Social Studies Comprehension Text Set by Mrs. Williams https://padlet.com/carlyw84/3g87qpp028hl Refugee by Carly and Laurie en-us 2018-07-27 10:34:43 UTC 2025-03-01 21:41:24 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Apple.png The Why carlyw84 https://padlet.com/carlyw84/3g87qpp028hl/wish/271279931 We created a text set that focuses on refugees. We believe that engaging learners in content outside of their personal scope will help them build empathy and acceptance for others.We hope students will: 
1. Learn the difficulties refugees face and develop deeper insight about newcomers’ obstacles in a new country.
2. Reflect on their previous opinions and consider how they can respond, assist, and influence people around them in positive ways.

]]> 2018-07-27 10:47:59 UTC https://padlet.com/carlyw84/3g87qpp028hl/wish/271279931 The Essential Question carlyw84 https://padlet.com/carlyw84/3g87qpp028hl/wish/271279975 What kinds of experiences and feelings do refugees across time periods and parts have in common?

]]> 2018-07-27 10:49:29 UTC https://padlet.com/carlyw84/3g87qpp028hl/wish/271279975 NCSS strand 3: People, Places, and Environments carlyw84 https://padlet.com/carlyw84/3g87qpp028hl/wish/271280084  This strand fits best because it addresses reasons for population growth, social, economic, & cultural characteristics of a population, and why people move. 

]]> 2018-07-27 10:53:15 UTC https://padlet.com/carlyw84/3g87qpp028hl/wish/271280084 CCSS.ELA-Literacy.RH.6-8.2 carlyw84 https://padlet.com/carlyw84/3g87qpp028hl/wish/271280117 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. 
This standard guides the text set as students set out to learn new, factual information from various sources on the same topic. 


]]> 2018-07-27 10:54:01 UTC https://padlet.com/carlyw84/3g87qpp028hl/wish/271280117 Anchor Text carlyw84 https://padlet.com/carlyw84/3g87qpp028hl/wish/271280350 Gratz, A. (2018). Refugee. Gosford, NSW: Scholastic Press, an imprint of Scholastic


]]> 2018-07-27 11:00:28 UTC https://padlet.com/carlyw84/3g87qpp028hl/wish/271280350 Complementary Texts carlyw84 https://padlet.com/carlyw84/3g87qpp028hl/wish/271280378 First Person American. (2018). What's your story? Retrieved from     https://vimeo.com/38345309]]> 2018-07-27 11:01:22 UTC https://padlet.com/carlyw84/3g87qpp028hl/wish/271280378 Complementary Text carlyw84 https://padlet.com/carlyw84/3g87qpp028hl/wish/271280461 Lewis, K. (2017, September). From war to america. Scholastic Scope, 66(1), 4-9.

]]> 2018-07-27 11:03:48 UTC https://padlet.com/carlyw84/3g87qpp028hl/wish/271280461 Complementary Text carlyw84 https://padlet.com/carlyw84/3g87qpp028hl/wish/271280663 Routley, N. (2018, May 18). Animation: Visualizing Two Centuries of U.S. Immigration. Retrieved from http://www.visualcapitalist.com/two-centuries-of-immigration/


]]> 2018-07-27 11:09:24 UTC https://padlet.com/carlyw84/3g87qpp028hl/wish/271280663 Complementary Text carlyw84 https://padlet.com/carlyw84/3g87qpp028hl/wish/271280749 Ruurs, M. (2016). Stepping stones: a refugee’s journey. Retrieved from https://www.ilholocaustmuseum.org/wp-content/uploads/2017/10/Stepping-Stones-A-Refugee-Familys-Journey.pdf

]]> 2018-07-27 11:11:14 UTC https://padlet.com/carlyw84/3g87qpp028hl/wish/271280749 Synthesizing Big Ideas and Common Themes Across Several Texts (Harvey & Goudvis, 2017, 224-225) carlyw84 https://padlet.com/carlyw84/3g87qpp028hl/wish/271280845   ]]> 2018-07-27 11:13:13 UTC https://padlet.com/carlyw84/3g87qpp028hl/wish/271280845 Resources and Lesson carlyw84 https://padlet.com/carlyw84/3g87qpp028hl/wish/271280976 The text selections listed in the introduction pull together experiences of refugees around the world.  Our goal in this lesson is to have students understand the common experiences and have empathy for newcomers in their society.  We feel the video in the set ties our theme together so that students can consider implications and possibly take action.  

