Immigration Literature Focus Unit Joscelyne Thompson Spring
2010 EDU*315 Language Arts Methods
Slide 2
The story of immigration is inseparable from this country's
history. Discover the United States all over again as you introduce
your students to the two major waves of immigration that brought 34
million people to our nation's shores and spurred the greatest
period of national change and growth. All Americans, with the
exception of Native American, are descended from immigrants. The
greatest number of immigrants -- more than 34 million -- arrived in
the United States during the 100 years preceding 1924, when new
legislation closed the country's relatively wide-open door. The
first major wave of immigration after 1824 consisted primarily of
northern Europeans from Ireland, Great Britain, Germany, and
Scandinavia. The second wave of immigrants -- mainly from southern
and eastern Europe -- arrived between 1890 and 1924. The story of
those years and those immigrants is also the story of our country's
growth. http://www.educationworld.com/a_lesson/lesson204.shtml
America was built by immigrants. From Plymouth Rock in the
seventeenth century to Ellis Island in the twentieth, people born
elsewhere came to America. Some were fleeing religious persecution
and political turmoil. Most, however, came for economic reasons and
were part of extensive migratory systems that responded to changing
demands in labor markets. Their experience in the United States was
as diverse as their backgrounds and aspirations. Some became
farmers and others toiled in factories. Some settled permanently
and others returned to their homeland. Collectively, however, they
contributed to the building of a nation by providing a constant
source of inexpensive labor, by settling rural regions and
industrial cities, and by bringing their unique forms of political
and cultural expression.
http://www.history.com/topics/immigration
Slide 3
Literature Selection The House on Mango Street by, Sandra
Cisneros; 5 th grade level Latino Hannah's Journal: The Story of an
Immigrant Girl by Marissa Moss Lithuania Land of Hope by Joan
Lowery Nixon Russia The Night Journey by Kathryn Lasky; 4 th +
Russia Where Did Your Family Come from? by Melvin and Gilda Berger
The Keeping Quilt by, Patricia Polacco; 3rd-5 th Russian If Your
Name Was Changed at Ellis Island by, Ellen Levine; 1 st -4 th
General Coming to America: The Story of Immigration by, Betsy
Maestro Dreaming of America: An Ellis Island Story by, Eve Bunting;
3 rd -5 th Ireland Was Dreaming to Come to America: Memories from
the Ellis Island Oral History Project by, Veronica Lawlor Letters
from Rifka by Karen Hesse Immigrant Kids by, Russell Freedman; 3 rd
-5 th The Memory Coat by, Elvira Woodruff; 2 nd -5 th My Diary from
Here to There/Mi diario de aqui hasta alla by, Amada Irma Perez
Mexico My Chinatown: One Year in Poems by, Kam Mak Hong Kong Tha
Name Jar by, Yangsook Choi Korea Coming to America: A Muslim
Familys Story by, Bernard Wolf Egypt A Picnic in October by, Eve
Bunting Italy Dia's Story Cloth by Dia Cha Hmong A Step from Heaven
by An Na Korean Home of the Brave by Katherine Applegate Somali A
Very Important Day by Maggie Rugg Herold The Orphan of Ellis Island
by Elvira Woodruff Journey to Ellis Island by Carol Bierman Land of
Dreams (Ellis Island Stories) by Joan Nixon Lowery
Slide 4
Quotes regarding immigration "Everywhere immigrants have
enriched and strengthened the fabric of American life. " -- John F.
Kennedy "Unless the stream of these people can be turned away from
their country to other countries, they will soon outnumber us so
that we will not be able to save our language or our government."
-- Benjamin Franklin "Give me your tired, your poor, Your huddled
masses yearning to breathe free, The wretched refuse of your
teeming shore. Send these, the homeless, tempest-tost to me, I lift
my lamp beside the golden door!" -- Emma Lazarus (inscribed on the
Statue of Liberty)...except for "all idiots, imbeciles,
feeble-minded persons, epileptics, insane persons; persons who have
had one or more attacks of insanity at any time previously; persons
of constitutional psychopathic inferiority; persons with chronic
alcoholism; paupers; professional beggars; vagrants; persons
afflicted with tuberculosis in any form or with a loathsome or
dangerous contagious disease; persons not comprehended within any
of the foregoing excluded classes who are found to be and are
certified by the examining surgeon as being mentally or physically
defective, such physical defect being of a nature which may affect
the ability of such alien to earn a living; persons who have been
convicted of or admit having committed a felony or other crime or
misdemeanor involving moral turpitude; polygamists, or persons who
practice polygamy or believe in or advocate the practice of
polygamy; anarchists, or persons who believe in or advocate the
overthrow by force or violence of the Government of the United
States." -- The Immigration Act of 1917
Slide 5
Quotes (cont) Then one bright morning, a cry went up from the
front of the ship. It was just one word: LAmerica! The word
traveled through the crowd like something alive. It was whispered.
