Author:
OLIVIA OLLIS
Subject:
Art History, English Language Arts
Material Type:
Lesson
Level:
Upper Primary
Grade:
4
Tags:
  • Art History
  • Critical Thinking
  • GEDB
  • Global Education
  • Immigration
  • Poetry
    License:
    Creative Commons Attribution Non-Commercial Share Alike
    Language:
    English, Spanish

    Education Standards

    GEDB Immigration "I am . . .": Autobiographies (Lesson 6 of 10)

    GEDB Immigration "I am . . .": Autobiographies (Lesson 6 of 10)

    Overview

    In this lesson, students will learn about immigration to the United States using primary sources: children's autobiographical stories and videos. In teams, students will practice their conversation and problem solving skills by reading the texts by determining the most important details for the five identified subtopics of the unit: causes, effects, challenges, emotions, and hopes. Students will document their findings in visual representations of each immigrant child. This is a 1 hour per day/4 day lesson.

    To conclude this lesson we will look at Dorthea Lange's image Children of the Weill Public School and use critical thinking skills to write a poem about the image.

    Lesson Plan

    Description

    In this lesson, students will learn about immigration to the United States using primary sources: children's autobiographical stories and videos. In teams, students will practice their conversation and problem solving skills by reading the texts by determining the most important details for the five identified subtopics of the unit: causes, effects, challenges, emotions, and hopes. Students will document their findings in visual representations of each immigrant child. This is a 1 hour per day/4 day lesson.

     

    Content

    Student Engagement/Motivation

    Day 1: (5 minutes)

    Teacher will...

    -ask students, "Can immigrants from different countries share similarities and differences?"

    -have students discuss with a partner.

    -ask students to share responses with the class.

     

    Day 2: (10 minutes)

    Teacher will...

    -say, "Yesterday, we watched a video about Vandi. What did we learn about him?"

    -have students discuss with a partner.

    -ask students to share responses with the class.

     

    Day 3: (10 minutes)

    Teacher will...

    -say, "Yesterday, we watched a video about Sadana. What did we learn about her?"

    -have students discuss with a partner.

    -ask students to share responses with the class.

     

    Day 4: (15 minutes)

    Teacher will...

    -say, "Pick one of our immigrant children."

    -ask: "How is (Vandi, Sadana, Taylor) like you?" "How is he or she different than you?"

    -give students time to think about their responses and provide the following model: 

    "_____ is ____ me because ____." or "He/she is ____ than me because___."

    -give students time to think, practice and share responses with the class.

     

    Learning Targets and Criteria for Success
     

     

    Standard:

    Day 1-4

    Learning Targets                   

    SL. 4.1b, c

     RI. 4.6

    RF. 4.4

    W. 4.8

    W. 4.10

     

    SL. 4.1 Students will engage effectively in a range of collaborative discussions, building on other's ideas and expressing their own clearly.

    RI. 4.6 Students will read a firsthand...account of the same topic; describe the differences and information provided. 

    RF. 4.4 Students will read with sufficient accuracy and fluency to support comprehension.

    W. 4.8 Students will recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

    W. 4.10 Students will routinely write over shorter time frames for a range of discipline specific tasks, purposes and audiences. 

    Criteria for Success

    The Language of Language Arts-Reading Formative Framework

    I can discuss the most important details of the text with my team.

    I can share similarities and differences about the immigrants with a partner.

    I can write complete sentences with details about (one of the immigrant children) using the class poster.

     

    WIDA Standards

    Range Levels:

    1(low)-6(high)

    1-Entering

    2-Beginning

    3-Developing

    4-Expanding

    5-Bridging

    6-Reaching

    Reading: Main Ideas and Details-

    1-Find identifying information illustrative of main ideas from illustrations, words or phrases.

    2-Sort main ideas and details from sentences using visual support and graphic organizers.

    3-Match main ideas with their details from paragraphs using visual support and graphic organizers.

    4-Interpret text to identify main ideas and details from multiple paragraphs using visual or graphic support.

    5-Form or infer main ideas from details using grade-level materials.

