View Lesson Outlines, Accommodations, Modifications, and Materials ProvidedOVERALL UNIT OUTLINE
Lesson 1: Day 1 and 2– What is Ellis Island? Objective: Students will be able to read and understand informational text to understand the significance behind Ellis Island. Students will be able to complete a graphic organizer to determine the main idea and details to support from the passage they are reading about Ellis Island. Materials
Lesson 2: Day 3 – Who Came to Ellis Island? Students will be able to determine what demographics of people were looking to come to America. Students will be completing a graphic organizer and spreadsheet to determine most common ages, socioeconomic status’, and countries in which most immigrants were from. Students will be able to use the information about current day immigrants and their predictions to compare and contrast what they will learn in lessons to come. Materials:
Lesson 3: Day 4 and Day 5– What was left behind? Students will be able to identify the types of hardships of the immigrants’ homeland. They will research their heritage and what it would have been like to live there during that time. Students will be able to choose a country that they had learned about in the previous lesson, and write a brief description about what the immigrants were leaving behind. Students will be able to write a paragraph containing definitions, details, and quotations to describe the informational text. Materials:
Lesson 4: Day 6 – Getting to America Students will be able to find out how immigrants traveled to America and what it was like during the process of arriving to America. Students will be able to write a paragraph on the transition from Europe to America with the use of sequential order words by linking ideas together with phrases such as “for example”, “because”, “another”, etc. Materials:
Lesson 5: Day 7 and Day 8 – New Life in America Students will be able to read about the process of entering Ellis Island and what it is like for them to live in America with or without families, jobs, or homes. Students will be able to read informational text about life in America and complete a graphic organizer containing details about the immigrants’ “new life”. This should include quotes, details, and definitions. Lesson 6: Day 9 and Day 10 – Comparing life in the homeland vs. life in America – Meet My friend Students will be able to use the graphic organizers that were completed in previous lessons about the immigrants’ experience over to the United States to compare the life back home. The life they made in America. Students will be writing a realistic fiction narrative, in the first person, of a person immigrating over to the United States. Students will be able to include details from the informational text that they have read and researched with their classmates. These facts can include how people immigrated, how the boat conditions were, what the process was like going through Ellis Island, if they got rejected or accepted to enter, and what their new life was like in America. ** Resources are underneath or on links. For extra information, please refer to the Resources tab to read more about it. Students can divide which graphic organizers to use for all lessons. ** Grade Level Standards used in this unit: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a textRefer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).Use precise language and domain-specific vocabulary to inform about or explain the topic.
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