Windows on My World Letters from Rifka - Discovery Education

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<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
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