Letters From Rifka
Unit Plan
*Grade 6*
ENGL 4254
Dr. Avila
December 7, 2010
Creator: Deanna M. Eckard
Initial Planning: Introduction and Overview
Title/Topic of Unit: Coming to America: Evaluating the Difficult Journey in Letters from Rifka
Classroom Context and Student Characteristics: I will be using this unit plan for my second and
third period classes. The other two classes will be reading Number the Stars by Lois Lowry.
During this novel study all the classes will cover the same literary elements, goals and
objectives, and similar class activities, just through a different book’s perspective. We will even
focus on the same genre within both stories (historical fiction). There are twenty-one students
in my second period class and twenty-two in my third period. The third period class is inclusion
Language Arts, so we will have three teachers (my CT, the EC teacher, and myself) in the room
at all times during that class. My team operates on a four man team.
Ethnicities, Males to Females, EC Student Numbers in the Classroom:
 2nd period—8 White, 5 Hispanic, 4 African American, 4 Multiracial
12 males: 9 Females
Number of EC Students: 8
 3rd Period—6 White, 8 Hispanic, 2 Multiracial, and 6 African American
15 ales: 7 Females
Number of EC Students: 13
 Differentiation methods are discussed on daily lesson plans.
Free & Reduced Lunch: Estimated 60% of the entire team (all four classes)
Class Length: Fifty- Five minute class periods
Unit Overview
Time Allotted for Unit: 7 school days, 55 minute class periods
Relevance to students: This unit is very relevant to students because the main character is
close to their age. It is also an inspirational story on a certain level. Many of my students are
struggling through the many changes that come with adolescence. Rifka is enduring
unimaginable tragedy and let down. Students can connect to a character who feels the need to
write down her trials and tribulations. Rifka should be seen as a hero in most sixth graders’
eyes.
Grading: The following percentages make up student’s final grades for the class. This scale is
based on a school-wide policy. I will consider their assignments under the following categories:
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Homework (10%):
 Vocabulary Homework
 Vocabulary Prediction Chart
 Filling your Rucksack Activity
Class work (50%):




Journal Entries
Both Definition Maps
Body Biography of Rifka
Rifka’s food adventure questions
Tests/Quizzes/Projects (40%):
 Vocabulary Quiz
 Letters From Rifka: Questions to
Guide Reading
 ABC Book project
 RAFT Writing for Understanding
Assignment
Summary/Description of Unit: Through the class reading of Letters from Rifka by Karen Hesse,
students will learn about Rifka Nebrot, an adolescent girl whose family has run away from
Russia in 1919. Her family is persecuted for being Jewish and they must escape the country
because one of her brothers has fled from the Russian army. Rifka, her mother and father, and
two of her brothers begin their long, arduous journey to America to join her oldest three
brothers, whom she has never met because they have lived in America since before her birth.
They face many hardships along the way that the class will cover through the unit. Our classes
will discuss literary elements of this book such as character, characterization, setting, imagery,
plot, dialogue, point of view, internal and external conflicts. The class will begin winding down
the unit with a Writing for Understanding activity (RAFT) and a small food exploration of Rifka’s
journey through Europe and into America. We will be looking at how the genre of historical
fiction affects the written text. Students will be reading a series of texts following this book
that treat a recurring motif and are centered around a THEME, in our case the various impacts
of different genres and reading texts that bring about diverse cultures and offer a place to study
multicultural literature. Letters from Rifka focuses on Russia and the voyage to American. It
also covers a time period long ago. Parents will also be emailed about the unit, what kind of
activities we will be completing in class, and homework assignments that they should see their
student bringing home throughout the course of the unit. Worksheets for each day’s lesson
will follow the daily lesson plan for which it will be used with.
Materials Needed for the Week & Resources Available:
 Letters From Rifka and related
readings by: Karen Hesse, Glencoe
Literature Library edition (2 class
sets available)
 Promethium Board
 I Am Poem example
 Guidelines on how to write an I Am
Poem
 Self- made Letters from Rifka Study
Guide Question Worksheets
 Wordle Vocabulary Word Cloud
 Vocabulary Homework Worksheet
 Vocabulary Fill-In Chart





Definition Maps
Filling Your Rucksack Worksheet
A-Z Book Example
Body Biography Worksheet
Self- made RAFT Writing Assignment
 Student Journals
 Internet Access available for Wordle
and Video Clip
 Immigrant/Ellis Island Themed Paper
 Various Food Items from the book
Prior Knowledge to build upon and connections made between earlier learning and present
unit of study: Before beginning this unit, students need to know some background dealing with
the literary elements we will cover in the unit. We will work through examples, but students
should know the basics such as character and setting. They should be able to work in partners
and/or small groups in an orderly and quiet fashion. Students should also already understand
the concepts surrounding multicultural literature and be able to interpret a story about an
event many years prior to the present day. They should also know the basic constructs of a
letter, since the whole story is told in letters. Our class will have completed two RAFT
assignments prior to this unit of study. Therefore, they will already have background
knowledge on the nature of this writing assignment. This will be our first novel read together in
class (we have been reading short stories, poems, and plays up until this point). We will read
other related texts following this and explore a few more genres throughout the school year.
Overarching and Essential Questions:
What literary elements are evident in Karen Hesse’s Letters From Rifka?
Through the study of characteristics in literary genres (historical fiction), what can be learned
about the impact of a genre-specific piece of literature?
What can you, (the student) obtain through reading a variety of literature and other texts
(novels, pattern poems, blank verse)?
What impact do the literary elements found in Letters From Rifka have on the meaning
of the text (setting, character, internal and external conflicts, etc.)?
What multicultural lessons can be learned through the reading of this particular book?
