Reflections on Learning
Reflections on Learning TE 150
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Date Created: 09/19/15
Part I Introduction Topics and Objectives Title Immigration and How It Has Formed America39s Identity Introduction Mrs Knapp s class is a 5th grade class at Reo Court Elementary I am a teacher candidate in this classroom where there is a mixture of different ethnicities and socioeconomic backgrounds There are students who are Hmong Mexican African American and a few Caucasian Americans Although it appears that some of the kids come from wealthy families I think most of the class comes from a low socioeconomic background The students39 desks are arranged in groups of two and Mrs Knapp39s desk is in the front of the room The kids are somewhat friendly to each other with the exception of a couple of the kids that get bullied regularly The students do not bring much to class from what I have seen and many of their materials are already present in their desks The students have different folders depending on the subject and have writing journals There are a lot of materials present in the classroom related to Social Studies There are maps in the classroom of the world and the United States divided into regions There is also a time line from the year 1020 to 1941 word walls for vocabulary centuries and economics and posters about the branches of government and core democratic values There are textbooks available for each student as well as books about the United States and Michigan This unit will help students explore the topic of immigration The students will learn about the reasons that immigrants migrated to the United States the ways they traveled to the United States and how immigration can be connected to their own lives and families They will also learn about the opposition that immigrants faced when they migrated to America as well as how immigration has formed the United States as a nation Grade level The intended grade level for this unit is 5th grade 1 Being an Immigrant The United States became the nation it is today because of the immigrants who came here from around the globe However it is important to realize that every American except for Native Americans is a descendant of or is an immigrant To understand this concept it is essential to trace our own family histories and understand how and why our own families immigrated to the United States 2 Motivesfor Immigration Immigrants had a plethora of reasons for coming to America One of which was to escape from political or religious persecution and obtain the freedom of choice upheld within the United States Another was for economic purposes so that immigrants could earn wages to support their own families or to send money back home In addition to these reasons there was a lack of land in their own home countries so they came to search for land Another reason they came was to provide better opportunities or education for their own children Therefore it is necessary to discuss why immigrants left their own countries to go to America 3 The Passageway to America Ellis Island To understand immigration and what immigrants had to go through it is imperative that the entry process at Ellis Island that was implemented by the federal government in 1890 is discussed Immigrants underwent a lengthy three to five hour process where they had to be inspected for medical purposes and were interrogated about their final destinations They were also given the opportunity to exchange their money Even within the process however discrimination was present Inspectors gave priority to individuals that shared their same background as well 4 Discrimination that Immigrants Faced Immigrants faced discrimination in many forms when they reached America the land that they sought for better opportunities and freedom Immigrants had to pay higher prices for food and other items They were exploited when working and earned lower wages based solely on their ethnicities Certain groups faced greater opposition than other groups For example the Chinese Exclusion Act of 1882 prevented Chinese workers from immigrating to America for ten years 5 The Melting Pot and the Tossed Salad When immigration first occurred in the United States America was considered a melting pot where immigrants were expected to assimilate into society and combining their cultures therefore losing a part of their identities Now the idea of a melting pot has been challenged by the more contemporary metaphor of the tossed salad where immigrants do not assimilate but rather maintain their cultural identities It is a view of multiculturalism instead of homogeneity It is important to understand both views of immigration in order to defend one s own view of immigration in America Objectives 1 Students will be able to 1m examples of the reasons immigrants have migrated to America For example the students in groups will come up with specific examples such as how immigrants came to America to escape religious persecution 2 Students will investigate their own family histories For example students will discuss their family histories with their parents and research their own family tree creating a chart with pictures of their family This could be used with ESL students because it will encourage them to speak with their family members in their native language and create something that represents themselves 3 Students will describe the reasons why their own families migrated to America For example students can ask parents or other family members to aid them in nding speci c reasons family members have migrated to America 4 Students will role play as an immigrant in order to describe the effects of the entry process immigrants had to go through For example through role playing as an immigrant students will gain an understanding of the multiple tests administered on immigrants and will comprehend the impact the tests had on the mindset of the immigrants 5 Students will discuss how immigrants were discriminated against For example