21 st Century Immigrants Living Between Two Worlds Michelle A. Bailey TESL 5730 Materials Development for Language Classrooms Professor Yin Lam Lee-Johnson

2121stst Century Immigrants Century Immigrants Living Between Living Between

Two WorldsTwo WorldsMichelle A. BaileyMichelle A. Bailey

TESL 5730 Materials Development for Language TESL 5730 Materials Development for Language ClassroomsClassrooms

Professor Yin Lam Lee-JohnsonProfessor Yin Lam Lee-JohnsonJuly 31, 2015July 31, 2015

Rationale and PurposeRationale and Purpose• According to the National Council of Teachers of English, “The use of According to the National Council of Teachers of English, “The use of

multi-modal literacies has expanded the ways we acquire information multi-modal literacies has expanded the ways we acquire information and understand concepts. Ever since the days of illustrated books and and understand concepts. Ever since the days of illustrated books and maps texts have included visual elements for the purpose of imparting maps texts have included visual elements for the purpose of imparting information.”information.”

http://www.ncte.org/governance/MultimodalLiteracies Retrieved on Retrieved on 7.20.157.20.15

What Does This Mean For Teaching:What Does This Mean For Teaching:

• Readers in electronic environments are able to gain access Readers in electronic environments are able to gain access immediately to a broad range and great depth of information that not immediately to a broad range and great depth of information that not 15 years ago would have required long visits to libraries or days of 15 years ago would have required long visits to libraries or days of waiting for mailed replies.waiting for mailed replies.

• The Purpose of this Unit LessonThe Purpose of this Unit Lesson is to raise the awareness of is to raise the awareness of English Language Learners knowledge of immigrants living in America English Language Learners knowledge of immigrants living in America through reading, writing and listening by using a multimodality through reading, writing and listening by using a multimodality approach. approach.

http://www.ncte.org/governance/MultimodalLiteracies



description of Learnersdescription of Learners• 55thth grade English Language Learners (ELL). grade English Language Learners (ELL).

• Course: History Class Course: History Class

• Time: 60 minutes (for each lesson)Time: 60 minutes (for each lesson)

• Mixed Class (largely of Italian heritage). Mixed Class (largely of Italian heritage).

• Most students have lived in several States in Most students have lived in several States in America.America.

• Attending an inner city public school in an Attending an inner city public school in an impoverished area.impoverished area.

• Whole-class setting with ELLs integrated into Whole-class setting with ELLs integrated into regular classroom of English speaking students.regular classroom of English speaking students.

Re-Mixing our HistoryRe-Mixing our History

Speaking and Listening Speaking and Listening (iRead App and YouTube)(iRead App and YouTube)

Lesson ObjectivesLesson Objectives

Content ObjectivesContent Objectives

•SWBAT listen and identify a main idea, topic SWBAT listen and identify a main idea, topic sentence, detail sentences and conclusion.sentence, detail sentences and conclusion.

•SWBAT listen and determine two or more main SWBAT listen and determine two or more main ideas of a spoken text and explain how they are ideas of a spoken text and explain how they are supported by key detail. supported by key detail.

•SWBAT identify the key vocabulary words SWBAT identify the key vocabulary words related to immigration.related to immigration.


Language ObjectivesLanguage Objectives

•SWBAT demonstrate their knowledge of SWBAT demonstrate their knowledge of immigration by including at least three of the immigration by including at least three of the key vocabulary words in their paragraphs for key vocabulary words in their paragraphs for reading out loud.reading out loud.

common Core State common Core State Standards Lesson 3Standards Lesson 3

Speaking and Listening StandardsSpeaking and Listening Standards

Summarize a written text read aloud or information presented in diverse media and Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.formats, including visually, quantitatively, and orally.

1.1.Summarize the points a speaker makes and explain how each claim is supported Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.by reasons and evidence.

2.2.Include multimedia components (e.g., graphics, sound) and visual displays in Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or presentations when appropriate to enhance the development of main ideas or themes. themes.

Language StandardsLanguage Standards

Use knowledge of language and its conventions when writing, speaking, reading, or Use knowledge of language and its conventions when writing, speaking, reading, or listening. listening.

1.1.Expand, combine, and reduce sentences for meaning, reader; listener interest, and Expand, combine, and reduce sentences for meaning, reader; listener interest, and style. style.

Materials neededMaterials needed

Paper Construction Paper Construction paperpaper

Markers Immigrant Markers Immigrant storystory

You Tube Video Storyline You Tube Video Storyline Worksheet Worksheet

Computer with internet iPadComputer with internet iPad

White board iReadWrite AppWhite board iReadWrite App

Graphic vocabulary organizerGraphic vocabulary organizer

vocabulary vocabulary • T reviews the vocabulary words and uses each in a sentence. Further T reviews the vocabulary words and uses each in a sentence. Further

clarification is given when needed.clarification is given when needed.

