Welcome to a series of lessons about early American immigration! These lessons are part of a six week unit my district is implementing all about the United States of America, including the people, The Preamble, and the presidents. This week, we'll work on reading informational text and historical literature to meet the 50/50 ratio of fiction to informational text in the Common Core. The students take a step back in time, to enjoy a daily update from our principal narrating a historical journey from being an emigrant to becoming an immigrant of the United States. Please watch this short video to see some highlights of these lessons. Thank you!
*Please note: Lessons one and two were taught in the same day. We used our computer lab time to complete lesson one, and then completed lesson two during our shared reading time.
Immigration clip art in lesson banner, and other documents purchased from MelonHeadz.
Principal's Immigration Script: Each day this week, our principal is narrating a pretend historical journey beginning with the emigration from our homeland through becoming an immigrant of America. I've specifically included facts and details that the students will be encountering while reading their informational text and literature this week. This will help them make connections, review, and get them excited as they hear an update from their principal daily. Thank you, principal Gravel! (See Resource File: Principal's Script Immigration Week - Friday)
We're completing the informational text, Ellis Island (A True Book), today.
Vocabulary: To support the students with their content vocabulary this week, I've created an "Immigration Vocabulary" page with important words, and a place for students to add new words. I introduced this page on Monday, so today I just remind students that they can use the page as a reference for content vocabulary, and add their own words to the back as they're reading. This helps my travelers work toward RI3.4, determining the meaning of general academic and domain-specific words. (See Resource File: Immigration Vocabulary and Student Sample)
Sequencing: Today, we continue to read and sequence the steps of emigration through immigration in early America. I begin by reviewing the skill of sequencing, or putting something in chronological order. Today, we read chapter five, "After Ellis Island", to complete our informational text. As we read, we are careful to pay close attention to the nonfiction text features, and monitor our comprehension. After finishing the chapter, we go back, skim, and scan to find the most important steps of this chapter. Students record their chronological steps on Post-it notes.
10. If the immigrant passeed all of the tests, they're given a landing card, and are now an immigrant of the U.S.A.
Please note: I've included a photo of a student's Post-it notes from the end of the week. This is after the whole book is read. (See Resource Files: Sequencing Poster; Chronological Post-its)
The students take all of their Post-it notes and complete a sequence WS to sequence the order of emigrating through becoming an immigrant. (See Resource File: Sequencing WS and Sequencing Student Samples)
I ask the students to get right to work on their historical fiction immigration story and work, as this is the last shared reading time we have to work on this set of activities. (See Resource File: Historical Fiction Literature Analysis)
The students finish up their Historical Fiction Literature Analysis. I walk around the room and assist and monitor as needed. (See Resource File: Immigration Literature Samples)
Note: We will be sharing our experiences with these stories at the beginning of next week. The students will get into groups of the same story, and get a short amount of time to share, and then we will share as a whole class. The focus of our conversations will be centered around our standards of character traits, emotions, and evidence, as well as asking and answering the Who?, When?, Why?, Which?, Where?, What challenges?, and What adjustments? questions stems. We'll compare and contrast the different stories with each other.
At the end of each week, we revisit our unit essential question. The essential question helps tie the "big idea" of our unit together. (See Resource Files: Unit Four Essential Question SMART Notebook File and Picture)
*Note: I've included a picture of the essential question page in case you don't have a SMART Board or software.
Below are some additional resources from this unit of study. I hope you find these helpful whether you are completing a similar topic, theme, or standards. Thank you!
Preamble Resources: As part of our unit, my students had to define and interpret The Preamble to The Constitution. They had to practice reciting it, and created acrostic poems to show their understanding. Here are the documents I created to help with these jobs, and a few samples of my student poems from Google Drive. (See Resource Files: The Preamble to The Constitution; Understanding The Preamble to The Constitution; The Preamble Acrostic Poem Planning Page; Student Samples 1-4)
I was contacted by a few teachers that are interested in my literacy posters, so I've included them here. You'll notice the "Sequencing" poster used within the lesson above, and others used in my other lessons on BetterLesson.
I use these posters throughout the day, across the curriculum. I created them, then had them enlarged slightly to about 11 X 14 size at a local office store. I hope you find them helpful in your classroom. (See Resource Files/Posters: Ask Questions, Author's Purpose, Cause and Effect, Compare and Contrast, Connections, Context Clues, Drawing Conclusions, Fact and Opinion, Figurative Language, Main Idea and Supporting Details, Making Inferences, Predictions, Sequencing, Story Elements, Summarizing, Visualize and Use Senses)
*Clip art on the posters was purchased from Giftseasonstore on Etsy.