Coming to America: A Discovery and Reflection for ESL Students

COMING TO AMERICA: A DISCOVERY AND REFLECTION FOR ESL STUDENTS T. Lynn Abbott-McCloud

NEH Institute 2010

Mallard Creek High School Charlotte NC

Essential Question and Standards  

Essential Question  

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How does my experience of coming to a new country parallel the experiences of the early Americans?

North Carolina Standard Course of Study – English III  

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Competency Goal 1 The learner will demonstrate increasing insight and reflection to print and non-print text through personal expression. 1.01, 1.03 Competency Goal 2 The learner will inform an audience by using a variety of media to research and explain insights into language and culture. 2.01. 2.02 Competency Goal 5 The learner will interpret and evaluate representative texts to deepen understanding of literature of the United States. 5.02, 5.03 Competency Goal 6 The learner will apply conventions of grammar and language usage. 6.01, 6.02

Classroom Context  

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ESL (English as a Second Language) Reading/Writing class of 11-12th graders. Class will use North Carolina Standard Course of Study – English III Class meets daily for 90 minute blocks. Goal of course is to increase crosscurricular vocabulary and knowledge while increasing English language acquisition. My classroom resources: student laptop cart, document camera, Smart board, teacher laptop w/LCD projector, classroom library, and media center assistance. (Please note that these are not required materials.)

The Unit Plan in a Nutshell Part 1: Leaving Your Native Country – 1 week Part 2: The Journey – 1 ½ weeks Part 3: The Arrival – 1 ½ weeks Part 4: Getting Settled – 1 ½ weeks Part 5: Final Project – 1 ½ weeks

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Assessed Projects Diary with images and reflections Maps to the United States Artifact research and presentation Newspapers Final reflection film

Part I: Leaving Your Native Country Day

Topic

Assignment

1

• Introduction video and PowerPoint • Overview and introduction to late 1600s/early 1700s • Vocabulary Foldable®

Ticket Out: What one image do you remember most from the video? Why?

2

•  Model effective research methods • Discuss fictional character • Research fictional character

Research fictional character

3

• Model “Finding Images” that reflect mood and setting • Find 5 images for fictional character’s story • Find 5 images for personal story

Image Finding: 5 for fictional character 5 for personal experience Reflections for images

4

• Model components of fictional character description • Students write character and draw sketch of fictional character

1.  2. 

Character worksheet Sketch

5

• Model response to reflection questions in diary • Respond to reflection questions for fictional character • Respond to reflection questions based on personal experience • Decorate /personalize diary

1. 

Responses to reflection questions Decorate diary

2. 

Part I: Leaving Your Native Country Reflection Questions   Where

are you coming from?   Where are you going?   Why are you leaving your native country?   What are you bringing with you? What are you leaving behind?

Part I: Leaving Your Native Country

Images that Reflect Mood and Setting





Additional Materials Web Bibliography NEH – Picturing Early America Dr. Patricia Johnston, Jessica Lanier, Kayleigh Merritt, and Pam Poppe Salem State College Salem MA

Please e-mail [email protected] for full document

Additional Materials Photo Analysis Worksheet National Archives and Records Administration Washington DC

http:// www.archives.gov/education/lessons/worksheets/ photo_analysis_worksheet.pdf

Additional Materials “Reading” Portraiture Guide for Educators Smithsonian National Portrait Gallery Washington DC

This is a useful resource for studying portraits and other objects.

http://www.npg.si.edu/docs/reading.pdf

Additional Materials Character Worksheet Jenny Meyerhoff

http://www.jennymeyerhoff.com/CharacterWorksheet.pdf

Part II: The Journey Day

Topic

Assignment

1

• Vocabulary Foldable® • Introduction to reading a map • Model map reading • Practice map reading

Ticket Out: Describe what you see in your map. (Be sure to use your map analysis worksheet.)

2

•  Research maps • Research diaries and other materials related to travel

Map research

3

• Research routes taken by early Americans • Research route taken by your family to reach America

1.  2. 

Outline of route for fictional character Outline of route from personal experience

4

• Model map-making • Create maps for fictional character and personal experience using previously-created outlines

Begin map-making

5

• Complete both maps • Present maps to class

1.  2. 