Role of technology in the unit:
 I will use the Promethium Board on a daily basis to introduce warm-ups, display
journals, and model all activities for this unit, such as RAFT assignment planning
 PowerPoint of Ellis Island Journey for analysis
 Internet Video for imagery evaluation (YouTube)
 Computer lab trip where students can compose final drafts of writing
 Additional activities involving the use of technology may be included within each daily
lesson plan within this unit.
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Rationale and Justification for Teaching the Unit
 Personal— These two classes are functioning on a lower reading level than the other
two classes as a whole. This novel is shorter and is usually used in a fifth grade
classroom. I however feel that many concepts from the standard course of study for
sixth grade can be applied to this novel. This book also falls under historical fiction.
Within this genre our class can discuss a different time and place while also studying a
diverse setting in comparison to their daily environment. I plan to incorporate many
learning styles of my diverse students through an array of activities evoking visual,
auditory, and kinesthetic learners to join in this creative study. I also love Karen Hesse’s
work and have read many of her stories throughout my educational career.
 Research Based— Students will be able to connect to this novel because the main
character is close to their age. We will also complete several engaging activities
incorporating art and technology to keep the students on track and focused. Sixth grade
North Carolina curriculum requires that students study the characteristics of literary
genres through: reading a variety of literature and other text (novels, pattern poems,
blank verse), interpret what impact genre-specific characteristics have on the meaning
of the work, explore how the author's choice and use of a genre shapes the meaning of
the literary work, and explore what impact literary elements have on the meaning of the
text such as the influence of setting or the problem and its resolution. These all fall
under Goal and Objective 5.02 of the North Carolina Standard Course of Study and will
be implemented and taught throughout the unit.
Constructing Instructional Competencies
Technology Standards: (NC Technology Standards & Performance Indicators for Educators)
1. Technology Operations and Concepts: Teachers demonstrate a sound understanding of
technology operations and concepts.
2. Planning and Designing Learning Environments and Experiences: Teachers plan and design
effective learning environments and experiences supported by technology.
3. Teaching, Learning, and the Curriculum: Teachers implement curriculum plans that include
methods and strategies that apply technology to maximize student learning.
4. Assessment and Evaluation: Teachers apply technology to facilitate a variety of effective
assessment and evaluation strategies.
5. Productivity and Professional Practice: Teachers use technology to enhance their productivity
and professional practice.
6. Social, Ethical, Legal, and Human Issues: Teachers understand the social, ethical, legal, and
human issues surrounding the use of technology in schools and apply those principles.
National Standards Covered: (Developed jointly by IRA and NCTE)
1. Students read a wide range of print and non-print texts to build an understanding of texts, of
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themselves, and of the cultures of the United States and the world; to acquire new information;
to respond to the needs and demands of society and the workplace; and for personal
fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
5. Students employ a wide range of strategies as they write and use different writing process
elements appropriately to communicate with different audiences for a variety of purposes.
6. Students apply knowledge of language structure, language conventions (e.g., spelling and
punctuation), media techniques, figurative language, and genre to create, critique, and discuss
print and non-print texts.
10. Students whose first language is not English make use of their first language to develop
competency in the English language arts and to develop understanding of content across the
curriculum.
11. Students participate as knowledgeable, reflective, creative, and critical members of a
variety of literacy communities.
Specific NCSCoS Goals and Objectives Addressed: 6th Grade
5.02 Study the characteristics of literary genres (fiction and poetry) through:




Reading a variety of literature and other text (novels, pattern poems, blank verse).
Interpreting what impact genre-specific characteristics have on the meaning of the
work.
Exploring how the author's choice and use of a genre shapes the meaning of the literary
work.
Exploring what impact literary elements have on the meaning of the text such as the
influence of setting or the problem and its resolution.
Specific Outcomes of Student Learning and Understanding
 Students will read cross-curriculum novel (historical fiction). Therefore, they will be able
to evaluate the concepts connecting social studies and English Language Arts.
 Students will be able to understand literary elements including character, plot, impact of
setting, dialogue, imagery, external and internal conflict, and complete with a writing for
understanding activity focusing on various points of view found in the book.
 Learn a whole new set of vocabulary for the novel including words that students have
most likely never encountered due to the fact they are either older, uncommon words
or foreign used words.
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 I will also list in my daily student friendly objectives in my lesson plans what students
should learn and take away from this unit based on that day’s activities.
Content Knowledge
This will be displayed throughout my daily lesson plans in full detail.
Instructional Strategies and Activities
These will be addressed in each daily lesson plan and all worksheets and examples will
be attached at the end of the Unit Plan and Evaluation.
Assessment Methods, Evaluation, and Impact on Student Learning
These topics will also be addressed on each daily lesson plan.
At the end of the unit once grades are compiled, it should be right around time for
progress reports to be completed and sent home to parents. I will be letting the students know
that their parents will be seeing all of their grades throughout the unit. If any student is falling
noticeably behind during the course of the unit, I will be emailing their parents or calling home
to let them know their child is missing assignments. I will make myself available for parentteacher conferences as well.
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Daily Lesson Plans
Monday
Topic of Lesson: Meet Rifka…Character Analysis and Poetry: Begin Reading Letters From Rifka
by Karen Hesse
NC Goal & Objectives: 6th Grade English Language Arts
5.02: Study the characteristics of literary genres (fiction and poetry) through:


Reading a variety of literature and other text (novels, poems, blank verse).
Interpreting what impact genre-specific characteristics have on the meaning of the work
and characters.
Goals & Objectives (student friendly terms):
Students will begin reading Letters From Rifka, a historical fiction novel by Karen Hesse told
through letters and poems. Students will be “introduced” to the main character, Rifka, and
write a poem about who they are, as we discover who the main character is through reading
and introduction of new vocabulary.