Immigrant hobbiesImmigrant hobbies

Main Idea traditionsMain Idea traditions

Topic Sentence impressionTopic Sentence impression

Detail Sentence siblingsDetail Sentence siblings

Conclusion routeConclusion route

Warm up Warm up activityactivity

• Step 1Step 1 GatherGather Background Background InformationInformation

• Ss will be placed in pairs.Ss will be placed in pairs.

• Each student will be Each student will be asked to choose a piece asked to choose a piece of construction paper and of construction paper and a marker.a marker.

• Ss will be asked to draw Ss will be asked to draw four of their favorite four of their favorite memories from their memories from their country. country.

• Ss will orally share their Ss will orally share their favorite memories with favorite memories with the whole class. the whole class.

Define the SkillDefine the Skill

• Step 2 Define the SkillStep 2 Define the Skill

• Today we are going to learn Today we are going to learn how to write a story. We will how to write a story. We will begin with reviewing our begin with reviewing our vocabulary words and the vocabulary words and the steps for writing a steps for writing a paragraph.paragraph.

• T ask Ss how many of you T ask Ss how many of you have written a story before.have written a story before.

• T pauses to elicit Ss T pauses to elicit Ss response.response.

• T post the steps for writing T post the steps for writing a paragraph so the Ss can a paragraph so the Ss can see. see.

• Here are the steps you must Here are the steps you must use to write a paragraph. use to write a paragraph.

Modeling the Modeling the skillskill

• Step 3 Model the Step 3 Model the SkillSkill

• These four steps in this These four steps in this order give you the tools order give you the tools you will need to write you will need to write paragraphs. paragraphs.

• T tell Ss we are going to T tell Ss we are going to look at a video that look at a video that models the steps. Watch models the steps. Watch the video and listen for the video and listen for the steps. Later you will the steps. Later you will have a chance to go have a chance to go through the steps in through the steps in small groups. Main Idea, small groups. Main Idea, Topic sentence, Detail Topic sentence, Detail sentences, conclusionsentences, conclusion

https://www.youtube.com/watch?v=

W24RyhtX1qA

https://www.youtube.com/watch?v=W24RyhtX1qA




• Step 3 Model the Step 3 Model the SkillSkill

• These four steps in this order These four steps in this order give you the tools you will give you the tools you will need to write paragraphs. need to write paragraphs.

• T tell class we are going to T tell class we are going to look at a video that models look at a video that models the steps. Watch the video the steps. Watch the video and listen for the steps. When and listen for the steps. When you hear them raise a quick you hear them raise a quick hand. Later we will go hand. Later we will go through the steps in small through the steps in small groups. Main Idea, Topic groups. Main Idea, Topic sentence, Detail sentences, sentence, Detail sentences, conclusion.conclusion.

• T notes which students raise T notes which students raise their hand and which student their hand and which student do not.do not.

https://www.youtube.com/watch?v=

W24RyhtX1qA




Check each step as you hear it Check each step as you hear it read. Write down what was said read. Write down what was said

under the correct headingunder the correct heading

• Step 4 Establish Student Step 4 Establish Student Skill Need Skill Need

• T pairs the Ss in small groups T pairs the Ss in small groups of 2-3; higher level learner of 2-3; higher level learner with lower level learner.with lower level learner.

• T passes out the Storyline T passes out the Storyline worksheet to each student. worksheet to each student.

• T will use the iReadWrite to T will use the iReadWrite to read the story of Seymour read the story of Seymour Rechtzeit. Rechtzeit.

• After each paragraph is read After each paragraph is read the teacher will pause the the teacher will pause the iReadWrite.iReadWrite.

• Ss should check the boxes if Ss should check the boxes if the step was read and write the step was read and write down what was said. (Ss may down what was said. (Ss may visually read the paragraph visually read the paragraph again on the whiteboard).again on the whiteboard).

• Ss may discuss the answers Ss may discuss the answers within their small groupswithin their small groups

Storyline WorksheetStoryline WorksheetName_______________ Date___

☐ Main Idea___________________________________

☐ Topic Sentence___________________________________

☐ Detail Sentences______________________________________________________________________

☐ Conclusion___________________________________

Rubric: Main Idea – Topic Sentence - Detail Sentence – Conclusion all 4

steps?1 2 3 4


☐ Main Idea___________________________________

☐ Topic Sentence___________________________________


☐ Conclusion___________________________________


steps?1 2 3 4



• Step 4 Establish Step 4 Establish Student Student Skill Skill NeedNeed

• T may choose to read T may choose to read the entire story or the entire story or choose specific choose specific sections for reading.sections for reading.

• After completion of After completion of the reading -Whole the reading -Whole class discussion.class discussion.

• T calls on each group T calls on each group to provide the answer to provide the answer for each paragraph(s).for each paragraph(s).


☐ Main Idea___________________________________

☐ Topic Sentence___________________________________


☐ Conclusion___________________________________


steps?1 2 3 4


☐ Main Idea___________________________________

☐ Topic Sentence___________________________________


☐ Conclusion___________________________________


steps?1 2 3 4

Seymour's Seymour's StoryStory

• Step 4 Establish Step 4 Establish Student Skill Student Skill NeedNeed

Seymour Rechtzeit was 8 years old in 1920, when he left his home in Poland and journeyed to America. Why do you think he came, and what happened when he arrived? This is Seymour's story, in his own words.Seymour's StoryMy name is Seymour Rechtzeit and I was born in Lódz, Poland, in 1912. My family is Jewish, and I first began singing in our synagogue. By the time I was 4, I was called a wunderkind, or “wonder child” in English. Soon I was singing in concerts all over Poland.