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7

• Respond to reflection questions for fictional character • Respond to reflection questions based on personal experience.

Responses to reflection questions

Submit maps Present maps to class

Part II: The Journey Reflection Questions   How

are you traveling to your new country?   What struggles do you encounter during the journey?   How do you feel during the journey?   How do you know you’re going where you want to go?

Part II: The Journey


Part II: The Journey


Additional Materials Map Analysis Worksheet National Archives and Records Administration Washington DC http://www.archives.gov/education/lessons/worksheets/map.html

Additional Materials http://1776web.com/maps.html

Map Samples for Map-Reading Activity Other outstanding maps can be found at The Norman B. Leventhal Map Center at the Boston Public Library http://maps.bpl.org/

http://www.uflib.ufl.edu/spec/pkyonge/alachua/baras.jpg

http://www.cummingmapsociety.org/1590_AmericaeParsNuncVirginia_White_deBry12.jpg

Part III: The Arrival Day

Topic

Assignment

1

• Overview of arrival in America • Discuss personal experiences of arrival in America • Vocabulary Foldable ® • Begin research

Ticket Out: What does your arrival story have in common with the early Americans’ experience? What are the differences?

2

•  Overview of artifacts: currency, clothing, games, music, historic political documents, cooking, and religion. • Students choose one artifact to research and report on.

Artifact Analysis Worksheet

3

• Artifact research

Artifact research

4

• Artifact research and writing

Complete report on artifact

5

• Present artifacts and reports to class

1.  2. 

Present artifacts and reports Peer evaluation

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7



Part III: The Arrival Reflection Questions   How

long does it take you to reach the United States?   What is your reaction to the United States? Do you miss your native country?   What is different from your native country? What is the same?   What struggles do you encounter upon your arrival?

Part III: The Arrival


Additional Materials Artifact Analysis Worksheet National Archives and Records Administration Washington DC http://www.archives.gov/education/lessons/worksheets/ artifact_analysis_worksheet.pdf

Additional Materials Sample Artifacts Historic Documents

Clothing

Religion

Currency

Music

Games

Cooking

Part IV: Getting Settled Day

Topic

Assignment

1

• Overview of settling into a new country • Discuss personal experiences of settling in • Vocabulary Foldable®

Ticket Out:  What was the most difficult part of being in a new country?  What was the easiest?

2

•  Overview of newspapers and broadsheets • Practice reading early newspapers and broadsheets

Newspaper comparison: Compare a current newspaper with a newspaper from the early 1700s.

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5

• Model how to create a newspaper • Research and begin writing a newspaper for fictional character

1.  2. 

6

• Discuss fictional character newspaper • Research and begin writing a newspaper for the time period that you came to the United States (i.e., if you arrived in the U.S. in 1999, then you will research what was happening in 1999).

1.  Complete newspaper outline 2.  Create one page of newspaper for self

7

• Students present newspapers to class • Closing and connections

Ticket Out: How is your story similar and how is it different to the early Americans’ story?

Complete newspaper outline Create one page of newspaper for fictional character

Part IV: Getting Settled Reflection Questions What is the political climate of your new country? Describe what is happening in your city.   What do you do all day?   What do your parents do to earn a living? Describe the wealth and poverty of your new home   Who lives with you? Describe your family structure.  

Part IV: Getting Settled


Additional Materials Newspapers

http://www.loc.gov/index.html

Part V: Final Project Day

Topic

Assignment

1

• Show film • Model use of MovieMaker® • Practice use of MovieMaker® • Model storyboards

Ticket Out: Draft storyboard for film

2

•  Students work on film • Individual conferences

Ticket Out: Where are you in your film? Where do you want to be this time tomorrow?

3


Ticket Out: Where are you in your film? Where do you want to be this time tomorrow?

4


Continue work on film

5


Ticket Out: What was the easiest part of this unit?

6

•  Finalize/burn film presentations

Ticket Out: What was the most difficult part of this unit?

7

• Present films to class, colleagues, parents, and honored guests

Final film presentation

Part V: Final Project Using MovieMaker and your completed diary with images, you will create a film displaying the connections between your journey to the United States and that of the early Americans. This film will include text, music, and images collected over the past weeks. ®

Additional Materials

Final Film