Relevance to Students: Sixth grade curriculum focus on self-discovery and expressing one’s self
through the use of literature. As I have mentioned, the main character for this story is around
the same age as my students. By getting to know Rifka in today’s reading assignment, students
will also discover a little about themselves through their warm-up activity: Writing I am Poems.
Resources & Materials Needed:
 Promethium Board
 Teacher Example of I Am Poem
 Instruction sheet on how to write an
I am Poem
 Student Journals
 Class set of Letters From Rifka novel,
one for each student and the
teacher
Accommodations and Plan for Differentiation:
 Student Journals
 Letters From Rifka Study Guide
Questions
 Vocabulary Wordle Word Cloud
Homework Assignment Sheet
 Vocabulary Prediction Chart
This particular unit in itself is a plan for differentiation. I chose this book because as a
whole, these two classes are on lower reading levels, and third period is inclusion Language
Arts. The book is shorter and easier to comprehend than my other classes’ novel study, while
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also having great literary merit and value. Since I will only be using Letters From Rifka for my
second and third period classes, I am choosing to use Number the Stars (Lowry) with my first
and fourth period. In today’s activities, I will not force anyone to read aloud that does not want
to. Some of the students are very self-conscious about their reading abilities; therefore I will
not make anyone who feels uncomfortable read during our pop-corn reading time. I have also
arranged for certain students with limited vision to sit near the Promethium Board and will
allow them to move closer if they need to.
Agenda/Activities of this class:
Review/Student Readiness for the lesson: (Opening)
 Who Are You? Introducing the story to students and meeting the main character in our
book, Rifka. I will tell the students a little about this young lady character and give them
a little overview of the book. (5 minutes)
Journal: (Warm-Up Activity and Guided Practice)
 Writing I Am Poems: This will be modeled on the Promethium Board and students will
be given an instruction sheet for what goes on each line of their poem. Students who
would like to share their poem will also be given the opportunity to do so. (15 minutes)
Whole group and small group work:
 The class will begin reading Letters from Rifka: Students will already be sitting in a circle
(I will arrange their desks prior to class) and we will begin “pop-corn” reading. I will
start with a volunteer and each student will choose one of their peers to read until I tell
them to choose someone new. We will read pages 1-9 in the book together.
 I will also give them the Letters From Rifka Study Guide that I created for the book.
 After reading aloud, I will let them work with a partner to answer the questions from
what we just read. (25 minutes total for reading and answering questions)
Assessment:
Formative: I will walk around and observe students while they are writing their I Am Poems and
will be available for questions on their Rifka Study guide.
Summative: I plan on telling students that this study guide is basically going to be their test and
will count as a test grade because of how long it is and all the materials it covers within the
book. I have chosen not to give them a standardized test at the closure of the unit. Instead, I
will be assigning Writing for Understanding activities and this study guide. Though it is long, it
covers the whole book and holds students responsible for their answers. They will be aware
from day one that this is very important and crucial to making a good grade on the unit.
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Homework Assigned:
 Read pages 10-19. Students should also fill in study guide questions pertaining to their
reading for that night (students already have to complete 30 minutes of reading each
night, so throughout the unit their 30 minutes will be reading this book)
 Go over Vocabulary Homework assignment (10 minutes) that will not be due until next
MONDAY. Therefore, students have one week to complete their vocabulary homework
and fill in their Vocabulary Prediction Chart which will also be due on MONDAY (we will
work on this chart throughout the unit during class time when we come to the word in
the text we will stop, and discuss the word for the students to fill in on their chart. If the
word is encountered during homework reading students must write it down and make a
prediction. We will discuss the word in class the following day and make sure students
have the correct understanding of their word written in their chart).
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How to Write an “I Am” Poem
I am (two special characteristics)
I wonder (something you are actually curious about)
I hear (an imaginary sound)
I see (an imaginary sight)
I want (an actual desire)
I am (the first line of the poem restated)
I feel (a feeling about something)
I worry (something that really bothers you)
I cry (something that makes you very sad)
I am (the first line of the poem repeated)
I understand (something you know is true)
I say (something you believe in)
I dream (something you actually dream about)
I try (something you really make an effort about)
I hope (something you actually hope for)
I am (the first line of the poem repeated)
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I am Poem
(Teacher Example)
I am creative and hopeful
I wonder why so many horrible things go on in the modern world I live in
I hear student’s footsteps
I see pencils gliding over paper
I want a house to call my own
I am creative and hopeful
I feel happy that I am a teacher
I worry about my grades and having money
I cry during sad love movies
I am creative and hopeful
I understand that only I can create my destiny
I say I am a good Christian
I dream that everyone in the world is loved by someone
I try to not judge other people or talk about them
I hope that I will lead a fulfilling life
I am creative and hopeful
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Letters from Rifka: Questions to Guide Reading
September 2, 1919
1. Over the course of what years does the novel take place?
2. What is the relationship between Rifka and her brother Saul? Do you think this relationship will
change as the book unfolds? Why or why not?
3. Why are Rifka and her family running away so quickly all of a sudden?
4. What does Uncle Avrum say is Rifka’s “gift”? Why is it an important skill for Rifka?
5. What is Rifka really hiding in her rucksack? What does she tell the guard she has inside of it?
6. What would you do if you were Rifka in this opening section? How would you feel?
7. Where does Rifka write this first letter?
September 3, 1919
8. What are Rifka and her family told to do when they get to Poland? What are they told will
happen if they don’t do this?
9. Why do you think Rifka’s mother was acting so brave?
10. What was stolen from Rifka’s family?
11. What was Russia like for Rifka and her family? Are they wealthy or poor?
October 5, 1919
12. Why did the family have to stop in Motziv?
13. Name at least three symptoms Rifka has. What disease does she have?
14. What does Rifka hear the doctor say about her? How would you feel if you heard a doctor say
this about you?