T may choose to CONTINUE STORY AThttp://www.scholastic.com/teachers/article/relive-boys-journey

http://www.scholastic.com/teachers/article/relive-boys-journey

http://www.scholastic.com/teachers/article/relive-boys-journey

Iread write Iread write Mobile App ipadMobile App ipad

https://www.spectronics.com.au/apps-for-literacy-support



Storyline worksheetStoryline worksheetCheck each step as you hear it read. Write down what was said under the correct heading

Storyline WorksheetName______________ Date______________

☐ Main Idea_____________________________________________☐ Topic Sentence_____________________________________________☐ Detail Sentences_____________________________________________☐ Conclusion_____________________________________________

Rubric: Main Idea – Topic Sentence - Detail Sentence – Conclusion all 4 steps?1 2 3 4

Check each step as you hear it read. Write down what was said under the correct heading

Storyline WorksheetName______________ Date______________

☐ Main Idea_____________________________________________☐ Topic Sentence_____________________________________________☐ Detail Sentences_____________________________________________☐ Conclusion_____________________________________________


Storyline WorksheetName_____ Date_______

☐ Main Idea____________________________________________☐ Topic Sentence____________________________________________☐ Detail Sentences_____________________________________________☐ Conclusion_____________________________________________


Storyline WorksheetName_____ Date_______

☐ Main Idea____________________________________________☐ Topic Sentence____________________________________________☐ Detail Sentences_____________________________________________☐ Conclusion_____________________________________________


QuestionsQuestions• Step 5 Provide Step 5 Provide

Performance Performance Teacher/Peer Teacher/Peer EvaluationEvaluation

• T ask Ss individually to T ask Ss individually to complete the following complete the following questions using the questions using the storyline worksheet for storyline worksheet for each question (Ss should each question (Ss should have one paragraph for have one paragraph for each question with key each question with key vocabulary). vocabulary).

• Ss may stay in their Ss may stay in their groups to complete their groups to complete their own paragraphs.own paragraphs.

• Ss may use the iReadWrite Ss may use the iReadWrite app that is available in the app that is available in the classroom. classroom.

Name______ Age_____ Name______ Age_____

Country_____________Country_____________

1.1.What are your favorite What are your favorite subjects in school?subjects in school?

2.2.What are your favorite What are your favorite hobbies?hobbies?

3.3.What traditions does What traditions does your family take part in your family take part in to remind you of your to remind you of your insert name of country?insert name of country?

Name______ Age_____ Name______ Age_____

Country_____________Country_____________




QuestionsQuestions• Step 6 Reinforce Skill Step 6 Reinforce Skill

Provide Teacher/ Provide Teacher/ Peer Peer

EvaluationEvaluation

• T ask Ss to read their T ask Ss to read their completed paragraphs out completed paragraphs out loud for the class.loud for the class.

• T ask the class to check the T ask the class to check the steps as their peer reads their steps as their peer reads their paragraphs. paragraphs.

• T assesses each student as T assesses each student as well.well.

• Ss turn in peer evaluation to Ss turn in peer evaluation to T.T.

• At the beginning of next week At the beginning of next week review the four steps to review the four steps to writing a paragraph.writing a paragraph.

Name______ Age_____ Name______ Age_____

Country_____________Country_____________




Name______ Age_____ Name______ Age_____

Country_____________Country_____________




Teachers RubricTeachers Rubric

• Assessment – Teacher Observation Assessment – Teacher Observation • 1) Are students able to identify the steps to 1) Are students able to identify the steps to

writing a paragraph. 2) Are the students able to writing a paragraph. 2) Are the students able to write a paragraph with all four steps. 3) Are the write a paragraph with all four steps. 3) Are the students able to use at least three of the key students able to use at least three of the key vocabulary words when writing their paragraphs.vocabulary words when writing their paragraphs.

• 0-3 scale0-3 scale• 0-Not at all0-Not at all• 1-Sometimes1-Sometimes• 2-Most of the time2-Most of the time• 3-All the time3-All the time

SummarySummary

• This lesson was designed with the struggling reader in This lesson was designed with the struggling reader in mind. I began with the history of immigration to build upon mind. I began with the history of immigration to build upon the background knowledge that students may have already the background knowledge that students may have already obtained through family, friends, text books or the media. I obtained through family, friends, text books or the media. I wanted the students to realize many people migrated to wanted the students to realize many people migrated to America for various reasons. I used the story of Seymour America for various reasons. I used the story of Seymour because she he originally came to America he was 8 years because she he originally came to America he was 8 years old. Also to illustrate that opportunity is available for all old. Also to illustrate that opportunity is available for all Americans Americans

