unit plan project - d25vtythmttl3o.cloudfront.net · unit part 3 and 4 unit. part 3 standards...

Unit Plan Project Name: Clark Grade Level: 3rd

Classroom Context_Clark

My name is Shiloh Clark and I teach K-3 reading intervention at Horizon Elementary in

Jerome, Idaho. I have been teaching for 19 years and this is my sixth-year teaching reading intervention. I have my Master’s Degree in Curriculum and Instruction and an endorsement to teach K-12 reading.

Jerome, Idaho is a community that is based upon agricultural and dairy industries. Every year the community of Jerome has become more culturally and linguistically diverse. In my current reading intervention classes, I have eight students that have been identified as ELLs. I am aware that I have several other students that may be emergent bilinguals, but did not identify as bilinguals on their home language survey. I have two first graders that are identified as ELLs, one second grader, and five third graders. I have not included my kindergarten students in this category, because currently I work with different students every week on a limited time basis. For the purpose of this classroom profile, I will be focusing on my five third-grade emergent bilingual students. These five students attend my third-grade intervention class for 45 minutes per day – 4 days per week. I do not have any monolingual students that attend with this third-grade group.

Unit part 2: Unit Theme

Stage 1: Identify Desired Results: In reviewing the Idaho State Standards in Social Studies on the role of human migration

of people in the development of the United States, I have found three content standards on migration and culture that are benchmarked to age level:

● 3.SS.1.2.2 Describe migration and immigration as a processes. ● 3.SS.1.2.3 Identify reasons why people involuntarily or voluntarily migrate or

immigrate to form or join communities. ● 3.SS.5.1.2 Examine the contributions from various cultures from other parts of the

world to the development of the community. I will use these standards as a starting point as to what I would like my students to take away from this unit. I want the students to understand that humans migrate and form or join new communities in order to meet their needs. I also want the students to understand that cultural traditions follow people when they join a new community. Thus, I want my students to know:

● What it means to migrate and immigrate

● the difference between involuntary and voluntary reasons that people move in or out of a community or country (push or pull factors)

● what cultural traditions people may bring to a new community

Additionally, the students will be able to: ● Identify reasons why people migrate and form or join communities (fictional or personal

experiences) ● Explain what cultural traditions families may bring with them when they migrate or

immigrate to a new community. My essential questions for this question would be: “Why do people move?”

Ultimately, I want my students to be able to create a depiction of a migration or immigration story (fictional or a personal story), including specific reasons for the migration/immigration and cultural traditions that families may transport with them on their journey. The underlying goal and importance of this unit is to make sure all students understand that there are different reasons (positive or negative) for people to move into or around the United States and reasons why people move to a certain community. This statement upholds my goal in education that all students should have the opportunity to study things that are meaningful and relevant to one’s life. As I prepare my students to become productive members of society, I must ask myself the question, “Why would my students need to understand this topic?” The topic of migration is relevant to most of my students; whereas, students’ ancestors and/or students’ themselves may have moved to a new location. Exploring historical migration or immigration events and creating authentic situations will intrinsically motivate my students, build respect for others, and stimulate a life-long love of learning.

My emergent bilingual students will be able to discuss this topic in their home language as well as in English. For example, I will make sure that my students have access to topic books in their home language as well as in English. Furthermore, there are additional translanguaging avenues that will promote the use of students’ first language such as: L1 audio books, translated articles, videos (closed captioning), discussions in L1, cognates, multilingual dictionaries, and multilingual guest speakers, and L1 interactions with students and their families.

When thinking about what my students may need as far as background knowledge in order to engage in this unit, I think about our previous unit about culture; thus, the students will be working with their previous knowledge on the characteristics of cultures. The students must also bring with them the ability to participate and learn about their own families’ reasons for migrating and also be able to be accepting of experiences that other students have had. The skills that my students need to be able to have in order to engage in this activity are open minds and access to their own family history or recent experiences regarding migration/immigration (I realize that all students may not be able to access family history). Learning about migration/immigration can tend to be politically charged; thus, I need the students to make sure that they are respectful to everyone’s experiences. In addition, I need to be cognizant of the fact that my students may not feel comfortable sharing information about sensitive aspects of their lives and may need to create a fictional depiction of a migration/immigration story with cultural traditions.

I have learned through many years of teaching that I can assume that my students may be coming into a topic/discussion or activity with predisposed notions of what “they may believe” is right or wrong about a specific topic. I am assuming that my students may feel strongly on one side or another about the topic of immigration and/or migration; however, it is my goal to make sure that all of my students understand that everyone must value and respect the history and experiences that may be different from their own. In addition, I can assume that my students’ families or ancestors may have migrated to a new community for a specific reason. (i.e. – dairy industry, farming jobs, family, freedom, education, war, natural disasters).