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15. What does Rifka’s dream mean? What was she doing in her sleep?
November 3, 1919
16. How is Rifka’s relationship with her brother Saul changing in this letter?
17. What does the innkeeper’s daughter do to Rifka?
18. What does the kind doctor at the hospital tell Rifka about typhus?
19. Do you think TOVAH is wealthy? Why or why not?
20. How would you feel if your house was always inspected, like Rifka’s family experiences?
November 27, 1919
21. Where is Rifka’s family going now? Why are they going there?
22. What do we find out about Rifka’s older brothers in this chapter? Where are they and why
doesn’t she know them?
23. How does Rifka describe Poland?
24. What does Rifka say she will do when she reaches America?
25. Why is the Pushkin book of poetry so important to Rifka?
November 30, 1919
26. Why does the doctor say Rifka can’t go to America?
27. How scared would you be if you thought your whole family might leave to live in another
country without you?
28. What happens with Rifka and the orange?
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29. What is Warsaw like?
December 1, 1919
30. What is the HIAS and what do they do for Rifka’s family?
31. Where can Rifka go for a cure?
32. What does Rifka say she feels like now? Why can she not go back to Berdichev?
February 25, 1920
33. Why is Mama’s gold locket so important?
34. What kind of things does Rifka’s father tell her about in his letters?
35. What special day passes in Rifka’s life while she is living with Marie and Gaston?
36. What happened to the doll Rifka received for her ninth birthday?
37. What does Rifka make with the broom straws? What does she give herself through making this
item and saying Hebrew prayers?
38. Why does Rifka feel very ugly now?
39. Who is Sister Katherine and what does she do with Rifka?
40. Why will Rifka not go out and play with the other kids in the park?
March 17, 1920
41. Name three places or things Rifka saw while she was out in Antwerp.
42. How does Rifka get lost?
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43. What does the milkman do for Rifka? Why do you think she kissed his hand?
July 29, 1920
44. What good thing has happened to Rifka?
45. Compare how Rifka described Poland and how she now describes Belgium.
46. What new fruit has Rifka tried that she loves? What other two foods does she now love?
47. Why did she need new dresses?
48. What did Rifka save her money for? What happened when she went to buy it?
49. What does Rifka miss the most? What does she want to make when she gets to America?
September 14, 1920
50. Tell why Rifka is happy and a little bit upset at the beginning of the chapter.
51. Rifka learns many languages throughout the book. What is she learning now?
52. What helps Rifka to know that her memories of Russia are real?
53. Is there someone in your life that you care about the way Rifka cares about Tovah?
September 16, 1920
54. On her passage across the Atlantic Ocean to the United States, Rifka meets a sailor named
Pieter. What is their relationship like?
55. What object is Rifka personifying in this chapter? How do you know?
56. Who does Rifka believe is really brave? Why does she think this?
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57. What does Rifka want to do when she reaches America? Why?
September 21, 1920
58. What does Rifka compare the sky to when she opens her cabin door? What is happening?
59. What happens to Pieter? How would you feel if you were Rifka, now without her friend?
60. Name three things you think have caused Rifka to cry so much now, since she has not cried once
since she left Russia?
61. Do you think Rifka should have left her home in Russia? After all she has been through, do you
think things will get better for her once she reaches America? Why or why not? Do you think
her parents will find her?
October 1, 1920
62. How would you feel if you were Rifka, entering Ellis Island?
63. How does Rifka describe what Ellis Island is?
64. What does the statue of liberty symbolize for immigrants?
October 2, 1920
65. Why is Rifka detained at Ellis Island even if her ringworm had been cured? Do you agree with or
understand Mr. Fargate’s reasoning? Why or why not?
66. What is a social responsibility in America? Why does the HIAS lady tell Rifka she may be one?
67. Why does Rifka feel looks are more important in America than being clever?
October 7, 1920
68. How long has it been since Rifka has seen anyone in her family?
69. How is Rifka helping out at the hospital?
70. How is Rifka being motherly in this letter?
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71. What would you do if you were Rifka when she sees the Russian boy in the dining area? Do you
think what she did was right?
October 9, 1920
72. Rifka is writing a lot more often than she was at the beginning of the book. Why do you think
she is writing more now?
73. What does Saul say is different about Rifka? What gift does he bring her?
74. How do you think Saul feels about Rifka learning so much English so quickly?
75. What happened to Rifka’s Star of David? Why?
76. Why do you think the book of Pushkin is so important to Rifka? Why does Saul tell her to get rid
of it? Have you ever had an object that was this valuable to you? What was it?
77. Do you think Rifka’s family is living the “American Dream”? Why or why not?
78. What two things does Rifka want Saul to do with all the money she has saved? Could you have
given up the money the way she did? Why or why not?
October 11, 1920
79. What do Rifka and her mother do together?
80. Name two reasons why Rifka’s mother is most likely proud of her.
81. What two things does Rifka say that she is?
82. How is Ilya’s family different from Rifka’s?
83. How do you think Ilya and Rifka both feel at this point?
84. What do the doctors think about Ilya? Is it true? Why do they think this?
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October 14, 1920
85. What does Ilya do to make Rifka angry with him? Why is she so angry?
86. What misunderstanding happens between Rifka being from Russia and the incident that
occurred here in America?
87. What kind of poems has Rifka been writing?
88. On a separate sheet of solid white paper draw what Rifka is describing on page 75.
October 21, 1920
89. What happened to the baby Rifka has been taking care of?
90. What other bad thing is happening to Rifka in this letter?
91. Predict what you think will happen to Rifka and Ilya now?
92. Why does Rifka think she can never go back and live in Berdichev?
October 22, 1920
93. Name at least three things Rifka tells Ilya that he has to look forward to in America.
94. Why does Rifka try to memorize her brother’s faces? What does she do when she sees them all?
95. What does Ilya’s uncle want for him? Why is Ilya afraid of him at first?
96. Look at Rifka’s English poem that she writes on Ellis Island. What does it reveal about her?
97. How would you feel if you were Rifka when she receives her papers?
98. How has Rifka and Saul’s relationship changed over the course of the book?
99. How do you like the ending of the book? Explain.
100.
