T2,U1,U2,U3,U4,U5,E1,E2,E3,E4,E5,E6,E7,K1,K2,K3,K4,S1,S2,Resources Needed:INSIDELevelDp251,INSIDELevelDworkbookp75Timeneeded:1period 8.SelectionTest"BrothersinHope"Taketestonvocabularyandselection.Writeanextendedresponseanswertotheprompt"Whoandwhat helpedGarangfindanewlifeonhisjourneyfromSudantoEthiopia?Writeyouropinion.Rereadtheselectiontofindexamplestosupportyour opinion."Goals:W.7.10ResourcesNeeded:INSIDELevelDSelectionTest:Unit3,Selection3Timeneeded:1period 9.WatchDocumentaryStudentswilleitherwatch"LostBoysofSudan"or"GodGrewTiredofUs."Theywillcompareandcontrastthevideo withtheselectionandnewsarticlesweread.StudentswilltakenotesonthevideousingResearchProjectNotes/Citationworksheets.Goals: W7.8,RST68.9,T1,T2,T3,U1,U2,U3,U4,E3,E5,E6,E7,E8,S3,S4ResourcesNeeded:"LostBoysofSudan"2003OR"GodGrewTiredofUs" 2006,ResearchProjectNotes/CitationWorksheetsTimeneeded:21/2periods 10.MiniResearchProject"LostBoysofSudan"SeeTransferTask4.Goals:RI7.3,RI7.10,W7.4,W7.7,W7.8,T4,U1,U2,U4,E5,E6,E7,E8, E9,S3,S4ResourcesNeeded:ChromebookswithInternetAccess,ListofSuggestedWebsitesforStudentstoUse,EssentialQuestionsfor

studentstofindanswerstoincludingtheirownquestions,ResearchProjectNotes/CitationworksheetsTimeneeded:68periods 11.ArethereotherLostBoys?Asaclass,studentsandteacherwillexploretheideaof"Refugee."Studentswillreadvariousnewspaper articlesaboutcurrentrefugeesituationsinplacessuchasSudan,Kenya,Iraq,Australia,Lebanon,Syria,Afghanistan,andMali.Studentswill compareandcontrastwhattheyknowabouttheLostBoysofSudanwiththeseotherrefugeesituationsinashortcompare/contrastessay usingappropriatescaffoldingsuchasgraphicorganizersandlanguageframes.Goals:RI7.3,RI7.1,W.7.4,T2,T4,U2,U5,E2,E3,E9,S3,S4 Resourcesneeded:CompareContrastGraphicOrganizer,LanguageFramesforEssay,Websitesbelow http://www.nytimes.com/2012/07/01/world/africa/fromsudananewwaveoflostboys.html?_r=0, http://query.nytimes.com/search/sitesearch/#/refugee/ http://topics.nytimes.com/top/reference/timestopics/subjects/r/refugees/index.html?8qa http://newsela.com/articles/?query=refugee http://www.itvs.org/beyondthefire Timeneeded:2periods 12.Howcanwehelp?SeeTransferTask5Goals:W7.7,W7.8,W7.10,L7.6,T3,U5,E10,K5,S3S4ResourcesNeeded:Chromebooks/Internet Access,ListofEssentialQuestionsthatclasscomesupwithabouttheorganizationTimeNeeded:2periods 13.LostBoysofSudanPreziPresentationorPadletWallSeeTransferTask6.Goals:W.7.4,W7.7,W7.8,W7.10,L7.6,RHST68.7,T4,U4,U5, E1E10,K6,S5,S6ResourcesNeeded:NotesfromDocumentary,SummaryinformationfromActivity5,MapfromActivity6,Notesfrom Activities911,Chromebook/InternetAccess,PreziorPadletAccess,ImagesandMoviesclipsTimeNeeded:68periods 14.TakeActionSeeTransferTask7.Goals:W.7.4,SL7.6,L7.6,RHST68.7,T4,U5,E10,K6,S5S6ResourcesNeeded:Presentations,Projectors, PartnerClassroom.TimeNeeded:12periods