Lesson 1: Immigrant Families in the United States
*Formally Observed by Dr. Harrington (Supervisor)
Essential Questions for Unit:
Guiding Questions:
Standards:
Objectives:
Materials:
Lesson Development:
Hook/Introduction -
-Show student picture of Sanu, Eric, and April (pg 2 of book)
-Introduce that today we are going to learn about immigrant families. Explain that the children in the picture have at least 1 family member that did not grow up in the United States.
-Ask students: If anyone has heard of the word “immigrant” or knows the definition of “immigrant”?
Immigrant: a person who comes to live permanently in another country
-Turn and Talk: If you know anyone who has immigrated or if you have a family member that immigrated from another country. (Have several students share)
-Show data map of immigrants coming in from other countries on the Promethean board. Have a discussion of different countries that immigrants move from.
I Do/We Do/You Do -
I DO:
Topic: Sanu’s Story
Facts I learned
Senegal is a country in Africa.
“Tiebou dienn” is a type of food with rice, fish, and vegetables.
Sengalese people wear African dresses.
Sengalese people put a cloth on the floor when they eat.
Sengalese people eat all together from one bowl.
New Vocabulary
Mom & Dad - Yay & Bay
Traditions – customs or beliefs passed on through generations.
-------------------------------------------------------------------------------------------
(Have students turn and talk about 1 new fact that they learned about African Americans from Sanu’s story)
WE DO:
Introduce that they will have a chance to break out in groups to learn about Eric’s story. His dad is from Puerto Rico. Bring up the Map Page on the Promethean board: Draw and circle where Puerto Rico is and arrow to U.S.
Pass out the Handout Packets so that they have a copy with them to follow along. Explain that you will read it with them, and then they will go back to their table groups to work together to fill out the graphic organizer.
Read Page 6-9.
Show example of one fact and one vocabulary word on the Promethean board, so they have a model example.
Puerto Rico is a place with warm weather and a lot of Palm Trees.
Heritage: cultural traditions passed down from previous generations
Then call back rows to their table. Give them about 10-15 minutes to work together.
YOU DO:
Bring them back to the carpet with their graphic organizers. Have 3 students come up and stand to share a fact or vocab word that they wrote on their graphic organizer.
Ask: How would you feel if you have to move to another country and adjust to another lifestyle?
Ask: Can you compare or think about a time you had to move to a new school or new town?
Ask: What do you think would be some difficulties that people had when adjusting to a new life in a new country?
Introduce that they will now work individually as they learn more about April’s life. Bring up the Map Page on the Promethean board: Draw and circle where Taiwan is and arrow to U.S
Pass out the Handout Packets of China to the students. Show example of one fact and one vocabulary word on the Promethean board, so they have a model example.
"There are different Chinese languages."
Have the students go back to their seats to work individually for 10-15 minutes. While they are working independently walk around and ask students which facts they are writing down when responding to the text.
Conclusion:
Have several students share what they wrote in their graphic organizers. Finalize that there are various cultures that are present in our communities, and that may people share similar experiences to Sanu, April, and Eric. Explain that there are many people around the world that immigrate to the United States.
Ask: If you had the chance to learn more, what questions would you like to ask immigrant families?
Assessments:
Informal - I will know that the objectives are met when I listen to student discussion during “turn and talk”. I will listen for student responses on reasons why individuals immigrate to other countries. I will also listen for student responses if they are discussing and recognizing different aspects of culture from the 3 example immigrant families in the text.
Formal - I will collect and check for students' understanding of immigration and culture from the completed graphic organizers.
Essential Questions for Unit:
- What is the definition of immigration? What are some reasons why people immigrate?
- Why is America a popular destination for immigrants?
- What is culture? What are cultural experiences?
- What are some experiences that immigrants face?
- How does immigration provide cultural diversity?
Guiding Questions:
- How does immigration provide cultural diversity?
- What is the definition of immigration? What are some reasons people immigrate?
Standards:
- Essential Standards - 3.C.1 – Understand how diverse cultures are visible in local and regional communities.
- Essential Standards - 3.G.1 – Understand the earth’s pattern by looking at the 5 themes of geography: location, place, human-environment interaction, movement, and regions.
- Common Core ELA Standards - RF3.4c – Read with sufficient accuracy and fluency to support comprehension. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Objectives:
- Students will identify several reasons why individuals immigrate to other countries
- Students will locate areas of human migration into the United States through out time.
