Theme based unit overview/Detailed sequence of 2 consecutive lessons Day/Lesson Overall Goal of Lesson Standards (content & WIDA)

Integration of 4 language domains (Reading, writing, speaking and listening Reading: the student will read informational texts about immigration Writing: The students will take notes on the new information Speaking: The students will discuss the new concepts and the information Listening: the students will listen to texts and stories Language (vocabulary, pragmatics, grammar) Student will acquire new vocabulary: immigration immigrant migration Ellis Island trunk physical examination occupation aspiration Resources Assessment

Day 1 Definitions and introduction to vocabulary and content related to immigration

Students will start activating their background knowledge about immigration, talk about living in a new place and country. The students will watch short videos made by other recent immigrants. Teacher will scaffold new vocabulary words to understand the video on Ellis Island. Student will be able to use new vocabulary and understanding to explain

ELACC5RI4: Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade 5 topic ELACC5L4: Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies

View short videos by new young immigrants, books about immigrants. Virtual tour of Ellis Island (30 minute video broken into 5-7 segments to allow for questions and clarifications of content)

Formative informal monitoring of note taking and comprehensio n

Day 2 Compare and contrast immigration in the past and now

immigration and learn about Ellis Island Student finalize video on Ellis Island. Students start reading about immigrants in the past and compare and contrast with their situation and write short narrative about what they found

ELACC5RI3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. ELACC5RL3: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

Day 3 Compare and contrast immigration in the past and now

Students will finish reading about immigrants in the past and compare and contrast with their situation and write short narrative about what they found

ELACC5RI3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. ELACC5RL3: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific

Reading: the student will read informational texts about immigration Writing: The students make a Venn Diagram to compare their situation and that of another immigrant and draft short narrative summary Speaking: The students will discuss their findings Listening: the students will listen to texts and stories Reading: the students will read informational texts about immigration Writing: The students make a T chart to compare their situation and that of another immigrant and draft short narrative summary

Vocabulary: opportunity steerage hardship quota segregated

Video on Ellis Island (remainder) Article on young boy coming to the US via Ellis or Angel Island non fiction books

Formative: review student Venn diagram and narrative

Vocabulary: opportunity steerage hardship quota segregated

Article on young boy coming to the US via Ellis or Angel Island non fiction books

Formative: review student Venn diagram and narrative

Day 4 The Keeping Quilt

Day 5 Interviewing immigrant

Speaking: The students will discuss their findings Listening: the students will listen to texts and stories Students will ELACC5RL2: Determine a theme Reading: the student read a story of a story, drama, or poem from will read the story about details in the text, including how Writing: The student immigrants and characters in a story or drama will write the main how they keep respond to challenges or how the idea their rich speaker in a poem reflects upon a Speaking: The traditions alive topic; summarize the text. students will tell the that make a story in their own colorful words America Listening: the Students will students will listen to make their teacher or others own keeping reading the story quilt The student ELACC5W2: Write Reading: the student will write informative/explanatory texts to will read interview examine a topic and convey ideas informational texts questions and and information clearly. about immigration hold short a. Introduce a topic clearly, Writing: The student interviews of provide a general observation will write sample guests. They and focus, and group related questions to ask in will review information logically; include interview their formatting (e.g., headings), Speaking: The interviews and illustrations, and multimedia students will practice write a when useful to aiding interviewing narrative about comprehension. Listening: the immigrants b. Develop the topic with facts, students will listen to they know definitions, concrete details, stories of recent

details in the text (e.g., how characters interact).

Vocabulary quilt artificial Russia Sabbath huppa to haul, bouquet traditions

The Keeping Quilt poster board, colored paper, markers, glue

Formative: observing fluency in reading and compare and contrast exercise

Vocabulary; grammar (writing skills)

sample interview questions, sample interview 2 guests will come to class for interview

Formative: review answers to interview and

quotations, or other information and examples related to the topic. c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented

immigrants

Lesson plan 1 (day 3 of the session) Theme or concept to be learned: Immigration and Immigrants in the past and today Age/Grade level: 5th grade Time required: 45 minutes

Overall goal of the lesson: Compare and contrast immigration in the past with the students own story. Students will be able to determine similarities and differences in immigration stories of the past and today, and list those in a chart Content Objectives ELACC5RI3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. ELACC5RL3: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). Explanation of how standards will guide the lesson content: The standards will be applied by allowing the students to compare informational text regarding immigrants in the past with their own story.

She will combine information from non-fiction texts, stories and their own narrative to make connections and write a short descriptive paper Language Objectives Students will be able to communicate information, ideas and concepts as necessary for academic success in the content area of Language Arts and Social Studies WIDA Standards English Language Proficiency Standard 2: English language learners communicate information, ideas and concepts as necessary for academic success in the content area of Language Arts English Language Proficiency Standard 5: English language learners communicate information, ideas and concepts as necessary for academic success in the content area of Social Studies Explanation of how standards will guide lesson content Students will focus on understanding and communication the concepts and definitions on immigration, and compare and contrast their situation to that of children in the past. They will make connections between immigration in the past and today.

