3.++five+day+unit+plan

Teacher(s) Name: Jaimie LaCkore, Megan Keeney, Teri Hodge, Elizabeth Wallace Thematic Unit Theme/Title/Grade Level: Immigration/Coming to America/Second Grade Wiki space address: ucfgr2immigrationsp09 = Daily Lesson Plan Day/Title: Day 1/Immigration and You = ||  The student will be able to idenify reasons why people came to the United States throughout history. The student will be able to explain the cultural influences and contributions of immigrants today. The student will listen politely to oral presentations by classmates. The student will be able to use maps to locate student's hometown, origin of their ancestors, and their place of settlement. || || NCSS Themes: Culture; Individual Development and Identity; People, Places, and Environments; Global Connections SS.2.A.2.5. Identify reasons why people came to the United States throughout history. SS.2.A.2.8. Explain the cultural influences and contributions of immigrants today. LA.2.5.2.4. The student will listen politely to oral presentations by classmates. SS.2.G.1.2. Using maps and globes, locate student's hometown, Florida, and North America, and locate the state capital and the national capital. || · What best practice strategies will be implemented? · How will you communicate student expectation? · What products will be developed and created by students? || -The blue guided reading group will perform the Reader's Theater titled "Our New Home." -Access their prior knowledge by having an open discussion about immigration. i.e. What is immigration? Why do you think people have immigrated? -Now we are going to go around the room and each student share the information they learned when they interviewed their family. We are focusing on the following questions from the interview: -Who were your first ancestors to immigrate to the United States? -Where did they come from? -When they got to America, where did they move to? -After each student shares, they will take a piece of yarn and two thumb tacks and pin point where their ancestors came from and where they moved to. -After the presentations have concluded, have another open discussion asking the following questions: -By looking at the map, how many families actually started out in America? -How do you think the country has changed since people started immigrating to America? -Probe(if necessary): Ask them about foods, clothes, music, dancing, holidays -Tell the students that they just define that they just defined the culture that their ancestors brough over. Reiterate that culture is food, clothes, music, dances, holidays, etc. -Tell the students that we are adding culture to our Word Wall. -Close up with a read aloud of "Coming to America" by Betsy Maestro. || || map thumb tacks yarn Reader's Theater scripts of "Out New Home" by Suzy Wall Pre-made blank Word Wall chart "Coming to America" by Betsy Maestro || · How will student learning be assessed? Authentic/Alternative assessments? · Are you using a rubric? · Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes  || Pre-Assessment would be the discussion about each student's family. We can find out how much the students know about coming to America, and if they have any real stories to share about it.
 * = Learning Objectives =
 * What will students accomplish / be able to do at the end of this lesson? **
 * ** NCSS Themes/Sunshine State Standards ** List the overall theme and then each standard. Cutting and pasting from the website is allowed.
 * ** Student Activities & Procedures **
 * //Teacher Activities/Student Activities// **
 * == Resources/Materials ==
 * ** Assessment **

Post Assessment would be having the students adding words to the Word Wall and making sure they understand the definition || What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc
 * == Exceptionalities ==

|| Our more advanced guided reading group, blue group, will perform a Reader's Theater called "Our New Home" by Suzy Wall. They have been given the Reader's Theater all last week to practic ||
 * == Discussion Notes == || Two weeks prior, we have given each student a list of questions in where they are to interview their parents.