    Reading: Biographies and Autobiographies 

    1-Find identifying information on biographies from words or phrases in illustrated books or word/phrase walls using physical activity.

    2-Sequence events in biographical texts using graphic organizers or physical activity.

    3-Sort relevant from irrelevant biographical texts using graphic organizers or physical activity.

    4-Compare/contrast biographical information of two persons in texts using graphic organizers or physical activity.

    5-Synthesize biographical information of two persons from grade-level text to form opinions on people

    SWBAT...

     

     

    restate information contained in a primary source.

    analyze text and identify the units underlying subtopics.

    compare and contrast information from two autobiographies.

    work effectively in their teams to determine the details for the subtopics.

     

    Supplies/Resources

    Note: The Scholastic "Hear Their Story" Autobiographies are first shared orally in a video and second as text in a written essay. The video and essay are slightly different from each other, so the text needs to be read by students to provide additional information and details.

    1) Markers

    2) Sticky notes

    3) Pencils/colored pencils

    4)Timer/stopwatch

    5) Whiteboard and dry erase markers

    6) Internet access

    7) Laptop/Desktop/Projector

    8) Fluency Folders (Introduced in lesson 2.)

    9) Multiple sets of Vandi's Poster Pictures-(See attachment.) These are used as a picture sort and teacher model.

    10) Compare and Contrast Linking Words-(See attachment.)

    11) Home Connection-(See attachment.)

    12) Videos and Text from the website for each of the following:

    -Scholastic Immigration-Vandi's Story (Lesson will start with this video using a picture sort and teacher model.)

    -Scholastic Immigration-Sadana's Story

    -Scholastic Immigration-Taylor's Story

    13) Three (3) Immigrant Representation Posters

    Posters will include the following for each Scholastic Immigration Story:

    • Background information: likes/dislikes, language, country of origin, interesting facts
    • The five subtopics: causes, effects, challenges, emotions and hopes
    • Similarities and differences

    Photos are of completed Immigrant Posters after Day 3

    14) Conversation Etiquette Cards: Introduced in Lesson 1-(See attachment and photo below.)

     

    15) Conversation Scripts (only) from Conversation Scripts and Writing Task for Classification Task: Introduced in Lesson 3-(See attachment and photo below.)

    Conversation Scripts and Writing Task for Classification

    This photo shows the Conversation Scripts attachment.      

              

    This photo shows them printed, color-coded on cardstock and laminated.

     

    16) Classroom Classification Map: Introduced in Lesson 3-(See photo below)

    This is a classroom "anchor chart" that has the unit's identified five subtopics: causes, effects, challenges, emotions and hopes. Words are added as needed or when identified in each lesson. 

     

    Learning Tasks and Practice

    Lesson 6: At-A-Glance 

     

    Day 1

    Day 2

    Day 3

    Day 4

    Objective

    I can read an autobiography and decide the most important details with my group. 

    I can write compare and contrast sentences using linking words and sentence frames.

    Essential Questions 

                        

    Can immigrants from different countries share similarities and differences?  

      

    Conversation  Prompt

    Decide what information is the most important for each subtopic.

    Decide what information is the most important for each subtopic. 

    Decide what information is the most important for each subtopic.

    Discuss with your partner 2 details how you are similar and different from one of the immigrant children. 

    Writing Prompt

    Pick one subtopic and explain 3 effects of Vandi's move to America.  

    Pick one subtopic and explain 3 _______ of Sadana's move to America.

    Pick one subtopic and explain 3 ______ of Taylor's move to America. 

    Write one paragraph explaining how you are similar and how you are different from one of the immigrant children.
     

    Day 1:

    Fluency Folders: Beginning Activity (Introduced in Lesson 2): (6-8 minutes)

    Students will complete the Fluency Folders entrance tasks by doing the following:

    -practice Fluency Vocabulary Sheet (List).

    -independently write a simple sentence using one vocabulary word from each grammar column on the Fluency Vocabulary List sheet in the Writing Log.

    -reread their writing and double check for spelling, punctuation and capitalization.