students will discuss the many ways in which immigrants faced discrimination and provide specific examples of each 6 Students will identify how famous immigrants have impacted America For example Albert Einstein created the theory of relativity transforming physics Prior to Day 1 Preparing the Class for Discussion About Exploring Their Own Family Histories Materials A letter for the parents guardians of each student detailing the unit and asking them to help students with things like creating a family tree answering questions about ancestors asking them to be guest speakers andor volunteers during the Ellis Island simulation Directions for the student on how to create a family tree Handout with interview questions A large piece ofpaper Permanent marker Journals Prepared blank books of eight by eleven computer paper Objectives 2 and 3 The following unit Immigration and How It Has Formed America39s Identity relates to students exploring their own family histories and the reasons why their own family immigrated to America Therefore it is necessary to notify the parents ahead of time of what the students may need help with as well as inform them of what I plan on covering throughout the unit Notifying the parents or guardians a week ahead of time would give parents more time to figure out when they can set aside time to help their children Prior to day one as well for ten minutes I will create a model family tree tracing my own family history dating back to my greatgrandparents on a large piece of paper displaying it on the board The students would copy this example into their journals for a reference when they make their own family trees If students are adopted then students can either choose a country they imagine their family came from or trace the history of their adoptive parents Also if students have single parents it is only required for the students to trace the family history of one side of their families I would also inform ESL students that they are encouraged to speak in their native languages when creating their family trees Following this a 15 minute discussion of expectations will occur The students will be provided with a list of ten questions that they must ask their family members Some of the questions included will be the following quotWhen and where were you bornquot quotHow did our family come herequot quotWhat are the reasons that they came to Americaquot quotWhat stories do you have have that have been passed down about your parentsquot quotHave you ever been back to your country or the country of your parentsquot The students will also be asked to bring objects in that are of particular importance to them or to their parents which they will use as a visual aid when they share a brief summary of their family history on Day 1 I will answer any questions the students may have Then I will pass out a prepared blank book of paper to each student With colored pencils or crayons students will write their last name along with quotJourney to Americaquot On the first page the students will write the heading quotMy Interview with the person s namequot This is where the students will record the responses of their parents or guardians in their portfolios I will explain that the purpose of this book will be for them to have a place to put all of their work and become their immigration portfolio This portfolio will be be due the last day of the unit Total Time 1 hour for the interview 45 minutes to model how to create a family tree anal to set expectations Note I deleted objective siX from students will debate whether America39s view of immigration represents the melting pot view or the tossed salad view currently My new objective is Students will identify how famous immigrants have impacted America For example Albert Einstein created the theory of relativity transforming physics Day to Day Teaching Plan Day 1 We Are All Immigrants Materials Family trees and objects students bring in Immigrant Portfolios World map Thumbtackspush pins with paper attached for names of students Objectives 2 and 3 To open up the unit I will ask the students to share a brief oral summary of the information that they acquired from their family tree and family member interviews The students will need to include the reasons why their families immigrated to America During their summary I will expect them to have some type of visual aid in the form of objects that they hold up After students have concluded their presentations they will then stick a colored thumbtack or push pin into the classroom s world map to indicate where their ancestors are from with an attached piece of paper with their name on it While the students are sharing I will record the countries and the number of family members that came from these countries With this data students will create a bar graph in their portfolios so that students will have an idea of what the classroom s diverse makeup is like If the students do not nish these they will nish them at home and bring it to class on Day 2 This day will be particularly engaging to students because they will be talking about their families and their own lives Total Time for Day 1 25 minutes Day 2 Discovering Famous Immigrants and H 0w They Have Impacted America Materials Overhead projector Computer for a group of three to four students Immigration The Living Mosaic of People Culture and Hope website http librarythinkquestorg 206 19 indeXhtml Library of Congress Immigration Website httpmemorylocgovleamfeaturesimmigintroductionhtml We Came to America series by Mason Crest Publishers Coming to America set by Blue Earth Books publishing company Journals Objectives 1 6 I will ask the students as a class the following question quotWhy do you think people from other countries immigrated to the United Statesquot They could bring up the reasons there own families came to America In addition to the reasons they provide I will push them to to think of what pushed immigrants to leave their countries and what pulled them toward America While the students