the mini-lesson for this lesson will be shorter than usual because students have already had practice with noticing how characters respond to challenges. Mini-lesson: Explain to students that sometimes a character will start out one way and then end up a different way. It is important to take notice of this change because it will help you to better understand the character. Tell students that today they are going to look back at two important events in Rifka’s life and analyze how she responds to these two events. Then they will discuss with their small groups whether or not they are noticing a change. Work Time: Tell students to make the following two-column chart in their Reading Response Notebook: Students will work in their small groups to describe how Rifka responds to these two events. Then in their small groups have them discuss if they are starting to notice a change in her. While students are working you will want to circulate the room listening in to student’s conversations. Students should notice that Rifka is starting to change. For example, when she finds out she cannot go to Belgium with her family, she wants her mom to stay with her. She is scared to be alone and threatens that she will return to Berdichev. She doesn’t want to be without her family and feels she is now an orphan. However, when she is at Ellis Island she seems much more independent and able to take care of herself. For example, she has learned to speak and read English and is able to communicate with the doctors. She also stands up to her brother when he tells her to throw her books away. She is standing up for what she believes in. She is changing by becoming more independent and being able to take care of herself. Share Time: Bring students back together and remind them of the learning target. Then, have each group share what they noticed. After students have shared their thinking, tell them to turn and talk about what they think caused this change. Formative Assessment: Have students write an exit slip using the following prompt: Describe how Rifka seems to be changing from the beginning of the book to the end. Use examples from the text to support your thinking.
the mini-lesson for this lesson will be shorter than usual because students have already had practice with noticing how characters respond to challenges. Mini-lesson: Explain to students that sometimes a character will start out one way and then end up a different way. It is important to take notice of this change because it will help you to better understand the character. Tell students that today they are going to look back at two important events in Rifka’s life and analyze how she responds to these two events. Then they will discuss with their small groups whether or not they are noticing a change. Work Time: Tell students to make the following two-column chart in their Reading Response Notebook: Students will work in their small groups to describe how Rifka responds to these two events. Then in their small groups have them discuss if they are starting to notice a change in her. While students are working you will want to circulate the room listening in to student’s conversations. Students should notice that Rifka is starting to change. For example, when she finds out she cannot go to Belgium with her family, she wants her mom to stay with her. She is scared to be alone and threatens that she will return to Berdichev. She doesn’t want to be without her family and feels she is now an orphan. However, when she is at Ellis Island she seems much more independent and able to take care of herself. For example, she has learned to speak and read English and is able to communicate with the doctors. She also stands up to her brother when he tells her to throw her books away. She is standing up for what she believes in. She is changing by becoming more independent and being able to take care of herself. Share Time: Bring students back together and remind them of the learning target. Then, have each group share what they noticed. After students have shared their thinking, tell them to turn and talk about what they think caused this change. Formative Assessment: Have students write an exit slip using the following prompt: Describe how Rifka seems to be changing from the beginning of the book to the end. Use examples from the text to support your thinking.