• The digital media tools that was chosen will encourage the The digital media tools that was chosen will encourage the student to move to a deeper level of critical thinking. The student to move to a deeper level of critical thinking. The iReadWrite application provides the student with tools that iReadWrite application provides the student with tools that will enhance their learner regardless of their language will enhance their learner regardless of their language proficiency. The iReadWrite app runs directly on an iPad proficiency. The iReadWrite app runs directly on an iPad without wifi. It is designed specifically for struggling without wifi. It is designed specifically for struggling readers of all ages. This tool provides read aloud text as readers of all ages. This tool provides read aloud text as well as word prediction and phonetic spell checker. With well as word prediction and phonetic spell checker. With this tool the student will have the opportunity to continue this tool the student will have the opportunity to continue to learn even if there is not a teacher/student available to to learn even if there is not a teacher/student available to assist. assist.

Mapping our journeyMapping our journey

Reading and WritingReading and Writing(Virtual Tour/Games)(Virtual Tour/Games)


Content ObjectivesContent Objectives

•SWBAT write a topic sentence on immigration.SWBAT write a topic sentence on immigration.

•SWBAT write detail sentences on immigration.SWBAT write detail sentences on immigration.

•SWBAT write multiple paragraphs on SWBAT write multiple paragraphs on immigration.immigration.

•SWBAT identify the key vocabulary words SWBAT identify the key vocabulary words related to immigration.related to immigration.



•SWBAT demonstrate their knowledge of SWBAT demonstrate their knowledge of immigration by including at least three of the immigration by including at least three of the key vocabulary words in their paragraphs for key vocabulary words in their paragraphs for reading out loud.reading out loud.

common Core State common Core State Standards 2Standards 2

Reading Standards for LiteratureReading Standards for Literature•Quote accurately from a text when explaining what the text says explicitly and when Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.drawing inferences from the text.

•Compare and contrast two or more characters, settings, or events in a story or drama, Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). drawing on specific details in the text (e.g., how characters interact).

Reading Standards for InformationalReading Standards for Informational•Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.problem/solution) of events, ideas, concepts, or information in two or more texts.




common Core State common Core State Standards Standards


• SWBAT demonstrate their knowledge of immigration SWBAT demonstrate their knowledge of immigration by verbally including at least three of the key by verbally including at least three of the key vocabulary words in their paragraph for audio vocabulary words in their paragraph for audio recording.recording.

• SWBAT will be able to demonstrate their knowledge SWBAT will be able to demonstrate their knowledge of immigration by verbally recording their paragraph of immigration by verbally recording their paragraph which will be played before their teacher and which will be played before their teacher and classmates.classmates.

• SWBAT demonstrate their knowledge of immigration SWBAT demonstrate their knowledge of immigration by verbally re-enacting the immigration video shown by verbally re-enacting the immigration video shown in class (students may paraphrase in class (students may paraphrase


Passport Construction Passport Construction paperpaper

Markers Map Storyline Markers Map Storyline WorksheetWorksheet

White Board Smart Board GameWhite Board Smart Board Game

Computer with internet Border Computer with internet Border

Virtual Field Trip to Ellis IslandVirtual Field Trip to Ellis Island

Transcript of Virtual Field TripTranscript of Virtual Field Trip


Warm up Warm up activityactivity

• Step 1Step 1 GatherGather Background Background Information Information

• T will review the four steps to T will review the four steps to writing a paragraph and new writing a paragraph and new vocabulary.vocabulary.

• Ss will share homework Ss will share homework assignment with the class.assignment with the class.

• Homework: Ss were to ask Homework: Ss were to ask their parents, grandparents, their parents, grandparents, caregivers the following caregivers the following questions (Ss may also questions (Ss may also respond to the questions if respond to the questions if they recall the journey). What they recall the journey). What route did you take when route did you take when coming to America? How long coming to America? How long did it take? Were there any did it take? Were there any challenges? Did you bring any challenges? Did you bring any luggage? Bring a picture of luggage? Bring a picture of your family.your family.

• Ss may read from paper or Ss may read from paper or orally present their answers to orally present their answers to the class.the class.


• Step 2 Define the Step 2 Define the SkillSkill

• Today we are going to Today we are going to learn how immigrants learn how immigrants journey to the United journey to the United States. We will begin States. We will begin with reviewing our with reviewing our vocabulary words and vocabulary words and the steps for writing a the steps for writing a paragraph.paragraph.

• T ask Ss how many of T ask Ss how many of you have drawn a map you have drawn a map of your families journey of your families journey to the United States? to the United States?

• T pauses to elicit Ss T pauses to elicit Ss response.response.

• T reviews landmarks that T reviews landmarks that most people encounter. most people encounter. The landmarks are posted The landmarks are posted for the class to see. for the class to see.


• Step 2 Define the Step 2 Define the SkillSkill

• Here are the landmarks Here are the landmarks that many people including that many people including your families encountered your families encountered while journeying to the while journeying to the United Sates.United Sates.

• Today we are going to take Today we are going to take a a Virtual Field Trip to Ellis Virtual Field Trip to Ellis IslandIsland. .

