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are motivated to readbecause they relate to the strong,diverse,and resilient charactersfeatured in our selected novels and because each session gives themthe opportunity to connect what they've read to their own lives.  \nDeveloped,field-tested,and refined in our own tutoring andmentoring programs,this standards-aligned curriculum has inspiredpersistently low-performing students to engage with literature,makemeaning in their lives,and improve their English language arts skills.Now,Reading with Relevance is available to help you dig deep intothe social,emotional,and academic needs ofyour students,whetherin your classroom,after-school program,or youth developmentagency!  \nThis teacher's guide includes:  \n·A facilitator's guide with tips andresources for implementing thecurriculum  \n·Amap of Common Core Standardsaddressed through this program  \n·10 individual lesson plans,includingvocabulary,discussion questions,journal prompts,extensionactivities,and all handouts  \nMeet Haley,Holly,Esteban,Tiago,Amari,andAshton—six students who are given a space totalk each week without adults in the room.Listenin as these young people open up about theirexperiences of hardship,marginalization,andidentity,developing greater compassion for andunderstanding of each other,and themselves,through their storytelling.We chose this book for itsthoughtful attention to some powerful social andemotional themes:empathy and friendship,griefand loss,immigration and deportation,and racialidentity and privilege.Students will find themselvesrelating to and being inspired by the stories of thesestudents;this curriculum will help students buildconnections between the six students'experiencesand their own.  \n·Two assessments to monitor studentprogress throughout the program  \n·Regular checkpoints to helpteachers assess their students'progress on ELA standards  \n·A cuiminating essay-writing unit  \n·An appendix with additionalteaching resources and activities tocontinue exploring this novel  \n3  \npages 1-21  \n# Todays Theme  \n\nThe book begins with the story of Esteban,whose fatherhas been taken,most likely by immgiration;now,Estebanand his family are worried about their father's safety,andthat immigrationmay come to take them,too.immigrationand deportation are highly politicized topics in the UnitedStates,and yet also have a very personal effect of manypeople's lives and experiences.Encourage your studentsto taik about issues of immigration and deportation withcompassion and empathy.You may have students whohave undocumented family members—some of whommay have been taken and deported by immigration.Some of your students may be undocumented.Beginthe session by asking students what they aiready knowabout immigration and deportation in the United States.What have they heard,and how do they feel,about thesetopics?Help your students think about immigration anddeportation by viewing these experiences from Esteban'sperspective:How would they feel if they lost a familymember without warning?What must it be like to fearyou also might have to leave the only home you've everknown?Please refer to the Social and Emotional Topicssection of this guide's introduction for more instructionalguidance and support.  \n# Story Setup   \n\nHarbor Me explores the story of six fifth-and sixth-grade students who are brought together,each with a story to tell.While these students come from diverse backgrounds and strugglewith different issues,they learn through their storytelling that they actually share many of thesame feelings,values,hopes,and fears.  \n024  \n# Durůng Reading \n\nA Tree Grows in Brooklyn (pg.2):a novel written in 1943 byBetty Smith that follows the life of 11-year-old Francie,who lives with herfamily in Brooklyn.New York,in cheap immigrant housing during the early1890s  \nmetaphor (pg.2)and simile (pg.3):Two fi","cbCaif7eqnXDlcNy","https://ap.wps.com/l/cbCaif7eqnXDlcNy","pdf",2709427,8,"English","# Today’s Theme\n## Story Setup\n## During 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