Windows on My World Letters from Rifka - Discovery Education

<strong>Windows</strong> on My WorldLetters from RifkaO NWINDOWSM YW O R L DModule OutlineThe ModuleThe lesson is divided into three parts: the focus,the challenge, and the application. Eachdevelops a different aspect of studentunderstanding and response to the major themeof the lesson.The focus explains what we hope to accomplishin this lesson and prepares students for thenovel by helping them recall relatedexperiences, share family anecdotes, orotherwise build background knowledge. Thechallenge section of the lesson helps studentsread and understand the story. Frequentdiscussions and other meaning-makingstrategies are used in this section of the lesson.In the application section of the lesson,students deepen their understanding of thestory by extending it in some way. Studentsexplore how the story’s lesson applies in theirworld.FocusWhen faced with injustice and hardships,resilient individuals overcome obstacles in theirlives through their perseverance and belief intheir own abilities. Traits possessed by resilientindividuals who overcome great odds include:self-reliance, self-discipline, perseverance, andself-preservation. Other resilient traits may beevident such as problem-solving, internal focusof control, seeking alternative courses of action,resourcefulness, and others. Self-reliance, selfdiscipline,perseverance, and self-preservationare highlighted in this lesson.Hardships and unjust conditions are faced bymany young people daily. Some survive well.They are resilient and able to rebound. Wewant students to understand what qualities onemust possess to be resilient.Individual experiences can become stories welltold. In Letters from Rifka, a Jewish-Russianfamily leaves their repressive homeland forAmerica. Disease along the way causes Rifka tostay behind until she is well enough to travel.Being resilient, she finally makes it to America.To begin this novel based on a true story, wewant students to tap and share their ownexperiences related to the theme of ‘overcominghardships’. We begin by having students sharewith each other their own experiences ofmoving from one place to another. We wantthem to highlight the trauma, fears, excitement,and hardships faced. Then, we want students toinvestigate where their families lived beforecoming to a new world (or new location) andwhy they came, as well as any hardships facedon the journey.ChallengeStudents read Letters from Rifka for five weeks.As they do, strategies will help themunderstand how Rifka faced the obstacles thatkept her from joining her family in America.Students need to engage in activities that allowthem to understand Rifka’s ability to perseverein the most heartbreaking situations. In readingthis story, the suggested activities will helpstudents deepen their understanding of Rifka’slife and her struggles.Activities highlight Rifka’s desire to survivehardships, to learn from each new situation, tomake friends, and to overcome prejudice.TEAMS English Language Arts — <strong>Windows</strong> on My World: Letters from Rifka© 2001-2002 Los Angeles County Office of EducationTeacher Guide: 22

<strong>Windows</strong> on My WorldLetters from RifkaO NWINDOWSM YW O R L DIt is important that the students keep theirwriting response in a journal so they will beable to find evidence to support their assertionsas they write their essay. Keeping the resiliencychart all the way through the novel providesexamples and support as they write.ApplicationIn this section of this lesson, students are askedto further extend their understanding of theresiliency factors that helped Rifka face theinjustices and hardships of her trip to America.They personalize these factors by consideringwhere resiliency factors are manifested in theirlives. Finally, students can write anautobiographical incident essay in which theyshow how they were able to successfully face ahardship or an injustice situation. They also canwrite a speculation about effect which allowsthe students to consider what could reasonablyhappen next in the story.Module Time LineThere are nine parts to this module includingthe five programs and other suggestedactivities before, between, and beyond theprograms. In the outline that follows, the firstcolumn contains a suggested pacing schedulebeginning one and one-half weeks before thefirst program viewing. The second columnincludes the name of the lesson section. Thepossible activities for each collection of lettersin the book is listed next. The followingsuggested pacing schedule has identified theactivities planned for the days preceding andfollowing each program.TEAMS English Language Arts — <strong>Windows</strong> on My World: Letters from Rifka© 2001-2002 Los Angeles County Office of EducationTeacher Guide: 23