Before teaching this unit, I plan to work closely with the school librarian, the third-grade teaching team, the ELL teacher, the students and their parents. Content Objectives: I can describe what it means to migrate and immigrate. Content Objectives: I can explain why people migrate or immigrate.

Content Objectives: I can identify cultural items or traditions that may be transported during migration/immigration.

Unit Part 3 and 4

Unit. Part 3 Standards (content and language standards) 3a. 3.SS.1.2.2 Describe migration and immigration as a process. 3.SS.1.2.3 Identify reasons why people involuntarily or voluntarily migrate or emigrate to join new communities. 3.SS.5.1.2 Examine the contributions from various cultures from other parts of the world to the development of the community. Content standard: unpacked Content Objectives: I can describe the process of migration and immigration. Content Objectives: I can explain reasons why people migrate emigrate. Content Objectives: I can identify cultural items or traditions that may be transported during the migration process. ELA/Literacy Standards: R.I.3.3 Describe the relationship between a series of historical events, scientific ideas, or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. – relates to migration and immigration content R.I.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. – relates to migration and immigration content R.I.3.7 Use information gained from illustrations and the words in a text to demonstrate understanding of the text. (will be a formative assessment) W.3.3 Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences. (summative writing) W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (summative writing) L.3.1b,g Demonstrate command of the conventions of standard English grammar and usage when writing or speaking (b: nouns, g: adjectives) L.3.1e Demonstrate command of the conventions of standard English grammar and usage when writing or speaking (e. – Form and use verbs) L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (summative writing) S.L. 3.1b,c Engage effectively in a range of collaborative discussions. (will be formative – inquiry ask questions) 3b. WIDA Language Development Standards: English Language Development Standard 1: Social and Instructional Language English Language Development Standard 2: The language of Language Arts

English Language Development Standard 5: The language of Social Studies Unit Part 4: Summative Unit Assessment (Culminating Project and Model) Ultimately, I want my students to be able to create a depiction of a migration or immigration story (fictional or a personal story), including specific reasons for the migration/immigration and cultural traditions that families may transport with them on their journey. At the culmination of my unit, I have included a performance task assessment. I wanted this assessment to be a representation of my students’ experiences (or fictional depending on the student); thus, making the outcomes meaningful. Description: Culminating project and model: The students will write a real or fictional narrative to explain their migration or immigration process, including voluntary or involuntary reasons for moving, and what cultural traditions the families take with them on the journey. Thus, the students should demonstrate their understanding of the social studies content standards as well as the ELA: writing, language, and literacy standards. I will use a rubric for the written task to assess the content and language targets. I would also have the students complete a visual or digital representation of the cultural traditions that the students would bring with them on their journey (ie- languages, clothes, etc). The visual or digital aspect of the performance task would be an additional simple rubric. (Our previous unit was on culture; thus, the rubric would not be an in depth look at all aspects of culture). Students along the dynamic translanguaging progressions – Students may understand the content objectives using Spanish cognates. Students may work in small groups in their home language to understand and process the content and/or language objectives. Students can use English and Spanish to write about their migration story. Students can prewrite in Spanish and then produce the project in English. Students can write their migrations story in Spanish and summarize the work orally in English. Culminating Project Model:

Rubric:

Six traits writing rubric – students have used the six traits writing traits and rubric several times this year. I can attach the 6 traits writing file. The above culminating model could be evaluated using the six traits rubric. See attached: Student Friendly Six Traits Rubric - credited to John Norton and Maryvale Elementary School teachers.

Unit part 5. ACADEMIC LANGUAGE DEMANDS

I started with the pink text to find the academic demands related to the summative assessment. I then broke down some main activities to make sure that I am covering information that I need to the students to be able to do by the end of the unit.

*My students are familiar with narrative writing. Our third grade team focuses on narrative writing throughout the year with different units.

Text or Task Language Function

Discourse Level

Sentence Level

Word Level

Example text used for students to analyze elements of a narrative

Written personal narrative

Describe key events

Narrative writing: This text is organized in a way that there is clear beginning, middle and end to the narrative. There is clear paragraph structure. Sentence types all begin in different ways, there is a combination of simple, complex and compound sentences in the text.