share their responses I will record their answers on an overhead Next I will divide the students into groups of three or four students I will assign one of the following cultural groups to the students Chinese German Irish Italian Japanese Russian or Jewish immigrants Each group will have a number of resources available to them relating to their speci c group The students will use the We Came to America series the Coming to America set and explore two immigration websites Immigration The Living Mosaic and The Library of Congress Immigration Page in order to locate information about their immigrant group After forming groups I will give the students directions The directions will be for the students to work cooperatively and create a five minute Powerpoint presentation re ecting information they find about the cultural group they are researching The students will brie y answer the questions that follow such as quotWhen did they first arrive in Americaquot quotHow many people immigrated from their specific countryquot quotWhat pushed them away from their own countryquot quotWhat pulled them toward Americaquot In addition to researching the cultural group as a whole I will provide the students with a list of famous immigrants from each group For example Irving Berlin from Russia Alexander Tumey Stewart from Ireland or Albert Einstein from Germany The students will have to choose one that represents their group and write an in depth biography They will answer these questions quotWhere did the person come fromquot quotWhy did the person leave their country for Americaquot quotWhat has the person done to become well knownquot quotHow has the person contributed to and impacted American societyquot The students will record their findings in their journals If students do not have enough time to finish I will give them ten minutes to work on it the following day Total Time for Day 2 45 minutes Homework 15 minutes Students will draw a picture of the famous person and hisher immigration portfolios They will write a brief paragraph about what they learned from their group s research and write about how they feel about the person that they researched This will be due on Day 2 Day 3 The Reasons Immigrants Came to America and H 0w They Impacted America Materials Overhead projector Computer to access Powerpoint presentations Journals Objectives 1 6 At the beginning of class I will give students ten minutes to regroup and discuss what they are going to say and do for their presentation While they are discussing I will go around and check to see if they completed their homework The students will review their journal entry from the previous day and recollect on the information they collected Then each groups will present for five minutes After each presentation the class is welcome to ask the group questions If the group members do not know the answers they will write down the questions in their Journey to America books under the heading quotWhat Questions Do I Still Havequot and attempt to nd the answers During the presentations the students will record the names of each ethnic group and write down the reasons they immigrated to America Total Timefor Day 3 42 minutes Homework 15 20 minutes Students will try to locate the answers to the questions that their classmates still had Then they will write a paragraph re ection on a specific group that they were interested in and compare and contrast the group s reasons with the group to research to understand how all immigrants did not have the same experiences Day 4 The Trials and Tribulations Immigrants Faced and How They Overcame Them Materials The Memog Coat by Elvira Woodruff 2 copies Kai s Journey to Gold Mountain An Angel Island Stov by Katrina Currier Saltsonstall Currier 2 copies Joumev to Ellis Island How My Father Came to America by Laurie McGaw 2 copies At the beginning of class the students will share answers they found to questions that their classmates posed to them the day before brie y Then I will tell the class quotWe have learned about the reasons that immigrants came to America but today we will be exploring what speci c immigrants had to go through when they arrived herequot I will explain to the class that they will be dividing into small literature groups In their groups they will choose one of the immigration trade books provided read it and record their group s personal responses in their portfolios I want them to write these questions down and answer them thoughtfully quotWho and what is the story aboutquot quotWhere did the person immigrate fromquot quotHow does this person s life or this book relate to your own lives and experiencesquot quotWhat types of discrimination did the person facequot quotHow did the person overcome the obstacles he or she facedquot quotHow do the pictures re ect the experience of the immigrantquot For ESL students I will try to put them in a group that includes a person who speaks their language as well as English For special needs students I will pair them up with someone who supports them For example if the special needs student is at a low reading level I would pair them up with a person who can read the book aloud The students will discuss the trade book they chose in small groups and make sure that everyone is participating in the discussion I will walk around to evaluate whether the groups are staying on task by observing the students I will also check to see if they completed their homework from the previous day After they have completed their discussions the students will share the trade books providing a brief summary and what information they located They will talk about the connections they made between their lives and the book Total Timefor Day 4 30 minutes Day 5 Ellis Island Starting to Become the Immigrants 0f the Past Materials If Your Name Was Changed at Ellis Island by Ellen Levine A piece of8 x 11 paper for each student Colored pencilscrayons Pictures students bring in Model passport Journals Objective 1 4 At the beginning of class I will