It was shouted. It was almost like a prayer. Come! Marco called to
the family from the railing. Everyone on the ship was rushing to
the right side of the boat. But the children slithered through the
crowd to join their uncle. Look! Its beautiful! The harbor, full of
big ships and small boats, sparkled in the sunlight. There were
green, bountiful farms n both sides of the Hudson River. And there,
almost close enough to touch, was the most wonderful thing of all:
the Statue of Liberty. She looked serenely over the water, as if to
say, Its all right. Ill protect you now. Her crown shone in the
sun, and her torch climbed to the sky. A hush fell over the crowd
on the ship. Many people cried, even grown men. -Hittys Travels:
Ellis Island Days, by Ellen Weiss There were probably as many
reasons for coming to America as there were people who came. It was
a highly individual decision. Yet it can be said that three large
forcesreligious persecution, political oppression and economic
hardshipprovided the chief motives for the mass migration to our
shores. They were responding, in their own way, to the pledge of
the Declaration of Independence: the promise of "life, liberty and
the pursuit of happiness." John F. Kennedy, A Nation of Immigrants,
1964
Slide 6
Focus Books Focus Book The House on Mango Street By, Sandra
Cisneros Read Aloud Hannah's Journal: The Story of an Immigrant
Girl By, Marissa Moss
Slide 7
Poems to incorporate The New Colossus By, Emma Lazarus (found
at the base of the Statue of Liberty) Let America Be America Again
By, Langston Hughes When We Left El Salvador. By, Ren Colato Lanez
Wonders of the City By, Ren Colato Lanez Farewell to the Farm by
Robert Louis Stevenson Immigration Bugaloo by DeAnne Wiley
Slide 8
Theme Study Students will take part in a thematic unit about
immigration. This unit will integrate reading and language arts
with social studies, mathematics, art, music, and physical
education. Students will gain understanding of the reasons people
immigrated to America, how they immigrated, how immigration
affected America, and tolerance of people.
Slide 9
Unit goals Students will be able to identify reasons why many
immigrants left their homelands to come to America. Students will
be able to draw conclusions about the immigrant experience and to
identify local immigration patterns. Students will come to a deeper
understanding of the immigrant experience. Students will discuss
present day immigration issues and pose solutions for the issues.
Students will be more tolerant of the people around them that may
appear as different than them.
Slide 10
How to introduce the unit Break the class into groups of 4.
Each group is then given the same craft-like materials: ex. glue
sticks, popsicle sticks, plastic cups, index cards, staplers, tape,
string, construction paper, foil, stickers, etc. Really, anything
could be used as long as each group has the same size, shape,
color, and number of objects. The task:Each group is given about 20
min. to create a "creature". They may use any of the materials
provided. The catch is, they are absolutely forbidden to speak to
one another in words or writing. Gestures and facial expressions
are okay, but no other communication. When time's up, each group is
given time to display their version of a "creature" and explain the
pros and cons of working in a group that couldn't communicate in
words or written responses.
http://www.proteacher.org/a/134129_ideas_for_immigration.html
Slide 11
Language Arts: Reading Activities Students will read various
books about immigration, fiction and non-fiction, as well as poetry
through partner reading, small group reading, silent reading, group
reading, reading aloud, and readers theater. Students will read
poetry they create about immigration and America. Students will
share their journals with their peers. Students will share their
pen pal letters with their peers. Teacher will read aloud from
Hannah's Journal: The Story of an Immigrant Girl by Marissa Moss,
The Night Journey by Kathryn Lasky, as well as other books about
immigrants.
Slide 12
Language Arts: Writing Activities Students write a letter to an
imaginary pen pal. The students should include details about what
life is like in America because this letter is to be created for a
child who would be immigrating to America and be nervous about the
move. Students will write and illustrate what they would take with
them if they had to immigrate to another country and limit either
the number of items or the amount of space they can take up.