<strong>Windows</strong> on My WorldLetters from RifkaO NWINDOWSM YW O R L DPacing ScheduleSuggestedPacingActivitiesNovelPagesGuidePagesPre-viewingFocusDay #1 Word Web TG:44-45Day #2 Clarify Definitions TG:46Resiliency Bulletin BoardTG:47; SR:4Day #3 Oral Narrative TG:48Story FrameTG:49Day #4 Foursquare TG:50Day #5 I Am Poem TG:51; SR:1Day #6 Preview of a Book 1-9 TG:52Day #7 Double Entry Reading Journal 10-15 TG:53; SR:3Program #1FocusIntroductionYour Time #1: Retell Your Story SR:2MappingYour Time #2: Double Entry Reading JournalSharingWord Map SR:12Creating PicturesTG:55Picture of Train StationWhat Good Readers DoBetween Programs #1 & 2Day #9 Sept 3, 1919 QAR 16–20 TG:56Day #10 Oct 5, 1919 Stop and Talk 21–25 TG:57Day #11 Nov 3, 1919 Rifka's Family Tree 26–32 TG:58Day #12 Family History Interview TG:59Class Resiliency ProfileTG:60; SR:4TG: Teacher Guide SR: Student ResourcesTEAMS English Language Arts — <strong>Windows</strong> on My World: Letters from Rifka© 2001-2002 Los Angeles County Office of EducationTeacher Guide: 24

<strong>Windows</strong> on My WorldLetters from RifkaO NWINDOWSM YW O R L DPacing Schedule (cont'd.)SuggestedPacingActivitiesNovelPagesGuidePagesProgram #2FocusIntroduction—ShareYour Time #1: QuickwriteDiscussionYour Time #2: Resiliency Chart SR:4Your Time #3: Resiliency Chart for Rifka SR:5Responding Through a LetterWhat Good Readers DoBetween Programs #2 & #3Day #13 Nov 27, 1919 Generating Your Own Questions 33-40 TG:62Day #14 Nov 30, 1919 Predicting 41-50 TG:63Dec 1, 1919Day #15 Feb 25, 1919 Interior Monologue 51–60 TG:64Venn Diagram 51-60 TG:65Day #16 Mar 17, 1920 Acts of Kindness 61-65 TG:66Brainstorming 66-70 TG:67Program #3FocusIntroductionSharing of Letters & Interior MonologueRespond to QuoteYour Time #1: Hot SeatTG:68Background KnowledgeYour Time #2: Constructing a Time Line SR:11Good Reader ChartTG: Teacher Guide SR: Student ResourcesTEAMS English Language Arts — <strong>Windows</strong> on My World: Letters from Rifka© 2001-2002 Los Angeles County Office of EducationTeacher Guide: 25

<strong>Windows</strong> on My WorldLetters from RifkaO NWINDOWSM YW O R L DPacing Schedule (cont'd.)SuggestedPacingActivitiesNovelPagesGuidePagesBetween Programs #3 & #4Day #18 Sept 14, 1920 Dramatization 71-80 TG:69Day #19 Sept 21, 1920 Dialoguing With the Text 81-88 TG:70Extended text 61-65 TG:73Day #20 Oct 1, 1920 Double Entry Journal 89-96 SR:3Poem of Emma LazarusSR:13TG:71Day #21 Oct 2, 1920 Graphic Representation 97-103 TG:71Program #4FocusIntroduction-Share Storyboard SR:10of their dramaYour Time #1: K-W-L Chart SR:7Your Time #2: Multiple Sources SR:8Historical Note 147-148Your Time #3: Primary SourcesGood Reader ChartBetween Programs #4 & #5Day #23 Oct 9, 1920 Silent Conversation 104-112 TG:73Day #24 Oct 11, 1920 Overcoming Prejudice 113-119 TG:74Day #25 Oct 14, 1920 Speculative Dramatization 120-128Day #26 Oct 22, 1920 Initial Response 129-145 TG:76Letter FrameTG:75TG: Teacher Guide SR: Student ResourcesTEAMS English Language Arts — <strong>Windows</strong> on My World: Letters from Rifka© 2001-2002 Los Angeles County Office of EducationTeacher Guide: 26

