How does my experience of coming to a new country parallel the experiences of
the early Americans .... http://www.uflib.ufl.edu/spec/pkyonge/alachua/baras.jpg.
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
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
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
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
Part I: Leaving Your Native Country
Images that Reflect Mood and Setting
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.
6
• 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
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
Images that Reflect Mood and Setting
Part II: The Journey
Images that Reflect Mood and Setting
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
6
• 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
7
• Respond to reflection questions for fictional character • Respond to reflection questions based on personal experience.
Responses to reflection questions
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
Images that Reflect Mood and Setting
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.
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
• Respond to reflection questions for fictional character • Respond to reflection questions based on personal experience.
Responses to reflection questions
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
Images that Reflect Mood and Setting
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
• Students work on film • Individual conferences
Ticket Out: Where are you in your film? Where do you want to be this time tomorrow?
4
• Students work on film • Individual conferences
Continue work on film
5
• Students work on film • Individual conferences
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