Confronting Propaganda Students will look at more current ways that propaganda is used. They will try to determine which are real news articles and which are promoting something different. This lesson was developed by Sheila Wood as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.

Confronting the Media Today we are looking at some of the major news agencies, in various mediums, and how we can learn to question what we are told and learn to discover truths on our own. The media holds much power in every country, not only ours. It is the “truth” that is repeatedly broadcast to millions of people daily. Sometimes the media is the personal truth of the leader of a country – especially those that are under the rule of a dictator. This lesson was developed by Sheila Wood as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.

Confronting the Facts - Today we will confront the facts head-on! Today we will use all of the information that we have at our very fingertips to learn the facts. Today we will look at research that has already been done to find what the experts have said about propaganda and finding the truth. This lesson was developed by Sheila Wood as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.

Lesson 1 consisted of a reading about the true meaning of patriotism and another reading posed the question as to if a person should or should not stand during the anthem. This lesson investigates controversies with ways people express themselves during the playing of the National Anthem and will explore the controversial topic of how several National Football League players have protested during the playing of the United States National Anthem through a reading. As students read the article, the teacher will remind them that thoughtful readers annotate the text they read and sometimes reread the sections that seem especially important. As students mark and reread important sections, they draw inferences about bigger ideas within the text. This lesson was developed by Megon Mancini as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

This lesson is for 2, 50 minute, class periods. Students will begin research on a country of their choice and begin to explore how that country demonstrates patriotism and analyze the lyrics of that country's national anthem. Students will work to determine the meaning of the lyrics and think about why countries have a national anthem. By analyzing the lyrics of the coutry's anthem, the student will have to infer how that leads to patriotism in that given country. This lesson was developed by Megon Mancini as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

GIST is a strategy to help students write brief, accurate, and complete summaries of material they read. In this lesson, students work together summarizing larger and larger portions of text, keeping their summaries at 25 words or fewer.

Students will read about Galileo and his amazing creation through this comprehension worksheet. During this sheet, students will analyze the text to respond to the open-ended question that is asked.

This resource is a nonfiction, Common Core aligned reading passage with textual analysis prompt and questions.

Students examine the coexistence of different religions within various countries by chronicling the evolution and nature of those religions throughout history. They then synthesize their findings by designing a creative work that captures the presence of the religions in each of the countries.

In this lesson, students reread "Saigon is Gone" and compare meaning and tone in this informational text to the meaning and tone of a poem in the novel.

In this lesson, students complete the end of unit 1 assessment, analyzing how the word choice in both informational and literary texts affects the meaning and tone.

In this lesson, students continue to work with Paragraph 1 of the section “Refugee and Immigrant Children: A Comparison” in the informational text “Refugee Children in Canada: Searching for Identity.” They reread and answer additional text-dependent questions that relate directly to poems in the novel.

This lesson introduces students to the second and third paragraphs of “Refugee and Immigrant Children: A Comparison” in the informational text “Refugee Children in Canada: Searching for Identity,” which describes factors that make adaptation successful for refugee and immigrant children.

In this lesson, students continue to work with Paragraphs 2 and 3 of the section “Refugee and Immigrant Children: A Comparison” in the informational text “Refugee Children in Canada: Searching for Identity.” They reread and answer additional text-dependent questions that relate directly to poems in the novel.

This lesson introduces students to the fourth paragraph of “Refugee and Immigrant Children: A Comparison” in the informational text “Refugee Children in Canada: Searching for Identity,” which describes how refugees mourn what they leave behind.

This lesson follows the pattern of Lessons 10 and 12. Students continue to work with Paragraph 4 of the section “Refugee and Immigrant Children: A Comparison” in the informational text “Refugee Children in Canada: Searching for Identity.” They reread and answer additional text-dependent questions that relate directly to poems in the novel.

In this lesson, students transition to formally planning their end of unit assessment essay. Throughout the unit, they have read informational texts about refugee experiences and the novel Inside Out & Back Again, gathering details from the text that show how refugees turn “inside out” and then come “back again.”

In this lesson, students pull together all of their graphic organizers and planning notes and draft their essay.

In this lesson, students begin working in their research teams to gather information aligned with the final performance task. The students will be using this research to write “inside out” and “back again” poems about specific refugee experiences from Bosnia, Afghanistan, or Kurdistan.

Lessons 3–6 focus on informational texts that help students to explore the refugee experience in preparation for the mid-unit assessment. Students are at a logical point in the novel (as Ha travels to America) to read informational texts to build more knowledge about the world—specifically to broaden their understanding of common refugee experiences.