Simple, compound, and complex sentence types. Sequencing words writing conventions adjectives, modal verbs

Content vocab: journey, freedom, temporary, resettlement, , opportunities, immigration, migration, push factor, pull factor, involuntary, voluntary, Appropriate word choice

Migration/immigration examples

listening/ speaking

Descriptive events

Discuss Reasons for migration or immigration:

speaking

Reading about pull factors (reading - task journal writing)

Identify key information in a text Identify key events in a context Express opinion Express perspective

Chronological structure; narrative elements Variety of sentence types Stay on topic (coherence), use connecting phrases: because, in the event that, as a result of, in response to Stay on topic (coherence)

Students will be using time order words to signal sequence of events in a oral narrative. Sentence types: complex or compound sentence stems: I would move if _________ because ____. I would not move if ____because ________. Use of modal verbs

Sequencing words, content words: immigration/migration Descriptive language (adjectives) and nuances Content vocab: job, money, journey, war, stress, freedom, religion, temporary, resettlement, family, opportunities

content specific words - see above

Reading about cultural items or traditions

reading/writing

Describe cultural traditions/items

Structure: lexical words

Content vocab: related to cultural traditions and/or items (languages, specific clothes, etc)

Unit Part 6: Content and language objectives/targets

6a. Content: I can discuss migration and immigration.

6b. Language: I can retell a narrative story using sequencing terms. (organization - six traits)

6c. I can work in groups to create a retell using my home language.

Sequencing terms word bank: first, last, finally, next, then, after, second, furthermore, in conclusion, later, the next day, eventually

Differentiation/Supports: word bank, model using the graphic organizer, review parts of a personal narrative

6a. Content: I can describe reasons why people migrate or emigrate.

6b. Language: I can describe an event using precise word choices to convey actions, feelings, and descriptors. (using a complex, compound, or complex-compound sentence). (ideas - six traits)

6c. I can turn and talk to my partner about how I might feel if I were forced to move. I can use any language resources to convey my feelings.

Examples: chaos, desperation, danger, stress, loss, uncertainty, forced, pushed

Differentiation/supports: review lesson, word bank, sentence frames if needed, examine word nuances “push” and “pull”

6a. Content: I can explain reasons why people migrate or emigrate.

6b. Language: I can verbally explain my opinion using target vocabulary. (voice- six traits)

6c. I can recognize and track social studies vocabulary cognates.

Word bank: job, money, journey, war, stress, freedom, religion, temporary, resettlement, family, opportunities

Possible cognates: Causa, decidir, diferente, desastre, dolar, entrar, escapar, familia, grupo, inmigrantes, importante, independencia, invitar, nervioso, permanente, planes, preparar, problema, terrible, visitar

Differentiation/supports: review the meaning of opinion, word bank vocabulary, graphic organizer, sentence frames

6a. Content: I can explain reasons why people may or may not migrate or emigrate.

6b. Language: I can articulate a perspective using modal verbs. (sentence fluency - six traits)

6c. I can compare and contrast modal verbs in English and Spanish.

(can/could, shall,should, will, would, may, might, must)

(Poder, podria, deber, deberia)

I would/ would not leave my family and friends if it meant that I could become rich because, _____________.

Differentiation/supports: Auditory support - Mp3, sentence stems

6a. Content: I can identify cultural items or traditions that may be transported during the migration process.

6b. Language: I can generate a list of possible cultural traditions or things that I would take with me on my journey using adjectives and nouns. (word choice - six traits)

6c. I can work with a partner to discuss cultural traditions that are important to my family. (the students can use all of their language resources to discuss cultural traditions or items)

Differentiation/supports: reflection discussion, brainstorming web of cultural traditions/items

6a. Content: I can use vocabulary related to evaluating a narrative rubric.

6b. Language: I can evaluate a narrative story using the six traits writing rubric. (conventions - six traits)

6c. I can work with a partner to think-pair-share in my native language to edit the model text. I can share my findings in the target language.

Differentiation/supports: Review parts of a narrative story: organization, ideas, voice, word choice, sentence fluency, conventions

6a. Content: I can explain my migration or immigration story, including cultural traditions that I am taking on my journey.

6b. Language: I can write a migration or immigration narrative using an introduction, sequencing words, defined paragraphs, details, and a conclusion.

6c. I can use my parental interview (in my home language) to develop my narrative in English.

Differentiation/supports: narrative writing flow chart (Spanish or English use)

6a. Content: I can expand my migration or immigration story using details.

6b. Language: I can enhance my supporting details using content specific words and transitional expressions.

6c. I can use my parental interview (in my home language) to enhance my narrative in English.

Differentiation/supports: reexamining and refining the details and vocabulary in the narrative, peer feedback

6a. Content: I can describe personal cultural or traditional items.

6b. Language: I can explain the cultural traditions or items that I would bring with me on my journey using pictures, realia, etc.

6c. I can discuss with my family the cultural traditions and/or items that are important to my family. (using my home language or English)

Differentiation/supports: Discuss cultural traditions, reexamine example poster

6a. Content: I can use the self evaluation rubric.

6b. Language: I can use the self evaluation rubric using metacognitive thinking while reflecting on the aspects of my project.

6c. I can metacognitively think in my home language and translate those changes into English when I fill out the self evaluation rubric.