Students will create a journal from the perspective of an immigrant
child. The journal needs to include: What country they are leaving;
why they are leaving their homeland; who they are travelling with
on their journey; who they left behind; what they brought with
them; what they think their life will be like in America. Students
will create a free verse poem either about immigration or about
America. Students will research information about immigration in
which they will complete a written report about what they learn.
Students will create and present a Reader's Theater based on The
Keeping Quilt by Patricia Polacco. Students will create a journal
entry about why it is important to understand other peoples
cultural heritage.
Slide 13
Language Arts: Speaking Activities The House on Mango Street
Reader's Theater Presentations regarding family history and group
research project regarding immigration Grand conversations about
immigration The students will use the authors chair to present
their poems and stories. Students will participate in a small group
discussion about The House on Mango Street by Sandra Cisneros
Students will take part in peer conferences for their letters,
poems, and stories.
Slide 14
Language Arts: Listening Activities Students will listen to
audio versions of immigration literature. Students will listen as
the teacher discusses immigration and how/why it occurs. They will
listen as the teacher shares information about how immigration has
affected North Dakota. Students will listen respectfully to their
peers as they share their narrative story regarding what they would
bring if they had to immigrate to another place, poems, journal
entries, and personal history. Students will listen to their peers
opinions during grand conversations. Students will listen to music
and videos about immigration. Students will listen respectfully to
guests that come into the classroom to discuss immigration through
their personal experiences as a child and/or adult.
Slide 15
Language Arts: Viewing Activities Students will view pictures
of people who have immigrated as well as the Statue of Liberty.
Students will view movies about the Statue of Liberty and
immigration (see technology ideas). Students will view
illustrations what they would bring as well as collages of the
Statue of Liberty created by their peers. Students will view the
Readers Theater performances Students will view the immigration
word wall Students will view various websites regarding immigration
(see technology ideas).
Slide 16
Language Arts: Visually Representing Activities Students will
create illustrations of the process of immigration and what they
would bring with them. Students will create a collage of magazine
cutouts that represent America in the shape of the Statue of
Liberty. Students will display their poems in an artistic
presentation. Students will create an Immigration Word Wall.
Slide 17
Science Activities Students will investigate how immigration
affected the land through discussion and research. Students will
research the weather patterns and climates of countries in which it
was common for people to immigrate to North Dakota from, such as
Germany, Russia, Norway, Yugoslavia, England, and Sweden. Students
will then create a hypothesis as to why many people chose North
Dakota.
Slide 18
Mathematics Students will research information regarding the
number of immigrants that entered the country between 1899-1924
(other students could be given other ranges of years so as to
create a comparison). Students will then create graphs based on the
information that they have found. Also, there is a related activity
that is found on
http://www.educationworld.com/a_lesson/TM/l204_immigmath.shtml in
which the students are given a worksheet with questions that must
be answered based on a chart they are given. They then must create
a graph out of five countries of interest.
http://www.educationworld.com/a_lesson/TM/l204_immigmath.shtml
Students bring in family recipes that have been passed down through
the generations. Adding fractions and forms of measurement using
the amounts given in the recipes are the major concepts covered.
Students will then convert their recipe so that it could serve 50
people, 100 people, and 500 people. Students then bring in the
actual foods made from the recipes at the end of the unit as a
"Family Reunion". Graphing can be used in many areas of this unit.
Countries, dates of entry, and family members that immigrated can
all be graphed as well as many others. They can then create a
presentation on the information gathered. Students use spreadsheets
to create graphs and PowerPoint to present their findings.
Slide 19
Social Studies Read the book Where Did Your Family Come from?
by Melvin and Gilda Berger Create a chart with the following
categories to discuss with students: Name and country they came
from Why they came to America How they came to America
Hardships/problems they faced coming to America Things they learned
to do/overcome Students pick a character to write a journal entry
as. (Language Arts) Students will research their family history and
where their relatives have come from. They will need to report on
where they came from, what reasons their family came (if known),
how they came to America, and any other information they find
important. Students will then create a presentation and report
regarding what they have learned. A large world map will be hung in
the classroom. Each student will be given at least one piece of
string to which they will attach it to where their family came from
and where they came to in America.
