Unit Plan

Unit Theme: Immigration during WWII / Postwar

Grade: 7th
Timeline: 5 days

Team Members: Kadi Moore Alex Hoffman Maria Loraw Alexis Oliveros
Correlating English English Spanish History
Subjects:

Essential Questions:

● What is the cultural impact of immigration?

● How can cultural identity be maintained when emigrating to a new country?

Rationale: Add connections to content and elaborate explanation of what students will know
and be able to do.
● Immigrants have different reasons for coming to the United States and have unique
stories about their journeys. Immigration is still a highly relevant and hot-topic issue.
Many students have experienced the impact of immigration, either personally or
through close association. Cultural identity is closely linked to the topic of
immigration and, through close examination of cultural identity, students can develop
social and empathy-related skills. After examining immigration during WWII, students
will better understand immigration’s history as its relevance to modern society.

Individual sections:

Subject/Teacher: English/Ms. Moore

Monday Tuesday Wednesday Thursday Friday

Standard 7.RL.2 7.RL.9 7.W.9 7.W.9 7.RI.1

s/Objecti Determine a Compare and Draw Draw Cite
ves theme or central contrast a evidence evidence several
idea of a text and fictional from from pieces of
analyze its portrayal of a literary or literary or textual
development over time, place, or informatio information evidence
the course of the character and a nal texts to al texts to to support
text; provide an historical account support support analysis of
 objective summary of the same analysis, analysis, what the
of the text. period as a reflection, reflection, text says
means of and and explicitly
understanding research. research. as well as
how authors of inferences
fiction use or drawn
alter history. from the
text.
Materials 1.Lost Boy Finds 1. The Lost Boys 1. God 1. God 1. The Lost
/Resourc His Purpose of Sudan - Mark Grew Tired Grew Tired Boys of
es (Youtube) Bixler. of Us - of Us - Sudan -
2.Begin: The Lost 2. Video “From Christopher Christopher Mark Bixler
Boys of Sudan - Sudan to the Quinn Quinn
Mark Bixler United States”
3.Effective analysis
sample.
Instructi Pre: KWL on Sudan Pre: Before Pre: Before Pre: Pre:
onal Civil War as a class. reading students watching Students Students
Plans (3 And watch LBFHP will focus on the film, will review will make
literacy on Youtube as a vocabulary that the their predictions
events) frontloading will be present in students prewriting and
activity. the reading as will look at and discuss inferences
Discuss difference well as the video. the website their 3 body for the
between During: The godgrewtir paragraphs next part
immigration, students will edofus.com in tables. of the
migration, create a double Take notes. During: story.
refugees bubble map to During: The Students During:
During: Complete compare and students will do a Students
Effective Analysis contrast the will post to commentar will stop
worksheet. accounts of the the “live y while frequently
Post: students will video and the feed” their watching to check
summarize their accounts in LBOS. observation the film, the their
analysis of the Post: The tables s. teacher will inferences
video LBFHP and will review the Post: take notes. Post:
after the group will and restate what Students Post: students
write a written they each have will begin Students will reflect
summarization and for their double writing will on the
turn it in. bubble map. their review complete inferences
of the text. their rough they made
draft of the and see
review of how
lit. they’ve
 connected
orhow
they’re
different.
Performa Students will fill Students will Begin a Presenting Group
nce out the graphic write a short review of prewriting discussion,
Tasks/As organizer/effective compare and the to group. inference
sessment analysis worksheet contrast documenta Rough draft making.
s before we begin summary using ry. of Review
reading LBOS. This their double Prewriting of Lit
will count as their bubble map. plan completed.
participation for completed
the day. as exit
ticket.
Integrati 1. Graphic 1. Graphic 1. Exit 1. 1.
on of Organizer Organizer - ticket Interacting Reflections
course 2. KWL chart Double bubble 2. with texts. and
materials 3. Summary of map Interacting metacognit
Analysis 2. Compare and with texts. ive
Contrast thinking.
 Individual sections:

Subject/Teacher: English/Ms. Hoffman

Monday Tuesday Wednesday Thursday Friday

Standards 7.RL.2 7.RL.2 7.RL.3 7.RL.2 Determine 7.RL.9 Compare and
& Determine a Determine a Analyze how a theme or contrast a fictional
Objectives theme or theme or particular central idea of a portrayal of a time,
central idea of central idea elements of a text and analyze place, or character and a
a text and of a text and story or drama its development historical account of the
analyze its analyze its interact (e.g., over the course same period as a means
development development how setting of the text; of understanding how
over the over the shapes the provide an authors of fiction use or
course of the course of the characters or objective alter history.
text; provide text; provide plot). summary of the
an objective an objective text.
summary of summary of
the text. the text.

