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Who Were the Tired, the Poor, the Huddled Masses Yearning
to Breathe Free?
Lesson Plan
Subject: 5th Grade Gifted Unit
An interdisciplinary unit that includes History (Immigration at the turn of the century), Math
(Data Comprehension), and Reading Comprehension.
Unit Overview:
Students will learn about reasons that people immigrated to the United States, problems
that new immigrants faced, and where the immigrants settled. This unit is built around the
historical fiction book, The Orphan of Ellis Island: A Time Travel Adventure by Elvira
Woodruff. From the author’s website, here is the book description:
Dominic Cantori has a painful secret. He's an orphan, and he doesn't want anyone to know
it. One day, while on a class trip to Ellis Island, a tour guide asks everyone about their
families. To avoid answering, Dominic flees from the group and hides in a closet where he
falls asleep. When he wakes up, the museum is deserted. Lonely and afraid, he picks up one
display telephone after another and talks to the recorded voices of immigrants who tell
about their live in faraway places. To Dominic's amazement, an old Italian immigrant
answers him - And before he knows it, he's transported back in time - to Italy in 1908!
GPS:
SS5H3: The student will describe how life changed in America at the turn of the
century.
d. Describe the reasons people emigrated to the United States, from where
they emigrated, and where they settled.
ELA5R1: The student demonstrates comprehension and shows evidence of a
warranted and responsible explanation of a variety of literary and informational
texts.
ELA5R2: The student consistently reads at least twenty-five books or book
equivalents (approximately 1,000,000 words) each year.
ELA5R3: The student understands and acquires new vocabulary and uses it correctly
in reading and writing.
M5D1: Students will analyze graphs. a. Analyze data presented in a graph.
b. Compare and contrast multiple graphic representations (circle graphs, line graphs, line plot graphs, pictographs, Venn diagrams, and bar graphs) for a single set of data and discuss the advantages/disadvantages of each.
M5D2. Students will collect, organize, and display data using the most appropriate
graph.
Learning Goal(s):
The student will be able to describe the reasons why people left their native
countries to immigrate to America.
The student will be able to compare and contrast the different ethnic groups that
immigrated to America between 1880 – 1930.
The student will be able to demonstrate the use of Microsoft Excel in creating a bar
graph showing the number of immigrants from different countries.
The student will be able to explain the process that the immigrants went through
when they arrived at Ellis Island.
The students will be able to describe what life was like for the immigrants as they
entered a new country (housing, work, food, health, discrimination).
The students will be able to identify some famous immigrants and any significant
contributions they made to America.
The students will be able to create and present 3 unique products; choosing from a
selection on a tic-tac-toe board.
The student will score at least an 80% on the summative test over the book The
Orphan of Ellis Island: A Time Travel Adventure to demonstrate reading
comprehension skills.
Essential Questions:
Why was Ellis Island created?
How can an author combine facts and fiction into the same book?
What are the reasons the immigrants left their home countries to come to America?
What are some of the similarities and differences in the people immigrating from different countries?
What did the immigrants expect to find in America?
Once the immigrants got to Ellis Island, what did they have to do/prove in order to leave the island and head into America?
What was life like in New York for the new immigrants?
Who are some famous immigrants and what significant contributions did they make to American society?
Was Ellis Island the only immigration processing center in America?
Why did the Ellis Island immigration processing center close?
What is Ellis Island now?
Vocabulary:
Immigrant, tenement, steerage, quota, deport, detain, illegal, alien, naturalization, persecution, citizen, famine, prejudice, melting pot, mosaic, tempest, ancestor, motto, ethnic group, refugee, heritage, culture, immigration station, pluralism, pluralistic, detain, authorities, poverty, assimilate, nativism, open door, examination, inspection, new comer, disease.
