Immigration Unit Plan

FORDHAM UNIVERSITY GRADUATE SCHOOL OF EDUCATION TESOL PROGRAM

ESL Mini Lesson Plan Format Name of Teacher: __I. Djaniants_______ Grade: _3-5__

ESL Levels: __High Intermediate to Advanced__

Topic/ Aim: Immigration Curriculum/ Academic Areas Involved: Standards ESL Standards • • • • •

Standard 1: Students will listen, speak, read, and write in English for information and understanding. Standard 2: Students will listen, speak, read, and write in English for literary response, enjoyment, and expression. Standard 3: Students will listen, speak, read, and write in English for critical analysis and evaluation. Standard 4: Students will listen, speak , read, and write in English for classroom and social interaction. Standard 5: Students will demonstrate cross-cultural knowledge and understanding.

Social Studies Standards •

• and • world in people,

Objectives

Standard 1: History of the United States and New York; Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York. Standard 2: World History; Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, turning points in world history and examine the broad sweep of history from a variety of perspectives. Standard 3: Geography; Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the independent which we live-local, national, and global-including the distribution of places, and environments over the Earth’s surface.

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Content objectives: Students will be able to identify why people immigrated in the past

and why people immigrate today. •

ESL objectives:

1.

Listening: Students will develop their listening skills through discussions on immigration, observations of videos and classmates’ presentations, and interviewing.

1.

Speaking: Students will develop their speaking skills through discussions about immigration, their PowerPoint presentations, and through their interview.

1.

Reading: Students will develop their reading skills through research to develop their presentations and their essays.

1.

Writing: Students will develop their writing skills through research, short responses, interviewing, presentations, and a compare and contrast essay.

Instructional Materials/ Resources •

Computer

Teaching Procedures Essentially there are five parts to the research of this Immigration Unit. There is also an introductory part to the unit that is not included in the research. In order to fully have students participate in the research and for them to be able to conduct the research they have to understand what immigration means. The initial part of the unit is to have students become familiar with immigration through various activities. These activities include taking a survey, watching documentaries, discussions that are led in class, and short written responses. Students will use their prior knowledge, their own experiences, and what they have learned so far in class about immigration to lead into the research unit. The first half of the research unit requires students to pick one famous person that immigrated to the United States through Ellis Island. With the aide of the teacher and internet resources, students will conduct a research of the person they chose to learn more about. After collecting their data, students will put together a PowerPoint presentation that they will present to their classmates. The second half of the research requires students to interview someone they know that immigrated to the United States. Students will gather information from the person they are interviewing and use the notes they have collected on the interview and for the presentation to write up a compare and contrast essay. Students will have to compare and contrast immigration today and in the past.

Students motivation will be guided by learning through the use of technology. The blog is designed to keep students motivated to learn more about immigration and to use various forms of resources to guide their research. Students will also have a Voki helper that appears throughout the blog to motivate their learning experience. The unit is also designed to allow students to work on their own pace. Those students that work quickly will be able to go ahead to the next activity, while students who need extra time will not fill rushed to get through their work. Assessment and Evaluation There will be two formal assessments. The first assessment will base students English speaking and listening skills. This assessment will be based on the PowerPoint presentation that the students will present to call. The second assessment will base students English reading and writing skills. This assessment will be based on the final compare and contrast essay that the students have to write. There will also be informal assessments throughout the unit that will be conducted during students’ short responses, classroom discussions, and research.