Windows on My World Letters from Rifka - Discovery Education

<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