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|Project Overview |

|Name of Project: |The Immigrant Experience |Duration: 6 weeks |

|Subject/Course: ELA, Social Studies |Teacher(s): Morgan, Cizenski |Grade Level: 7/8 |

|Other subject areas to be included, | |

|if any: | |

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|Project Idea | |

|Summary of the issue, challenge, |Students will analyze informational texts and narratives to identify with and understand the hardships of immigrating to a new country. They will then create an Immigration |

|investigation, scenario, or problem: |Writing Portfolio in ELA and a DBQ’s and a DBQ essay in Social Studies to examine what it is like to be a new face in a strange place, specifically as a foreigner in a new |

| |country. |

|Driving Question |What is it like to be a new face in a strange place? |

|CCSS to be taught and assessed: |ELA: 7.RL.6a, 8.RL.6a, 7.RL.11, 8.RL.11, 7.RI.1, 8.RI.1, 7.RI.10, 8.RI.10, 7.W.4,8.W.4, 7.W.6, 8.W.6, 7.W.9, 8.W.9, 7.W.10, 8.W.10, 7.W.11, 8.W.11 |

| |Social Studies: 8.RH1, 2, 5, and 7, WHST 7 and 8 |

|Additional Standards to be taught and| |

|assessed: | |

| |

|21st Century Competencies to be |Collaboration | |Creativity & Innovation |× |

|taught and assessed: | | | | |

| |Communication (Oral Presentations) |× |Other | |

| |Critical Thinking | × | | |

| | | |Presentation Audience: |

| |Group: | |Class: |× |

|Major Products & | | | | |

|Performances | | | | |

| | | |School: | × |

| | | |Community: | |

| |Individual: |Creative Writing, Informational Text Summary, Compare/Contrast Essay, Writing Portfolio, DBQ’s, DBQ Essay, Interactive Web |Experts: | |

| | |Tour of Ellis Island | | |

| | | |Web: |× |

| | | |Other: | |

|Project Overview |

|Entry event to launch | |

|inquiry, engage students: |A documentary film entitled Island of Hope-Island of Tears narrated by Robert Redford served as the entry event for the project. The film focused on the processing of the wave of |

| |immigrants that entered the country at Ellis Island in the early 20th Century and the trials and tribulations they endured in immigrating to a new country. |

|Assessments |

|Resources |On-site people, facilities: |ELA, SS |

|Needed | | |

| |Equipment: | |

| |Materials: |Computers, REACH Facebook page, Pre-writing and Organizational Handouts, Narratives and Articles on the Immigrant Experience, DBQ’s and DBQ |

| | |Essay Prompt, Ellis Island Interactive Web Tour with summary analysis guide questions |

| |Community resources: | |

| |

|Reflection |

|Methods |

|Project: The Immigrant Experience |Course/Semester: 3rd-4th Quarter |

| | |

|Knowledge and Skills Needed by Students |Scaffolding / Materials / Lessons to be Provided |

|to successfully complete culminating products and |by the project teacher, other teachers, experts, |

|performances, and do well on summative assessments |mentors, community members |

|Knowledge of Memoir and Informational Text | | |

| |( |Informational texts addressing early 20th Century and modern Immigration issues; Memoirs from |

| | |immigrants; Independent Reading Logs; Prewriting and organizational handouts for Informational Text|

| | |Summaries, Compare/Contrast Essays, and Creative Writing Prompts; Allegory on the Immigrant |

| | |Experience (An American Tail); foreword reflecting on the learning experience from the project; |

| | |presentation of learning experience and portfolios to younger students in other BOCES programs |

|History of US Immigration | |Interactive Web Tour of Ellis Island with guide for summary analysis, DBQ’s on Immigration |

| |( |Statistics and the Nativist perspective of immigration, DBQ Essay Prompt-Why did people immigrate |