Activate Learning:
Show a picture of the Statue of Liberty. Ask the kids, “Why is this statue in New York
Harbor? Who put it there? http://www.statueofliberty.org/Fun_Facts.html
Teaching Strategies:
Day One: The Statue of Liberty
Read The Story of the Statue of Liberty by Betsy and Giulio Maestro
Show the Statue of Liberty PowerPoint (attachment)
Reinforce the fact that the Statue of Liberty could not have been placed in the NY Harbor if
not for school children collecting pennies for the cause. Introduce the idea of holding a
penny drive for a charity of their choice. (Possible charity: the Tenement Museum,
introduced in Day Seven)
Statue of Liberty crossword
http://www.nps.gov/elis/forteachers/upload/3-5-Statue-of-Liberty-Puzzle.pdf
Statue of Liberty word search
http://www.nps.gov/elis/forteachers/upload/3-5-liberty-word-search.pdf
Day Two: Ellis Island
Introductory video: www.history.com/topics/ellis-island/videos#arrival-at-ellis-island (3
min)
Read the CICERO Guided Reading: Ellis Island as a group, using the questions to guide a
discussion after the reading.
http://teacher.scholastic.com/activities/immigration/tour/index.htm
http://www.galvinized.com/ellis/nsteps.html
http://library.thinkquest.org/5101/virtualtour.htm
Day Three: Reasons people from different nations emigrated and where they settled (centers)
Read a selection of stories from I Was Dreaming to Come to America: Memories
from the Ellis Island Oral History Project by Veronica Lawlor
Visit Centers/websites below
The student will compare and contrast 2 of the groups using a Venn Diagram
The student will create a bar graph using Microsoft Excel to compare the number of
immigrants entering America from each of the 5 countries.
The Different Nationalities to Arrive:
The Italians
The Germans
The English
The Irish
The Jewish
Day Four: Processing at Ellis Island
Hook Activity: read The Memory Coat by Elvira Woodruff
The students will read/act the Reader’s Theater: Ashore on Elis Island from World
Book Classroom
http://www.worldbookonline.com/dramaticlearning/play?id=dr000007
Day Five: Ellis Island Computer Scavenger Hunt
http://mset.rst2.edu/portfolios/k/king_j/thesis/scavengerhunt.htm
Day Six: Ellis Island Center Activities: (Authentic Culminating Assessment below)
All center materials can be found at nps.gov under teacher resources.
Center 1 - Immigration / Ellis Island word search:
http://www.nps.gov/elis/forteachers/upload/3-5-ellis-island-word-search.pdf
Center 2 – Medical inspection
http://www.nps.gov/elis/forteachers/upload/Medical-Inspection-on-Ellis-Island-
2011.pdf
http://www.nps.gov/elis/forteachers/upload/3-5-Medical-Symbols-at-Ellis-Island-
Color.pdf
Center 3 – Would you pass the test? – Naturalization Exam
http://www.nps.gov/elis/forteachers/upload/3-5-Old-Naturalization-Test.pdf
Center 4 – Ship Manifest (each group creates their own ship’s manifest)
http://www.nps.gov/elis/forteachers/upload/3-5-manifest.pdf
Day Seven: Tenement Housing- PowerPoint/ virtual walk-through.
http://www.tenement.org/immigrate/
Read The Keeping Quilt by Patricia Polacco. Discuss how people from other
countries fit into the American society.
Days Eight to Ten: Tic-Tac-Toe Board Projects (see worksheet below)
Day 11: Presentation of projects to the class
Day 12: Reading Comprehension Test
Tic- Tac- Toe Projects
Look over the Tic-Tac-Toe board and choose any three projects going across, up
and down, or diagonally. The projects are due by ______________________.
You are now in America.
Write a letter to relatives
in Italy about the
experience coming to
America.
Research food popular in
the early 1900’s. Bring in
a sample of the food for
the class to taste. (Please
have the food approved
by the teacher.)
Decorate a box to look
like a trunk. Fill the trunk
with pictures of ten items
that you think would be
important to start a new
life in America.
Research the dress of
Italy in the early 1900’s.
Illustrate a common
outfit for (1) a man, (2) a
woman, and (3) a child.