     

    As students are reading and writing,

    teacher will... 

    -have 2-3 students (separately) read aloud for a one minute timed read.

    -write the time on the folders to data track student's progress and learning.

    This is a great time for one-on-one support of reading, pronunciation and to increase fluency over time.

     

    When students finish the reading and writing task, the teacher will...

    -call on "Student A" to share a sentence.

    -write one student's sentence on the Sentence Writing poster as an example. (Introduced in Lesson 2)

    As the teacher is writing the sentence,

    -call on "Student B" to repeat the sentence shared by "Student A." The sentence may need repeated.  If so, it will give students an opportunity to practice speaking skills by asking, "Can you repeat that please?"

    Teacher will...

    -define 1-2 new words on the Vocabulary Defining poster. (Introduced in Lesson 2.)

    -explain 1-2 cognates on the Cognates poster.-(Introduced in Lesson 2.)

     

    This activity will be followed by:

     

    Autobiography Video (Listening) and Teacher Model: (20 minutes)

    Teacher will...

    -pass out the "Vandi Poster Pictures" to groups of students as a Picture Sort.

    -allow students time to preview the photos prior to the video to give background knowledge.

    -say, "We are going to play a listening game. I am going to show a video about an immigrant child, and I am going to ask you some questions. You can use the photos to help you answer the questions." 

    -post one "I am an Immigrant" poster.

    -write "I am ___________" at the top. (Students will listen and provide name during questioning.)

    -label the poster with the following: Background, Cause, Effect, Challenges, Emotions, Hopes and Similarities/Differences.

    -start the video- Vandi's Video.

    -stop and start the video throughout to check students' listening and comprehension by asking the following questions:

    "What is the child's name?"

    "Where is Vandi from?"

    "What language does he speak?"

    "What grade is he in?"

    "Why did his family come to America?"

    "Who heard where they had to stay...it starts with an R?" (Refugee Camp)

    "Did anyone hear anything about one of the subtopics?"

    "Was there anything else that you heard about Vandi's life as an immigrant?"

    -write student responses on the poster.

    -ask the following: "Who knows what type of story this is?" "What is it when a person tells there own story?" 

    -explain components of primary sources/autobiographies.

     

    Autobiography Text (Reading) and Teacher Model: (25 minutes)

    Teacher will... 

    -give the students a copy of Vandi's story and pencils.

    -remind students how a good reader engages, reads and annotates text.

    -set the criteria for reading and say,

    "Follow along as I read the text aloud to you. Listen for any additional information about Vandi."

    -read Vandi's story out loud.

    -ask for student responses.

    -fill in Vandi's Immigration Poster with students' responses supported with the following questions/prompts if needed:

    Conversation Prompt (class discussion):"What are the most important details for each subtopic?"

    Sentence frame"I think _______  is a detail under the subtopic ______ because _______."

    (Students should support their answer with evidence from the text.)

     

    This activity will be supported by:

     

    Teacher will...

    -ask students the following: "Pick one subtopic and explain 3 effects of Vandi's move to America."

    -write the following sentence frame on the board:

    Some   (pick one subtopic)    of Vandi's immigration were  ________, _______ and ________.

    -ask for student responses. 

     

    Teacher will...

    -add any new words that were identified in today's lesson to the Classroom Classification Map.

    -collect all materials.

     

    Day 2:

    Fluency Folders: Beginning Activity (Introduced in Lesson 2): (6-8 minutes)

    Today will repeat Day 1 with a focus on compare and contrast writing.

    Students will complete the Fluency Folders entrance tasks from Day 1 and use the following cause and effect writing prompt:

    Write a complex sentence with the clause "because" about Vandi's story from Day 1.

    Sentence Frame: "Vandi was   (Pick an emotion from Vandi's poster.)_ because ________________." 

     

    Autobiography Video (Listening) and Team Tasks: (5 minutes)

    Teacher will...

    -post a new Immigrant Poster with "I am _______________." (Students will provide name after listening to video.)