Differentiation/supports: model self reflection

Unit Part 7: Unit Assessment Table:

S-PAT Assess Table

Pre-assess Post-assess F1 F2 F3 F4 F5 F6 F7 F8 F9 F0

content targets 3.SS.1.2.2 x x x x x x 3.SS.1.2.3 x x x x x

3.SS.5.1.2 x x x x x ELA Targets R.I.3.3 x x x R.I.3.4 x x x x R.I.3.7 x x W.3.3 x x x W.3.5 x x x x x L.3.1 x x x x

L.3.2 x x

S.L.3.1b,c x x

Language Targets sequencing x x x

content vocab. x x x

word choice x x x

narrative writing x x x

editing process x x x x x

language use x x x

conventions x x

discussions x x x x

Unit Plan Part 8: Lesson Plan Sequence/Components

Content Core State Standards:

3.SS.1.2.2 Describe migration and immigration as a process R.I. 3.3 Describe the relationship between a series of historical events, scientific ideas, or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and/or cause/effect. S.L.3.1b,c Engage effectively in range of collaborative discussions.

Content Target-Student Friendly I can discuss migration and immigration.

Language Target-Student Friendly I can retell a narrative story using sequencing terms. (organization – six traits)

Key Vocabulary: Sequencing terms: first, last, next, finally, then, after, furthermore, in conclusion, later, the next day, eventually Content vocabulary: immigration and migration

Learning Activity: Day 1 ● Anticipatory Set: (Introduction)

● Modeling/Guided Practice

● Independent Practice: Partner work continued: Formative Assessment: WIDA speaking rubric (explained below in another formative assessment). I will be particularly looking for sequencing words. Closing:

1. Teacher shares a video from the scholastic website listed below. The video shows an interview with a student that is sharing their migration or immigration story. http://teacher.scholastic.com/activities/immigration/young_immigrants/ As a class we will discuss what events happened in the immigration story that we watched on the video. We will then fill in the “flow chart” graphic organizer together. We will be building a bank of sequencing terms while we fill out the organizer. In addition, we will be discussing the difference between migration and immigration and how it relates to the story of the child in the video. 2. Explain to students that they will be watching one of the videos on the scholastic website (with a partner – using the Ipads).

● The students will be working in partners to fill out their “flow chart” graphic organizer on one of the emigrant children in the scholastic videos.

3. Give students time to work on watching their video and then filling in the “flow chart.” They will be using the sequencing words and content vocabulary words as listed above. The example of the sequencing map below already has the sequencing words listed (for students that need support). There will also be a sequencing map that looks the same, but does not contain the sequencing words.

3. The students will practice retelling the immigration story that they watched/wrote about, to their partner. The students will be using their flow chart graphic organizer to help them with their oral retell to their partner. 4. Whole class Discussion: What is one thing that you learned today? Students may reference immigration, migration, or other sequencing vocabulary. We will also have a short review discussion about organization and sequencing words in a written personal narrative.

http://teacher.scholastic.com/activities/immigration/young_immigrants/

Materials Needed: paper, pencil, graphic organizer video from scholastic http://teacher.scholastic.com/activities/immigration/young_immigrants/

Translanguaging and Differentiation: ✔ Students are divided into partners depending on their English Language Development. (Entering, emerging, developing, expanding, bridging, and reaching).

✔ Some students can explain themselves in both their home language and in English

✔ Word Bank with sequencing vocabulary. ✔ Students work with partners to complete the graphic organizer-

they will write the English word and in their home language. The students may also draw pictures on the flowchart to help them remember the language.

✔ Sentence frames will be available for students who need that

support in place for both speaking and completing the graphic organizer flow chart.

Content Core State Standards: 3.SS.1.2.3 Identify reasons why people involuntarily or voluntarily migrate or immigrate to join new communities. R.I.3.7 Use information gained from illustrations and the words in a text to demonstrate understanding of the test.

Content Target-Student Friendly I can describe reasons why people migrate or immigrate

Language Target-Student Friendly I can describe an event using precise word choices to convey actions, feelings, and descriptors. (using a complex, compound, or complex-compound sentence) – (ideas – six traits)

Key Vocabulary Examples: chaos, desperation, danger, uncertainty, forced, push- factor

Learning Activity: Day 2 ● Anticipatory Set: (Introduction)

● Modeling/Guided Practice

1. Explain to students that we are going to look at a painting that we must examine to decide what is happening, why it is happening, and the feelings of the characters in the painting 2. Watch the Push-Factors – video Trail of Tears: BrainPop (link below in materials) Classroom discussion – What are push-factors? Can we name some of the reasons why people would be forced to move? As a class we will be looking at the painting (attached above). Together we will collectively build a complex, compound, or complex-compound sentence to describe one thing that they notice in the painting.