|| Teacher(s) Name: Teri Hodge _ Thematic Unit Theme/Title/Grade Level:___Immigration/Coming to America/2nd Grade___ Wiki space address: __http://ucfgr2immigrationsp09.wikispaces.com/__ = Daily Lesson Plan Day/Title: __Day 2/Why Immigrate?__ = || The students will understand reasons why people choose to come to live in the United States. The students will understand that when you came to America between 1892 and 1954 that you go through Ellis Island and see the statue of liberty. The students will realize that people still come immigrate to the United States through different ways. Students will be able to estimate how much time it would take them to get here on the boats we put them on. || || NCSS Themes: Time, Continuity and Change SSS: SS.2.A.2.5 Identify reasons people came to the United States throughout history. SS.2.A.2.6 Discuss the importance of Ellis Island and the Statue of Liberty to immigration from 1892-1854 SS.2.A.2.7 Discuss why immigration continues today. MA.2.G.3.4 Estimate, select an appropriate tool, measures and/or compute lengths to solve problems. || //Teacher Activities/Student Activities// · What best practice strategies will be implemented? · How will you communicate student expectation? · What products will be developed and created by students? || * Have the students bring out their interviews we used yesterday. || || // If Your Name Was Changed at Ellis Island // by Ellen Levine Map Passport Template (from http://mconn.doe.state.la.us/lessonplans.php?task=LP_view&lesson_id=2542&dispPage) Name list for making passports from (ellisisland.org) Glue Coming to America worksheet from Houghton Mifflin Company 2nd grade Text book //Communities// // I Was Dreaming to Come to America: Memories from the Ellis Island Oral History Project // Selected and Illustrated by Veronica Lawlor || · How will student learning be assessed? Authentic/Alternative assessments? · Are you using a rubric? · Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes || The discussion about Ellis Island will show me what the students know about Ellis Island.
 * = Learning Objectives =
 * What will students accomplish / be able to do at the end of this lesson? **
 * ** NCSS Themes/Sunshine State Standards ** List the overall theme and then each standard. Cutting and pasting from the website is allowed.
 * Student Activities & Procedures
 * We will focus on the questions:
 * Why did they leave their homeland?
 * When did they come to the U.S.?
 * How did they get to the U.S.?
 * Have each student share their answers aloud to the class. After everyone has gotten a chance to share ask if anyone knows what Ellis Island is. If someone mentioned it in their presentation ask them if they learned anything about it while interviewing their relatives?
 * Tell students if you came to America between the years 1892 and 1954 you came through an Island, Ellis Island. Most people came by boat and they were directed to Ellis Island which was in New York.
 * Point out Ellis Island on the map of the United States.
 * Show picture of Ellis Island and tell the students that when the passengers arrived at Ellis island they were put through many stations to see who they were, where they were going, and whether they were healthy and smart or not.
 * Dip into //If Your Name Was Changed at Ellis Island// page 8-16 to explain what Ellis Island was, why people left their homelands, and why they came to America.
 * Tell the students that at the end of the week they are going to go through our own mock Ellis Island, and that today they are going to make their passports to get them to America. Some of you will end up working at Ellis Island, some will be first class, some third-class and steerage.
 * Pass out the preprinted information in the passports. Have the students glue in their picture and read about who they will be. They can see their age, where they came from, and what boat they arrived to America on.
 * After they have put together their passports talk about how people are still going to America for freedom, new opportunities and new experiences.
 * Have them fill out the worksheet Coming to America. Finding out how these people came and when they came using how long it took and what year it was. After they have filled out the worksheet have them estimate how long it would have taken them to get from where they were from to get to New York if it took Giovanni Vitale 16 days to get from Italy to New York City in 1900.
 * Have them write their estimation on the side of their worksheet.
 * Dip into //I Was dreaming to Come to America: Memories from the Ellis Island Oral History Project// Page 8-9, page 12-13, page 14-15
 * Ask students if they can imagine being on a boat for 16 days, cramped, with little food, no TV, no clothes to change into and very little to do? It was definitely not an easy trip compared to the people who immigrate today, who can fly, ride a bus, drive, or come on a more modern boat.
 * ==Resources/Materials ==
 * ** Assessment **

I will be able to see if they can use what they have learned about how long it takes to get to America by boat to see what their estimations are about how long it would take them to get to America on their assigned boat.

