Lesson 1: Pre-Teach Activity Vocabulary and Building Background: * note depending on level of student the vocabulary can be enhanced my providing less/more advanced synonyms for the same term.

​

Key Vocabulary

Academic Vocabulary

angry

immigrant

ordinary

analyze

explain

Strange

Change

learn 

curious

leave

 

​

1. Enduring Understanding:  Students will understand how to use text evidence to plan, monitor, and visualize text.

2. Do Now Question: Students must answer the question, “What defines a home?” in their journals. We then discuss the answers out loud.

3. Connecting: View a photograph of the Zanzibar archipelago in the country of Tanzania. Read aloud a passage about the country, while students listen carefully to how the author is describing the dwelling. Have students listen closely to how the author describes the island, and look for evidence that helps you infer what the island would be like for people who live there.

 

Activity 1: After listening to the passage, find a partner and play “Roll a Question.”

Directions: After listening to the reading,   and taking notes, roll the dice with your partner, taking turns answering the questions 1-6. Each partner should have answered 3 questions each. The partner that rolls must answer the question verbally, while the partner that didn’t roll records that partners answer.

 

1. What might be scary about moving to a new country?

2. Which senses has the author appealed to in describing the Spice Islands

3. How does this help you understand what the islands are like? 

4. What are some of the reasons the Spice Islands would be a beautiful place to call home? 

5. What are some reasons an immigrant would want to move here? 

6. Name at least two things that you have learned about Spice Island.

 

Building Background:

​

Activity 2: Square Walk: Explain: A person’s place is more than where they live. It is a place where they feel comfortable or they belong. Pose the guiding questions on what defines a home for people on 4 pieces of chart paper, place on all 4 corners of the room. Give each student a different color marker and have the students start walking around the room to answer each of the questions.

 

• Where do you feel most at home?

• What might be your biggest challenge if you had to leave home

• for someplace new? 

• What can make immigrants feel as though they belong?

• What can people do to make their neighborhoods feel like home?

 

Activity 3: Mind Map: Create a mind map for the class that depicts where

the students would place themselves, as far as where they feel like they

most belong to in the following categories: Me, Family and Friends,

Neighborhood, and Community. Students will have 4 post it notes with

their name on it labeled 1-4. They will place their post it notes in the

places that they feel like they most belong (1) to where they least belong

(4). We will then add to the map throughout the unit.

 

​

1. Reading Together: Teacher will present examples of stories and videos using text book: Nat Geo: Inside Volume 1., that connects to their prior experiences and/or background knowledge. The Selection reading is titled: Growing Together. During the presentation we will learn how one girl tries to fit in while remembering her roots. Together we will make inferences based on the words they know, to visualize and better understand what the readings are about.

2. Synthesize Ideas: Sum up ideas on the map and in the readings:

• A person can belong in several different groups.

• Each person has a place in many circles.

• Immigrants/refugees may find it harder to feel at home in a new community.

​

Resources           

• *For students/parents: National Geographic Inside Student Edition: Volume 1, Level A:  Text book, practice book, and writing book. *For teachers: National Geographic Inside teacher Edition: Volume 1, Level A: Text Book, practice book, and writing book.