Make a family tree for
your family, starting with
you and working back to
your great-grandparents
You have time-traveled
back to 1908 Italy. Write
a story about your day. (2
pages)
Visit www.ellisisland.com
and plan a fieldtrip for
the class. Describe five
exhibits that we should
see and the reason that it
important that we see
each exhibit.
Research how many
immigrants came to Ellis
Island the years that it
was open. Make a
computer graph of the
number of immigrants
each year.
Research and perform a
true cowboy song to the
class.
Authentic Culminating Assessment You have been given a bag with ten items, along with a packet of information about the intake
process at Ellis Island. You are a person involved with the workings of Ellis Island. Using the pictures
of objects in your bag, decide who you are and what your role is at Ellis Island, and then write two
paragraphs about the experience, one from the point of view of the examiner and one from the
examinee.
Culminating Assessment Rubric
Scale/Criteria
25%
50%
75%
100%
Item
Identification
(20 Points)
Using the materials
and information
provided, the student
could identify 1-3
items in the bag.
The student
could identify 4-
6 items in the
bag.
The student
could identify
7-9 items in the
bag.
Student was
able to identify
all ten objects
in their bag.
Function of
Items
(20 Points)
Student was able to
explain how 1-3
objects would be used
at the intake facility
on Ellis Island.
Student was
able to explain
how 4-6 objects
would be used
at the intake
facility on Ellis
Island.
Student was
able to explain
how 7-9 objects
would be used
at the intake
facility on Ellis
Island.
Student was
able to explain
how each
object would
be used at the
intake facility
on Ellis Island.
Identification
of Role
(40 Points)
The student did not
identify a role.
The student
made an
attempt at
identifying the
role, but the
identification
was incorrect.
The student
made
The student
correctly
identified the
role of the
person at Ellis
Island.
The
Experience
(20 Points)
The student wrote
about only one
person’s experience,
and did not use
details.
The student
wrote about
both
experiences, but
did not use
supporting
details.
The student
wrote about
both
experiences,
and used a little
supporting
details.
The student
wrote about
the experience
of both
individuals,
using many
details.
The Orphan of Ellis Island: Elvira Woodruff Comprehension Questions/Study Guide
Answer the following questions as you read the book. A 25 Question Comprehension Test (based on this study guide) will follow the completion of the book. Use this study guide to help you prepare for the test.
This will count as ONE major test grade for this unit and as part of this 9 weeks report card grade.
Chapters 1-4 1. Why is Dominic’s caseworker looking for another family for Dominic? 2. What 2 names has Ellis Island also been called? 3. Describe Dominic’s most prized possession. 4. What is Dominic’s terrible secret? 5. Why did Mr. Howard look at Dominic with a raised eyebrow when Dominic said his family was from Italy? 6. What did Dominic do when the others went to see the memorial? 7. Explain why Dominic was so scared when he woke from his nap.
Chapters 5-7 1. What did Dominic do when the flashlight went dead? 2. Who was Dominic talking to on the phone? 3. What did the old voice on the phone compare coming to a new country to? 4. Name 3 things that Francesco mentioned that he had to leave behind.
Chapters 8-10 1. Why do the boys that Dominic meets think that he is the son of one of the bosses? 2. Where is Dominic now? 3. Explain why Dominic felt a shiver run down his spine as he heard the boy say, “And I’m Francesco. Francesco Candiano.” 4. What 2 possible causes do the boys suggest for Dominic’s question about what year it is? 5. Why do the boys start filling Dominic’s pockets with stones? 6. How many stones did they say were needed? 7. The boys compared Italy to what shape? Chapters 11-13 1. Why does Antonio think that a goat makes a better pet than a dog? 2. How did the boys come to own the net? 3. What did Francesco warn Salvatore about when Salvatore was eating the cherries? 4. What does the word famiglia mean? 5. Dominic realized that he had never been as poor as these boys. What 4 things are mentioned that made him feel this way? 6. Who did Dominic and the boys run into at the end of chapter 13? Chapters 14-16 1.Why do you think that Dominic took the blame for stealing the cherries? 2. What words had Dominic waited his whole life to hear? 3.Where are the boys to live when they get to America? 4.What is Salvatore accused of doing? 5. Why was it important to Father Tomaso for Francesco to “mention” Rome? 6.What town are the boys traveling to so they can board the boat?
