Windows on My World Letters from Rifka - Discovery Education

<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