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Lesson Topic: Setting as a source of conflict Grade: 8 Class Length: 90 minutes

Steps in the Lesson

1. Begin with a hook problem


Class begins with a collage of famous people of Syrian heritage, labeled What do
these people have in common?
Play pop culture clips of these famous people.
Reveal their Syrian heritage.
Ask the class where Syria is.
Open Google Maps and locate Syria with guidance from the students.
Use Nearpod to take a virtual tour of different places in Syria. Commented [MGD-m1]: By adding the use of Nearpods
Illicit a whole group discussion utilizing these questions: What is happening in virtual fieldtrip tool, I have moved this part of the lesson up
Syria?, How long has it been going on?, and How does that impact the people to the interactive transforms level of PIC RAT because
living there? students are able to take a self -guided virtual tour of
different parts of Syria. They are able to use the iPad to
2. Introduce essential questions explore on their own making the lesson interactive, and the
Why is conflict often difficult to resolve? lesson has been transformed into a first-hand look at another
How might perspective influence ones perception of a conflict? part of the world.
3. Preview the culminating performance task
We are going to read an article about life in a refugee camp for Syrian refugees.
We will be paying careful attention to the way the camp is described and the
various perspectives alluded to in the article.
4. Provide direct instruction and modeling (I-do)
a. Display the article on the smart board
b. Read the first paragraph out loud and prompt the class to answer the
following questions utilizing Padlet: Commented [MGD-m2]: Adding the use of Padlet to this
What information about this setting is implied, but not step adds an interactive amplifies PIC RAT level to the
explicitly stated? lesson by allowing all of the students to visibly contribute to
o Highlight the information students point out, so that everyone the discussion.
can see it.
Whose perspective does the article ask us to consider?
o Highlight this, as well.
What do you think daily life might be like from that
perspective?
o Use the classes responses to begin a journal entry detailing
what life might be like in that setting, from that perspective.
(I do)
5. Provide practice (we-do)
a. Instruct the class to think about the following question.
What does it mean to make the best of life in exile?
b. After the students have had a moment to reflect instruct them to discuss their
ideas with their shoulder partners.
c. Finally, elicit a brief continuation of the journal entry from the class and write
it on the board. (We do)
6. Provide opportunities for further discussion
a. Break the class up into groups that that function well together.
b. Instruct the class to read the rest of the story in their groups, discussing and
answering the following questions, as they read.
What three perspectives, from the article, do you identify with
the most?
What aspects of the setting do you think have the biggest
impact, from that perspective?
7. Provide an application task (we-do)
a. Highlight the three perspectives that you identify with the most in different
colors.
b. Use the corresponding color to highlight setting related details that have the
biggest impact on that perspective.
8. Lead a whole-class discussion
a. Take a Nearpad virtual fieldtrip to a refugee camp. Commented [MGD-m3]: I have changed this step from
b. Elicit a class discussion with the following questions: the passive amplification level of PIC RAT to interactive
How does what you see compare to what you had pictured in transformation by changing it to a virtual fieldtrip on
your mind? Nearpod.
How does what you have learned about life in refugee camps
impact your thinking about immigration.

9. Provide a small-group application (you-do-together)


a. Inform the class that they will be writing a journal entry from one of the
highlighted perspectives.
b. Group the students according to the perspectives they have chosen to write
from.
c. Have the students make a list of details from the article that they will use to
inform their respective stories on their groups Padlet wall. Commented [MGD-m4]: This step has moved to the
10.Revisit the original unit hook problem create replace level of PIC RAT because the students are
a. Initiate a discussion of the essential questions as they relate to the various using a Padlet wall to create a brainstorm sheet.
perspectives.
How might perspective influence ones perception of a conflict?
Why is conflict often difficult to resolve?
b. Have the students brainstorm journal entry ideas in their groups using their
Padlet wall. Commented [MGD-m5]: This step has moved to the
Each student creates his or her own concept map on Poplet. create replace level of PIC RAT because the students are
o Any similarities must include ideas for personalizing the journal using a Padlet wall to create a brainstorm sheet.
entry (no two concept maps should look the same). Commented [MGD-m6]: This step has moved to the
11.Assign the final performance task (you-do-alone) create replace level of PIC RAT because the students are
a. Instruct the students to return to their seats and begin their journal entries. using a Poplet to create a cocept map.
12.Give students opportunities to reflect on EQs/Collect Formative Assessment
The stories serve as a formative assessment.

MATERIALS ATTACHED: Power Point, Hard copies of the article, Three different colored
highlighters for each group, Smart Board, Internet connection, Lined loose leaf paper or
writing notebooks.

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