In their letters home I will be able to see if they understand why immigrants come to America || What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || Read alouds, using the pictures of Ellis Island to show what it looked like, using the maps to make sure all students understand where we are talking about, using a book with pictures that interpret the words being said so the students can be inspired by the arts and the words on the page. Also I will give the students an opportunity to use google.maps.com to see how far it would actually be from where they were from to get to New York. ||
 * ==Exceptionalities==
 * ==Discussion Notes== || In the Language Arts block the students will write a letter to their friend to tell them why they are going to go to America. What they are expecting, how they feel about going to Ellis Island, what they are going to bring, and who they are meeting in America. Using feeling words, have students tell you how they feel about coming to America, the land of opportunity.

|| Teacher(s) Name: Elizabeth Wallace Thematic Unit/Theme/Grade Level: Immigration/Coming to America/2nd Grade** Daily Lesson Plan Day/Title: Wednesday Day 3 - The Cost of Immigration**
 * Wiki SpaceAddress:


 * = Learning Objectives =
 * What will students accomplish / be able to do at the end of this lesson? **

|| The student will be able to identify and understand the differences between $20 today and $20 in 1922. The student will understand the importance of saving money. The student will understand the importance of Ellis Island and immigration to the United States.

||
 * ** NCSS Themes/Sunshine State Standards ** List the overall theme and then each standard. Cutting and pasting from the website is allowed.

|| NCSS Themes: Culture; Individual Development and Identity; People, Places, and Environments; Global Connections MA.2.G.5.3 Identify, combine, and compare values of money in cents up to $1 and in dollars up to $100, working with a single unit of currency. MA.2.G.3.4. Estimate, select an appropriate tool, measure, and/or compute lengths to solve problems SS.2.A.2.6 Discuss the importance of Ellis Island and the Statue of Liberty immigration from 1892-1954. SS.2.E.1.4 Explain the personal benefits and costs involved in saving and spending. || //** Teacher Activities/Student Activities **// · What best practice strategies will be implemented? · How will you communicate student expectation? · What products will be developed and created by students?
 * ** Student Activities & Procedures **

|| 1. Access prior knowledge by reminding students what they have learned so far about Ellis Island 2. Explain to students that the immigrants at Ellis Island were required to have $20 before they could immigrate to the United States - Why do you think they wanted to be sure people had money before they were allowed into the United States? - Is $20 a lot of money? - Do you think it was a lot of money to the people who immigrated to Ellis Island? 3.Take out several items from a box. Pass out prediction worksheets to each student. - How much do you think each of these items costs today? Put what you think in the blank on your worksheet. - After students have completed the “today” part, reveal to them how much those items really cost today. - How much do you think each of these same items cost in 1922? Put your prediction in the blank on your worksheet. - After students have completed the “then” part, reveal to them how much those items really cost in 1922. - Now that you have completed the activity, do you think that $20 was a lot of money? What if I told you that a lot of those people only earned a few cents an hour at their jobs? - How would you save enough money to immigrate to the United States? - Do you think it was hard to save that much money? - If you were going to immigrate to the United States, what would you need to bring? Would you need a suitcase? 4. Tell students that they are going to create a suitcase to use when they have their own Ellis Island experience on Friday. 5. Pass out brown construction paper suitcases to your students. It is important to already have this step done for them to save on time. 6. Allow students to decorate the outside of their suitcases and to write their names on the outside. 7. Students will draw things they would take with them on the inside of their suitcase, and label as appropriate. 8. Close up with a read aloud of "Christmas on Ellis Island” by Maxinne Rhea Leighton ||
 * == Resources/Materials    ==

|| milk eggs picture of a gallon of gasoline bread dress Construction paper Prediction worksheets Crayons pencils

|| · How will student learning be assessed? Authentic/Alternative assessments? · Are you using a rubric? · Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes   || // Use the class discussion about costs now and then and predictions to determine whether or not students understand how much $20 was to save in 1922. // // Collect the worksheets to determine student understanding. // || What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc
 * ** Assessment **
 * == Exceptionalities   ==

|| ESOL students will be paired with a buddy for the worksheet and discussion activity. The suitcase activity is already modified as it involves drawing items they would bring with them.