Resources: graphic organizer, access to projector or smart board
  1. Begin by activating students gathered knowledge of refugees. Pass an organizer to each student.   Have a copy of the organizer on the board or projector.  Together as a class begin by asking the students a question(s): What word comes to mind when you hear the word Refugee?  What do already know about refugees?  Record as a group in the first inner column.  Ask students to record this question on their own in the first column as well: What personal connections can you make with Refugees?  
  2. Begin video.  Stop to pause often to give students a chance to record  new information in the second column on the organizer.  After the end of the video, turn and talk with a partner to share the new information.  Record any new information.  
  3. Model how the new information, combined with what we already knew about the topic, begins to change our thinking and new ideas are created.  Share teacher organizer.  
  4. Allow students to record their own synthesis in the outer circle.  Walk around the room to check for evidence of understanding.  
  5. Share and discuss as a class discussion. Brainstorm how we can help.  

]]> 2018-07-27 11:15:51 UTC https://padlet.com/carlyw84/3g87qpp028hl/wish/271280976 Read, Write, and Talk (Harvey & Goudvis, 2017, 94-95) carlyw84 https://padlet.com/carlyw84/3g87qpp028hl/wish/271281069 Text:  Lewis, K. (2017, September). From war to america. Scholastic Scope,
66(1), 4-9.

]]> 2018-07-27 11:18:24 UTC https://padlet.com/carlyw84/3g87qpp028hl/wish/271281069 Resources and Lesson carlyw84 https://padlet.com/carlyw84/3g87qpp028hl/wish/271281105 Begin the lesson by reminding students about annotations, provide them a copy of the article, and sticky notes. Explain that the teacher will first model her thinking as we read together, then they will have a chance to practice with a partner.
  1. While reading the introduction and the first two sections (Civil War and Fear & Chaos, 4-7) the teacher will stop periodically to think aloud and model places she marks in the text that are: important, confusing or a question, surprising, inferences, reminds us of something, and/or learning. She will share her inner conversation so students will understand why she noticed and marked what she did. 
  2. Next, students will have an opportunity for guided practice in the next three sections (Forced to Flee, Just in Time, & Leaving Syria, 7-8) making sure to include the text features. Teachers should continue to read, stopping periodically to have students jot down their thinking and give them time to turn & talk to their partner. 
  3. Explain that students will annotate on their own this time without teacher guidance on where to stop. Throughout the last three sections (Huge Challenges, Starting Over, Looking Forward, 8-9) including text features as we continue to read aloud, students will annotate things they notice in the text. Give students a moment to turn and talk; instead of guiding them to a stopping place choose to stop after each section naturally. 
  4. When we finish reading and completing the last turn & talk, students will write down three things: 
  5. Something they learned that they think is important to remember
  6. How talking to a partner helped them understand what they read
  7. Any lingering questions they still have
  8. Students will share and discuss their responses to the questions with the entire class.

]]> 2018-07-27 11:19:49 UTC https://padlet.com/carlyw84/3g87qpp028hl/wish/271281105 Questioning that Leads to Inferential Thinking (Harvey & Goudvis, 2017, 142-143) carlyw84 https://padlet.com/carlyw84/3g87qpp028hl/wish/271281180 Text: Ruurs, M. (2016). Stepping stones: a refugee’s journey. Retrieved from
https://www.ilholocaustmuseum.org/wp-content/uploads/2017/10/Stepping-Stones-A-Refugee-Familys-Journey.pdf

]]> 2018-07-27 11:22:35 UTC https://padlet.com/carlyw84/3g87qpp028hl/wish/271281180 Resources and Lesson carlyw84 https://padlet.com/carlyw84/3g87qpp028hl/wish/271281215 Graphic organizer, overhead projector or smartboard; Provide students with a picture inference chart.  Quote, Photo, Illustration/ Inference Drawn / +, -, I
  1. Explain to students that good readers read with questions in mind.  We rely on pictures and background knowledge to make a reasonable inference to construct meaning.  The difference between predicting and inferring is that predictions are either confirmed or refuted at the end of the story.  Inferences may be unresolved in the end. 
  2. Show students the cover of the book. Ask students to look at the book cover and the title and ask what they can infer from what they see. (the pictures created from stones, the Arabic words, and the title should spark ideas) 
  3. When introducing the strategy, guide students through the first pages of the picture book. 
  4. Using the column headings: quote, photo or illustration and the inference drawn start with the cover page and Einstein quote
  5. Together with a chart on the overhead projector or on large paper, guide student thinking with questions that ask them to base their guesses on details from the text.
  6. Have students record on their own charts.  Read the forward aloud.  Turn and talk with a partner to come up with questions. 
  7. Share as a group. 
  8. Read book aloud to allow students to continue individually charting their questions and inferences.  Pausing after each page to allow students to write.
  9. As students make predictions, make sure they can explain the text connection. Possible questions might include the following:
  10. How did you know?
  11. Why did you make that prediction?
  12. What made you think ———— would happen?
  13. When students have finished the book, they go back and complete the third column using:
  14. a + to indicate predictions that were confirmed
  15. a – if they are contradicted
  16. Unresolved ideas are marked I to indicate that the idea is an unconfirmed inference

]]> 2018-07-27 11:23:49 UTC https://padlet.com/carlyw84/3g87qpp028hl/wish/271281215