<strong>Windows</strong> on My WorldLetters from RifkaO NWINDOWSM YW O R L DPacing Schedule (cont'd.)SuggestedPacingActivitiesNovelPagesGuidePagesProgram #5ApplicationIntroduction—Share Initial ResponseYour Time #1: “I Am” Rifka SR:6Speculation About Effects Essay"What will Rifka do next?"TG:77SR:9Your Time #2: BrainstormingTG:67Your Time #3: QuickwriteWhat Good Readers DoExtending the LessonPost-Viewing ActivitiesDay #27Speculation About Effects RevisionDay #28Day #29 Autobiographical Incident Essay TG:78TG:79Day #30 SR:9Day #31 Changes in Genré TG:80Genré PerformancesTG: Teacher Guide SR: Student ResourcesTEAMS English Language Arts — <strong>Windows</strong> on My World: Letters from Rifka© 2001-2002 Los Angeles County Office of EducationTeacher Guide: 27

<strong>Windows</strong> on My WorldLetters from RifkaO NWINDOWSM YW O R L DProgram Viewing #1Building Background KnowledgeProgram OverviewIn program #1, students are oriented to animportant theme present in Letters from Rifka,the trauma involved in the movement of afamily from one place to another. The novel isintroduced by the studio teacher reading a fewpages describing a scene which studentsconstruct a mental image of what the trainstation might look like.Key OutcomesAs a result of this program, students will:• see the relationship of their familystories and history to Letters from Rifka• speculate about Rifka’s family members'thoughts• begin to picture scenes from the novel• know three of the things good readersdo• practice generating their own questionsPre-viewing PreparationFor best results, it is recommended that teachersuse all pre-viewing activities. These activitieswill take about one week to complete andemphasize both the relationship of familyhistories to Letters from Rifka as well asintroduce the four resiliency traits trackedthroughout the novel. Interviewing of familymembers regarding a move, pre-viewing thebook, and reading of the first 15 pages shouldalso precede the first program viewing.Because a response journal may be a newstrategy for many students, teachers shouldprovide some experience with this writingstrategy that helps students deal with thecomplexities in the novel. Many of theseresponses will be written in response toinferences. Teachers need to model for studentshow to "fill in the gaps." Many strugglingreaders are not aware that all the answers toquestions they have are not in the book. This isan interaction between the reader and the text.Materials needed for Program #1• Letters from Rifka• colored markers and plain paper• response journal• Retell Your Story (SR:2)• I AM poem (SR:1)• Double Entry Journal (SR:3)• Word Map (SR:12)Post ViewingThroughout the reading of Letters from Rifka,SR:10, Story Board, can be used to help focusstudents on the sequence of events. Quotes canbe used as indicated on SR:10, or to addvariety, a larger sheet can be used forillustrations.TEAMS English Language Arts — <strong>Windows</strong> on My World: Letters from Rifka© 2001-2002 Los Angeles County Office of EducationTeacher Guide: 28

<strong>Windows</strong> on My WorldLetters from RifkaO NWINDOWSM YW O R L DProgram Viewing #1 OutlineFor the Teacher Mode ScriptBe sure to have Letters from Rifkaavailable for students to read along withthe Studio Teacher.Students should have alreadyinterviewed their families to find a storyabout the time a family member movedfrom one place to another. With somefamilies with immigration histories thatare recent, their movement to the UntiedStates can be solicited. For others forwhom this history was distant orunknown, have students share anexample of movement from one town toanother, or from one neighborhood toanother, or perhaps from one school orclassroom to another.TV MonitorStudio Teacher (ST)Sharing of stories should be succinct. Your Time #1ClassroomWelcome: Introduction of program intent.Talk briefly and informally about thelesson.Share how good readers bring their ownstories to literature they read.Begin with sharing how/why a familymember moved from one location toanother. (This should be the result of afamily interview.)Retell Your StoryShare your family story about movingfrom one location to another.Who moved?Why did they move?Where?What adversity did they face?How did they overcome problemsencountered?How was life in the new area?Sharing of stories.— Who was the person and his/herrelationship to the student?— What circumstances did they face inthe old country?— Describe the move.— Where did they settle?Show a story from the Web page. Sharebook "Ellis Island Oral History Project"TEAMS English Language Arts — <strong>Windows</strong> on My World: Letters from Rifka© 2001-2002 Los Angeles County Office of EducationTeacher Guide: 29