introduce Ellis Island to the students through reading a few 39 quot from If Your Name Was Changed at Ellis Island such as what Ellis Island was the process that immigrants had to go through when arriving including the medical inspections and what happened to immigrants who got detained The students are welcome to share their thoughts and reactions after I am done reading a page or two Then I will explain to students that they will become the immigrants that they have been learning about and go through Ellis Island themselves To even enter Ellis Island however they will need to have passports I will pass around a model passport that I had created prior to class so that they know what their passports should look like I will emphasize the fact that the students should try to color and decorate their passports making it more individualized will explain that the students need to include their name the country they are departing from and the reasons they left their own countries to come to America They will write these directions in their journals and complete this for homework Total Timefor Day 5 20 minutes Homework 15 minutes Students will create passports for the roleplay on Ellis Island Each passport will include the student39s name the ag and the name of the country that the student came from and the reasons that the student is leaving the country This will be due on Day 6 of the unit Day 6 Poetry and Music Ways That Immigrants Expressed Their Feelings Materials Handout with poems from Angel Island Immigration Station Foundation Website httpwwwaiisforghistory Audio recordings of poetry from Angel Island website httpsunmenloschoolorgNmbrodyushistoryangelpoetryvoyagehtml quotThousands are Sailing to Amerikayquot by Andy Irvine Objectives 1 5 To begin the class the class will have a discussion I will ask the students a couple of questions quotWhat do you think immigrants did to express themselvesquot quotWhat do you do to express your feelingsquot After the discussion I will tell the students that we will be discussing two speci c ways that immigrants used to communicate their emotions poetry and music they had when they left their countries and were waiting to enter America either through Ellis Island or Angel Island I will pass out a two sided handout with poems 21 43 and 69 and the Irish song lyrics on the back First we will go over the poetry I will play an audio recording of each poem After each audio recording the poem will be read aloud by student volunteers I will then ask students to interpret the poems by asking them a series of openended questions like quotWhat feelings are expressed in the poemsquot quotWhere do you think these immigrants came fromquot quotWhy do you think they feel the way they doquot quotDo you think that they were discriminated againstquot Then I will play quotThousands are Sailing to Amerikayquot and ask them a few questions related to the song like quotWhich immigrant group do you think this song is supposed to representquot quotWhy did Irish immigrants leave their own country to come to Americaquot quotHow does the singer seem to feelquot The students will discuss these questions and provide evidence for each Day 7 Preparations for Coming to America Materials Directions for Ellis Island Simulation Journals I will spend about twenty minutes giving students directions about the Ellis Island simulation I will explain what they will be doing throughout the simulation and explain what they will be doing throughout the simulation I will set up behavioral expectations They will make sure that they follow directions adults give them be patient do not yell and pay attention I will also let them know that they will be immigrants and that they need to make sure they stay in character I will pose the following question to students quotWhat do you think staying in character meansquot We will brainstorm a list that includes things like quotDo not talk about technological inventions like computers or iPods since they have not been created yetquot The students will write down the list in their journals for reference Following this I will also ask students that since they are immigrating to America they should try to bring a few objects to take with them to Ellis Island that they feel they could not live without Total Time for Day 7 20 minutes Homework 15 20 minutes Students will locate objects in their house that they want to take to Ellis Island These objects will be brought to class on Day 8 Day 8 Ellis Islami39 The Passageway to America Materials Boxes Passports Popsicle sticks tongue depressors Caps made of white paper Jackets Various handouts for parent volunteers To begin the Ellis Island simulation I will tell the students my expectations They will have to make sure they follow directions be respectful listeners be patient and stay in character Student bring the passports that they created previously Students will then select a box which will represent the trunk that immigrants took with them to America The students will be allowed to put five objects that they brought from home into their trunks 5 10 minutes Following this the students will undergo a medical examination by two parent volunteers wearing white paper caps The parents will check the face hair neck and hands of every child The parents will be provided with cutouts of sticky letters representing different diseases and put them on a student39s shoulder or back if they thought they had a disease For example they would place an X on a student if they thought he or she had a mental problem or a B for back problems If the students were marked with an X a parent volunteer who was a doctor would be given a handout with a list of activities that students would be asked The activities would include things like a few math problems asking the student to count backwards from twenty to one or reading a paragraph If a student does not pass the test the student must sit down in his or her seat If a student does not get detained the student will move on to baggage