http://teacher.scholastic.com/activities/immigration/young_immigrants/

● Guided/Independent Practice Formative assessment: The students will be turning in one complex or compound sentence that describes what is happening in the picture. Closing:

*I will remind the students that we may have to interpret what we believe is happening, why it is happening, and the feelings of the people involved. Example sentence: “The men in the dark blue suits are forcing the family members to leave their cabin and live somewhere else.” *Note: Short discussion about descriptive writing. The writer chooses details that are informative and not necessarily details that the reader already knows. (For example, the observer would already know that: The grass is green, and the sky is blue.) 3. The students can work by themselves or with a partner to come up with two descriptive sentences about this painting. After the students have written their sentences, we will stop and I will model a collaborative sharing dialogue. For example: I would have a student read our guided practice sentence to me in front of the class. The student would read: “The men in the dark blue suits are forcing the family members to leave their cabin and live somewhere else.” I would then ask the student, “Why do you think that the men in the blue suits are forcing the people to leave their home?” We will be talking about appropriate discussion rules before I let the students have a discussion with their partner. I am not assessing the discussion; however, I will be collecting an exit ticket to formatively review the written sentences. 4. We will review the objectives for the lesson, culminating with a classroom discussion about descriptive words. We will also talk about how descriptive words make our writing more engaging and interesting. If we have any time left, the students may share one of their descriptive sentences with the class,

Materials Needed: ● Push-factors painting ● Vocabulary word bank for those that may need extra

assistance ● Sentence stems ● Trail of Tears video – BrainPop

https://www.brainpop.com/socialstudies/ushistory/trailoftears/ Translanguaging and Differentiation: ✔ Students are divided into groups depending on their English

Language Development. (Entering, emerging, developing, expanding, bridging, and reaching).

✔ The students will have the flexibility of choosing what language to use during the discussion. The students may discuss how it might feel to be forced to move.

✔ Word bank with key content vocabulary.

✔ Students work with partners to complete the descriptive sentence writing. The students can write the sentences using the provided sentence stems or they can write their sentences in their home language and translate them into English.

https://www.brainpop.com/socialstudies/ushistory/trailoftears/

✔ Sentence frames will be available for students who need that support in place for both speaking and completing the writing activity.

Content Core State Standards: 3.SS.1.2.3 Identify reasons why people involuntarily or voluntarily migrate or immigrate to form or join communities. S.L.3.1b,c Engage effectively in a range of collaborative discussions.

Content Target-Student Friendly I can explain reasons why people migrate or immigrate,

Language Target-Student Friendly I can verbally explain my opinion using target vocabulary. (voice – six traits)

Key Vocabulary Push and Pull Factors Learning Activity:

● Anticipatory Set: (Introduction) ● Modeling /Guided Practice

1. Begin by the students if they have ever had to move? Do they know why they had to move? The students may think-pair-share this activity. Allow students to share, and let them know there is still time to have that discussion. Some students may not feel comfortable sharing; thus, I will be sharing a personal story about when I had to move to Boise to go to college and why I had to go? As a class we will create a brainstorming word web with reasons that families migrate or immigrate. We will discuss whether the reason mentioned is a “push” or “pull” factor. 2. I will show a collection of images depicting reasons that people migrate or immigrate. I will have a taped line on the floor and I will have the students move to different sides of the room. They will be moving to one side of the tape/room or the other based upon the question, “Would you change your life and move to a new place for this reason?” (Each picture would be presented one at a time). Each time a picture is presented and the students move, they will get with their group and discuss the reason why they chose to or not to move and why? They will also use the vocabulary: push and/or pull factor. *See slideshow pictures

Formative Assessment: see below

Closing:

We will come together as a class and discuss each picture, whether it is a push or pull factor move, and individual reasons (if they feel comfortable sharing whole group) why they chose to move or not.

Materials needed: PowerPoint on pictures of why people must move, long piece of tape

Translanguaging and Differentiation:

● Formative Assessment: Listening Rubric I used the WIDA Speaking Rubric for this

formative assessment. This rubric will assist me in assessing the student’s ability to verbally respond to the slide show questions. Each student will

✔ Students can work in partners depending on their English Language Development. (Entering, emerging, developing, expanding, bridging, and reaching).

✔ The flexibility of students choosing what language to use during discussion in different ways reflects the translanguaging corriente flowing through each group.

✔ Word bank of vocabulary words ✔ Sentence frames will be available for students who need that

support in place for speaking.

✔ The slideshow has the terminology in Spanish as well as English.

✔ The students can recognize and track vocabulary cognates. Examples: causa, decider, diferente, desastre, dolar, entrar,

familia, grupo, inmigrantes, importante, independencia, inviter, nervioso, permanente, planes, preparer, problema, terrible, y, visitor.

have a half sheet of paper stapled to a rubric, in order for me to make additional notations.