Chapters 17-20 1. How does Antonio want to share the shoes? 2. What dream does Salvatore have about America? Antonio and Francesco tease Salvatore about his stomach by pretending to see what? 3. Why did Francesco not understand why Dominic said, “You never ell someone on the street what you’ve got on you?” 4. What did Dominic discover at the end of this chapter? 5. Write a prediction of what you think might be the reason for this “find”. Chapters 21-23 1. How did the initials SC get on the key? 2. What do the initials stand for? 3. Why didn’t they take Salvatore to the hospital? 4. Why do you think that Dominic was sorry for not giving Salvatore the Buffalo nickel sooner? 5. What did Francesco offer to Dominic to repay him for taking the whip for Antonio? Chapters 24-27 1. What disappointment did Francesco have when they reached the boat? 2. Describe the boat that they were traveling on. 3. Why did no one complain or ask for their money back for such a rotten trip? 4. How long have they been at sea when American land was been spotted? Chapters 28-30 1. Who is “Lady Liberty”? 2. What happened to the immigrants that did not pass the batteria? 3. What were Francesco’s plans for the key? 4. Why are they now called the “Cantori Brothers”? 5. What conclusion does Dominic come to about Francesco? 6. What did Dominic want to do at the end of chapter 30? Chapters 31-33 1. Where is Dominic now? 2. Why was Dominic speechless when he saw the cracked piece of plaster of a goat with wings? Do you think he dreamed it or was he really in 1908? 3. What kind of pet did he hope that they would have? Questions - Courtesy of the following website:
http://www.google.com/url?q=http://teachers.greenville.k12.sc.us/sites/jaustin/Shared%2520Documents/The%2520Orphan%2520of%2520Ellis%2520Island%2520Comprehension%2520Questions.doc&sa=U&ei=EckVUPb-AoHu9ASI8ICQAw&ved=0CBIQFjAA&usg=AFQjCNEXLHB4Nlv52pTYdXkMQ3-lQQHAAQ
The Orphan of Ellis Island: Elvira Woodruff
Comprehension TEST
Answer the following questions (4 points each) using complete sentences.
Use a separate sheet of paper to answer the questions.
1. Why is Dominic’s caseworker looking for another family for Dominic?
2. What is Dominic’s terrible secret?
3. Why did Mr. Howard look at Dominic with a raised eyebrow when Dominic said his family
was from Italy?
4. Explain why Dominic was so scared when he woke from his nap.
5. What did the old voice on the phone compare coming to a new country to?
6. Why do the boys that Dominic meets think that he is the son of one of the bosses?
7. Where is Dominic now?
8. Explain why Dominic felt a shiver run down his spine as he heard the boy say, “And I’m
Francesco. Francesco Candiano.”
9. What 2 possible causes do the boys suggest for Dominic’s question about what year it is?
10. Why do the boys start filling Dominic’s pockets with stones?
11. What did Francesco warn Salvatore about when Salvatore was eating the cherries?
12. Dominic realized that he had never been as poor as these boys. What 4 things are mentioned
that made him feel this way?
13. Why do you think that Dominic took the blame for stealing the cherries?
14. What words had Dominic waited his whole life to hear?
15. Why was it important to Father Tomaso for Francesco to “mention” Rome?
16. What dream does Salvatore have about America?
17. What did Francesco offer to Dominic to repay him for taking the whip for Antonio?
18. What disappointment did Francesco have when they reached the boat?
19. Why did no one complain or ask for their money back for such a rotten trip?
20. Who is “Lady Liberty”?
21. What happened to the immigrants that did not pass the batteria?
22. Why are they now called the “Cantori Brothers”?
23. What conclusion does Dominic come to about Francesco?
24. Why was Dominic speechless when he saw the cracked piece of plaster of a goat with wings?
25. Do you think he dreamed it or was he really in 1908?