inspection The parents inspectors will ask the students for their passports They will then proceed to inspect their trunks and any other luggage that students decide to bring While inspecting parents will ask students a couple of questions such as quotWhy are you bringing this to America Why is this important to youquot If the baggage is okay their passports will be signed If not they will be sent to the deportation room Students will then move on to stand in line for an interview They will be asked questions by another parent volunteerlegal inspector like quotWhy did you immigrate here What are your plans now that you are here Where did you come fromquot If they do not pass the test they will be sent to the deportation room For those students who are deported one of the volunteers will explain why they got deported and marks their passport with a black circle to indicate that they will be However they still will be able to continue through the rest of the simulation After completing all of this the students will have the opportunity to discuss how they felt while they were doing the simulation and whether or not roleplaying helped them understand the immigrant experience Total Time for Day 8 60 minutes Homework 10 15 minutes Students will write a poem re ecting on their experience in their portfolio that they will share the following day in class They should also prepare to present it to the class They can do this by practicing reading aloud clearly their poem in front of a mirror and maintaining eye contact Day 9 Re ecting on Becoming an Immigrant from History Materials Portfolios that students bring in Piece of paper Pen or pencil During this class students will take out the poem they wrote for homework the previous day I will then inform them that we will be doing a poetry reading I will set up some expectations such as students should be respectful listeners by not having side conversations and they should pay attention They will be expected to write down and ask at least three different questions about the poems of their peers I will also set up expectations about presenting their poetry The students should make eye contact and speak in a loud clear voice All of the students will read aloud their poems Afterward we will have a class discussion where students will identify patterns they found in the poetry as well as talk about what they liked and disliked about the Ellis Island experience I will inform the students that the following day they will be presenting the piece of work from their portfolios that they are most proud of and talk two minutes about the reasons why they are proud of their work Total Time 30 minutes Homework 15 20 minutes Students will prepare to present a brief two to three minute presentation in front of parents and peers about a piece of work from their portfolios that they are the most proud of They will explain the reasoning behind this choice Day 10 America A Nation of Immigrants Materials Portfolios students bring in Penpencil Culminating Activity Re ection and Metacognition Students will present their portfolio pieces for two to three minutes Parents will be invited to come in for this part of the class After the presentations parents may leave or stay to hear the student39s re ections on what they learned from the unit The students will talk to the person next to them and talk about what they feel they learned about immigrants After students discuss it for five to ten minutes with a partner they will write down a short one to two paragraph re ection at the end of their portfolios on what they thought of immigrants and how their perceptions of the immigrant experience have changed from the beginning of the unit After writing down their re ections the class will have a discussion I will ask the students the following question quotWhat do you think America would be like if nobody immigratedquot After discussing this question I will ask students to think about this question too quotHow has immigration positively impacted Americaquot Then I will ask the students quotWhat activity or activities do you feel helped you the most in your learningquot Following this discussion the students will write a paragraph describing what they feel they have learned and what topics they would have liked to explore further Total Time 1 hour and 45 minutes Professional Materials Angel Island Immigpation Station 2007 Angel Island Immigration Station Foundation lthttpwwwaiisf orghistorygt This website offers information about the history of Angel Island including the process that immigrants had to go through to enter America and contains a couple of translated poems that wer Menlo School from Atherton California Poet from Angel Island Date unknown lthttpsunmenloschoolorgNmbrodyushistoryangelpoetryvoyagehtmlgt This website has links to translated poems that were carved into the detention centers along with aud Hoobler We Are Americans Voices of the Immigpant Experience Scholastic Inc 2003 This trade book contains the complete history of the United States from the Ice Age until the present incl immigrants faced Levine If Your Name Was Changed at Ellis Island Scholastic Inc 1993 This children s book structured in a question answer format provides details about the immigration process the transportation they used to come to America what they brought with them how their names were changed what occurred at Ellis Island as well as what immigrants did after they left Ellis Island Teaching Tolerance 2002 Exploring Family Roots and Immigration June 2002 lthttp wwwtoleranceorgteach activities activity j spar33 lgt This website offers activities that pertain to students learning about their family history through interviewing family members and introduces the idea of oral history presentations Student Materials Chao Adam and Dan Spencer Immigration The Living Mosaic of People Culture and Hope 1998 19 Marc lthttp librarythinkquest org 206 19 indeXhtmlgt This website includes information about different immigrant groups who came to America