Visuals/Resources/Supplementary Materials: teacher handouts, student KLW chart, internet access, story of immigrant in 1920. Key vocabulary: immigrant, immigration, Ellis Island, opportunity, steerage, hardship, quota, segregated

Sequence of the lesson day 3 Time/Part of Lesson Opening 5 minutes Objectives/Rationale Students will summarize the findings of the previous lesson, vocabulary and definition and impressions. Build vocabulary based on new story Student will skim new material and activate personal background knowledge before reading story Student will review article and compare and contrast their situation with that of the other children Students will write a short narrative comparing and contrasting the stories Student will share their story Teacher Activities Teacher will help recap and assist in recalling the main ideas of the class before Learner Activities Student will give a verbal report on the lesson before Discourse Pattern S-T Assessment Formative: listen to oral summary

Introduction of new material 5 minutes

Teacher will distribute story of boy who immigrated to the US in the beginning of the last century Teacher will explain the purpose of the assignment and assist reading the story where necessary Teacher will answer questions and supervise activity

Guided practice 15 minutes

Student will use own background knowledge to compare and contrast their story with that of earlier immigrants Student will read article and write down similarities or differences in the stories Students will write a story about the similarities and differences between her story and the other children Students read story

S-T T-S

T-S S-T

Formative: observing students insights and note taking

Independent practice 15 minutes

S-T

Formative: monitor students writing of short narrative

Closing

Teachers asks students to share their story

T-S

Summative: collect written sample

WIDA MPI Standards reference Framework: formative Standard: 2 and 5: The language of Language Arts and Social Studies Grade level cluster: 3-5 Language domain: Reading and writing Example topic: Informational texts Topic Reading Level 1 Entering Identify main idea of the immigrant story Level 2 Beginning Sequence the events in the story Level 3 Developing Identify similarities and differences in immigrant childrens stories and own story Level 4 Expanding Compare and contrast information of the story using graphic organizers (Venndiagram) Level 5 Bridging Synthesize story of immigrant and own immigration story in narrative

Lesson Plan 2: Day 4 of the session Theme or Concept to be learned: Immigration and Immigrants in the past and today; the importance of traditions Age/Grade level: 5th grade Time required: 45 minutes

Overall goal of the lesson: Students will read a story about immigrants and how they keep their rich traditions alive that make a colorful America. The student will make a quilt displaying their favorite traditions and share their stories Content Objectives ELACC5RL2: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Explanation of how standards will guide the lesson content: The standards will be applied by allowing the student to compare a narrative text regarding immigrants in the past with their own story. She

will write their own narrative and make connections about their own knowledge, and the acquired information Language Objectives Students will be able to communicate information, ideas and concepts as necessary for academic success in the content area of Language Arts and Social Studies WIDA Standards English Language Proficiency Standard 2: English language learners communicate information, ideas and concepts as necessary for academic success in the content area of Language Arts English Language Proficiency Standard 5: English language learners communicate information, ideas and concepts as necessary for academic success in the content area of Social Studies Explanation of how standards will guide lesson content The standards will be applied by allowing the student to compare a narrative text regarding immigrants in the past with their own story. She will write their own narrative and make connections about their own knowledge, and the acquired information Visuals/Resources/Supplementary Materials: teacher handouts, The Keeping Quilt, poster board, colored paper, markers, scissors, glue. Key vocabulary: quilt, artificial, Russia, Sabbath, huppa, to haul, bouquet, traditions

Detailed sequence of the lesson: day 4 Time/Part of Lesson Opening 5 minutes Objectives/Rationale Student will summarize the findings of the previous lesson, vocabulary and definition and impressions. Students will familiarize themselves with new vocabulary before reading the story Teacher Activities Teacher will invite student to recap the prior activities, definitions and impressions Learner Activities Student will give an oral report on what she learned in the prior session Discourse Pattern T-S S-T Assessment Formative: oral; student will share examples of prior lesson and demonstrate understanding of concepts Formative: oral student will demonstrate familiarity with new definitions

Introduction of new vocabulary 5 minutes

Teacher will scaffold new vocabulary found in the story

Guided Practice 10 minutes

Student will learn how people keep traditions alive

Student and teacher will take turns reading the story of The Keeping Quilt Teacher will start discussion of traditions in their family and invite student to relate theirs Teacher will invite the student to summarize the lesson

Independent work 20 minutes

Closing

Student will make connections to the traditions of their own family and make a quilt with the traditions they would like to keep alive Student will share work

Student will use own background knowledge to compare and contrast their story with that of earlier immigrants Student will recount the story and isolate the traditions of the characters in the story Student will use background knowledge and make connections to their own traditions

S-T T-S

S-T T-S

Formative: student will demonstrate reading fluency

T-S S-T

Formative: observe if student understood the concepts, and making connections

Student will present what she liked about the story, and how it connects to their own life.

S-T

Summative: review whether student was able to write narrative using new vocabulary

WIDA MPI Standards reference Framework: formative Standard: 2: The language of Language Arts Grade level cluster: 3-5 Language domain: Reading, speaking and writing Example topic: Narrative texts

Topic Speaking Sample Genre: Narratives

Level 1 Entering Match pictures to new vocabulary words

Level 2 Beginning Describe pictures of main characters in the story using new vocabulary

Level 3 Developing Compare and contrast information in the story with your own experiences and traditions

Level 4 Expanding Describe traditions as well as explain why they chose traditions

Level 5 Bridging Integrate story with own life experiences and draw conclusions on traditions in America