Lesson 3: Adjusting to Life in America - Immigrant Experiences
Essential Questions for Unit:
Guiding Questions
Standards:
Objectives:
Materials
Lesson Development:
I DO
WE DO
YOU DO
Assessment
Informally assess the students by listening to student responses during turn and talk and group work. Walk around and check student responses when they are working in groups to complete their journal response and scenario responses. Formally assess the students by collecting the chart paper from each group, as well as the response to individual journal prompt.
- 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
- What are some difficulties that immigrants face?
- What are some learning experiences that immigrants face when adjusting to a new life in America?
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 learn push and pull factors of immigration.
- Students will learn several difficulties and challenges that immigrants face when migrating to a new country.
- Students will discuss various solutions in different situations and scenarios that immigrants face.
Materials
- "I Hate English!" by Ellen Levine
- Chart Paper
- Markers
- Response Journal Handout
Lesson Development:
I DO
- Teacher will read "I Hate English" as a read aloud and as an introduction for the lesson. Prior to reading, have students turn and talk to their neighbor on a time they ever had to move. (For example - move to a country, move to a new city, or move to a new house. Have students also talk about moving up a grade level, and having new classmates and teachers).
- While reading the read aloud - model response journal writing (Handout Attached Below). Have this on the Smart Board for the students to visually see as you model the response journal writing. For the response journal, one side of the journal will have a quote from the book and page number. The other side will be a response or reaction to what is in the text. Model 3 reactions to the text as you finish reading the Read Aloud.
- After reading the book, have a discussion with the students about the experiences the main character felt when she was learning and adjusting to English. Have students turn and talk to their neighbor on the importance of learning what immigrants are feeling.
- Then list several situations (scenarios) of English Language Learners accommodating to life in a new country, up on the smart board. Explain each of the scenarios and situations before having the students break up into groups.
WE DO
- Have students break up into table groups. Give the students a piece of chart paper and some markers. Assign each group a situation (scenario). Have them first write down their individual reactions to the scenario or situation in their reading notebook.
- Then have the students share with their table groups. After having the students share in their table groups, have them write down on the chart paper solutions or ideas that they would do to help accommodate the person in the scenario.
- After having the students respond to one scenario. Have all the students stand up and cycle through each of the tables. This way the students can see the different solutions that their classmates have come up with.
YOU DO
- Have the students go back to their tables. Have them take out their writing notebook to respond to the following journal prompt based from what they have learned from the lesson: How would you help a new immigrant student adjust in the classroom? After giving the students time to work on this journal prompt, have several students share what they wrote to the class.
Assessment
Informally assess the students by listening to student responses during turn and talk and group work. Walk around and check student responses when they are working in groups to complete their journal response and scenario responses. Formally assess the students by collecting the chart paper from each group, as well as the response to individual journal prompt.
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Reading Response Journal | |
File Size: | 33 kb |
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