through Ellis and Angel Island It also includes a timeline and stories from current and past immigrants Library of Congress Immigration Page 7 April 2002 lthttpmemorylocguv iccuu f atul b iuuuig I A J quot hTmlgt This website includes information about various immigrant groups a timeline and a list of immigration resources Moreno Barry ed We Came to America 16 vols Philadelphia Mason Crest Publishers 2003 Each book in this set is centered around an immigrant group and includes historical and presentday inf Olson Kay M and Katy Kudela eds Coming to America set 12 vols Mankato Minnesota Blue Earth B0 This series has each book dedicated to a particular immigrant group and each book includes infom what they have done since being in America Woodruff Elvira 2004 The Memog Coat Scholastic This children s book includes lively oil paintings depict a Russian family39s immigration to the United States through Ellis Island Currier Katrina 2004 Kai s Journey to Gold Mountain An Angel Island Stog Angel Island Association This trade book details the journey of a 12yearold Chinese boy who immigrates through Angel Island to join his father It includes information about the Angel Island process and the discrirr McGaw Laurie Joumev to Ellis Island How Mv Father Came to America New York NY Hyperion Publi This trade book is about a Jewish family who immigrates from Russia to America through Ellis Island It contains a lot of accurate historical information and has actual photographs of Ellis Island Monica Dalmia TE 402 Section 8 Unit Part III Objective 1 Students will be able to provide examples of the reasons immigrants have migrated to America For example the students in groups will come up with specific examples such as how immigrants came to America to escape religious persecution The students in groups will research an immigrant group and the reasons why the immigrant group came to America When the students present I will be looking for the students to provide specific and detailed explanations for why their immigrant group came to America Then in the homework that the students complete on how their group39s reasons for immigration differ from another group39s I will be looking for them to give five clearly stated reasons that are wellexplained I will be looking for the students to compare and contrast the two groups in a wellwritten paragraph The students will also participate in literature groups discussing a trade book They will be reading the book and identifying the characters in the book they are assigned and explain the reason the specific immigrant left their countries to come to America I will look for students answers for accuracy and how well their answers match up with the reason stated in the book The students will locate this answer if they have read the book and discussed it with their group members Objective 2 Students will investigate their own family histories For example students will discuss their family histories with their parents and research their own family tree creating a chart with pictures of their family This could be used with ESL students because it will encourage them to speak with their family members in their native language and create something that represents themselves The students will be creating a family tree before the unit even begins I will be looking for the family tree to trace the students39 family histories back to their greatgrandparents The family tree must replicate the model that I presented in class The students will also conduct an interview with parents and write down the interview questions that I provide them with I will be looking for the students to have all of the questions answered clearly and in complete sentences The students will also locate objects with their family members that are specifically important to them or their parents which they will hold up during an oral presentation about their families I will look for the objects to accentuate their oral history summaries When the students are presenting I will look for them to maintain eye contact relate their ideas to the class clearly and talk in a loud voice The students will also be assessed in whether or not they can locate the places that their families came from If they placed the push pins with the piece of paper on the world map then they will know where their families came from Objective 3 Students will describe the reasons why their own families migrated to America For example students can ask parents or other family members to aid them in finding specific reasons family members have migrated to America For one of the interview questions the students will ask their parents the following question quotWhat are the reasons that your family came to Americaquot The students will answer this question in their portfolios I will look for three detailed and wellexplained answers The students will also relate their family member39s reasons for immigrating to America during their oral family histories I will look for all of the reasons that they wrote down in their portfolios and for them to explain these reasons in detail Objective 4 Students will role play as an immigrant in order to describe the effects of the entry process immigrants had to go through For example through role playing as an immigrant students will gain an understanding of the multiple tests administered on immigrants and will comprehend the impact the tests had on the mindset of the immigrants I would assess the students39 ability to stay in character as the immigrant they chose to portray I will look for the students to follow directions that are given to them to be patient to not yell and pay attention when someone is speaking to them I want to students to act as though they are in the time period of Ellis Island therefore to keep in character they must not discuss current trends or technological inventions like iPods computers or television sets I will assess the students39 ability to express the feelings an immigrant would feel if they had to go through Ellis Island