Author:
Melody Casey
Subject:
English Language Arts
Material Type:
Lesson Plan
Level:
Upper Primary
Grade:
4
Tags:
  • GEDB
  • Global Education
    License:
    Creative Commons Attribution Non-Commercial
    Language:
    English

    Education Standards

    GEDB Immigration "I am . . .": Essay (Lesson 10 of 10)

    GEDB Immigration "I am . . .": Essay (Lesson 10 of 10)

    Overview

    This lesson will take students to the final phase in this unit, the essay writing. Students have been writing routinely throughout the unit and have had authentic exposure to the language of immigration. Students will write a well-developed, 5-6 paragraph essay articulating their immigration story titled, "I am...." Students will be supported with a graphic organizer, sentence frames and a writing checklist as they write. These subtopics were identified in Lesson 3: cause, effect, challenges, emotions, and hopes. Students' writing will be supported by facts and details and provide a concluding section which expresses their opinion about their family's choice to immigrate to the United States. This lesson was developed by Tsianina Tovar as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.

    Lesson Plan

    Description

    This lesson will take students to the final phase in this unit, the essay writing. Students have been writing routinely throughout the unit and have had authentic exposure to the language of immigration. Students will write a well-developed, 5-6 paragraph essay articulating their immigration story titled, "I am...." Students will be supported with a graphic organizer, sentence frames and a writing checklist as they write. Students will determine their word choice to describe their background and the five identified subtopics from this unit to describe their own family's immigration story. These subtopics were identified in Lesson 3: cause, effect, challenges, emotions, and hopes. Students' writing will be supported by facts and details and provide a concluding section which expresses their opinion about their family's choice to immigrate to the United States.

     

    Content

    Student Engagement/Motivation

    (15 minutes)

    Day 1-

    Teacher will...

    -ask students:

    "What does a good writer do to make his or her writing clear and precise?" (Write responses on the board.)

    -remind students to ask themselves:  

    "Did you choose words from the unit vocabulary?"

    "Did you use correct spelling, capitalization, and punctuation?

    "Did you use a variety of sentences such as simple, compound and complex?

    "Did you include all components of my bibliography: background, cause, effect, challenges, emotions and hope?"

    "Did you reread your writing?"

     

    Learning Targets and Criteria for Success

     

    Standard:

    Day 1-4

     Learning Targets

     

     

     

     

    W.4.3, 4.4, 4.5, 4.7

     

    W.4.3 Students will write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequence.

    W4.4 Students will produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

    W.4.5 Students will, with guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing.

    W.4.7 Students will conduct short research projects that build knowledge through investigation of different aspects of a topic.

     Criteria for Success

    The Language of Language Arts-

    Writing Formative Framework

    I can write a 5 paragraph essay.

    I can plan, revise and edit my writing.

     

    WIDA Standards

    Range Levels:

    1(low)-6(high)

    1-Entering

    2-Beginning

    3-Developing

    4-Expanding

    5-Bridging

    6-Reaching

    1-Produce personal word/ phrase lists from labeled pictures and check with a partner for edits and revision.

    2-Create phrases/short sentences from models and check with a partner for edits and revision.

    3-Edit and revise guided writing (e.g., for conventions and structures) based on teacher feedback.

    4-Edit and revise writing (e.g., using word processing or rubrics) based on class or peer reviews.

    5-Self-assess to edit and revise writing to produce final drafts.

     

    SWBAT...

     

     

    • write a variety of sentences.
    • write a well-developed and organized five-paragraph essay.
    • use correct grammar.
    • use unit vocabulary.
    • identify subtopics with details.
    • revise and edit draft.
    • provide a final opinion on how they can make a difference.

     

    Supplies/Resources

    -Pencils

    -Paper

    -Immigration Autobiography Classification Graphic Organizer (Introduced in Lesson 9)-(See attachment.)

    -Immigration-Writing Task Support-(See attachment.)

    -Final Writing Checklist-(See attachment.)

     

    Learning Tasks and Practice

    Lesson 10: At-A-Glance

     

    Day 1

    Day 2

    Day 3

    Day 4

    Objective

    Step 1: I can complete a graphic organizer about my (my family's) immigration story.

    Step 2: I can write sentences for each paragraph using sentence frames.

    Step 3: I can write a 5 paragraph essay using sentence frames.

    Step 4: I can write a 5 paragraph essay.

    Step 5: I can revise and edit my essay with guidance and support from my teacher and rubric.

    Step 6: I can write a final draft essay using my rubric.

    Supporting Tools for Students

    • Immigration Autobiography Classification Graphic Organizer (Organizing Details/Information)
    • Immigration-Writing Task Support (Sentence/Paragraph Writing Support)
    • Final Writing Checklist

     Essential Question

     What are components for effective writing?

    Summative Assessment

    Final Written Essay: "I am..."

    Note: Fluency Folders are not used in Lesson #10 of this unit.


    Day 1-Planning and organizing: (50 minutes)

    Teacher will...

    -pass out and review the Immigration Writing Task Support sheet and the Final Writing Checklist to students.

    -return students' Immigration Autobiography Classification Graphic Organizer (Introduced in Lesson 9).

    -provide support as needed.

    Students will...

    -classify the details of their autobiography in the Immigration Autobiography Classification Graphic Organizer.

    -fill in the Immigration-Writing Task Support sheet with information from the Immigration Autobiography Classification Graphic Organizer.

    -review the Final Writing Checklist.

    Teacher will...

    -collect all materials at the end of class.

     

    Day 2-Rough draft writing:(60 minutes)

    Teacher will...

    -return students' papers from Day 1.

    -provide support and student feedback about their writing.

    Students will...

    -continue with Day 1.

    -begin to write their essay using their completed Immigration-Writing Task Support sheet.

    Teacher will...

    -collect materials.

     

    Day 3-Revise and edit: (60 minutes)

    Teacher will...

    -return students' papers from Day 2.

    -provide support and student feedback.

    Students will...

    -continue writing, editing, revising with teacher feedback.

    Teacher will...

    -collect materials.

     

    Day 4-Final draft: (60 minutes)

    Teacher will...

    -return students' papers from Day 3.

    -provide support and feedback.

    Students will...

    -continue writing, editing, revising with teacher feedback.

    -complete their self-evaluation using the Final Writing Checklist.

     

    Collecting and Documenting Evidence of Learning

    Summative Assessment:

    • Write a well-developed, five paragraph essay.

     

    Feedback/Instructional Adjustments

    Peer review/editing can be an option in addition to teacher review.

    If you have a student that was born in the United States, have them interview a family member and write about their story.

     

    Teacher Reflection of Learning

    An ESL classroom has students with diverse backgrounds, home countries, religions and languages. Teaching lesson 9 and 10 have offered me the opportunity to learn the factors that influenced my students' personal immigration stories. This unit gradually peels back the layers to reveal their journey. The information that students were willing to share with me and the class was candid, honest and moving.  At this point in the unit, my students were no longer writing because it was a "task," but because they felt compelled to share their story. When I asked if they had ever told anyone else their story, some responses were:

    "No, nobody ever asked."

    "No, I didn't think it mattered."

    "I was embarrassed."