Rifka is extremely hopeful throughout the novel. What makes her this way?
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Vocabulary Prediction Chart
Vocabulary Word
Predicted Meaning
After Reading
Clue Words
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A Vocabulary Wordle
Vocabulary Homework:
Throughout our reading of Letters from Rifka, you will fill in a vocabulary chart and have this
homework assignment to go along with the vocabulary words. This homework is due MONDAY
in class.
Assignment: Choose ONE of the following activities to complete with your Word
Cloud Vocabulary…
 Make a crossword puzzle with your vocabulary words (puzzlemaker.com)
 Make flash cards for all of your words (on the front side write your word, on the back
write the definition)
 Use 10 of your vocabulary words to write a story (has to make sense and show that you
know the meaning of your words)
 Choose 10 of your words and draw a DETAILED picture to go along with each word
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Tuesday
Topic of Lesson: Historical Fiction and Setting in Letters from Rifka
NC Goal & Objectives:
5.02 Study the characteristics of literary genres (fiction and poetry) through:


Exploring how the author's choice and use of a genre shapes the meaning of the literary
work.
Exploring what impact literary elements have on the meaning of the text such as the
influence of setting or the problem and its resolution.
Goals & Objectives (student friendly terms):
 Students will learn about the genre of historical fiction and why this genre is so
important and believable. Students will also discuss two of their vocabulary words in
detail: typhus and ringworm.
Resources & Materials Needed:




Rifka…books
Promethium Board
Definition Maps
Student Journals
 Rifka Study Guide Questions
 Filling your Rucksack activity
worksheet
Accommodations and Plan for Differentiation: Students will be allowed to work with a partner
on their definition maps. I will also allow students who need extra help to use the two
computers available in the classroom to look up the diseases on a reliable medical website. I
will also allow ESL/ELL learners to write some words in their first language on their definition
maps if it is difficult to understand the English word for certain things.
Agenda/Activities of this class:
Review/Student Readiness for the lesson: (Opening)
 Have one or two students summarize what they read about in last night’s reading
assignment. They will do this out-loud so everyone is up to speed, if they missed
something in the story. At this point I will also ask some questions about the text to
check for comprehension. (5 minutes)
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Journal:
 Students will have this topic to write about in their journals: We are reading a story that
is considered historical fiction. This means that the story is NOT true, but the historical
parts like the hatred for Russian Jews actually happened. What makes this book seem
real and true? Do you think Rifka’s story could have really happened to someone?
Explain in two paragraphs. (10 minutes)
 Students will also have the opportunity to read their answers aloud if they would like to.
Guided Practice:
 As a class we will read aloud pages 20-28 of the text. Today, I will choose readers and
stop at the end of each letter in the book that we read and allow time to answer their
study guide questions. (25 minutes)
Whole group work/small group work:
 Typhus/Ringworm Definition Maps: Each student will have two definition maps to
complete about Typhus and Ringworm, since both diseases play a huge role in the story.
I will begin modeling Typhus on the Promethium Board, so students understand what
they are supposed to be doing. I will also provide page numbers where some of the
information on the diseases can be found. We will complete a large amount of this map
together. They will work with a partner on this assignment. (15 minutes)
Assessment: I will walk around and assist with study guide questions and definition maps. The
definition maps will be graded as class work. The Filling your Rucksack sheet will also be graded
as homework.
Homework Assigned:
 Read pages 29-37 and answer study guide questions.
 Filling your Rucksack: For this graphic organizer assignment, students will be asked to
draw at least five items they would keep in their “rucksack”. These items should be very
important to them. In the story, Rifka keeps her mother’s candlesticks and her few
remaining clothes/dresses in her rucksack as the family flees from Russia. It is all she
can take with her when her family leaves and begins their adventure toward America.
On the back of the sheet they have to list each item they drew inside their rucksack and
tell why they would bring that particular item with them if they were leaving home.
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Filling your Rucksack…
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Wednesday
Topic of Lesson: Literary Elements in Rifka: Plot and Dialogue
NC Goal & Objectives:
5.02 Study the characteristics of literary genres (fiction and poetry) through:


Reading a variety of literature and other text (novel).
Exploring what impact literary elements have on the meaning of the text such as the
influence of setting or the problem and its resolution.
Goals & Objectives (student friendly terms):
Students will work in groups to continue reading our book. They will also complete work from
yesterday and begin creating an A-Z book on important objects dealing with the plot and
dialogue in Letters From Rifka.
Resources & Materials Needed:
 Student Journals
 Definition Maps(if not completed
the day before)
 Rucksack HW assignment
 Rifka books
 Promethium Board
 Study Guide Questions
 Teacher Example of an A-Z book
 White computer paper (2 pieces per
student)
 Markers, crayons, colored pencils
Accommodations and Plan for Differentiation: Today will be a more hands-on and
cooperation based lesson. If some students would like to read on their own, rather than in
groups, I will allow them to do so. I will also model every step of the folding process for the
construction of the A-Z Booklet. Once students get started I will be available to help with ideas
for the ABC booklet. ESL/ELL students will be allowed to put some words in the own language if
they would like. They just need to be able to explain to me what the word has to do with the
story.
Agenda/Activities of this class:
Review/Student Readiness for the lesson: (Opening)
 Complete typhus and ringworm maps if not completed the day before, since I did not
make this a homework assignment. (5-10 minutes)
 In this time students can also finish their rucksacks if not completed last night, but they
must turn it in when time is up.