For example if one of the students is sent to the deportation room I would want the student to express emotions of sadness and grief Through being in an immigrant s shoes the students will experience what immigrants had to go through emotionally and physically After this they will write a poem re ecting the experience I will grade the poem based on the content grammar and whether or not the poem expresses emotions Objective 5 Students will discuss how immigrants were discriminated against For example students will discuss the many ways in which immigrants faced discrimination and provide speci c examples of each The students will read a trade book about immigration relaying to the class the immigrants story and whatever discrimination the immigrant came across I will look to see if they accurately identify the parts of the book and the forms of discrimination that immigrants faced After this the students will read poetry from Chinese immigrants as well as Irish immigrants I will be looking for the students to orally answer questions like quotWhat feelings are expressed in the poemquot quotWhy do you think these immigrants feel the way they doquot quotDo you think they were discriminated againstquot Through class discussion I will make sure everyone speaks at least once about these poems and assess whether or not each students has contributed to the discussion The students should provide evidence in the poems when they suggest an idea about how the immigrants feel Objective 6 Students will identify how famous immigrants have impacted America For example Albert Einstein created the theory of relativity transforming physics The students will be choosing a famous immigrant from a cultural group that they are exploring I will be looking to see if students answer the following questions in their Powerpoint presentations quotWhere did the person come fromquot quotWhy did the person leave their country for Americaquot quotWhat has the person done to become wellknownquot quotHow has the person contributed to and impacted American societyquot I will be assessing students to see if the students are prepared for the presentation and whether or not the students answered these questions accurately and include specific information Five Paragraph Statement Readiness This unit ful lls the condition of readiness Before the unit even begins the students will be asked to give their parents a letter detailing the unit To prepare students for creating a family tree I will present them with a model family tree tracing my own family history This is only one of the models I will use throughout the unit to help scaffold the activities and any examples where the student has something visual and will know what they need to create themselves Scattered throughout the room will be atlases informational texts about various immigrant groups and immigration trade books which students will be able to use while they are creating projects Students will have enough time to complete whatever is needed and will have time to ask me any questions they have about an assignment They will work engage in cooperative learning throughout the unit becoming better able to interact with their peers Students will also re ect on the unit as a whole giving them time to think of questions and topics that they feel that they would like to know more about as well as have the time to explore these questions If students need more help I will make adjustments to assignments to meet students39 needs Organization The unit is organized so that each activity builds off of the activity prior to it Itried to actively involve students and engage the students39 interests by creating connections to their own lives At the beginning of the unit students have already constructed a family tree and conducted a family interview They will present their findings in an oral history presentation by holding up objects that are significant to their information Through having them complete this activity the students could be strengthening their bond with parents and be more informed about their own families directly involving them In the middle of the unit students will actually be reading and listening to poetry and songs from immigrants Through actually hearing and seeing these two pieces of work students will become more cognizant of the feelings that immigrants had while going through the entry process They will be actively involved by analyzing it and providing evidence for their interpretations Some students will also be reading the poems or lyrics aloud as well At the end of the unit the students will roleplay as an immigrant undergoing the procedures that immigrants faced at Ellis Island Through actually experiencing these activities students became more aware of the feelings that immigrants may have had My students have already explored their own family histories on their first day and share them in class Throughout the unit each activity uses students39 knowledge from the previous activity For example the students will Motivation From the beginning of the unit the students will be motivated because they will be learning about their own families Once the direct connection is made that every student is an immigrant excluding Native Americans the students will be more interested in learning about immigration since it connects to their own lives Following this the students learn about various immigrant groups and famous people who impacted America in a positive way Through learning about famous people students may be more motivated because they may know some brief information about the person The students will also be motivated because of the variety of activities included in the unit They are not doing the same routine everyday There are activities like oral history presentations Powerpoint presentations creating bar graphs reading trade books drawing pictures of the famous immigrant they learned about role playing as immigrants discussions creating and analyzing poetry making passports and working on a