Materials/ -Weedflower -Weedflower -Weedflower by -Weedflower by -Weedflower by Cynthia

Resources by Cynthia by Cynthia Cynthia Cynthia Kadohata
Kadohata Kadohata Kadohata Kadohata -PowerPoint
-PowerPoint -PowerPoint -PowerPoint -PowerPoint -Lit circle packet
-Lit circle -Lit circle -Lit circle -Lit circle packet
packet packet packet
-News ELA
article about
Japanese
internment
camps
https://newsel
a.com/read/go
vt-japanese-
relocation-
world-
war/id/26365/
Instruction Pre-reading: Pre-reading: Pre-reading: Pre-reading: Pre-reading: Complete
al Plans (3 Review Complete Complete free- Complete free- free-writing prompt
literacy vocabulary, free-writing writing prompt writing prompt
events) annotate prompt Reading: Read aloud to
article about Reading: Read Reading: Read the class periodically
Japanese Reading: aloud to the aloud to the class asking questions and
internment Read aloud class periodically engaging in discussion
camps, engage to the class periodically asking questions
in think, pair, periodically asking and engaging in Post-reading: Complete
share asking questions and discussion corresponding lit circle
discussion questions engaging in packet page in groups.
Reading: Read and engaging discussion Post-reading: Complete page as
aloud to the in discussion Complete homework, fill out
class Post-reading: corresponding lit reflection section and
periodically Post-reading: Complete circle packet come to class prepared
asking Complete corresponding page in groups. to discuss on monday.
questions and correspondin lit circle packet Complete page
engaging in g lit circle page in groups. as homework.
discussion packet page Complete page
in groups. as homework.
Post-reading: Complete
Complete page as
corresponding homework.
lit circle packet
page in
groups.
Performan Frontloading/ Lit circle Lit circle groups Lit circle groups Lit circle groups focused
ce Tasks/ connections to groups focused on: focused on: on:
Assessmen previous focused on: summary, plot summary, summary and outside
ts experiences summary, development character analysis connections
characters, and vocabulary and vocabulary
and in-class reading
vocabulary in-class reading in-class reading

in-class
reading

Integration Pre- Interacting Interacting with Interacting with Interacting with text
of course knowledge/ex with text text text
materials perience Reflection/metacognitiv
Metacognitiv Vocabulary Reflecting on e thinking
Graphic e thinking development reading and
organizer comprehension
Graphic Graphic
 organizer organizer Graphic
organizer

Individual sections:

Subject/Teacher: Spanish/Ms. Loraw

Monday Tuesday Wednesday Thursday Friday

Standards/ IC IC IC IC IC
Objectives Novice Novice Novice Novice Novice
1. Participate in 1. Participate in 1. Participate in 1. Participate 1. Participate in
conversations on conversations conversations in conversations
familiar topics by on familiar on familiar conversation on familiar
using simple topics by using topics by using s on familiar topics by using
sentences. simple simple topics by simple
IL Intermediate sentences. sentences. using simple sentences.
1. Understand IL Intermediate IL Intermediate sentences. IL Intermediate
the main idea in 1. Understand 1. Understand IL 1. Understand
short, simple the main idea in the main idea in Intermediate the main idea
messages, short, simple short, simple 1. in short, simple
presentations, messages, messages, Understand messages,
and overheard presentations, presentations, the main presentations,
conversations on and overheard and overheard idea in short, and overheard
familiar topics. conversations conversations simple conversations
IR on familiar on familiar messages, on familiar
Novice topics. topics. presentation topics.
1. Understand IR IR s, and IR
familiar words, Novice Novice overheard Novice
phrases, 1. Understand 1. Understand conversation 1. Understand
sentences, and familiar words, familiar words, s on familiar familiar words,
sometimes the phrases, phrases, topics. phrases,
main idea within sentences, and sentences, and IR sentences, and
short and simple sometimes the sometimes the Novice sometimes the
texts related to main idea main idea within 1. main idea
everyday life. within short short and simple Understand within short
PS Intermediate and simple texts related to familiar and simple
1. Present texts related to everyday life. words, texts related to
information on everyday life. PS Intermediate phrases, everyday life.
familiar topics by PS Intermediate 1. Present sentences, PS Intermediate
using a series of 1. Present information on and 1. Present
simple sentences information on familiar topics sometimes information on
PW Intermediate familiar topics by using a series the main familiar topics
1. Write and by using a of simple idea within by using a
 share short series of simple sentences short and series of simple
messages about sentences PW simple texts sentences
familiar topics PW Intermediate related to PW
using a series of Intermediate 1. Write and everyday life. Intermediate
simple sentences 1. Write and share short PS 1. Write and
share short messages about Intermediate share short
messages about familiar topics 1. Present messages about
familiar topics using a series of information familiar topics
using a series of simple on familiar using a series of
simple sentences topics by simple
sentences using a series sentences
of simple
sentences
PW
Intermediate
1. Write and
share short
messages
about
familiar
topics using a
series of
simple
sentences
Materials/ Story Interview, in Photo Essay Influence of Poem about
Resources -Primer días en Spanish, with a http://time.com language: the melding of
las uvas former bracero /4711867/brace https://www Mexican and
worker: ro-program-sid- .loc.gov/teac American
https://dp.la/pr avery/ hers/classroo Foods:
imary-source- mmaterials/p https://cla.umn
sets/sources/73 resentations .edu/sites/cla.u
andactivities/ mn.edu/files/th
Article presentation e_mexican_san
http://articles.l s/immigratio gwitch.pdf
atimes.com/20 n/alt/mexica
10/oct/15/local n_voc.html
/la-me-tobar-
20101015
Instructional Pre-reading: Students will Students will Students will As a whole class
Plans (3 Why do people listen to the view the read the we will discuss
literacy move from one interview and different photos letter. the different
events) place to another? write down the in the photo Individually, foods that
Have you ever words they essay. they will came by way of
moved? What understand in Teacher will highlight the immigration to
 was it like? How Spanish. After teach words that the united
do you think watching in vocabulary that have Spanish states.
fruits and Spanish, they will help with origin. We Students will
vegetables get will summarize the upcoming will have a read the poem
from the fields what the activity. whole class and as a whole
where they are interview was discussion class we will
grown to stores? about (in about the discuss the
Reading: english). words and following:
Students will take Students will how they Identify
turns reading the then be given have Spanish examples of
ethnic formation
book aloud. the script in origin.
and cultural
After Reading: English to Teacher will
exchange in the
Students will compare their teach the Sanchez poem.
discuss what they understanding. words. In How does
thought of the Teacher will groups, Sanchez employ
story. teach new students will food to
vocabulary. brainstorm represent and
and see if discuss facets of
they can ethnicity,
come up tradition, and
with more change?
What role has
words.
the United States
played in altering
Mexico's culinary
traditions?
Students will
examine
together to
hypothesize
about
globalization's
effects on
culinary
traditions and
eating practices?
Performance Students will be Students will be Students will Students will Individually
Tasks/ given a graphic writing down pick one of the share out students will
Assessments organizer to words they photos and their findings create a new
answer understand. create a journal in groups. food/culinary
questions. After A short entry in the They will experience
whole class summary will target language them share using items
discussion of the be completed detailing the out to the from both
story, students by the students events of that whole class countries. They
will break off into as an exit ticket. day in which the the words will draw the
 groups to create photo was that they item and make
a dialogue. They taken. discovered a list of
will be given a At a future date, had Spanish ingredients and
few situations students will origin. also give
from which to print the photo directions on
choose from and they chose and how to create
will need to attach with it the food item.
create their story their journal
from there using entry. We will
a storyboard. then have a
class period
where there will
be a “gallery
walk” and
students will be
able to share
with one
another.
Integration of Graphic Exit Tickets, Interacting with Metacognitiv Interacting with
course Organizers, text, e thinking text,
materials Interacting with Sentence Stems Sentence Stems
Text