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Journal: When two people talk back and forth it is called dialogue. At the bottom of page 30 in
your book Rifka and her father are involved in a dialogue. In a paragraph explain what they are
talking about and why Rifka now feels like an orphan.
 I will certainly call on at least one student to make sure students grasp the concept of
dialogue and understand what they read last night for homework. (10 minutes)
Small group work:
 Read in assigned groups of 3-4 students. Read over pages 38-50. Students should take
turns reading and may help each other on the study guide questions. (25 minutes)
Individual work:
 Begin creating ABC or A-Z books (http://www.readwritethink.org/classroomresources/lesson-plans/writing-books-enhance-reading-392.html) We will focus on
finding key items and ideas from the plot of Letters From Rifka. Each letter of the
alphabet will have an item to go with it. Students must write the word, draw a picture
of the word, and write why (in at least 3 sentences) this word is important to the overall
story. Each page has to have a decorated large letter on the page so I know what letter I
am looking at. I will model this on the Promethium Board. We will bind this little
booklet together later in the unit. This will NOT become homework. We will only work
on this in class over the course of the unit. (10 minutes)
Art Connection:
 Students will be coloring and drawing in their A-Z Books. I am really trying to make as
many artistic connections with these students because over the course of my time there
I have seen how engaged they are with these kind of activities and many are very
talented in expressing their knowledge through art. I will make several activities in this
kind of format throughout the unit.
Assessment:
 I will be monitoring student progress as they read and create their A-Z booklets.
 The A-Z Booklets will be a class work grade upon completion at the end of the unit. I am
making them due the day after I wrap up the unit.
Homework Assigned:
 Finish any reading and study guide questions not completed in group work time.
 Read pages 51-63 and answer study guide questions.
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Thursday
Topic of Lesson: Character Analysis of Rifka Nebrot and Internal & External Conflict
NC Goal & Objectives:
5.02 Study the characteristics of literary genres (fiction and poetry) through:


Interpreting what impact genre-specific characteristics have on the meaning of the
work.
Exploring what impact literary elements have on the meaning of the text.
Goals & Objectives (student friendly terms):
Today students will continue their reading in our novel and answering study guide questions
with a partner. They will also create a body biography of Rifka to learn about internal and
external conflicts Rifka is facing in the book.
Resources & Materials Needed:
 Body Biography Worksheet
 Promethium Board
 Rifka Books
 Study Guide Questions
 Student A-Z booklets
 Markers, colored pencils, crayons
Accommodations and Plan for Differentiation: I will allow students to select someone they are
comfortable reading with to be their partner. However, if the class gets loud or I notice
students getting off task, I will make everyone go to their assigned seat and work on the
reading and study guide questions on their own. Students who need to move closer to the
Promethium Board while I am modeling the Body Biography will also be allowed to do so.
Art Connection: Students can make their body biographies as creative as they would like as
long as it applies to the novel, and once they have included the key elements I will be displaying
in my example.
Agenda/Activities of this class:
Review/Student Readiness for the lesson: (Opening)
 Have a student summarize their reading from the previous night. Ask if there are any
questions about the reading and check for reading comprehension. (5 minutes)
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Small Group Work:
Read with a partner of your choice (may be some groups of three). Students only have to read
pages 64-68. They should also answer study guide questions for this reading and catch up on
any they have not yet filled in. (20 minutes)
Guided Practice:
 Body Biography of Rifka: As a class we will discuss not only her role and character in the
story, but also the internal and external conflicts she faces. I am willing to let students
draw their symbols and words on the Promethium Board so they are actively using the
technology provided in our classroom. I will start off by modeling with one or two
obvious symbol like a Jewish Star of David and a pen in her hand (symbolizing how she is
always writing letters). I will then call students up to draw on the board. Everyone will
have a paper copy as well and will be following along drawing on their own body
biography. This will be completed in class. I will post these in the room or outside in the
hallway. (15 minutes)
Individual Work:
 Students will have some time to work on their ABC books. (15 minutes)
Instructional decision-making:
Today we will read first before doing our activity because the assigned text will help guide their
knowledge for the body biography. I am also trying to allow time in class for students to work
on their A-Z book so they will have it completed next week.
Assessment:
 Through the use of the body biography, I will be able to see how well students
understand the main characters life and the literary elements of internal and external
conflicts she is facing on her journey. If they do not include enough symbol or evidence
of comprehension, I will give it back to them and ask them if they could add a few more
items and guide them to the correct answers.
Homework Assigned:
 Read pages 69-77 and answer study guide questions.
 Suggestion: I will suggest students work on your ABC/A-Z book at home. Students will
not be required to do this, but it will be to their benefit, since we will not have much
time in class to complete it.
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Internal Conflicts




Name: __________
Date: ___________
Rifka
Nebrot
External Conflicts
Rifka vs. ____________________ (man vs. man)
Rifka vs. __________________ (man vs. nature)
Rifka vs. __________________ (man vs. society)
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Friday
Topic of Lesson: Writing for Understanding RAFT Activity
NC Goal & Objectives:
5.02 Study the characteristics of literary genres (fiction and poetry) through:


Interpreting what impact genre-specific characteristics have on the meaning of the
work.
Exploring what impact literary elements have on the meaning of the text.
Goals & Objectives (student friendly terms):
Students will write a RAFT to understand the different points of view that could be played out
in Letters From Rifka.
Resources & Materials Needed:
 Promethium Board
 RAFT Assignment Sheet
 Self- created Planning Sheets for
each RAFT (3)
 Wordle Word Cloud
 Rifka Books
Accommodations and Plan for Differentiation:
I will give printed versions of my Wordle to students who need it on their desk during their
vocabulary quiz and will also allow students to move closer to the board to see the words if
they need to.