Slide 20
Social Studies (cont) Set up an immigration simulation in the
room to be somewhat like Ellis Island. Each student is given a role
like: eye exam doctor, general doctor, hospital building nurse,
security officer, ticket master, interrogator (Asks questions such
as how much money do you have? Where will you live? Are you
planning on overthrowing the gov't? Do you already have a job lined
up? Can you read/write, etc.), immigrants from various countries,
and interpreters who speak one or more languages. Each student is
given a card that explains his/her role and their particular
situation. For instance: *An immigrant may have to walk with a limp
while walking up the main staircase. The examiner at the top of the
stairs will consider the person lame, and not permit him/her into
the country. Instead, he/she will have to go the hospital building
until it is decided if he/she can remain in the country or be sent
back. *A doctor may be given a card that says he/she must only
allow three immigrants to pass. Each immigrant will have a black
piece of construction paper pinned to his/her back. The doctors
will mark with chalk a code that indicates if the immigrant has any
ailments such as back trouble, eye problems, mental illness, etc.
*An immigrant may have a card that says he/she cannot find any
interpreters who speak his/her language. Therefore, that immigrant
is to get very, very angry. Security has to be called, and the
person is considered to have a mental illness. Of course, this gets
the immigrant sent home. At the end the kids will reflect on their
feelings during the experience. Some may be disappointed they were
by not being permitted into the country; others will say how
frustrating it was that they couldn't find anyone who spoke their
language; others will end up saying how happy they were to make it
through the whole process.
http://www.proteacher.org/a/134129_ideas_for_immigration.html
Slide 21
Social Studies (cont) Discuss the importance and history of the
Statue of Liberty. First, discuss the history of the Statue of
Liberty. (To begin, it was given by the people of France to the
people of the United States over one hundred years ago in
recognition of the friendship established during the American
Revolution, there is much more detail in which the students would
learn. A great website for all this information is
http://www.statueofliberty.org/Statue_History.html )
http://www.statueofliberty.org/Statue_History.html Then, have a
large picture of the Statue of Liberty available for the students
to view. They would then brainstorm and discuss if there is
possibly symbolism in how the statue was designed and built and
then point at different parts to see if the students can determine
the reason. Some of the symbolisms of the Statue of Liberty: The
torch- enlightening the way to freedom The robe- law and order 25
windows in her hat- the number of seas and continents in the world
Tablet that she holds- American declaring its independence from
Britain Broken shackles on her feet- freedom from tyranny Upraised
right foot- leading the way to freedom Rays on hat- heavens rays
shining down on the world
Slide 22
Music and Art Activities Students will create illustrations of
what they would bring with if they had to immigrate to another
country. Students will prepare an artistic presentation of their
poetry. Students will create a collage of America by cutting the
shape of the Statue of Liberty and then using magazine cut outs to
create the look of the statue. They will also create a background
for their Statue of Liberty collage. Students will listen and learn
the lyrics to various songs about immigration (see songs to
incorporate). Students will create new lyrics to a traditional song
about America, such as America the Beautiful.
Slide 23
Songs to Incorporate America by Neil Diamond America by Simon
& Garfunkel Wavin' Flag by K'naan Multiple Artists: This Land
is Your Land Star Spangled Banner America the Beautiful Immigration
Island by Tim Sparling and Allen Werneken Lady off the Shore by
Michael Rychlik and Andy Davis Playing for Change videos and songs
as they show people around the world singing different songs about
peace
Slide 24
Physical Education Activities (see following slide for
directions) Students will learn multi cultural games such as: 1,2,3
Dragon (China) Kameshi Ne Mpuku (Congo) King or Queen of the Jewels
(Europe) Soccer (much more popular in other areas of the world)
Students will learn popular dances from other areas of the world,
such as: The Reel (Scotland/England/Ireland) Tinikling (Asian
countries) Chinese Ribbon Dance (China) d'hammerschmiedsgselin
(Germany) There are many other dances that are culturally specific,
such as different styles of dances performed in the Hawiian
Islands, the Hora in Israel, and even some that were truly
developed in America. The video
http://www.youtube.com/watch?v=Hd60_VA88-M gives several examples
of different dances while also showing how they are
done.http://www.youtube.com/watch?v=Hd60_VA88-M
Slide 25
Directions for Physical Educations Activities 1,2,3 Dragon
(China) Students form a line and hold onto the shoulders or waist
of the person in front of them. The person at the front of the line
is the head, and the person at the back of the line is the tail.