• T pairs the Ss in small T pairs the Ss in small groups of 2-3; higher level groups of 2-3; higher level learner with lower level learner with lower level learner.learner.

• T passes out the Storyline T passes out the Storyline worksheet to each student. worksheet to each student.

• Ss will check the boxes of Ss will check the boxes of the landmarks when they the landmarks when they hear it and write down hear it and write down what was saidwhat was said. .

Other Landmarks: buildings, statues, name of country, state, island

Step 3 Model the skillStep 3 Model the skill•

Virtu

al Fie

ld Trip

to E

llis V

irtual Fie

ld Trip

to E

llis Isla

nd

Islan

d

http://teacher.scholastic.com/activities/immigration/webcast.htm

http://teacher.scholastic.com/activities/immigration/tour/

http://teacher.scholastic.com/activities/immigration/tour/

Check which step the landmark Check which step the landmark comes under and write the comes under and write the

sentence.sentence.

• Step 4 Establish Step 4 Establish Student Student Skill NeedSkill Need

• T post the landmarks so T post the landmarks so the class can see them.the class can see them.

• Ss will check which step Ss will check which step the landmark comes the landmark comes under. under.

• Ss will write a sentence Ss will write a sentence using the name of the using the name of the landmark.landmark.

• T will be provide a copy of T will be provide a copy of transcript for the virtual transcript for the virtual field trip so students may field trip so students may follow along if they choose.follow along if they choose.

• Ss may discuss the Ss may discuss the answers within their small answers within their small groups.groups.


☐ Main Idea___________________________________

☐ Topic Sentence___________________________________


☐ Conclusion___________________________________


steps?1 2 3 4


☐ Main Idea___________________________________

☐ Topic Sentence___________________________________


☐ Conclusion___________________________________


steps?1 2 3 4



• Step 4 Establish Step 4 Establish student Skill student Skill NeedNeed

• T begins the Interactive T begins the Interactive Virtual Field Trip. T may Virtual Field Trip. T may play all of tour or sections play all of tour or sections of the tour as time of the tour as time permitspermits. .

• Note: This lesson will Note: This lesson will stop virtual tour at 16 stop virtual tour at 16 min. 45 sec.min. 45 sec.

• After virtual field trip; T will After virtual field trip; T will have groups take turns have groups take turns disclosing their answers.disclosing their answers.

• T will informally assess Ss T will informally assess Ss with field notes.with field notes.

Map Storyline WorksheetMap Storyline WorksheetName_______________ Date___

☐ Main Idea___________________________________

☐ Topic Sentence___________________________________


☐ Conclusion___________________________________


steps?1 2 3 4


☐ Main Idea___________________________________

☐ Topic Sentence___________________________________


☐ Conclusion___________________________________


steps?1 2 3 4


• Step 5 Provide Performance Step 5 Provide Performance Feedback Feedback

• Ss will remain in groups and play Ss will remain in groups and play the interactive map game for the interactive map game for about 7 – 10 min. The map game about 7 – 10 min. The map game is provided as a visual tool. Most is provided as a visual tool. Most of the students have lived in of the students have lived in more than one State in America.more than one State in America.

• Ss will be provided a piece of Ss will be provided a piece of construction paper to draw a construction paper to draw a picture of the State(s) they have picture of the State(s) they have lived or their family has lived. lived or their family has lived.

• Ss will write a paragraph about Ss will write a paragraph about their journey and answer the their journey and answer the following questions.following questions.

• http://www.learner.org/interactives/historymap/sea_game.html

http://www.learner.org/interactives/historymap/sea_game.html






• Step 6 Reinforce Skill Step 6 Reinforce Skill Provide Provide Teacher/ Teacher/ Peer EvaluationPeer Evaluation

• Ss will share their maps Ss will share their maps and read their paragraphs and read their paragraphs to the whole class.to the whole class.

• T ask the class to check T ask the class to check the steps as their peer the steps as their peer reads their paragraphs. reads their paragraphs.

• T assesses each student T assesses each student as well.as well.

• Ss turn in peer evaluation Ss turn in peer evaluation to T.to T.

• At the beginning of next At the beginning of next week review the four week review the four steps to writing a steps to writing a paragraph.paragraph.

• ..


☐ Main Idea___________________________________

☐ Topic Sentence___________________________________


☐ Conclusion___________________________________


steps?1 2 3 4


☐ Main Idea___________________________________

☐ Topic Sentence___________________________________


☐ Conclusion___________________________________


steps?1 2 3 4

Teachers RubricTeachers Rubric

• Assessment – Teacher Observation Assessment – Teacher Observation • 1) Are students able to identify the steps to 1) Are students able to identify the steps to

writing a paragraph. 2) Are the students able to writing a paragraph. 2) Are the students able to write a paragraph with all four steps. 3) Are the write a paragraph with all four steps. 3) Are the students able to use at least three of the key students able to use at least three of the key vocabulary words when writing their paragraphs.vocabulary words when writing their paragraphs.