Content Core State Standards: 3.SS.1.2.3 Identify reasons why people involuntarily or voluntarily

migrate or immigrate to join new communities. L.3.1e Demonstrate command of the conventions of standard English grammar and usage when writing or speaking e. – Form and use verbs

Content Target-Student Friendly I can explain reasons why people may or may not migrate or immigrate.

Language Target-Student Friendly I can articulate a perspective using modal verbs. (sentence fluency – six traits).

Key Vocabulary can/could, shall/should, will/would, may/might/must Spanish vocabulary - verbs: poder, podria, deber, deberia

Learning Activity: ● Anticipatory Set: (Introduction) ● Modeling and Guided Practice: ● Independent Practice:

1.Watch the short BrainPop Gold Rush video. Class discussion about the gold rush being a real choice that people had to make in the past. Why it be a good decision? Why could it be a bad decision? (video link below- in materials section) 2. The students will be reading the “Gold Rush” article from Scholastic in groups of three. After the article the students will discuss the question: “If you left to California for the Gold Rush and didn’t find gold, what might happen?” ( I will be working with the small groups reading the article and helping facilitate a discussion). (article link below – in materials section) After the article and discussion, the students will be given a sentence stem. The sentence stem is:

Formative Assessment: Exit ticket

e The students will be getting a note card. Each student will need to write a sentence using a modal verb and the model sentence that was used in the independent practice.

Closing:

I ______________ leave my family or friends if it meant that I could become rich because _________________. We will discuss modal verbs and their function. At the beginning of the sentence, the students will need to use a modal verb. Each student will get a note card. The students will need to write one sentence using the sentence stem Whole class Discussion- Pull Factors

Materials needed: BrainPop Gold Rush video – found at: https://www.brainpop.com/socialstudies/ushistory/goldrush/ Gold Rush article: Found at scholastic http://www.scholastic.com/browse/article.jsp?id=3755940 (This article will be printed out for all students) (The article may also be translated into Spanish)


✔ Students are divided into different groups depending on their English Language Development. (Entering, emerging, developing, expanding, bridging, and reaching).

✔ The flexibility of students choosing what Language to use during discussion in different ways reflects the translanguaging corriente flowing through each group.


✔ The students can compare and contrast English modal verbs

with the Spanish verbs. Examples: listed above. ✔ Students work with partners to read and discuss the Gold Rush

article. The article can be translated into Spanish.

✔ Model sentence frames will be available using modal verbs.

https://www.brainpop.com/socialstudies/ushistory/goldrush/

http://www.scholastic.com/browse/article.jsp?id=3755940

Content Core State Standards: 3.SS.5.1.2 Examine the contributions from various cultures from other parts of the world. L.3.1b,g Demonstrate command of the conventions of standard English grammar and usage when writing or speaking b: nouns g: adjectives

Content Target-Student Friendly I can identify cultural items or traditions that may be transported during the migration/immigration process.

Language Target-Student Friendly I can generate a list of possible cultural traditions or items that I would take with me on my journey using adjectives and nouns. (word choice – six traits)

Key Vocabulary Cultural traditions

● Anticipatory Set: (Introduction) Modeling and Guided Practice Read aloud book:

First, I will read the book Diego Rivera His World and Ours, by Duncan Tonatiuh. After the book we will have a class discussion on some of the cultural traditions or items that we noticed in the book. Why take specific things? Do we take things that we cannot touch or see? Extra time will be given for the students to read cultural traditions books: Several books will be available for the students to read about cultural traditions and items that are important to families.

● Independent Practice: Formative Assessment: The students will turn in their list of possible cultural traditions or items that they would like to bring with them on their journey. Closing:

The students will generate a list of possible cultural traditions that they would like to take with them on their journey. Class discussion and review cultural traditions and items that families may take with them when they migrate or immigrate. Before leaving, we will have a discussion about the homework assignment. The homework assignment will be for the students to go home and ask a relative or their parents about their migration/immigration story and the cultural traditions or items that they brought with them on their journey. A copy of the interview questions will be sent home with each student (in English and/or Spanish). We will also discuss the possibility that some parents or family members may not want to share their personal stories. If this is the case, the student will need to make up a narrative story about a migration or immigration journey and the cultural traditions that were taken on that journey. **Bring back parent-interview pages on Monday. Parental Interview Questions:

Materials needed: Multicultural books – The Twins’ Blanket, Uncle Peter’s Amazing Chinese Wedding, What Can You Do with A Paleta?, Sopa de frijoles “Bean Soup,” and Jingle Dancer Read Aloud Book: Diego Rivera His World and Ours by Duncan Tonatiuh Parental Interview Questions: See above





✔ Classroom brainstorming web of different cultural traditions

and items. ✔ Sentence frames will be available for students who need that

support. ✔ Auditory support: the books that the students will be reading

can be turned into Mp4 files. ✔ Strategically choosing text that students from different

cultural backgrounds can relate to is a way of expanding and localizing the standards and making it relevant for all students.