The teacher instructs the group to start jogging. When the head
calls, 1, 2, 3 Dragon! the head begins to chase the tail to try and
tag it. If the tail gets tagged, the head goes to end of the line
and becomes the tail. A new player becomes the head. If the line
breaks, the dragon dies and a new head must be chosen. Kameshi Ne
Mpuku (Congo) Players are chosen to be the cat and the rat. The
remainder of the class will be placed into four rows, holding
hands, and standing parallel to each other. The object of the game
is for the cat to tag the rat. The rat tries to avoid the cat. The
other children act as the barriers for the cat and the rat to run
between. The catch is that the teacher or the cat can call mpuke
ekali which means let the rat stop.&rdqup; This call signals
the children to drop hands with the people in their lines. All
students turn a quarter turn to the left, so that they are all in
new lines now (the lines just changed from horizontal to vertical).
Students should quickly hold hands with the new people next to
them. Now that the line direction has changed, the rat may be
easier or harder to catch. The game ends when the rat is caught or
the teacher calls time. The cats and rats should then change places
with two students in the lines. King or Queen of the Jewels
(Europe) Set up four hula hoops (or make four circles with chalk)
in each corner of the activity area. Put one bean bag (or whatever
you choose to use) in the center of the hoop. This is the jewel.
Choose one student to be either the king or queen of each of the
hula hoops. Their job is to protect or guard the jewel inside the
hoop. The king or queen guards the jewel by standing outside of the
hoop. The rest of the students are thieves. They move around the
hoops and try to steal the jewels. The king or queen should tag any
thief who tries to steal from them. If a thief is tagged before he
or she steps inside of the hoop, they are out. You can also choose
to just have the player continue. If a thief makes it safely into
the hoop without being tagged, they are the new king or queen. They
will trade places and jobs with the old king or queen. Depending on
the number of students playing, you may need to add or subtract the
number of kings and queens.
Slide 26
Websites for dance instructions The Irish Reel is very similar
to the popular Riverdance. On YouTube, there are some examples such
as on http://www.youtube.com/watch?v=e58jAqXq8PY, also the website
http://www.learntodance.com/online%20irish%20dancing%20lesson.htm
gives some instructions on performing this
dance.http://www.youtube.com/watch?v=e58jAqXq8PY
http://www.learntodance.com/online%20irish%20dancing%20lesson.htm
There are many videos on YouTube if you simply search Tinikling.
However, http://learn.sdstate.edu/melissa_mork/sctinikling.htm is a
wonderful site that gives great descriptions and teaches how to
perform this dance.
http://learn.sdstate.edu/melissa_mork/sctinikling.htm Again,
YouTube has several examples of Chinese Ribbon Dancing such as the
link http://www.youtube.com/watch?v=n-GADdbtCb8, also the website,
http://www.ehow.com/how_2125423_perform-ribbon-
dance.html?ref=Track2&utm_source=ask, offers instruction for
performing the ribbon dance.
http://www.youtube.com/watch?v=n-GADdbtCb8
http://www.ehow.com/how_2125423_perform-ribbon-
dance.html?ref=Track2&utm_source=ask In regards to the
d'hammerschmiedsgselin, the website,
http://learn.sdstate.edu/melissa_mork/German.html, gives
instruction while both http://www.youtube.com/watch?v=9k6elrj2NZQ
and http://www.youtube.com/watch?v=kuyqF_VZYOs show videos of
people doing the dance.