<strong>Windows</strong> on My WorldLetters from RifkaO NWINDOWSM YW O R L DProgram Viewing #1 Outline (con't.)For the Teacher Mode ScriptHave a world map available.Ask students to open their books to page1 and to read along with the StudioTeacher. Respond to quote.Guest StudentsFind Berdichev in the map and tracejourney through Poland.The ST reads the section about Rifka andmodels her thinking about the quote "If ithad not been for your father."Help students to respond to quote in adouble entry journal.Students generate their own questionsabout the first page.StudioStudio TeacherYour Time #2ClassroomST models how to respond to a quote.In small groups, generate your ownquestions about what is said on page 1.Have 11X14 paper available for thestudents.AssignmentIntroduction of drawing a picture of therailroad station as an after Programactivity.Have students follow along or just listen. Studio Teacher The ST reads the section that describes thescene at the railroad, p. 2-3.Have the chart paper ready to constructa chart and What Good Readers Do.RereadGenerate questionsMake picturesStudio TeacherStudio TeacherLead discussion on the strategies of goodreaders use.Have students listen as to why it isimportant to read.Encourage students to send in theirstudent work and book reviews.Studio TeacherBook TalksStudio TeacherClosingStudents need to read 1,000,000 words ayear. It is important to have kids talkabout books.Share the Web site.I hear and I forgetI see and I rememberI do and I understand.- Chinese ProverbTEAMS English Language Arts — <strong>Windows</strong> on My World: Letters from Rifka© 2001-2002 Los Angeles County Office of EducationTeacher Guide: 30

<strong>Windows</strong> on My WorldLetters from RifkaO NWINDOWSM YW O R L DProgram Viewing #2Initial Response to the StoryProgram OverviewIn program #2, students examine four charactertraits associated with resiliency in Letters fromRifka (self-reliance, self-discipline, perseverance,and self-preservation). Students begin byrecalling a time when they were ill. They relatethis incident to the resiliency factors. Next, theystudy these traits in Rifka and how she handlesadversity.Materials needed for Program #2• Letters from Rifka• marking pen or pencil• several sheets of clear paper• two resiliency charts (SR:4-5)Key OutcomesAs a result of this program, students will:• relate incidents in their own lives toRifka’s• understand how Rifka possessed fourresiliency traits which made her strong• learn how a writer comes to write abook• continue to learn how to developquestions when they readPre-viewing PreparationFor best results, it is recommended thatteachers follow the suggested reading andactivity schedule between Programs #1 and #2.Read pages 16–32 in Letters from Rifka andcomplete the appropriate activities provided inthe guide.TEAMS English Language Arts — <strong>Windows</strong> on My World: Letters from Rifka© 2001-2002 Los Angeles County Office of EducationTeacher Guide: 31

<strong>Windows</strong> on My WorldLetters from RifkaO NWINDOWSM YW O R L DProgram Viewing #2 OutlineFor the Teacher Mode ScriptStudioStudio TeacherIntroduction of program intent andoverview of activities.Discussion of quickwrite intent andprocedure.Quickwrites are uninterrupted writing tofind out what students know, think,remember, or believe about a topic,situation, event, etc. This procedure is'pen to paper' with no pausing to worryabout penmanship, punctuation, orsentence structure.Your Time #1ClassroomQuickwriteAfter having read Rifka’s letters ofSeptember 3, 1919 and November 3, 1919,do a quickwrite about a time your weresick. How did you feel? What did you doto help yourself? Who or what providedcomfort? Were your feelings similar toRifka’s?Discussion about resiliencySelf-RelianceSelf-DisciplinePerseveranceSelf-PreservationYour students should be familiar withthese four resiliency traits. This reviewprepares your students for thediscussion that is to follow. DistributeStudent Resources, p. 4.Duplicate the resiliency chart availablein the Student Resources, p.5.Your Time #2ClassroomStudioStudio TeacherYour Time #3ClassroomDiscussionIn small groups, students share theirquickwrites and record on StudentReources, p. 4 how their ancedotes are anexample of the resiliency factors.Explanation of how to construct aresiliency chart.Resiliency chartConstruct a resiliency chart for Rifka.This activity will be completed outsideof the Program Viewing time.StudioStudio TeacherStudio TeacherStudio Teacher introduces RespondingThrough a Letter activity homework.Reads aloud p. 31 and discuss whatquestions they have.TEAMS English Language Arts — <strong>Windows</strong> on My World: Letters from Rifka© 2001-2002 Los Angeles County Office of EducationTeacher Guide: 32