portfolio throughout the unit This plethora of activities would make students look at immigration in different ways and how immigration has formed America Practice This unit creates opportunities for students to practice and improve certain skills In my unit the students will be spending the majority of their time working on their reading and writing skills The students will be specifically be working on their reading skills through completing activities such as by reading a trade book books about an immigrant group they are studying websites for information about a specific famous immigrant poetry from Chinese immigrants on Angel Island and song lyrics from an Irish song lyrics among other readings The students will also be working on their writing skills by writing about the famous immigrant they researched and how he or she inspired them the directions that I present to them in class research they conduct about a famous immigrant writing down the questions their classmates pose about the famous immigrant and answering these questions their experience at Ellis Island what topics they felt they learned the most and what they would like to learn more about The students will also be working on their critical thinking and analysis skills through completing activities like analyzing poetry of Chinese immigrants on Angel Island and an Irish song For example the students would look for information what feelings are portrayed in both items and provide evidence for their claims The students will also work on their critical thinking skills when they determine how their famous immigrant impacted America positively Through discussion on the final day they will critically think about the answer to the following question quotWhat do you think America would be like if no one immigratedquot The students will also be working on their researching skills by using a number of books related to immigrants and a couple of websites to complete their research They will also be working on speech skills when they present their oral family histories in class present their famous immigrant in class read their poetry aloud to their peers and present the piece from their portfolios that they have the most pride in They will also work on mapping skills when they locate the countries their families are from on the world map presented in class Transfer Transfer skills are found in objectives for this unit The students learn how to research information more generally about an immigrant group and later on more specifically about a famous immigrant they chose to represent that group They will be finding the answers to a list of the questions I provide them researching how the famous immigrant impacted America At the beginning of the unit the students learn about their own family histories and how they are themselves immigrants therefore they feel as though they are involved when they are in immigration Therefore through conducting a mock Ellis Island and having the students role play as immigrants they could use the knowledge that they gained prior to the roleplaying and incorporate them into the criteria they need to be mindful of to stay in character The students will become more aware of the role of discrimination during the immigrant entry process and otherwise through reading various trade books and later on this will aid them when they are analyzing poetry and songs from different immigrant groups Learning about this discrimination will also come through when they are roleplaying if certain students are taken away They will be able to understand what it is like to be in someone else s shoes and help them in their understanding of other people and their experiences Michigan Standards and Benchmarks for Social Studies httpwwwmichigangovd0cumentsMichiganCurriculumFramework81727pdf Strand 1 Historical Perspective Standard 2 Comprehending the Past Benchmarks 3 4 Standard 3 Analyzing and Interpreting the Past Standard 4 Judging Decisions from the Past Objective Quiz 1 Identify five different immigrant groups that came to the United States 2 Choosing one of the groups you identified in question one write one of the reasons that the group you choose came to America 3 Write down what country your own family came from and a reason why them came to America 4 What are two of the tests that were administered to immigrants at Ellis Island 5 How are immigrants treated today compared to the days of Ellis Island 6 Provide an example of discrimination that immigrants faced 7 Write down one of the countries that is represented in the class and how many people represent the country you chose 8 Where did most of the immigrants move to once they got to America and why 9 What were some of the diseases that immigrants were labeled with when they passed through Ellis Island 10 Immigrants left their countries to escape from persecution Did they face any persecution in America Essa uestions 1 Write about one famous immigrant that you learned about State which country the immigrant came from their reasons for coming to the United States and describe in detail how the person impacted American society The type of response I am looking for would have to include the following items in order for a student to receive full credit The name of a famous immigrant that we studied the country that the immigrant came from at least two reasons that the immigrant came to the United States and at least one or two detailed ways the immigrant impacted society 2 What are at least three of the reasons why immigrants could be sent to the deportation room at Ellis Island The type of response that I am looking for in order for a student to receive full credit Three clearly detailed reasons why immigrants would be sent to the deportation room For example one of the reasons the students could write is the following Immigrants who went through Ellis Island could be deported for being diagnosed with a mental illness solely because they did not answer a question right
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