✔ Students work with their parents in their home language to complete the parent interview guide questions.

Content Core State Standards: L.3.2 Demonstrate command of the conventions of standard English.

Content Target-Student Friendly I can use vocabulary related to evaluating a narrative rubric. Language Target-Student Friendly I can evaluate a narrative story using the six traits writing rubric and

the social studies content rubric. (conventions – six traits) Key Vocabulary Narrative writing, conventions

● Anticipatory Set: (Introduction) Modeling and Guided Practice:

*Ask students if they remembered their parental interview questions – homework assignment on Friday. We won’t be working with the questions today; however, they will need to be completed by tomorrow if you are going to write an immigration/migration story based upon their family. First, as a class, we will take a look at a completed immigration narrative. We will be using the “student friendly” six traits rubric to evaluate this model narrative.

Formative Assessment: Class discussion, anecdotal records Closing:

Organization, ideas, word choice, voice, sentence fluency, and conventions As a class we will be evaluating each area. A small version is attached below, but the larger version is attached in a previous section of this unit plan. We will also be looking at the Social Studies Content Rubric to evaluate the model narrative. Classroom discussion: We will have a discussion about the strengths and weaknesses of the model narrative paper. (Using the student friendly six traits rubric and the social studies content rubric). We will also discuss the strengths and weaknesses of the model narrative and poster in regards to the social studies content specific rubric.

Materials needed: Completed model of a migration/immigration narrative for editing. Short throw projector to project the narrative. Students can edit using the projector tools. Study friendly six-traits rubric Social studies – content rubric




✔ Some students can explain themselves in both their home language and in English,

Social Studies Content Rubric

Content Core State Standards: 3.SS.1.2.3 Identify reasons why people involuntarily or voluntarily migrate or immigrate to form or join communities. 3.SS.5.1.2 Examine the contributions from various cultures from other parts of the world. W.3.3 Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences.

Content Target-Student Friendly I can explain my migration or immigration story, including cultural traditions that I am taking on my journey.

Language Target-Student Friendly I can write a migration or immigration narrative using an introduction, sequencing words, defined paragraphs, details, and a conclusion.

Key Vocabulary Parts of a narrative

● Anticipatory Set: (Introduction) ● Modeling and Guided Practice: ● Independent Practice:

1. Explain that today we are going to start working on their narrative drafts. (The students that completed their parental interview will use the parts of the interview during this time to start their narrative). Review parts of a narrative: organization (beginning, middle, end, sequencing words). I will allow the students to use the narrative graphic organizer if they need help. We will also review the content targets. The students will start to work on their narrative independently (if they are level 4 or higher). Emergent bilingual students that are level 3, 2, and 1 that need extra supports will receive the extra

Formative Assessment: Turn in 1st draft of narrative. I will look over the 1st draft to make some anecdotal notes on how they are doing. ● Closing:

assistance during this time. We will be working with graphic organizers, word banks (with content and language vocabulary), and/or pictures. Review the importance of having time order words in a narrative so there is a clear sequence of events for the reader. We will also review beginning, middle, end, and the content parts of a narrative, including the cultural traditions piece.

Materials needed: Sequencing word bank Cultural traditions list Narrative graphic organizer Completed Parent Interview or a fictional story




✔ Some students can explain themselves in both their home language and in English.

✔ Students work with partners to complete the graphic

Organizer- they will write the English word and in their home language

✔ Sentence frames will be available for students who need that support in place for both speaking and completing the narrative graphic organizer.

Content Core State Standards: 3.SS.1.2.2 Describe migration and immigration as a process. W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

Content Target-Student Friendly I can expand my migration or immigration story using details.

Language Target-Student Friendly I can enhance my supporting details using content specific words and transitional expressions.

Key Vocabulary revising and editing

● Anticipatory Set: (Introduction) ● Modeling and Guided Practice:

1. Students are just continuing to work on draft 2 of their narratives and/or their final draft. (depending on where they are in the process). I can work with individual students or groups of students to make sure that the students are on the right track and have all of the components necessary for their narrative. The student groups may

● Independent Practice: Formative assessment: The student peer editing checklist will be the formative assessment. ● Closing

be leveled by English Language Proficiency. (Students may be peer editing or working individually with me on the editing and revising process). The students will continue to work with on writing, revising, and editing their narratives with peers. The students are familiar with peer editing. We will review the guidelines for peer editing: suggestions, positives, and proper communication. The students will be using the peer editing checklist attached. Students may begin writing their final draft. We will review revising and editing. In addition, I will make sure that students are near completion of their final draft. **Remind students to bring their cultural traditions or items for tomorrow’s lesson. The items can be real or just pictures. The students that do not have access to pictures or items may use the school computers/printers to print cultural items for their project.

