Students will determine the significance of an event and the life lesson through sample memoirs (mentor text). They will evoke their own important memories by drawing upon emotions. Students zoom in on a moment and share stories with consideration for possible bias. This lesson was developed by Jaclyn Garing 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.

The final way students will examine ideas worth writing about for memoir writing is by looking for parallel moments in their lives. Often, we discover an issue has been a defining force in our lives when we have more than one moment that illustrates it. Students investigate patterns and possible themes for choosing a significant moment for memoir writing by studying personal social media posts (Snapchat, Instagram, Facebook, etc.) and evaluating its authenticity in communicating a message. This lesson was developed by Jaclyn Garing 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.

Students investigate social issues and struggles to determine how challenging issues lead to life lessons worth sharing. Students will evaluate the theme of a text and generate their own meaningful messages. This lesson was developed by Jaclyn Garing 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.

Students use narrative techniques to develop personal experiences and events to convey a message. Learners engage in a range of collaborative discussions about global issues that drive stereotypes and misinterpretations, building on others’ ideas, and expressing their own clearly. This lesson was developed by Jaclyn Garing 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.

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. 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.

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 8 gives students the opportunity to express themselves after reading the fiction text, The Hundred Dresses, in lesson 7. If students were not able to read the story, they can still contribute their thoughts on the issue of childhood immigration and the impact it has in their school and community. They will discuss their opinions about what needs to improve and what they can do to improve or change the conditions. Students have had exposure to a wide variety of perspectives on the life of immigrants. They now have an awareness and have begun to develop strong opinions and feelings on the subject. With the creation of an immigration awareness brochure to share with classmates and/or their families, students become change agents in their part of the world and their school." This is a 1 hour lesson. 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.

This lesson will continue to support students' investigation of the world by identifying word connections from the unit's vocabulary in their graphic organizer (lesson 1). They will work collaboratively in teams to classify the words by the subtopics: cause, effect, challenges, emotions and hopes. This is a 1 hour per day/2 day lesson. 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.

Today students will observe, analyze and interpret immigration data. This is a 1 hour per day/2 day lesson. 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.

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.

This lesson explores the impacts of immigration on children using a complex fiction text, The Hundred Dresses by Eleanor Estes. Although this book is not an open resource, this lesson was included because after reading the book, students have an even deeper understanding of the immigration and the effects and challenges that it can have on a person, especially a young child. This is a 1 hour per day/5 day lesson. 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.

This lesson introduces Fluency Folders which are used as a daily beginning activity. They include the unit's vocabulary (taken from Lesson 1 activity) categorized by parts of speech and writing log. This establishes a daily routine in order for students to build their self-efficacy by practicing and tracking their time to read the vocabulary fluency list and using the vocabulary to write sentences. This routine also allows for grammar mini-lessons with word work when needed. This daily activity supports language development with classroom anchor charts that identify and define needed unit vocabulary, cognates and sentence types with samples. This unit is a foundational piece intended to be used as a beginning activity for most of the lessons in this unit. This is a 1 hour lesson. 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.

This is the unit launch that introduces students to the context of Immigration in the United States and throughout the world using a variety of videos. These videos provide background knowledge with pictures, stories and language that engage students to think independently as they begin to "take notes" on the topic using a graphic organizer. The lesson will encourage students' development of basic skills and habits as an English Language Learner, such as active listening, effective speaking and concise writing. This is a 1 hour per day/2 day lesson. 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.

In this culmination activity, students will plan, practice and present their immigration autobiography. Their presentations will include: background, causes, effects, challenges, emotions and hopes about their personal or family's immigration story. This lesson's presentation can be showcased in a variety of ways from low tech, by giving a class presentation with pictures, to high tech by making a video using a green screen and movie making software. It is suggested and helpful to utilize the Technology Specialist at the school or district level to support the high tech option. 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.

This lesson will involve students in the process of identifying and labeling geography on a "blank" classroom World Map. The students will hear about historical and current immigration with pictorial representation and words to support students' understanding. Using these visuals, students have a deeper understanding of immigration around the world and are able to make inferences about cause and effect, feelings, time (era), and location. This is a 1 hour per day/2 day lesson. 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.

This lesson will involve students in the process of identifying and labeling geography on a "blank" classroom World Map. The students will hear about historical and current immigration with pictorial representation and words to support students' understanding. Using these visuals, students have a deeper understanding of immigration around the world and are able to make inferences about cause and effect, feelings, time (era), and location. At the conclusion of this lesson, students will use what they learned to write a word pile poem about Dorthea Lange's photograph.

In this lesson, students will listen to a read aloud book called Coming to America by Betsy Maestro. The class will discuss why the people in the story decided to immigrate to the United States and how they acclimated themselves within the culture. In groups of four, students will take a virtual field trip to Ellis Island. They will compare and contrast immigration from a long time ago to the present. The teacher will assess student achievement by having students fill in the last portion of the Know, Want to Know, and Learned chart (see attachment). In addition, the students will write a summative paper that includes a reflection on what the students learned throughout the unit using a “Summative Reflection Rubric” (see attachment). This lesson was developed by Cheryl Riffe 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.

In this lesson, students will be introduced to an immigrant from Canada. From a first hand account, students will learn what it is like to immigrate. The students will be divided into six groups and they will write questions to ask the interviewee. The students will conduct an interview through a video chat device. If no technology is available the teacher can bring in community members that have immigrated to the United States to conduct a live interview. After the interview, students will reflect on what they learned by using sticky notes and attaching them to a class chart to discuss. This lesson was developed by Cheryl Riffe 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.

In this lesson, students will be introduced to an immigrant from Vietnam. From a first hand account, students will learn what it is like to immigrate to the United States as a very young child. The students will be divided into six groups and they will write questions to ask the interviewee. The students will conduct an interview through a video chat device. If no technology is available the teacher can bring in community members that have immigrated to the United States to conduct a live interview. After the interview, students will reflect on what they learned by using sticky notes and attaching them to a class chart (for inteview two) to discuss. This lesson was developed by Cheryl Riffe 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.

In this lesson, students will be introduced to an immigrant from France. From a first hand account, students will learn what it is like to immigrate to the United States as a high school student. The students will be divided into six groups and they will write questions to ask the interviewee. The students will conduct an interview through a video chat device. If no technology is available the teacher can bring in community members that have immigrated to the United States to conduct a live interview. After the interview, students will reflect on what they learned by using sticky notes and attaching them to a class chart (for interview three) to discuss. This lesson was developed by Cheryl Riffe 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.