    -write the following words on the poster: background, cause, effect, challenges, emotions, hopes, and similarities and differences.

    -show Sadana's video.

    -after video, give students Sadana's autobiography text. 

    -group 3-4 students together.

    -give each group pencils and sticky notes.

    -give each group a set of the Conversation Etiquette Cards.

    -give each group a set of the Conversation Scripts (only) from Conversation Scripts and Writing Tasks for Classification.

     

    Conversation & Writing Task:(35 minutes)

    Conversation Prompt: "Your group is to determine the most important information for each subtopic."

    In groups, students will

    -read Sadana's story and annotate. 

    -discuss the background and subtopics of Sadana's story with the details from the text in their group using the Conversation Scripts. (Students should support their answers with evidence from the text.)

    -write the information found for each subtopic on a separate sticky notes. 

    -post students' sticky notes under the appropriate subtopic of the "I am Sadana's" poster. (There will be duplicate information.)

     

    Teacher will...

    -monitor groups for comprehension and effective communication while completing the task.

    When students finish, teacher will...

    -read the sticky notes that have been placed on the poster by category.

    -ask students if they agree or disagree with the category chosen for the response. If students disagree, prompt them to provide valid reasons why.

    -write the agreed upon information on the poster.

    -add any new words that were identified in today's lesson to the Classroom Classification Map.

     

    Independent Writing: 

    Student will...

    -write 1-2 sentences (in their Writing Log) about how they classified words today using the following sentence starter: 

    Writing Prompt: "Explain 3 effects of Sadana's move to America"

     

    Teacher will...

    -collect all materials. 

     

    Day 3-

    Fluency Folders: Beginning Activity (Introduced in Lesson 2): (6-8 minutes)

    Today will repeat Day 1 with a focus on compare and contrast writing.

    Students will complete the Fluency Folders entrance tasks from Day 1 and use the following cause and effect writing prompt:

    Write a complex sentence with the clause "because" about Vandi's story from Day 1.

    Sentence Frame: " Sadana was   (Pick an emotion from Sadana's poster.)_ because ________________." 

     

    Autobiography Video (Listening) and Team Tasks: (5 minutes)

    Teacher will...

    -post a new Immigrant Poster with "I am _______________" (students will provide name after listening to video)

    -write the following words on the poster: background, cause, effect, challenges, emotions, hopes, and similarities and differences.

    -show Taylor's video

    -after video, give students Taylor's autobiography text. 

    -group 3-4 students together.

    -give pencils and sticky notes.

    -give each group a set of the Conversation Etiquette Cards.

    -give each group a set of Conversation Scripts & Writing Tasks for Classification.

     

    Conversation & Writing Task:(35 minutes)

    Conversation Prompt: "Your group is to determine the most important information for each subtopic."

    In groups, students will

    -read Taylor's story and annotate. 

    -discuss the background and subtopics of Sadana's story with the details from the text in their group using the Conversation Scripts. (Students should support their answers with evidence from the text.)

    -write the information found for each subtopic on a separate sticky notes. 

    -post students' sticky notes under the appropriate subtopic of the "I am Taylor" poster. (There will be duplicate information.)

     

    Teacher will...

    -monitor groups for comprehension and effective communication while completing the task.

    When students finish, teacher will...

    -read the sticky notes that have been placed on the poster by category.

    -ask students if they agree or disagree with the category chosen for the response. If students disagree, prompt them to provide valid reasons why.

    -write the agreed upon information on the poster.

    -add any new words that were identified in today's lesson to the Classroom Classification Map.

     

    Independent Writing: 

    Student will...

    -write 1-2 sentences (in their Writing Log) about how they classified words today using the following sentence starter: 

    Writing Prompt: "Explain 3 effects of Taylor's move to America"

     

    Teacher will...

    -collect all materials. 

     

    No Fluency Folders today

    Day 4-

    Compare and Contrast: Model and Independent Practice: (45 minutes)

    Teacher will...

    -model a Venn Diagram or any other compare and contrast graphic organizer.

    -give a students a blank copy of a Venn Diagram.

