Rachel J., Christina L., Ari M., Cathy G.

UBD Integrated Unit Planning Template Topic: Immigration Stage 1 - Desired Results Enduring Understanding: Grade Level: Immigration occurs from a variety of cultures in hopes of bettering ones life. 6th grade

Essential Questions:    Why do people immigrate? How do immigrants affect the native community in positive and negative ways? How do citizens and the native culture impact the immigrant community?

Content Areas Addressed (at least 2): English Language Arts & Social Studies

Common Core and/or Illinois Standards (depending on subject – be sure to include all content areas): Social Science Illinois Standards:

Unit Objectives (label with the assessment number in Stage 2):

 “Before” Objective (Assessment 1): The student will be able to communicate their preconceptions about immigration  18.B.2a Describe interactions of individuals, groups and institutions in given the class survey in order to form situations drawn from the local ideas about why people immigrate and community the affects it has on communities.  16.A.3b Make inferences about historical events and eras using historical maps and  “During” Objective (Assessment 2): The other historical sources. student will be able to cite textual evidence and draw inferences from Language Arts Standards: given articles that correlate with their project (individual person or time Reading period) to create a coherent and  CCSS.ELA-Literacy.RI.6.1 Cite textual evidence to support analysis of what the text accurate portrayal of the main ideas as says explicitly as well as inferences drawn from well as the mood in the text. the text.  CCSS.ELA-Literacy.RI.6.2 Determine a central  Assessment 2: After conducting idea of a text and how it is conveyed through research, students will be able to write a particular details; provide a summary of the text distinct from personal opinions or judgments. journal article or news report given a  CCSS.ELA-Literacy.RI.6.9 Compare and particular immigration group and time contrast one author’s presentation of events with that of another (e.g., a memoir written by period that answers the essential and and a biography on the same person). enduring understanding questions to

Rachel J., Christina L., Ari M., Cathy G.
Writing
  CCSS.ELA-Literacy.W.6.1 Write arguments to support claims with clear reasons and relevant evidence. CCSS.ELA-Literacy.W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCSS.ELA-Literacy.W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. CCSS.ELA-Literacy.W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) CCSS.ELA-Literacy.W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 here.) CCSS.ELA-Literacy.W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. CCSS.ELA-Literacy.W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. CCSS.ELA-Literacy.W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.W.6.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

95% accuracy.  “After” Objective (Assessment 3): Given a graphic organizer, the student will be able to summarize and explain each culture that immigrates and what causes these movements through presenting and observing presentations about different immigrant populations.  (Cumulative Objective): Through addressing and discussing preconceptions, researching an immigrant group, writing a journal entry or news article, and presenting ideas to the class, students will be able to explain why people immigrate, how immigrants affect the native community, and how citizens and the native culture impact immigrant communities, illustrating a broad understanding of immigration through the ability to discuss 3-5 controversial immigration topics using support and research.

 

Speaking & Listening
 CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Rachel J., Christina L., Ari M., Cathy G.
 CCSS.ELA-Literacy.SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. CCSS.ELA-Literacy.SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. CCSS.ELA-Literacy.SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

Stage 2 – Assessment Evidence (name the three kinds of assessment you have chosen and provide a brief description of these assessments) Assessment #1: Assessment #2: Pre-Assessment: Immigration Survey. Writing Assessment: Journal Entry or This survey will be used to gather the News Article. students’ prior knowledge about The writing assessment will require immigration. It will gather possible students to research and gather important misconceptions or accurate information to and relevant information into a journal be used in a graphic organizer the next day. entry or news article from their assigned From there, the students will discuss their immigration topic. The students are in preconceptions about immigration to immigration groups, but this is an critically think about society’s perceptions individual writing assignment. This as well as their own opinions. writing assignment will be used to demonstrate the students’ knowledge of the topic as well as their ability to direct the writing in an authentic way. Assessment #3: Performance Assessment: Presentation. The presentation will demonstrate the knowledge that students have acquired through research and the writing assignment. It will be a group presentation compiling information gathered from each member. Groups will collaborate their ideas into one presentation. The presentation will include props or visuals to help demonstrate their main ideas to the class. Furthermore, this is groups’ opportunity to teach the rest of the class about their topic. The class should listen intently and take notes on their graphic organizer during presentations. This assessment will be used to determine if the goals of the unit were met.