http://learn.sdstate.edu/melissa_mork/German.htmlhttp://www.youtube.com/watch?v=9k6elrj2NZQ
http://www.youtube.com/watch?v=kuyqF_VZYOs
Slide 27
Technology for Student Use
http://www.npg.org/facts/us_imm_decade.htm
http://www.urban.org/Publications/305184.html (might be a little
tough for some students)
http://www.urban.org/Publications/305184.html
http://www.history.com/topics/about-ellis-island
http://www.ellisisland.org/photoalbums/ellis_island_then.asp
http://students.umf.maine.edu/yestrajm/public.www/Immigration%20Website/w
hatisimmigration.html
http://students.umf.maine.edu/yestrajm/public.www/Immigration%20Website/w
hatisimmigration.html
http://teacher.scholastic.com/activities/immigration/tour/index.htm
http://www.ohranger.com/ellis-island/destined-fame
http://web.archive.org/web/20070406212547/http://www.ailf.org/notable/famou
s.htm
http://web.archive.org/web/20070406212547/http://www.ailf.org/notable/famou
s.htm
http://immigrationupdate.wordpress.com/famous-american-immigrants/
http://history.wisc.edu/archdeacon/404tja/batv3.html
http://www.endex.com/gf/buildings/liberty/liberty.html
http://www.thirteen.org/tenement/index.html
http://www.nps.gov/stli/photosmultimedia/virtualtour.htm
Slide 28
Language Arts Strategies Activating background knowledge:
students will think about what they already know about immigration
Brainstorming: students will think of many ideas related to
immigration through writing and group discussion activities
Connecting: students will relate to the world around them by
journaling, interviewing, and researching about immigration
Predicting and Monitoring: students will predict the reasons why
people immigrated to America and monitor their predictions as they
research and gain knowledge Playing with language: students will
use language creatively through stories, poems, and journals
Revising: students will make changes to their written activities
Visualizing: students will draw pictures in their minds as
different stories are read and their knowledge base grows
Slide 29
Language Arts Skills Print: students will recognize words on
their Immigration Word Wall Comprehension: students will recognize
literary genres of fiction, non-fiction, and poetry. Students will
compare and contrast immigration patterns and common reasons for
immigration. Language: students will apply various skills in their
writing activities: stories, poems, song lyrics, and journal
entries. References: students will create graphs, Venn diagrams,
and research immigration
Slide 30
Grouping Patterns Large group: grand conversations, interviews,
field trips (if a multicultural center is in the area), physical
education activities, viewing videos, singing songs, word wall,
Readers Theater, Venn diagram, predictions, listening to
presentations Small group: peer conferences, small group
discussions, creating song lyrics, creating a Readers Theater,
researching immigration, researching countries that were commonly
immigrated from to this area, math research and graphing
Individual: writing stories, poems, letters, journal entries,
researching family history, creating illustrations and art
work
Slide 31
End of Unit Celebration Students will get to celebrate the end
of the unit with a popcorn party and a MultiCultural Family Night!
The film An American Tail (1986) will be shown during the popcorn
party to wrap up the unit. Also, the class will hold a
Multicultural Family Night to celebrate what the students have
learned and share the information with their families. During this
time, traditional foods will be brought in by the students to
share. Any local dance groups can be brought in to perform their
style, such as square dancers, polka dancers, etc. This will also
be a time in which the students will be able to share their
writings, art, and presentations with their families.
Slide 32
MondayTuesdayWednesdayThursdayFriday Morning Language Arts
Grand conversation Read aloud: Hannah's Journal Teacher provides
information on immigration Partner reading of immigration
literature Listening center and silent reading: immigration stories
Writer's workshop: write a story~ What I Would Take with Me View
videos Writer's Workshop: Write a poem about immigration or America
Students will write letters to a pen pal Guided reading: The
Keeping Quilt Writer's Workshop: Immigration story peer confrences
Reader's Theater: The House on Mango Street Create lyrics for a
song about America Author's chair: share immigration stories
Art/Music View photographs of people from other areas of the world
Listen to songs about immigration and the Statue of Liberty View
photos of Ennis Island Create an artistic background for poem
Create Statue of Liberty collage Artists gallery: view poem,
collages, and illustrations Perform immigration songs and sing new
lyrics Physical Education Play 1,2,3 Dragon Play Kameshi Ne Mpuku
Play King or Queen of the Jewels Learn folk dancesContinue folk
dances Afternoon Math Graphing worksheetReseach and graph
immigration information from other countries Research number of
immigrants between 1899-1924 and create a graph Students bring in
family recipes and convert for larger groups Begin watching An
American Tail Science Students will research how immigration
affected land Students will research weather patterns of other
countries Students will present what they have found regarding
weather and land Watch An American Tail Social Studies Read Where
Did Your Family Come From Create a brainstorming chart about
immigration with the students Teacher discusses what it was like to
go through Ennis Island Students take part in simulation Discuss
the importance, history, and symbolism of the Statue of Liberty
Students will begin working on their immigration journals Students
will present their family history projects to the class Finish
watching An American Tail Finish family history presentations
Slide 33
Assessments Journal entries and KWL chart Participation in
grand conversations Analytical Writing Traits Rubrics and peer
conferences for stories and poems Informal observation of authors
chair, Readers Theater, small group involvement Math graphs, Social
Studies activities Spelling test using the Word Wall Active
participation in music and physical education activities Portfolio
of completed art work Completion of work assigned Portfolio of
projects and the rubrics that are specific to each project.