Agenda/Activities of this class:
Review/Student Readiness for the lesson: (Opening)
 Take up vocabulary homework
 Short Vocabulary Test: Students will pick seven of their vocabulary words for the week
and write the definition of each word on their own notebook paper. I will demonstrate
on the Promethium Board how their paper needs to be set up so there is no confusion
and all students will have the same format. Then they will use each word correctly in a
sentence. I will have their Wordle on the Promethium Board for the quiz. (15 minutes)
Guided Practice and Individual Work:
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 Finish novel: Pages 78-87 out loud as a class in circle reading. I will already have chairs
arranged prior to class time. I will also allow time to answer study guide questions after
completion of the book with people sitting in their groups. (25 minutes)
Whole group work:
 Begin RAFT Writing Assignment: I will model the RAFT assignment on the Promethium
Board and students will each receive the Writing Activity: Final Assessment (RAFT)
worksheet I have created for this unit plan. Directions for students are listed on the
sheet. (15 minutes)
Assessment:
The RAFT assignment will count as a test grade and students will be made aware of this fact.
This will be one of their final assessments and will be graded strictly. Students will complete
planning, a rough draft, and a final draft. I am allowing the option for students to choose which
RAFT they would like to write and showing them the best way to plan for each one, so they can
better choose which one they will construct.
Homework Assigned:
 No reading homework will be assigned if students have worked hard all week long.
 I will remind them that their vocabulary homework is due Monday, but they have had all
week to work in this.
 They do however, need to make sure they have completed all their study guide
questions. These will be due on TUESDAY and count as a test grade, with each question
counting one point.
 If their planning and rough draft for their RAFT is not completed in class, this will be
their homework as well.
 Since all of these things should already be completed, they must finish their ABC books
at home. These will be due on TUESDAY, the final day of our unit.
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Writing Activity: Final Assessment (RAFT)
Role
1. Rifka
Audience
Format
Topic
Tovah
Poem
America: My New
Home
2. Tovah
Rifka
Letter
3. Ilya
Rifka
Letter
Responding to all
of Rifka’s letters
in the Pushkin
Book
Thank you letter
for all her help
and friendship
Directions:
You will choose one of the following rows to write about. Write your rough
draft on a sheet of loose-leaf notebook. Rough draft should fill the front side of
your notebook paper. The planning for your writing should be on the backside of
this rough draft. I will go over planning and requirements for all three options on
the Promethium Board. Please take notes in your journal on EACH planning I
show you so that you can easily choose the one you would like to complete.
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Favorite thing
about
America
wishing
Tovah was in
America too
discuss
brothers you
hardly knew
before
What you see
in America
How your
family is
doing
Rifka's
Poem to
Tovah
new smells in
America
compared to
ones in
Russia
Discuss your
hair: Is it still
growing?
foods you
have tried
and love in
U.S.
school in
America
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Tovah's Letter to
Rifka
Was it
okay with
Tovah
that Rifka
wrote all
Tell me
her
more
letters
about
inside of
America.
Tovah's
book?
Explain in
your
letter
How glad
you are
that Rifka
overcame
all the
awful
things
she
endured
on her
way to
America.
What it is
like now
in Russia.
Have
things
gotton
better or
worse for
Jews?
Ask
about
family.
Plans to
visit
America
one day?
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Helping me not be
so shy and proving I
was smart
Tell about new life
with uncle
IIya's
Thanks
Discuss how
learning to speak
English is coming
along
Tell how none of
these things would
be been possible
without Rifka's help
and how much he
thanks her for it
Page | 37
Monday (Week 2)
Topic of Lesson: Writing for Understanding and Incorporating Technology: Computer Lab to
construct final drafts of RAFTS and using images to envision Ellis Island
NC Goal & Objectives:
5.02 Study the characteristics of literary genres (fiction and poetry) through:


Interpreting what impact genre-specific characteristics have on the meaning of the
work.
Exploring how the author's choice and use of a genre shapes the meaning of the literary
work.
Goals & Objectives (student friendly terms):
Students will look at pictures of the teacher’s trip to Ellis Island and interpret the images and
compare them to what Rifka may have seen when she arrived in America. Students will also be
going to the computer lab to type final drafts of their RAFTS if they choose to type them.
Resources & Materials Needed:
 Miss Eckard’s Ellis Island Journey
PowerPoint
 Themed Writing Paper
 Promethium Board
 Computer Lab computers
 Drawing implements (crayons,
markers, etc.)
 Plans and rough drafts of students
to take to the computer lab
 Sheet to record writing conferences
with each student
Accommodations and Plan for Differentiation:
I am allowing the students to choose whether they would like to hand-write their final drafts on
themed paper, or use the computer to type-up their final drafts. I know some students are not
as confident using technology or computers. I will also allow them to ask their neighbors for
help quietly in the computer lab.
Agenda/Activities of this class:
Review/Student Readiness for the lesson: (Opening)
 Show my pictures from Ellis Island through my PowerPoint (attached separately on
Taskstream) on the Promethium Board. Students will be able to see where Rifka landed
when she got her first taste of American soil. I will discuss these pictures and ask the
Page | 38
students to imagine Rifka coming to these places. Oral discussion questions will follow.
(10 minutes)
Guided Practice/Individual Work:
 Taking students to the computer lab to type their final draft of their RAFT.
 I will tell them step-by-step how to get into Microsoft Word and begin typing. I will also
show them how to insert an appropriate border and clip-art.