• 0-3 scale0-3 scale• 0-Not at all0-Not at all• 1-Sometimes1-Sometimes• 2-Most of the time2-Most of the time• 3-All the time3-All the time

QuestionsQuestions

4. What are some new 4. What are some new

traditions you are traditions you are taking taking

part in?part in?

5.5.Can you tell us about Can you tell us about your move to the United your move to the United States?States?

6.6.What concerns did you What concerns did you have about moving to the have about moving to the United States?United States?

7. What was your first 7. What was your first

impression about the impression about the

United States?United States?

4. What are some new 4. What are some new

traditions you are traditions you are taking taking

part in?part in?

5.5.Can you tell us about Can you tell us about your move to the United your move to the United States?States?

6.6.What concerns did you What concerns did you have about moving to the have about moving to the United States?United States?

7. What was your first 7. What was your first

impression about the impression about the

United States?United States?

SummarySummary

• This lesson was designed to provide the student with a look at This lesson was designed to provide the student with a look at the L2 community. How they dress, walked and non verbally the L2 community. How they dress, walked and non verbally communicated with one another. I purposely chose some of the communicated with one another. I purposely chose some of the the Virtual Field Trip because it allowed the students to reflect the Virtual Field Trip because it allowed the students to reflect on what their parents or caregivers had shared with them. The on what their parents or caregivers had shared with them. The virtual field trip allowed the students to hear and see other virtual field trip allowed the students to hear and see other students their own age eliciting questions. Also, to help the students their own age eliciting questions. Also, to help the students to become self aware of their own culture and the students to become self aware of their own culture and the things that are important to their families. Each lesson was things that are important to their families. Each lesson was designed to elicit authentic speech through the use of interview designed to elicit authentic speech through the use of interview questions.questions.

• The interactive map was more of a visual. Too allowed the The interactive map was more of a visual. Too allowed the students to see the world at a glance and to let them know that students to see the world at a glance and to let them know that they had a special place in this world. The students were they had a special place in this world. The students were allowed to conduct their own personal interviews with their allowed to conduct their own personal interviews with their family. This too will elicit authentic language hopefully L2. I family. This too will elicit authentic language hopefully L2. I believe this lesson helped the students to become more believe this lesson helped the students to become more comfortable in producing the L2. It also provided them more comfortable in producing the L2. It also provided them more insight on the L2 community members.insight on the L2 community members.

The Liminal Baby The Liminal Baby BoomBoom

Key Vocabulary (using oral speech)Key Vocabulary (using oral speech)(Social Media Wikispace)(Social Media Wikispace)

Lesson ObjectivesLesson ObjectivesContent ObjectivesContent Objectives

•SWBAT record topic sentences on immigration SWBAT record topic sentences on immigration using key vocabulary.using key vocabulary.

•SWBAT record detail sentences on immigration SWBAT record detail sentences on immigration using key vocabulary.using key vocabulary.

•SWBAT determine two or more main ideas of a SWBAT determine two or more main ideas of a text and explain how they are supported by key text and explain how they are supported by key detail; summarize the text based on immigration. detail; summarize the text based on immigration.

•SWBAT record multiple paragraphs on SWBAT record multiple paragraphs on immigration.immigration.

•SWBAT identify key vocabulary words related to SWBAT identify key vocabulary words related to immigration.immigration.



•SWBAT demonstrate their knowledge of SWBAT demonstrate their knowledge of immigration by interviewing their classmate.immigration by interviewing their classmate.

•SWBAT will be able to demonstrate their SWBAT will be able to demonstrate their knowledge of immigration by verbally recording knowledge of immigration by verbally recording their paragraphs which will be played before their paragraphs which will be played before their teacher and classmates.their teacher and classmates.


Speaking and Listening StandardsSpeaking and Listening Standards

Summarize a written text read aloud or information presented in diverse media and Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.formats, including visually, quantitatively, and orally.

1.1.Summarize the points a speaker makes and explain how each claim is supported Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.by reasons and evidence.

2.2.Include multimedia components (e.g., graphics, sound) and visual displays in Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or presentations when appropriate to enhance the development of main ideas or themes. themes.





Writing StandardsWriting Standards•With some guidance and support from adults, use technology, including the With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.two pages in a single sitting.

•Recall relevant information from experiences or gather information from print and Recall relevant information from experiences or gather information from print and digital sources; summarize or paraphrase information I notes and finished work, and digital sources; summarize or paraphrase information I notes and finished work, and provide a list of sources.provide a list of sources.


Audio Recorder Book Creator Audio Recorder Book Creator AppApp

Camera Storyline Camera Storyline Worksheet Worksheet

Young Immigrants Video Young Immigrants Video

Computer with internetComputer with internet

White boardWhite board


vocabulary vocabulary • T reviews the vocabulary words and uses each in a sentence. Further T reviews the vocabulary words and uses each in a sentence. Further

clarification is given when needed.clarification is given when needed.