Gifted/Talented students will be permitted to research the prices of the items used in class on the internet, if desired. They will tell the class their findings. || ||
 * == Discussion Notes   == || The year used for the activities does not have to be 1922. I just picked a year that was at the beginning of the century in order to impress on students the difference in prices, but any year from 1892-1954 could be used.

= Daily Lesson Plan Day/Title: Thursday Day 4 – Experience Ellis Island = The student will be able to recognize Ellis Island has a national monument. The student will be able to explain the immigration process at Ellis Island. The student will be able to recognize what inspectors are looking at during examinations in Ellis Island. || || NCSS Themes: People, Places and Environments, Individuals, Groups and Institutions, Global Connections ** SS.C.1.1.3 **   understands how and why rules are made and knows that a good rule or law solves a specific problem, is fair, and "does not go too far." ** SS.A.4.1.4 ** : The student understands the changes that occurred in people’s lives when they moved from faraway places to the United States || //Teacher Activities/Student Activities// · // What best practice strategies will be implemented? // · // How will you communicate student expectation? // · // What products will be developed and created by students? // || 1. Discuss the people who worked at Ellis Island. Ask students the following questions: -What are some different jobs at Ellis Island that people have? - Probe: Were there people who checked for illnesses? Who recorded all the information about the immigrants? - Why are these people important at Ellis Island? 2. Dip in to __If Your Name Was Changed at Ellis Island__ by Ellen Levine - read aloud pg. 37-39 and pg. 43-44 3. Explain to students that we are going to see Ellis Island and witness what immigrants went through and see the different jobs of Ellis Island 4. Pull up the Interactive Ellis Island Tour Website (students will work in pairs is preferable) 6. Have students explore Ellis Island through the virtual tour, making sure to click on all available links (i.e. video, audio, photos, etc) and answer the following questions: - Did everyone coming to America have to go through Ellis Island? -Were immigrants allowed to take their belongings with them to medical examinations? - What is the six second medical exam? - What does Pg on a medical chart mean? - How many medical buildings did Ellis Island have? - What was usually served as food to the immigrants? - What immigrants did inspectors reject? - Were women travelling alone allowed to leave Ellis Island once they arrived? - What is the kissing post? - add any new words onto the word wall that the students may have found || || Ellis Island Field Trip Website [] Levine, Ellen (1993). __If Your Name Was Changed at Ellis Island.__ New York: Scholastic. Access to computers or a computer lab worksheet with questions for virtual field trip || · // How will student learning be assessed? Authentic/Alternative assessments? // · // Are you using a rubric? // · // Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes // || Pre-Assessment: The discussion at the beginning of the lesson. This allows teachers to see just how much students already know about the employees of Ellis Island, and also sets the purpose of the interactive tour that the students will complete.
 * Teacher(s) Name: Megan Keeney **
 * Thematic Unit Theme/Title/Grade Level: Immigration/Coming to America/2nd grade **
 * Wiki space address: ucfgr2immigrationsp09.wikispaces.com **
 * =//Learning Objectives//=
 * // What will students accomplish / be able to do at the end of this lesson? //** || The student will be able to recognize the different jobs held at Ellis Island.
 * **//NCSS Themes/Sunshine State Standards//** // List the overall theme and then each standard. Cutting and pasting from the website is allowed. //
 * SS.A.5.1.2 ** : The student knows why important buildings, statues, and monuments (e.g., the White House, Lincoln Memorial, Statue of Liberty, Ellis Island, Angel Island, Mt. Rushmore, and veteran’s memorials) are associated with state and national history
 * L ** ** A.1.1.4 **   The student increases comprehension by rereading, retelling, and discussion.
 * //Student Activities & Procedures//
 * ==//Resources/Materials// ==
 * **//Assessment//**

After the virtual field trip and answering questions, the students can share what they learned as well as any interesting facts they came across while investigating. The questions must be turned in for assessment. || // What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc // || ESOL students are given many opportunities to explore with visual images, sounds and text with the interactive website. They are also able to see and hear the text with the read aloud of If Your Name Was Changed at Ellis Island __by Ellen Levine.
 * ==//Exceptionalities//==