    -say, "Today you will write to compare how you are the same and contrast how are you are different from him/her."

    -post Compare and Contrast Linking Words on the board for students to reference.-(See attachment.)

    -explain the following conversation and writing task (writing prompts on the board):

    Conversation & Writing Task:

    Conversation Prompt: Discuss with a partner 2 details how you are similar and 2 details how you different from the child you chose.

    Writing Prompt: Write 1-2 paragraphs explaining how you are similar and how you are different from one of the immigrant children.  

    Sentence Frames if needed: 

    ______________ and    _____I  _____  are (the same, similar, alike) because ________________. 

    Vandi/Taylor/Sadana ___(does something)______ (however, on the other hand, but) I  ___(do something else)____.

    Students will...

    -use the "I am..." posters as reference.

     

    Technological Engagement

    If students have their own devices,

    -they can access the link/videos and listen independently.

    -they can replay as needed before they begin their reading and discussion.

     

    Collecting and Documenting Evidence of Learning

    Formative Assessment:

    • Complete daily entrance and exit tasks.
    • Identify vocabulary to develop and deepen understanding of word meanings.
    • Determine main ideas and details from informational texts.
    • Write simple and complex sentences.
    • Use and apply new vocabulary in conversations with peers and writing.
    • Demonstrate confidence and oral language skills to solve problems and think critically.
    • Write 1-2 paragraphs to compare and contrast about two of the immigrant children studied.

     

    Student Self-Reflection and Action Steps

    The "I am an Immigrant" poster examples shown are bright yellow bulletin board paper. They stood out in the room and became a part of the classroom. Students began to respond to these posters as if they were real people. The students would refer back to them with statements like, "That's like Sadana, remember how she...." or "I'm like Vandi, I'm Muslim, too!" If a poster fell or was moved out of the way, they would say, "Oops, Vandi fell on his head!" or "Where did Taylor go?"

    Students are becoming comfortable identifying and explaining details of the five subtopics. These posters helped support this learning because if someone mentioned a detail that was incorrect about one of the immigrant posters, a student would say, "No, that wasn't _________, it was _________. Remember it says right here." The student would then get up and go point to where it said that on the correct poster. The posters became an interactive support in the classroom.

     

    Feedback/Instructional Adjustments

    Writing Prompts focused on "effects" have been difficult for most students to understand. They may need multiple opportunities to use, identify and practice with this concept. 

    This unit's summative, in lesson 10, is a five paragraph autobiographical essay that will mirror this activity. However, it will construct the information as opposed to deconstruct the information as in this lesson. This lesson supports the summative writing task, as students practice writing details associated with identifying and classifying.

    The Conversation and Writing Prompts can be pulled away slowly as they become more comfortable with the conversation criteria and framework of questioning, prompting and responding. However, if students are still struggling or you have newcomers, continue with as many supports as possible. 

     

    Extended Learning Opportunities

    Homework/Home Connection is beneficial to support students' final presentation and essay writing. It offers students the opportunity to create their own visual representation of their personal or family's immigration story.

     

    Teacher Reflection of Learning

    Students feel successful with the Day 1 reading task because they had the opportunity to build background with the picture sort activity, listen to the videos and share their understanding of key points with a partner prior to reading. Although the text and video are not word-for-word, the videos provide enough background information to help students during the independent reading task.

    Immigration Art History Lesson Plan

    Description

    Using critical thinking skills students will write a poem inspired by Dorothea Lange’s photograph Children of the Weill Public School.

     

    Activity

    1. Take 2-3 quiet minutes to study the photograph Children of the Weill Public School

     https://www.nga.gov/education/teachers/lessons-activities/uncovering-america/immigration-displacement.html

    1. Students will then discuss what they SEE, what they THINK, and then what do they WONDER. Each student will complete a worksheet to help with the next assignment.
    2. Students imagine you are one of the students in Lange’s photograph. Take 2-3 quiet minutes to study the student in the photograph.
    3. Using the worksheet “I am …” write a poem about the student found in Lange’s photograph Children of the Weill Public School.