| | |to America? What hardships were endured during the voyage? |

| | | |

| |( | |

| | | |

| |( | |

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| |( | |

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|PROJECT CALENDAR |

|project: The Immigrant Experience |Start Date: Tuesday, March 11, 2014 |

| |

|MONDAY |TUESDAY |WEDNESDAY |THURSDAY |FRIDAY |

|PROJECT WEEK ONE |

| |3/11/14-ELA-Entry Event in |3/12/14-ELA-“Once Around Manhattan” |3/13/14-ELA-“Once Around Manhattan” |3/14/14-ELA- |

| | |analysis of a narrative allegory on |analysis of a narrative allegory on |Immigration Vocabulary |

| | |Immigration |Immigration | |

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|PROJECT WEEK TWO |

| |3/18/14-ELA-Immigration Writing Portfolio |3/19/14-ELA-Independent Reading |3/20/14-ELA-Independent Reading |3/21/14-ELA-Immigration Vocabulary |

|3/17/14-ELA-Common Interim Assessments |Overview |Choices-Read and Respond to an |Choices-Read and Respond to an | |

| | |Informational Text of your choosing |Informational Text of your choosing, | |

| | | |practicing in-text citation | |

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|PROJECT WEEK THREE |

|3/24/14-3/28/14-Students will use the week| | | |3/31-4/4/14-NYS ELA testing |PROJECT WEEK THREE |

|to compose an informational text summary | | | | | |

|of one of the texts they selected and | | | | | |

|responded to on their reading logs. Warm | | | | | |

|ups will be using examples from the texts| | | | | |

|students have been reading and will be | | | | | |

|extended to teach in-text citation rules | | | | | |

|and best practices prior to the ELA exam. | | | | | |

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|PROJECT WEEK 4 | |

|4/7/14-ELA-The genre of memoir is introduced as students will be selecting memoirs from immigrants to read and respond to in preparation for the independent writing choices for the unit. |

|4/14/14--ELA-Independent Writing |4/15/14--ELA-Independent Writing |4/16/14--ELA-Independent Writing |Ultimate Goal Field Trip |Spring Break 4/18-4/27/14 |

|Choices-Select one of the independent |Choices-Select one of the independent |Choices-Select one of the independent | | |

|creative writing choices to assume the |creative writing choices to assume the |creative writing choices to assume the | |Pre-writing and drafting for |

|role of an immigrant from one of the |role of an immigrant from one of the |role of an immigrant from one of the | |Compare/Contrast Essay in ELA Monday, |

|memoirs selected |memoirs selected |memoirs selected | |428-Tuesday, 4/29 |

| | | | | |

|SS-Students will use DBQ’s focused on |SS-Students will use DBQ’s focused on |SS-Students will use DBQ’s focused on | |NYS Math testing 4/30-5/2/14 |

|immigration statistics and the nativist |immigration statistics and the nativist |immigration statistics and the nativist | | |

|perspective of immigration to analyze the |perspective of immigration to analyze the |perspective of immigration to analyze the | | |

|process of immigration in the late 19th |process of immigration in the late 19th |process of immigration in the late 19th | | |

|and early 20th Centuries |and early 20th Centuries |and early 20th Centuries | | |

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|PROJECT WEEK SIX |

|5/5/14--ELA-Peer editing and revision of |5/6/14--ELA-Final Draft of |5/7/14--ELA-Foreword and Table of Contents|5/8/14—ELA-Foreword , Table of Contents, |Culminating Event-Students will select one|

|compare/contrast essays |Compare/Contrast Essay | |and Published writing piece to the web |of their three required compositions to |

| | |SS-Students will use DBQ essays answering | |post to the REACH Facebook page. Parents,|

|SS-Students will use DBQ essays answering |SS-Students will use DBQ essays answering |the questions of why people immigrated to |SS-Students will use DBQ essays answering |administrators, and other teachers will be|

|the questions of why people immigrated to |the questions of why people immigrated to |the USA and what hardships they endured on|the questions of why people immigrated to |contacted via email to view and post on |

|the USA and what hardships they endured on|the USA and what hardships they endured on|the journey |the USA and what hardships they endured on|the student writing samples. Students |

|the journey |the journey | |the journey |will also be offered an extra credit |

| | | | |option to present their project work and |

| | | | |experience to students in primary |

| | | | |grade-level programs within our building. |

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