Individual sections:

Subject/Teacher: History Alexis Oliveros

Monday Tuesday Wednesday Thursday Friday

Standards/Obj C.1.S.1. C.1.S.1. PO 8. C.1.S.1 PO. 5 C.1.S.1 PO. 5 C.1.S.1 PO7
ectives PO.1.American Describe two Describe the Describe the Analyze cause and
History: Construct points of view relationship relationship effect
timelines (e.g. on the same between a primary between a primary relationships
presidents/world historical source and a source and a among individuals
leaders, key events, events. secondary source secondary source and/or historical
people of the document C.1.S.1. document C.1.S.1. events
historical era being PO 8. Describe two PO 8. Describe two
studied.) points of view on points of view on
the same historical the same historical
events. events.
Materials/Res Reading: One Eye Reading: One Reading: One Eye Reading: One Eye Reading: One Eye
ources Laughing, the Other Eye Laughing, Laughing, the Other Laughing, the Laughing, the
Weeping the Other Weeping by Barry Other Weeping by Other Weeping by
by Barry Denenburg Weeping by Denenburg Barry Denenburg Barry Denenburg
 Barry Primary Source Secondary Source
Denenburg Oral History: the Article: The
Immigration Braceros in WWII Bracero Program
Quotas during and U.S.
WWII Immigration by
Julia Gasca
Instructional Frontloading: Class Bell work: Before activities Before activities Students will
Plans (3 discussion on write a teacher will briefly teacher will briefly discuss One Eye
literacy knowledge about summary 3-4 discuss what a discuss what a Laughing, the
events) immigration. Ask sentences on primary source is. secondary source Other Weeping by
students if they are what you read Students will have is. Barry Denenburg,
or know any about One Eye a copy of the Students will read they will say
immigrants. Laughing, the transcript of oral article in partners whether they
Guided note: WWII Other Weeping history, as a class where they will liked the book or
notes, talk about Class we will listen to an annotate and write not.
persecution in discussion, any account. Students words that they Students will
Europe and why questions, will write what they aren’t sure of in decide on one of
Europeans wanted comments, or found most their word bank. the two prompts:
to immigrate to the concerns on interesting. After students will 1. Write a
United States. reading Exit Ticket, write write about the compare and
Students will write Students will what their own causes and effects contrast essay on
any words from analyze quotas words what a the Bracero refugees from the
lecture they don’t and place primary source is Program had and middle east of
know and define themselves in whether they today from those
them in word bank the role of a thought it was of Europe during
refugee writing positive or negative WWII. 2. Write in
to a pen pal in and make a the role of a US
the US. (Only propaganda poster policy maker and
some students to represent the write how they
roles will make program either for can could better
it to the US) or against. enhance the
Exit Ticket, write Bracero program
what their own or cancel it in all
words what a and why.
secondary source is Students will do
independent
research and ask
teacher questions
along the way.
By the end of
class students will
have to give a
thesis sentence
for one of the
 prompts as an exit
ticket
Performance Informal Letter, in this Informal Propaganda poster Essay
Tasks/Assessm assessment on student will assessment on on the Bracero Informal
ents students discussion give class discussion Program with assessment on
Guided Notes, information Exit ticket, cause and effect class discussion
students will turn learned about understanding of a information
Homework: how many primary source Exit ticket,
timeline on how the quotas work differences of a
Nazi regime and take secondary source
persecution information and primary source
escalated from their
book to make
the letter
relatable to
those times.
Integration of Vocabulary Word Vocabulary Compare and Interacting with the Online research
course Bank Word Bank Contrast text development
materials Interacting Vocabulary Word Vocabulary bank Reflective thinking
with the text Bank Compare and
Metacognitive Exit Ticket contrast
thinking