Gifted/Talented students could be given more in depth questions to the assignment, giving them additional websites and resources to use to complete the questions.__ ||
 * ==//Discussion Notes//== || It would be great if we could get someone who actually immigrated to America through Ellis Island and have the students ask questions about their experience. The students could then get a firsthand account of everything that happened, and use it in their role-play at the end of the week. ||

Teacher(s) Name: _Jaimie LaCkore_ Thematic Unit Theme/Title/Grade Level: Immigration/Coming to America/2nd Grade _ __Wiki space address: _ucfgr2immigrationsp09__ = Daily Lesson Plan Day/Title: _Day 5/ Role Playing Day_ =

|| The student will be able to respond to various literary selections (e.g., biographies, poetry, fables, folk tales, legends), connecting text to self (personal connection), text to world (social connection), text to text (comparison among multiple texts). The student will be able to Discuss the importance of Ellis Island and the Statue of Liberty to immigration from 1892 – 1954 The student will be able to interpret information presented and seek clarification when needed. The student will be able to discuss why immigration continues today.
 * = Learning Objectives =
 * What will students accomplish / be able to do at the end of this lesson? **

|| || NCSS Themes: People, Places, and Environments; Individuals, Groups, and Institutions; Time, Continuity and Change; Culture LA.2.2.1.5: The student will respond to various literary selections (e.g., biographies, poetry, fables, folk tales, legends), connecting text to self (personal connection), text to world (social connection), text to text (comparison among multiple texts). SS.2.A.2.6: Discuss the importance of Ellis Island and the Statue of Liberty to immigration from 1892 – 1954. LA.2.5.2.1: The student will interpret information presented and seek clarification when needed. SS.2.A.2.7: Discuss why immigration continues today.
 * ** NCSS Themes/Sunshine State Standards ** List the overall theme and then each standard. Cutting and pasting from the website is allowed.

|| · What best practice strategies will be implemented? · How will you communicate student expectation? · What products will be developed and created by students? || -Do a Read Aloud of “A Picnic in October” by Eve Bunting. Stop at the following areas to ask questions and keep students on track: -After page 1- Why do you think they are going on a picnic? -After page 7-How do you think she understood about the boat? -After reading “A Picnic in October,” ask students if they understand why this picnic in October is so important. -Since each student knows their role and have learned what they will be doing throughout the week with books, virtual tours, etc. tell them where each role will start out. -Model how to go through the centers correctly and politely. -Show the students the different centers for the role-playing. -Have students go to their start area with their suitcases, costumes, and passports. -Have the immigrants go to their assigned boat, doctors go to their center, inspectors go to their center. -You can assign several "immigrant" with a certain illness, disease, limp, wrong papers, etc. and these students will get rejected from entering the country. -Have students go through role-play simulation. -Doctors and inspectors may reject immigrants by writing their “reason” on an index card. || || Cardboard boats Passports (made earlier in the week) “A Picnic in October” by Eve Bunting Lab coats/scrubs Suitcases (made earlier in the week) Index cards || · How will student learning be assessed? Authentic/Alternative assessments? · Are you using a rubric? · Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes  || Pre-Assessment: Discussion during and after the read aloud of “A Picnic in October” Post-Assessment: During the language arts block (after the Social Studies block), the students will reflect their experiences in their journals. They will reflect and response to the following questions: -What is immigration? -Why do you think people have immigrated? -(Opinion) Why do you think people still immigrate? -(Opinion) Do you think immigrating was a happy or sad experience? || What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || Each student will be with their “family” so they will still get the same experience because a lot of people didn’t speak English when they came through Ellis Island. Since "A Picnic in October" has very detailed pictures, all students will be able to follow along. || || T
 * ** Student Activities & Procedures **
 * //Teacher Activities/Student Activities// **
 * == Resources/Materials ==
 * ** Assessment **
 * == Exceptionalities ==
 * == Discussion Notes == || For homework tonight, the student will either try to research their ancestors on ellisisland.org or just search a random name to see all the paperwork.