*All assessments and rubrics follow this template

Rachel J., Christina L., Ari M., Cathy G. Stage 3 – Learning Plan Remember: W: (where/what) H: (hook/hold) E: (equip/experience/explore) R: (rethink/revise) E: (evaluate) T: (tailored) O: (organized) How Many Lessons of What Length? Bullet Your Lesson Plans (specify which lesson you will be submitting We created 12 lesson ideas for about 50 as a full lesson plan): minutes per lesson. Some lessons may be covered over a couple of days. This unit 1. Present unit, fill out surveys will most likely be 3 weeks long. (Assessment 1) 2. Go over survey responses, divide into groups (based on topic), go over future 2 assessments/projects 3. Have students ask questions that they want to find out about their topic, create a research plan 4. Research from teacher-selected sources: books, articles 5. Research in the computer lab 6. Compile Research ideas, check-in, ask further questions that need to be researched 7. Last Research day, plan & start writing journal or news article 8. Write journal or news article using accurate information from research (Assessment 2) 9. Peer edit writing assessment 10. Edit & Revise writing assessments 11. Prepare for the presentation with groups, using news articles and journal entries; think of props & style for presentation 12. Presentations (Assessment 3). Present about immigrant group and fill out graphic organizer during other groups

Rachel J., Christina L., Ari M., Cathy G. Name: ____________________________________ Period:______

Directions: Give a short response (at least 2-3 sentences) to the following questions. There are no right or wrong answers, but give reasoning to the best of your ability.

1. Why do people immigrate?

2. How do immigrants impact their new community?

3. How do citizens and the native culture impact immigrants?

4. Why is immigration important? Is it necessary?

5. When individuals or families choose to immigrate, is it always to better their life in some way?

6. During this unit you will research, write about, and give a presentation about people in a certain time period and country of origin. On the back, give your top three choices of country and time period for U.S. immigration.

Rachel J., Christina L., Ari M., Cathy G.

Assessment 1 (above): Immigration Survey
Rubric: To be given to students with the survey (for clear expectations). Out of 10 points.

Rachel J., Christina L., Ari M., Cathy G.

Writing Assignment
For this assignment, you will be either creating a news article, or a journal article based on your assigned time period and group you were assigned. If you are doing a journal article, it should be from the perspective of an individual from that time period. If you are doing a news article, it should be from the perspective of an event from time period. They should be formatted as a news article or journal article, whichever you choose, with subtitles and multiple paragraphs. Have all your research well organized, and make sure to answer the enduring understanding and essential questions of the unit in this assignment. Don't just state facts; make sure to add details and make it interesting! You should cite your sources you will be using in MLA format. Have at least 2 online sources and 2 books. Time period and group assigned:_______________________________________

Rachel J., Christina L., Ari M., Cathy G.

Research Report: Assessment 2
Immigration Group assigned:_________________________________

Student Name:

________________________________________

CATEGORY Organization

6
Information is very organized with wellconstructed paragraphs and subheadings in a newspaper or journal style or writing. Information clearly relates to the main topic and essential questions. It includes several supporting details and/or examples on particular group. All essential and enduring understanding questions are addressed with multiple sentences and details. All sources (information and graphics) are accurately documented in the desired format.

4
Information is organized with wellconstructed, and somewhat follows a journal or newspaper article. Information clearly relates to the main topic and the essential questions, but it only provides 1-2 supporting details and/or examples on particular group. All essential and enduring understanding questions are addressed with a couple of sentences about each. All sources (information and graphics) are accurately documented, but a few are not in the desired format.

2
Information is organized, but does not follow the style or newspaper or journal.

0
The information appears to be disorganized without a newspaper or journal style or writing. Information has little or nothing to do with the main topic, or essential questions.

Quality of Information

Information clearly relates to the main topic, but does not follow the essential questions. No details and/or examples are given.

Amount of Information

Very few details. Answers only a couple or the enduring understanding and essential questions. Some sources (information and graphics) are accurately documented, but many are not in the desired format.

One or more essential questions or enduring understanding was not met.

Sources

Contains no sources.