Immigrant hobbiesImmigrant hobbies

Main Idea traditionsMain Idea traditions

Topic Sentence impressionTopic Sentence impression

Detail Sentence siblingsDetail Sentence siblings

Conclusion routeConclusion route

QuestionsQuestions • Step 1Step 1 GatherGather Background Background

Information Information

• Ss will be placed in Ss will be placed in pairs. (higher level pairs. (higher level learner with lower learner with lower level learner)level learner)

• Ss will ask each other Ss will ask each other the following the following questions. The Ss questions. The Ss asking the questions asking the questions will record the answer.will record the answer.

8. What are some of the 8. What are some of the big big

differences you notice differences you notice

between your life insert between your life insert

name of country and life name of country and life

here?here?

9. What do you miss most 9. What do you miss most

about insert name of about insert name of

country?country?

10. Do you have any 10. Do you have any

siblings?siblings?

8. What are some of the 8. What are some of the big big

differences you notice differences you notice

between your life insert between your life insert

name of country and life name of country and life

here?here?

9. What do you miss most 9. What do you miss most

about insert name of about insert name of

country?country?

10. Do you have any 10. Do you have any

siblings?siblings?

Model the Model the behaviorbehavior

• Step 2Step 2 Model the Model the BehaviorBehavior

• T will pass out the T will pass out the storyline worksheet.storyline worksheet.

• T will place the Ss in T will place the Ss in groups. Each group will groups. Each group will select one of the young select one of the young immigrants to hear their immigrants to hear their journey to the United journey to the United States. States.

• Each group will complete Each group will complete the storyline worksheet the storyline worksheet and share their answers and share their answers with the class.with the class.

• T will ask each group the T will ask each group the following questions:following questions:

• Was the key vocabulary Was the key vocabulary use more than three use more than three times?times?

Model the Model the behaviorbehavior

• Step 2Step 2 Model the Model the BehaviorBehavior

• What is the Main What is the Main idea.idea.

• What is the topic What is the topic sentence.sentence.

• What are the detail What are the detail sentences.sentences.

• What is the conclusionWhat is the conclusion. . • All of the online stories do All of the online stories do

not have to be read if the not have to be read if the class has grasp the class has grasp the conceptconcept. .

• Depending on the size of Depending on the size of the class this lesson may the class this lesson may be extended for 2 daysbe extended for 2 days..

Step 2 model the Step 2 model the behaviorbehavior

•M

eet Y

ou

ng

M

eet Y

ou

ng

Im

mig

ran

ts

Imm

igra

nts

http

://te

ach

er.sch

ola

stic.com

/activ

ities/im

mig

ratio

n/y

oung%

5Fim

mig

rants/

taylo

r.htm

http://teacher.scholastic.com/activities/immigration/young_immigrants/taylor.htm




Check each step as you hear it. Check each step as you hear it. Write down what was said under Write down what was said under

the correct headingthe correct heading

• Step 6 Reinforce Skill Step 6 Reinforce Skill Provide Provide

Teacher/ Teacher/ Peer Peer EvaluationEvaluation

• Ss will be placed in Ss will be placed in pairs. (higher level pairs. (higher level learner with lower level learner with lower level learner)learner)

• Ss will take out their Ss will take out their paragraphs that have paragraphs that have been previously written been previously written throughout this lesson throughout this lesson plan and already revised plan and already revised and share their and share their paragraphs orally while paragraphs orally while the T video records their the T video records their responses.responses.

• T ask the class to check T ask the class to check the steps as their peer the steps as their peer shares their immigrant shares their immigrant journey. journey.


☐ Main Idea___________________________________

☐ Topic Sentence___________________________________


☐ Conclusion___________________________________


steps?1 2 3 4


☐ Main Idea___________________________________

☐ Topic Sentence___________________________________


☐ Conclusion___________________________________


steps?1 2 3 4

Check each step as you hear it. Check each step as you hear it. Write down what was said under Write down what was said under

the correct headingthe correct heading

• Step 6 Reinforce Step 6 Reinforce Skill Skill Provide Teacher/ Provide Teacher/

Peer Peer EvaluationEvaluation

• T assesses each T assesses each student as well.student as well.

• Ss turn in peer Ss turn in peer evaluation to T.evaluation to T.

• Ss will use the Book Ss will use the Book Creator to place their Creator to place their map, written map, written paragraphs and video paragraphs and video recordings. This recordings. This information will be information will be uploaded to a social uploaded to a social media site. media site.


☐ Main Idea___________________________________

☐ Topic Sentence___________________________________


☐ Conclusion___________________________________


steps?1 2 3 4


☐ Main Idea___________________________________

☐ Topic Sentence___________________________________


☐ Conclusion___________________________________


steps?1 2 3 4

Interview questionsInterview questions

Name______________ Age______ Country___________

1.What are your favorite subjects in school?2.What are your favorite hobbies?3.What traditions does your family take part in to remind you of your insert name of country?4.What are some new traditions you are taking part in?5.Can you tell us about your move to the United States?6.What concerns did you have about moving to the United States?7.What was your first impression about the United States?8.What are some of the big differences you notice between your life insert name of country and life here?9.What do you miss most about insert name of country?10.Do you have any siblings?