 Brief Individual Writing Conferences held in computer lab with me, while students work
on their final draft. I will document their progress and go over their writing plan with
them. I will see what they have typed or written so far as well. (40 minutes spent in
computer lab)
 Final Drafts can be hand-written on themed paper or typed on the computer. RAFTS
typed on the computer will be graded more harshly than hand-written submissions due
to available spell check and grammar check. I will be available after writing conferences
to help students. I will also allow them to ask their neighbors for help quietly. Whether
completed on the computer or by hand, students MUST draw an image of their favorite
scene from the book and it must be colored. When they print their final drafts they may
begin drawing their picture. I will bring drawing tools to the computer lab and a table
will be available for students to move to and work on this element of the assignment.
Assessment:
 Take up rough drafts and planning from last week
 Take up vocabulary homework assigned a week ago
 Observing how students are coming along with final drafts in the computer lab.
Homework Assigned:
 No reading homework tonight so that students can work on completing A-Z books.
These are due TOMORROW.
 Final Drafts (if not completed in class or computer lab) due tomorrow as well.
 Study Guide Questions due tomorrow for a TEST grade.
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Tuesday (Week 2)
Topic of Lesson: Imagery Writing, Impact of Point of View, and Rifka’s Food Adventure
NC Goal & Objectives:
5.02 Study the characteristics of literary genres (fiction) through:


Interpreting what impact genre-specific characteristics have on the meaning of the
work.
Exploring what impact literary elements have on the meaning of the text such as the
influence of setting or the problem and its resolution.
Goals & Objectives (student friendly terms):
Today students will watch a short video dealing with the novel and analyze for better
understanding of the historical context and imagery found within the story. They also be
tasting foods Rifka tasted for the first time on her journey, as a fun wrapping-up-the-unit
activity.
Resources & Materials Needed:
 Internet Access for viewing YouTube
video
 Student Journals
 Promethium Board
 Tasting Rifka’s Food Journey
Worksheet
 Variety of Foods Rifka ate on her
journey (see worksheet)
Accommodations and Plan for Differentiation:
Today students will all be allowed time to finish up any homework, class work, and activities
they have not yet completed. I will expect a moderate level of quiet for students still working. I
have also let ESL/ELL students know they may incorporate some of their first language words in
their RAFTS.
Agenda/Activities of this class:
Review/Student Readiness for the lesson: (Opening)
 YouTube Video on Letters From Rifka (2 minutes)
http://www.youtube.com/watch?v=4Bui73KYdFY
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Guided Practice/Journal:
 Someone close to your age created this video as a book report and made-up what
celebrities would play which characters in a Letters From Rifka movie. As you watch the
video think about the images you see. Discuss why at least two of these images were
important in the novel. How did the music set the mood for the book we just read?
Why is it important that we get to read the story through Rifka’s FIRST PERSON point of
view? How does it change the story?
 Answer all of these questions in two paragraphs (at least 10 sentences) in your journal.
(13 minutes)
Whole group work/individual work:
 Finish up final drafts and images on the back of final draft of RAFTs (If only a few need to
finish on computer, I will allow them to use the two desktops we have in our classroom
to complete.)
 These will also be posted around room or outside in hallway so I will encourage students
to make these look really good, since everyone will be able to see them.
 Finish up ABC books if they need to (15-20 minutes to finish up any of the things listed
here). A-Z books will be due TOMORROW.
 Students who are completely finished may begin their Rifka Food Journey by getting
their food and answering their questions on their worksheets.
 Tasting Rifka’s Food Journey: Students will be allowed to sample some of the foods
Rifka tasted on her journey and some that she would have had in Russia. They will then
answer three guiding questions on a worksheet about these foods and their
incorporation into the novel. (15-20 minutes)
 All work will be taken up that has been covered in the unit.
Assessment:
 All work taken up will be graded, with the RAFTS and Study Guide Questions being
counted as test/project grades.
 Food Journey Worksheet will be taken up and will demonstrate student’s understanding
of a different culture.
 Informal Anonymous Feedback: On an index card tell me… (5 minutes)
What did you like about the BOOK?
What did you NOT like about the book?
What was your favorite assignment or activity?
What activity did you not like doing?
Do you have any questions about the book, activities, etc.?
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If students do not get to complete this, they will be allowed time at the beginning of the next
class session. I will use this to evaluate my unit and keep items and make changes for future
classes.
Homework Assigned:
 Read 30 minutes
Page | 43
Rifka’s Food Adventure – Wrapping up our Unit
Letters from Rifka
On the last day of our unit, after finishing their RAFT writing-based test, students will taste some
of the foods Rifka ate throughout her journey to America and some traditional Russian candy as well.
Students will be able to experience her “food journey” using one of the senses that is usually not
stimulated in the day-to-day classroom environment. We will be sampling the following foods:






Russian Candy
Russian Tea
Belgium Chocolate
Bananas
Ice Cream
Oranges
After you have tasted your food answer the following questions:
 Rifka has never tasted several of these foods in her life until she leaves Russia. Do you
remember trying a new food for the first time? Tell what it was and if you liked it or
not. You should also explain where you were and why you had never tried the food
before.
 Why will Rifka not tell her brother or parents about the chocolate she ate while she was
still in Europe? Do you think she may not want to brag about the good food she had
while her family may have had little to eat?
 When Rifka’s parents are in the hospital with typhus, she stays in a run-down inn with
Saul. The innkeeper’s daughter steals her food while she is there. If you were Rifka
would you have hidden your food in the first place? If you would have, what would you
have done when you realized the girl stole your food?
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Resources and Bibliography
A to Z literacy strategies . (2008). Nashville, TN: Incentive
Publications, Inc.
Feinburg, J. (2009). Wordle - beautiful word clouds .
Retrieved from http://wordle.net/
Hesse, K. (1993). Letters from rifka. Puffin. (2 class sets,
Glencoe Literature Library Edition with Related
Readings)
YouTube - letters from rifka. (2010, October 12). Retrieved from
h t t p : / / w w w . yo u t u b e . c o m / w a t c h ? v = 4 B u i 7 3 K Y d F Y
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