- Students will recognize and identify different cultures of immigrants in the United States.
Materials:
- "How My Family Lives in America" by Susan Kuklin
- Respond to Fiction Graphic Organizer Worksheet
Lesson Development:
Hook/Introduction -
-Show student picture of Sanu, Eric, and April (pg 2 of book)
-Introduce that today we are going to learn about immigrant families. Explain that the children in the picture have at least 1 family member that did not grow up in the United States.
-Ask students: If anyone has heard of the word “immigrant” or knows the definition of “immigrant”?
Immigrant: a person who comes to live permanently in another country
-Turn and Talk: If you know anyone who has immigrated or if you have a family member that immigrated from another country. (Have several students share)
-Show data map of immigrants coming in from other countries on the Promethean board. Have a discussion of different countries that immigrants move from.
I Do/We Do/You Do -
I DO:
- Explain that today our lesson will be focused on 3 different cultures of immigrant families. These immigrant families came from different parts of the world. (Show the globe to the students and explain that you will show where each immigrant family came from) Explain that you might read some similarities and differences with your own culture and cultures around you. Also explain that while we read about the different cultures we will be filling out a t-chart to organize our ideas.
- Read Page 1 – Page 5
- Bring up Map Page on Promethean board: Draw and circle where Senegal is and arrow to U.S
- Write down on graphic organizer: Talk about how the left side of the t-chart is the main topic of what you are going to write
Topic: Sanu’s Story
Facts I learned
Senegal is a country in Africa.
“Tiebou dienn” is a type of food with rice, fish, and vegetables.
Sengalese people wear African dresses.
Sengalese people put a cloth on the floor when they eat.
Sengalese people eat all together from one bowl.
New Vocabulary
Mom & Dad - Yay & Bay
Traditions – customs or beliefs passed on through generations.
-------------------------------------------------------------------------------------------
(Have students turn and talk about 1 new fact that they learned about African Americans from Sanu’s story)
WE DO:
Introduce that they will have a chance to break out in groups to learn about Eric’s story. His dad is from Puerto Rico. Bring up the Map Page on the Promethean board: Draw and circle where Puerto Rico is and arrow to U.S.
Pass out the Handout Packets so that they have a copy with them to follow along. Explain that you will read it with them, and then they will go back to their table groups to work together to fill out the graphic organizer.
Read Page 6-9.
Show example of one fact and one vocabulary word on the Promethean board, so they have a model example.
Puerto Rico is a place with warm weather and a lot of Palm Trees.
Heritage: cultural traditions passed down from previous generations
Then call back rows to their table. Give them about 10-15 minutes to work together.
YOU DO:
Bring them back to the carpet with their graphic organizers. Have 3 students come up and stand to share a fact or vocab word that they wrote on their graphic organizer.
Ask: How would you feel if you have to move to another country and adjust to another lifestyle?
Ask: Can you compare or think about a time you had to move to a new school or new town?
Ask: What do you think would be some difficulties that people had when adjusting to a new life in a new country?
Introduce that they will now work individually as they learn more about April’s life. Bring up the Map Page on the Promethean board: Draw and circle where Taiwan is and arrow to U.S
Pass out the Handout Packets of China to the students. Show example of one fact and one vocabulary word on the Promethean board, so they have a model example.
"There are different Chinese languages."
Have the students go back to their seats to work individually for 10-15 minutes. While they are working independently walk around and ask students which facts they are writing down when responding to the text.
Conclusion:
Have several students share what they wrote in their graphic organizers. Finalize that there are various cultures that are present in our communities, and that may people share similar experiences to Sanu, April, and Eric. Explain that there are many people around the world that immigrate to the United States.
Ask: If you had the chance to learn more, what questions would you like to ask immigrant families?
Assessments:
Informal - I will know that the objectives are met when I listen to student discussion during “turn and talk”. I will listen for student responses on reasons why individuals immigrate to other countries. I will also listen for student responses if they are discussing and recognizing different aspects of culture from the 3 example immigrant families in the text.
Formal - I will collect and check for students' understanding of immigration and culture from the completed graphic organizers.
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
Respond to Fiction Worksheet | |
File Size: | 48 kb |
File Type: | docx |
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SS Lesson Reflection | |
File Size: | 44 kb |
File Type: | doc |