Mobile App Mobile App ipad/androidipad/android

• https://www.spectronics.com.au/apps-for-literacy-support

https://https://www.spectronics.com.au/apps-www.spectronics.com.au/apps-

for-literacy-supportfor-literacy-support

https://https://www.spectronics.com.au/apps-www.spectronics.com.au/apps-

for-literacy-supportfor-literacy-support



Rein

force

Skill

Rein

force

Skill

vocabulary Rubricvocabulary Rubric

• Vocabulary Assessment Vocabulary Assessment – Teacher – Teacher Observation Observation • 1) Are students able to identify more than three 1) Are students able to identify more than three

key vocabulary words? 2) Were the students able key vocabulary words? 2) Were the students able to produce authentic speech when using key to produce authentic speech when using key vocabulary words? 3) Were the key vocabulary vocabulary words? 3) Were the key vocabulary words used correctly?words used correctly?

• 0-3 scale0-3 scale• 0-Not at all0-Not at all• 1-Fair1-Fair• 2-Good2-Good• 3-Excellent3-Excellent

SummarySummary

• The third lesson brought everything together for the The third lesson brought everything together for the students. It allowed them to become authors of their students. It allowed them to become authors of their own work and to have it published on a social media. own work and to have it published on a social media. this gave them ownership. The students didn’t realize this gave them ownership. The students didn’t realize it but each lesson they were practicing their L2. The it but each lesson they were practicing their L2. The lessons afforded the students to produce authentic lessons afforded the students to produce authentic speech at their language proficiency. Because the speech at their language proficiency. Because the students were continuously paired with higher level students were continuously paired with higher level learners as well as lower level learners the students learners as well as lower level learners the students were continuously learning. Although the lessons were continuously learning. Although the lessons were designed for 60 minutes the teacher has the were designed for 60 minutes the teacher has the option of extending the lesson. Through eliciting option of extending the lesson. Through eliciting interview questions the students gain different interview questions the students gain different perspectives. The students were able to see the perspectives. The students were able to see the generational shift in immigration and realize that they generational shift in immigration and realize that they were apart of it. They were able to acknowledge the were apart of it. They were able to acknowledge the individuals thatindividuals that

SummarySummary

• were presented digitally and consider their were presented digitally and consider their point of view, event or experience that was point of view, event or experience that was featured. These apps and digital media featured. These apps and digital media provided the students to step outside of the provided the students to step outside of the classroom and obtain social power through the classroom and obtain social power through the creation of their own Book Creator. “When we creation of their own Book Creator. “When we reinvigorate the humanities by using the reinvigorate the humanities by using the pedagogies of digital and media literacy, our pedagogies of digital and media literacy, our students gain the sense of wholeness called students gain the sense of wholeness called integrity” ( Hobbs, 2022, p.139). Stepping into integrity” ( Hobbs, 2022, p.139). Stepping into the 21st century will motivate and propel our the 21st century will motivate and propel our students into a brighter tomorrow.students into a brighter tomorrow.

ReferencesReferences• National Council of Teachers of English. (n.d.). Multimodal Literacies National Council of Teachers of English. (n.d.). Multimodal Literacies

and Technology. Retrieved July 3, 2015, from and Technology. Retrieved July 3, 2015, from http://www.ncte.org/governance/MultimodalLiteracieshttp://www.ncte.org/governance/MultimodalLiteracies

• Scholastic Inc., Immigration Stories of Yesterday and Today: Interactive Scholastic Inc., Immigration Stories of Yesterday and Today: Interactive Tour of Ellis Island. Retrieved July 20, 2015, from Tour of Ellis Island. Retrieved July 20, 2015, from http://teacher.scholastic.com/activities/immigration/tour/http://teacher.scholastic.com/activities/immigration/tour/

• Scholastic Inc., Meet Young Immigrants. Retrieved July 20, 2015, fromScholastic Inc., Meet Young Immigrants. Retrieved July 20, 2015, from

http://teacher.scholastic.com/activities/immigration/young_immigrantshttp://teacher.scholastic.com/activities/immigration/young_immigrants

• Spectronics: Apps for Literacy Support. Retrieved July 29,2015, from Spectronics: Apps for Literacy Support. Retrieved July 29,2015, from

https://www.spectronics.com.au/apps-for-literacy-supporthttps://www.spectronics.com.au/apps-for-literacy-support

• Scholastic Inc., Immigration. Retrieved July 29, 2015, from Scholastic Inc., Immigration. Retrieved July 29, 2015, from http://www.scholastic.com/teachers/article/relive-boys-journeyhttp://www.scholastic.com/teachers/article/relive-boys-journey

• Scholastic Inc., Relive a Boy’ Journey to America. Retrieved July 29, Scholastic Inc., Relive a Boy’ Journey to America. Retrieved July 29, 2015, from 2015, from

http://www.scholastic.com/teachers/article/relive-boys-journeyhttp://www.scholastic.com/teachers/article/relive-boys-journey

Documents

21 st Century Immigrants Living Between Two Worlds Michelle A. Bailey TESL 5730 Materials Development for Language Classrooms Professor Yin Lam Lee-Johnson