<strong>Windows</strong> on My WorldLetters from RifkaO NWINDOWSM YW O R L DProgram Viewing #2 Outline (cont'd.)For the Teacher Mode ScriptStudents brainstorm what they didtodayAdd to the Good Readers chartMake connectionsDetermine what is importantSome students may not have written aletter previously. In this event, you mayfind it useful to provide assistanceregarding format (date, inside address,greeting, and closing), content(mentioning Rifka’s concerns and usingresiliency factors to encourage her toremain strong).Your Time #3StudioStudio TeacherStudio TeacherStudioStudio TeacherRifka writes “I amafraid, too but not soafraid that I want tocome back.”What did we do today?Help students to reflect on what they didduring the broadcast and construct a goodreaders chart.Author’s study of how Karon Hesse cameto write Letters from Rifka.Responding Through a Letter: After readingthe letter dated November 3, 1919, havestudents pretend to be Rifka’s cousinTovah and write a letter to Rifka. Whatwould Tovah say to Rifka? How can shehelp Rifka? Ask students to stress theresiliency factors they can already see inRifka as a means to encourage her. Beprepared to share next week.Have students in your class share theirfavorite books sometime this week. Giveeach child 30 seconds to do this.TEAMS English Language Arts — <strong>Windows</strong> on My World: Letters from Rifka© 2001-2002 Los Angeles County Office of EducationTeacher Guide: 33

<strong>Windows</strong> on My WorldLetters from RifkaO NWINDOWSM YW O R L DProgram Viewing #3Deepening the UnderstandingProgram OverviewIn program #3, students have an opportunity toask questions of a student playing the role ofRifka. In addition, student use nonfictionmaterial to add to their understanding.Key OutcomesAs a result of this program, students will:• see how Rifka’s resiliency helped herthrough troubling times• assume the role of Rifka• understand choices available to Rifkaand the potential consequences of each• respond to quotes in a double-entryjournal• begin to construct a time line• learn 3 different kinds of questionsMaterials needed for Program #3• Letters from Rifka• pen or pencil• several sheets of plain paper• journal• letters students have written to Tovah• resiliency charts• Time Line (SR:11)Pre-viewing PreparationFor best results, it is recommended that teachersfollow the suggested reading and activityschedule between Programs #2 and #3: Readpages 33–70 and complete the recommendedactivities in this guide.TEAMS English Language Arts — <strong>Windows</strong> on My World: Letters from Rifka© 2001-2002 Los Angeles County Office of EducationTeacher Guide: 34

<strong>Windows</strong> on My WorldLetters from RifkaO NWINDOWSM YW O R L DProgram Viewing #3 OutlineFor the Teacher Mode ScriptMake a chart for the classroom of the 3kind of questions.Respond to quote.StudioStudio TeacherStudio TeacherYour Time #1Introduction.Share letters written to Tovah.Using Question-Answer Response, QAR,help students to identify different kinds ofquestions.“Saying goodbye to Mama and Papa hurtin chest the way it hurts when Saul heldme underwater too long.’Have students’ journal open.Hot Seat is a procedure in which studentsassume the persona of a character fromthe story. They answer questions askedby peers as though they were thatindividual.Your Time #2ClassroomStudioStudio TeacherRoll in #1I am poem Resiliency Charts. Respond toSaul's quote.Introduction to Hot Seat.Watch a clip of other students doing HotSeat.Students discuss Rifka’s personalcharacteristics and generate a list ofquestions they would ask her.Your Time #3ClassroomStudents discuss...What are your thoughts about Rifka?What questions would you like to askher?Have students listen or follow along.StudioStudio TeacherStudioVideo ClipStudioStudio TeacherStudio Teacher reads letter of October 1,1920.National Geographic Perspective in U.S.History video clip about Ellis Island orWho Built America: From the Centennial tothe Great War, 1876-1914.Introduction of Photo Time Line.TEAMS English Language Arts — <strong>Windows</strong> on My World: Letters from Rifka© 2001-2002 Los Angeles County Office of EducationTeacher Guide: 35

