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 students 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 stories Language (vocabulary, pragmatics, grammar) Students will acquire new vocabulary: immigration immigrant migration Ellis Island trunk physical examination occupation aspiration process opportunity manifest quarantine detained Resources Assessment

Day 1 Definitions and introduction

Students will start activating their background knowledge about immigration, talk about living in a new place and country. The students will listen to short videos made by other young immigrants. Teacher will scaffold with new vocabulary words and students will be able to use new vocabulary and understanding to explain immigration

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 minute segments to allow for questions, clarifications and discussions on content)

Formative: informal monitoring of speaking, note taking and comprehensio n

Day 2 Definitions and introduction

and start learning about Ellis Island Students will finalize video on Ellis Island. Students will be able to use newly acquired vocabulary and understanding to explain immigration and learn about Ellis Island

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

Reading: the students 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

Students will acquire new vocabulary: immigration immigrant migration Ellis Island trunk physical examination occupation aspiration process opportunity manifest quarantine detained

Continue virtual tour of Ellis Island (30 minute video broken into 5-7 minute segments to allow for questions and clarifications)

Formative: informal monitoring of note taking and comprehensio n

Day 3 Compare and contrast immigration in the past and now

Students will learn about immigrants in the past and compare and contrast with their situation

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 students will read informational text about immigration Writing: The students use a venn diagram to compare situation and that of another immigrant Speaking: The students will discuss findings

Vocabulary: opportunity steerage hardship quota segregated bunks official

Article on young boy coming to the US via Ellis Island dictionary picture books

Formative: review students chart

Day 4 Compare and contrast immigration in the past and now

Day 5 The Keeping Quilt

Listening: the students will listen to texts and stories Students will ELACC5RI3: Explain the Reading: the use the relationships or interactions students will read information between two or more individuals, informational texts gathered in events, ideas, or concepts in a about immigration previous lesson historical, scientific, or technical Writing: The to write a short text based on specific students use a venn narrative about information in the text. diagram to compare what they situation and that of found ELACC5RL3: Compare and another immigrant contrast two or more characters, and draft short settings, or events in a story or narrative summary drama, drawing on specific Speaking: The details in the text (e.g., how students will discuss characters interact). her findings Listening: the students will listen to texts and stories Students will ELACC5RL2: Determine a theme Reading: the read a story of a story, drama, or poem from students will read the about details in the text, including how story immigrants and characters in a story or drama Writing: The how they keep respond to challenges or how the students will write their rich speaker in a poem reflects upon a the main idea traditions alive topic; summarize the text. Speaking: The that make a students will tell the colorful story in their own America. The words students will Listening: the create their students will listen to own Keeping teacher or others Quilt with the reading the story

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

Students will acquire new vocabulary: opportunity steerage hardship quota segregated bunks official

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

Formative: review students chart and narrative

Students will acquire new vocabulary: quilt artificial Russia Sabbath huppa to haul bouquet traditions

The Keeping Quilt poster board colored paper glue scissors

Formative: observing fluency in reading and applying concepts of traditions

traditions they cherish and want to keep alive

Lesson plan 1 (day 4 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 venn diagram 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, books, venn diagram, internet access, story of immigrant in 1920. Key vocabulary: immigrant, immigration, Ellis Island, opportunity, steerage, hardship, quota, segregated, detained, bunks

Sequence of the lesson day 4 Time/Part of Lesson Opening 5 minutes Objectives/Rationale Students will summarize the findings of the previous lesson, vocabulary and definition and impressions. The students will build on last lessons and acquire new vocabulary based on new story of boy who came through Ellis Island in early in the 20th century. Students will skim new material and activate personal Teacher Activities Teacher will help recap and assist in recalling the main ideas of the class before Learner Activities Students 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

Students will use own background knowledge to

S-T T-S

Formative: students will demonstrate understanding by

background knowledge before reading story

to the US in the beginning of the last century

Guided practice 15 minutes

Students 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 Students will share their story

Independent practice 15 minutes

Teacher will explain the purpose of the assignment and assist reading the story where necessary Teacher will answer questions and supervise activity

compare and contrast their story with that of earlier immigrants. Teacher will model and use venn diagram and the use of language. Students will read article and write down similarities or differences in the stories Students will write a story about the similarities and differences between their story and the other children Students read story

filling in venn diagram

T-S S-T

Formative: observing students insights and note taking

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 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 organizer (venn diagram)

Level 5 Bridging Synthesize and integrate story of immigrant and own immigration story in narrative

Assessment of students: Zo Nu, the 5th grader, reached the expanding/bridging level. Her vocabulary is growing steadily, and she is able to express herself clearly. She was able to address the assignment well, however she still needs help making more complex sentences. Sahr, the 7th graders is situated between the developing and expanding level. She understands the content, but is struggling to express herself clearly and understandably.

Lesson Plan 2: Day 5 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 students 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 students to compare a narrative text regarding immigrants in the past with their own story. They will use the information to make connections with their own knowledge and the acquired information, and illustrate their understanding by decorating a quilt with their favorite traditions.

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 students to compare a narrative text regarding immigrants in the past with their own story. They will use the information to make connections with their own knowledge and the acquired information, and illustrate their understanding by decorating a quilt with their favorite traditions. Visuals/Resources/Supplementary Materials: 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 5 Time/Part of Lesson Opening 5 minutes Objectives/Rationale Students will summarize the findings of the previous lesson, vocabulary and definition and impressions. Teacher Activities Teacher will invite students to recap the prior activities, definitions and impressions Learner Activities Students will give an oral report on what she learned in the prior session Discourse Pattern T-S S-T Assessment Formative: oral; students will share examples of prior lesson and demonstrate understanding of concepts

Introduction of new vocabulary 5 minutes

Guided Practice 10 minutes

Students will familiarize themselves with new vocabulary before reading the story Students will learn how people keep traditions alive

Teacher will scaffold new vocabulary found in the story

Students will use the cover of the book to predict what the story is about. Students will recount the story and isolate the traditions of the characters in the story Students will use background knowledge and make connections to their own tradition and write down their traditions Students will present what she liked about the story, and how it connects to their own life.

S-T T-S

Students and teacher will take turns reading the story of The Keeping Quilt Teacher will start discussion of traditions in their family and invite students to relate theirs

S-T T-S

Formative: oral students will demonstrate familiarity with new definitions Formative: students will demonstrate reading fluency

Independent work 20 minutes

Closing

Students will make connections to the traditions of their own family and write down their own favorite traditions and explain why they chose that tradition Students will share work

T-S S-T

Formative: observe if students understood the concepts, and is making connections

Teacher will invite the students to summarize the lesson

S-T

Formative: review vocabulary used in discussing traditions and making quilt

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 traditions using graphic organizer (venn diagram)

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

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

Assessment of students: Zo Nu reached the expanding/bridging level. She showed a good grasp of the vocabulary and she is able to use new words with ease. She still needs more grammar foundation to make correct sentences, but she is progressing fast. Sahr performed between the developing and expanding level. She was able to express herself a little better being able to illustrate her writings. She enjoyed the creative angle of the activity, which allowed her to express herself in a different medium than language.