Standards Correlations

R.1, R.2, R.3, R.4, R.7, W.3, SL.1, R.4, R.6

Learning Objective

Students will read and summarize an article about a teen forced to flee Ukraine because of the war.

Key Skills

summarizing, text features, vocabulary, detail, cause and effect, sequence of events, critical thinking, narrative writing

Complexity Factors

Purpose: Through the lens of one teen’s experience, the article relates information about the war in Ukraine. 

 

Structure: The text includes narrative and informational passages. 

 

Language: The language is mainly conversational. 
 


Knowledge Demands: Some knowledge of European geography will be helpful.

Levels

Lexile: 600L-700L 

Guided Reading Level: R 

DRA Level: 40

SEL Connection

This story and lesson plan promote social awareness. 

Lesson Plan: “I Left My Life Behind”

Essential Questions

  • What is a refugee? What does the world owe to refugees? 
  • How do wars start? How do they end? 

Literature Connection

  • Novel: Refugee by Alan Gratz 
  • Novel: Unsettled by Reem Faruqi 

1. Preparing to Read 

Preview Text Features (15 minutes)

Guide students to locate the article. Then preview the text features by asking the following questions:

  • Read the story’s title and subtitle (the text to the right of the title). What does Maksym mean when he says he left his life behind? Where did he leave it? Maksym means that he had a life (a home, and probably a school, friends, some favorite activities, and more) in Ukraine, and that he had to leave it all behind to escape danger.
  • Find Ukraine on the map. It shares a border, or edge, with Russia. What other countries share a border with Ukraine? Belarus, Moldova, Romania, Hungary, Slovakia, and Poland share a border with Ukraine.

Preview Vocabulary (10 minutes)

  • Point out the vocabulary box. Read the words (flee, invaded, independent, loyal, refugees, descent) and discuss the definitions.
  • Play the Vocabulary Slideshow.

Make a Plan for Reading 

Before students start to read, walk them through a reading plan:

  • Set a purpose for reading by explaining to students that the article “‘I Left My Life Behind’” will provide information about the situation in Ukraine and about one teen’s experience with it. 
  • Point out the Pause and Think boxes. Tell students they can check their understanding of what they’ve read by answering these questions.
  • Point out the activity at the end of the article, and tell students they will complete it after reading. Encourage them to briefly scan the questions and to keep them in mind as they read. 

2. Reading and Unpacking the Text

Guide students to read the article. Once they understand it well, discuss the following close-reading and critical-thinking questions.

Close-Reading Questions (15 minutes)

  • When did Russia invade Ukraine? (detail) Russia invaded Ukraine on February 24, 2022.
  • Why did Maks’s dad stay in Ukraine when Maks left? (cause and effect) Maks’s dad stayed in Ukraine to protect their home.
  • What steps did Maks take to get from Ukraine to New York? (sequence of events) Maks’s dad drove him to Ukraine’s border with Poland. Maks spent two nights in a hotel. Then he took a plane to New York.

Critical-Thinking Question (10 minutes)

  • The article says that Maks received a warm welcome in New York. What are some things that community members can do to help refugees in their community feel welcome? (critical thinking) Answers may vary. Students might say that community members can invite refugees to join school or neighborhood activities, bring them food or supplies, or simply make an effort to be friendly and get to know them.

Guide students to read the article. Once they understand it well, discuss the following close-reading and critical-thinking questions.

Close-Reading Questions (15 minutes)

  • The author begins the article by describing an imaginary situation in which you, the reader, are caught by a scam. Why do you think she starts this way? What does she want you to understand about scams? (author’s purpose) By having you imagine yourself getting scammed, the author makes it easier for you to understand how scammers get people’s attention and how quickly and easily a person can be tricked.
  • Based on the section “Scam 2: Click Right Here,” what information should you keep to yourself in order to avoid being scammed? (problem and solution) Based on the text, you can avoid being scammed by not sharing your password or other personal information.
  • Based on the section “Scam 3: Social Media Stardom,” what should you NOT expect when applying for a real job? (reading for information) When applying for a real job, you should not expect to be asked for money. 

Critical-Thinking Question (5 minutes)

  • To scam someone is to steal from them. It’s against the law. Why might someone choose to do this instead of working to earn money in a legal way? (critical thinking) Answers may vary. Some students might say that scamming someone is a quicker and easier way to get money than working. Others might say that scammers get satisfaction from tricking people. 

3. Skill Building and Writing

  • Have students work in pairs to complete the Spotlight Skill activity at the end of the article.
  • Use our Summarizing Skill Builder, available in higher- and lower-level versions. (Click here to view all your Skill Builders for this article.)
  • Writing prompt: Imagine that your school has a few new students who moved to the U.S. because of the war in Ukraine. Your teacher has asked you to make a speech to welcome these students at the start of the day. Write a few lines that you will say to these students. Think about how the students might be feeling and what you, your school, and your city or town can offer them.

Learn Anywhere Activity

An enrichment activity to extend the learning journey at home or in the classroom

Plan a Fund-raiser

Watch our video “We Stand With Ukraine.” In this video, you’ll be introduced to a group of students who sold items to raise money for UNICEF, an organization that is helping the people of Ukraine. You can help in the same way! Here’s how:

  • Decide on something to sell. It can be baked goods, used books, or something else you think people will buy. 
  • Ask people to donate items to sell. Your friends, neighbors, and classmates will probably be happy to help out. 
  • Find a space for your sale. You can ask a school staff member to suggest a place on your school grounds, or you can find a public space near your home that will allow you to sell items there.
  • Choose a time and date for your sale. Think about when the greatest number of people will be able to come. Right after school? Or would a Saturday morning be better?
  • Spread the word. Use texts, flyers, or social media to let people know about your sale. The more people who come, the more money you’ll raise!
  • Gather supplies. You’ll likely need at least one table, some chairs, and a container to keep money in. (Also, you might want to make a sign so people walking by will know the sale is a fund-raiser for UNICEF.)
  • Donate the money. After the sale, go to unicefusa.org to give the money to UNICEF. (You’ll need the help of an adult for this part.)

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