<strong>Windows</strong> on My WorldLetters from RifkaO NWINDOWSM YW O R L DProgram Viewing #3 Outline (cont'd.)For the Teacher Mode ScriptYour Time #3ClassroomBrainstorm Main PointsStudents brainstorm main points to puton timeline. What are the importantpoints up until this time in the story?Help students compare themselves toRifka. What resiliency characteristics dothey share in common?Studio TeacherRead aloud Jessie Came Across the Sea orother extended text.Have Good Readers Chart availableGraph a ChartGenerate QuestionsDetermine ImportanceStudio TeacherHave students add to their strategy list.ClosingTEAMS English Language Arts — <strong>Windows</strong> on My World: Letters from Rifka© 2001-2002 Los Angeles County Office of EducationTeacher Guide: 36

<strong>Windows</strong> on My WorldLetters from RifkaO NWINDOWSM YW O R L DProgram Viewing #4Understanding Historical SignificanceProgram OverviewIn program #4, students develop an inquirychart as to the questions they have about thereasons Rifka’s family left their homeland andmade the journey to America. Using multiplesources and primary documents, students beginto research the questions they have about life inRussia for the Jewish people at that time andhow the Ellis Island experience was a part ofthat. Emphasis in this program is on readinginformational text and some different strategiesthat help students make sense of expositorytext.Key OutcomesAs a result of this program, students will:• focus on the questions students have onthe treatment of the Jewish people inRussia in the early 1900’s• learn how to use multiple resourceswith the use of a graphic organizer• understand what primary sources areand use them to understand what lifewas like at Ellis Island in 1918Materials needed for Program #4• Letters from Rifka• pen or pencil• response journal• K-W-L chart (SR:7)• Multiple Sources Chart (SR:8)• Informational references—variety ofinformational texts about Ellis Island(please see bibliography). These canborrowed from the local library.• Interior monologue that was written inresponse to the letter of September 14,1920, (TG:54; TG:64)Pre-viewing PreparationFor students to be ready to do this kind ofinquiry, it is recommended that teachers followthe suggested reading and activity schedulebetween Programs #3 and #4.Read pages 71-103 and complete therecommended activities in this guide.TEAMS English Language Arts — <strong>Windows</strong> on My World: Letters from Rifka© 2001-2002 Los Angeles County Office of EducationTeacher Guide: 37

<strong>Windows</strong> on My WorldLetters from RifkaO NWINDOWSM YW O R L DProgram Viewing #4 OutlineFor the Teacher Mode ScriptShare responses to the poem on theStatue of Liberty or the interiormonologue from September 14, 1920.Have a K-W-L chart ready for thestudents to record their questions.Facilitate the discussion during theYour Time.Your Time #1ClassroomConstruct questionsShare the student work.Introduce the K-W-L chart and the topic.Brainstorm what the students know aboutlife in Russia.Help the students to find the pages inChapter 1.Have the graphic organizer “MultipleSources” (SR p. 8) for each studentplus a variety of resources.Help the students to read at least oneof the sources and put down one facton their chart and record theirresponse.Help students to speculate whyTovah's family didn’t leave whenRifka did.Facilitate the quickwrite.Have the primary source available forthe students to read.Facilitate the Your Time.StudioTeacherStudio TeacherYour Time #2ClassroomStudio TeacherStudentsStudio TeacherYour Time #3ClassroomRead PrimarySourcesReread the parts in Chapter 1 that willgive some information.Help the students get started in readingmultiple sources to find the answers totheir questions.Read non-fiction piece to answerquestions.Record on the K-W-L chart what we havelearned.If this was happening, why didn’t Tovah’sfamily leave?Write what they think.Another way to get information is primarysources.Read the diary entry to find answer fortheir questions.TEAMS English Language Arts — <strong>Windows</strong> on My World: Letters from Rifka© 2001-2002 Los Angeles County Office of EducationTeacher Guide: 38

<strong>Windows</strong> on My WorldLetters from RifkaProgram Viewing #4 Outline (cont'd.)For the Teacher Mode ScriptO NWINDOWSM YW O R L DHelp students to listen to informationon Ellis IslandStudio TeacherRead aloud a short section onEllis Island.Start the students on drawing a visualon Rifka’s space at Ellis Island.Studio TeacherRead aloud section where Rifkais at Ellis Island.Have Good Reader Chart available andadd to it:RereadCollaborateUse multiple sourcesDetermine what is importantStudio TeacherAdd these strategies used intoday’s lesson.TEAMS English Language Arts — <strong>Windows</strong> on My World: Letters from Rifka© 2001-2002 Los Angeles County Office of EducationTeacher Guide: 39