Materials needed: Draft of narrative, peer checklist





✔ Editing sheet marks and examples.

Content Core State Standards: 3.SS.5.1.2 Examine the contributions from various cultures from other parts of the world. S.L.3.1b,c Engage effectively in a range of collaborative discussions.

Content Target-Student Friendly I can describe personal cultural or traditional items. Language Target-Student Friendly I can explain the cultural traditions or items that I would bring with

me on my journey using pictures, realia, etc.

Key Vocabulary Cultural traditions

● Anticipatory Set: (Introduction) ● Modeling and Guided Practice:

I will show the students the model poster with cultural items/picture on it. We will discuss the items and talk about some of the things that the students may have brought in. I will show the students how to explore cultural traditions on the computers. The students that did not bring any cultural traditions

● Independent Practice: Summative Assessment: The students will finish their final drafts and the cultural traditions/items poster/project. ● Closing

from home may work on the computer and print cultural traditions that they would take with them on their journey. As a class we will review the six traits narrative and the social studies content rubric before the students work on their final project details. **There will be some students who are independently working to complete their final draft narrative and cultural tradition project (which could be a display, poster, etc.). There will also be a small teacher led group for leveled English Language Proficiency students. (Depending on how the students are progressing with their projects will determine if we need to add another work day). Once again, we will have a discussion about the language and content rubrics.

Materials needed: Poster board, glue, scissors, pin board, tables, etc.

Translanguaging and Differentiation ✔ Students are divided into different groups depending on their English Language Development. (Entering, emerging, developing, expanding, bridging, and reaching).


✔ Some students can explain themselves in both their home language and in English.

✔ Students work with partners to complete the poster- they will

write the English word and in their home language.

Unit Plan Part 9: Formative Assessments:

I have included the formative assessments in the lesson plan sequence.

Unit Plan Part 10: Pre-Assessment:

Pre-Assessment:

A (narrative) writing prompt will be presented to the students and they will be asked to write a short narrative, based upon the prompt. This assessment will be completed individually by each student. The following narrative prompt will be used:

Prompt Pre-Test: “Imagine that your mother wakes you up in the middle of the night and tells you that you have to move, or immigrate, to another country but your mom will not tell you why. When you are packing to leave you can only take a few things with you. Write about why you might be leaving, where you may be moving to, and what you are going to take with you.”

The evidence that I would be trying to collect before teaching this unit would be what prior knowledge students have about migration or immigration and cultural traditions that the students would take with them when they go. In addition, I would be collecting information about what they have retained about narrative writing from the previous unit. For example, I would be looking at the order of events (beginning, middle, and end). Gathering pre-assessment data would allow me to see the strengths and weaknesses of each student regarding the content and language targets.

The pre-assessment must be accessible for my students who have differing ELP levels; thus, there will be different supports for different levels. The writing prompt will be read to the students that are not yet able to read it independently. Level 4-Expanding Students that are categorized as level 4 will be expected to read the prompt and write their narrative independently. Level 3- Developing Students that are categorized as level 3 will be given a graphic organizer that supports the process of narrative writing. Along with the organizer, there will be a word bank of sequencing and content words. Level 2-Emerging Students that are categorized as level 2 will be given a graphic organizer with pre-made sentence frame ideas and details. The students can fill in the graphic organizer using the sentences frames to explain what is happening in the story.

Level 1 -Entering Students that are categorized as level 1 will be given a graphic organizer with sequencing bubbles. The students can visually create a representation of their narrative. Additional supports may include having students work together, translanguaging, translating, or using technical aides such as, Google Translate. Unit Plan Part 11: Self or Peer Assessment The peer assessment that I included in this unit is at the end. The students will be working with partners to peer edit each others’ papers. The students are familiar with peer editing during writing. However, we will do some guided practice in positive reflections and constructive feedback. The students will be filling out the peer assessment sheet in addition to editing their papers. Through positive interactions and constructive feedback, the students begin to trust each other; thus, when the students work cooperatively they will have a thorough understanding of the learning targets and what they need to do work hit those targets. Lessons 9-10 involve peer assessment. Below lessons 9-10, I have included the peer assessment reflection paper. I chose a peer assessment for this unit; however, self assessments can be very beneficial also. Self assessments teach students to be metacognitive thinkers.

unit plan project - d25vtythmttl3o.cloudfront.net · unit part 3 and 4 unit. part 3 standards...

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