<strong>Windows</strong> on My WorldLetters from RifkaO NWINDOWSM YW O R L DProgram Viewing #5Extending Your UnderstandingProgram OverviewIn program #5, students explore Rifka’smotivation and potential courses of actionsopen to her. They reflect on the resiliency traitsRifka possessed by writing a poem.Finally, students begin writing aspeculation about effects essay.Key OutcomesAs a result of this program, students will:• learn what a primary source is bylooking at a ship’s manifest that landedat Ellis Island in 19…• understand Rifka’s motivation better• complete an “I Am” Poem• develop a first draft of a speculationabout effects essay• understand what an initial response isMaterials needed for Program #5• Letters from Rifka• colored pen or pencil• several sheets of plain paper• “I Am” Poem (SR:6)• Speculation About Effects assignmentsheet (SR:9)• Initial Response to the novelPre-viewing PreparationFor best results, it is recommended thatteachers follow the suggested reading andactivity schedule between Programs #4 and #5.Read pages 104 - 145 and complete activitiessuggested in this guide.TEAMS English Language Arts — <strong>Windows</strong> on My World: Letters from Rifka© 2001-2002 Los Angeles County Office of EducationTeacher Guide: 40

<strong>Windows</strong> on My WorldLetters from RifkaO NWINDOWSM YW O R L DProgram Viewing #5 OutlineFor the Teacher Mode ScriptHave students finish reading the noveland write their initial response.StudioStudio TeacherStudio TeacherIntroduction and overview.Share their initial responses that havebeen faxed to the studio.Share what a “primary source” is andhelp students learn what they can come toknow by reading a ship’s manifest.Share different books that haveinformation on Ellis Island.Roll #1See actual footage of immigrants arrivingin Ellis Island.Have students to make a thoughtfulresponse to the quote.Your Time #1Respond to quote “Ellis Island is a lineseparating my future from my past.”The “I Am” Poem was used earlier.Ask students to re-evaluate theirunderstanding of Rifka in light ofstudent comprehension of resiliencyfactors.Your Time #2Classroom“I Am” PoemProject understanding of Rifka, recognizeher resilient characteristics, and developfurther insights into her character bycomposing an “I Am” Poem. Studentsmay choose to work with a partner incompleting this poem from Rifka’s pointof view, do it in groups with one groupdoing each stanza. Student groups mayselect to write the three stanzas of the “IAm” Poem for Rifka with the 1st stanzahappening in Berdichev, the second inAntwerp, and the third stanza at EllisIsland.TEAMS English Language Arts — <strong>Windows</strong> on My World: Letters from Rifka© 2001-2002 Los Angeles County Office of EducationTeacher Guide: 41

<strong>Windows</strong> on My WorldLetters from RifkaO NWINDOWSM YW O R L DProgram Viewing #5 Outline (cont'd.)For the Teacher Mode ScriptSpeculation about effects writing is apowerful type of discourse. It asksstudents to take all that they know fromreading Letters from Rifka and to considerwhat reasonably could occur next.Direct students to the questions sharedby the Studio Instructor as guides tospeculation about effects writing. Theactual writing of this essay follow theprogram..StudioStudio TeacherYour Time #3Explanation of questions for writing aspeculation about effects essay:— What was the situation?— What do you believe will happennext?— What support do you have for thissupposition?— What will be the outcome?Brainstorming in groups. What they thinkmight happen to Rifka after she get toAmerica.After this program, guide your studentsthrough this writing exercise by thesuggested steps on writing a persuasiveessay.StudioStudio TeacherShare the steps of the writing process inwriting Speculation About Effects Essay.Student Resources: 9Scoring Guide - Teacher Resources: 13Add to the Good Reader Chart• Respond to Text• Write Initial Responses• SpeculateStudio Teacher &GuestsLead students to look back over what theyhave done today and add to their goodreader chart.Have students finish their essays .StudioStudio TeacherStudio Teacher talks briefly about followupactivities that each student mayperform to extend their understanding ofthe meaning of the story.ClosingTEAMS English Language Arts — <strong>Windows</strong> on My World: Letters from Rifka© 2001-2002 Los Angeles County Office of EducationTeacher Guide: 42