Assessment 2 (assignment sheet on previous page): We are going to assess students on their news article about a particular immigration group, or their journal article from the perspective of an individual from that time period and group they were assigned. The teacher will assign a number of students to research, on their own, a country and a time period during immigration based off their first, second, and third choices. At least, 3 people will be working on the same time period and country of origin. They will then write their journal article or news article individually following the rubric above.

Rachel J., Christina L., Ari M., Cathy G.

Name: Historical Presentations (Assessment 3)

Date:

Hello 6th graders! We have spent many weeks learning about immigrants from around the world and from different time periods. It has been very exciting to expand our knowledge about what it means to be an immigrant and why people choose to immigrate. Now that you have completed your writing assignments on your selected immigration time period or culture, you will begin to prepare a presentation to teach the rest of the class what you have learned about your group or time period. You will be able to work in groups of 2-4 people with a similar time period or culture. In your groups you may choose to do one of the following: Impersonate a family or group of immigrants For this project, you and your group members must choose to focus on the time period or culture that you were previously given for the writing assignment. Your group must gather research about why your family/group immigrated, how they traveled, where they traveled from/to, and aspects of their culture that were different from the country that they immigrated to. With this project, you will also need to prepare a miniature “suitcase” that contains things that your family/group would travel with or find important. These items can include traditional clothing, food or items used to celebrate holidays as well as other items which will aid you during the presentation. Simulate a Newscast about an Important Event For this project, you and your group members will need to focus on the time period or culture that you were previously given for the writing assignment. Your group must gather research about the event and the people it affected. Your group must be able to explain to the class what the event was, when it happened, why it is important, how it affected immigration/immigrants and in what area of the world it took place. Your presentation must also include a visual aid such as a PowerPoint or poster board, which helps to provide more information about your topic. This visual aid must be included into your presentation as well and explained or used. Examples of appropriate visual aids for the newscast include a video interviewing people affected by the event (can be simulated or a real video) or a poster, which includes statistics regarding your event. Once you have selected your group members you must turn in a sheet with the following information to me by the end of today’s class: 1. Group member names 2. Time period or event you will use in your presentation 3. Format of presentation. You may choose to do a newscast, or impersonate a family/group of immigrants. This sheet must be turned in and approved by me before you can continue to prepare and conduct research. Final presentations will take place in class on Monday December 9th and Tuesday December 10th. Performance Assessment Rubric

Rachel J., Christina L., Ari M., Cathy G.

Though this is a group project, individuals will be assessed using the following rubric. 3= Exceeds. This expectation was completed completely and with effort. 2 = Meets. This expectation was not completed with much effort or there are parts missing. 1= Incomplete. This expectation was not evident at all.

Interpret information you research presented in diverse media and formats and explain how it contributes to your topic by presenting the information

1

2

3

Present your topic and include descriptions, facts, and details to help the class understand your main ideas.

1

2

3

Use appropriate eye contact, adequate volume, and clear pronunciation.

1

2

3

Include multimedia components or visual displays in your presentations to clarify information.

1

2

3

Listen to performances of others and fill out the graphic organizer with information from all groups presenting.

1

2

3

Notes: __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ Name: Class Performance Notes Date:

Rachel J., Christina L., Ari M., Cathy G. Please use this sheet to take notes on the presentations. This sheet will be collected at the end of the presentations. Group Topic/Event 2 Things I learned from this presentation 1 Question I still have about the topic or event.

Rachel J., Christina L., Ari M., Cathy G. Group Topic/Event 2 Things I learned from this presentation 1 Question I still have about the topic or event.

Immigration Lesson Plan

Rachel J., Christina L., Ari M., Cathy G.

Grade Level/Subject: 6th grade Prerequisite Knowledge: Students should be aware that immigration exists & occurs among many different groups around the world. The class continuously works on improving literacy skills, something this project will further practice, but it should be noted that the reading and writing assignments are similar to other assignments that the students have practiced. Approximate Time: 1 period (50 minutes) What Lesson is this in your Unit: This is lesson two in our unit. Enduring Understandings (Big Idea, copy from UBD template): Immigration occurs from a variety of cultures in hopes of bettering one’s life. Essential Questions (copy appropriate ones from UBD template): • Why do people immigrate? • How do immigrants impact their new community in positive and negative ways? • How do citizens and the native culture impact the immigrant community? Student Objectives (copy appropriate ones from UBD template):  “Before” Objective: The student will be able to communicate their preconceptions about immigration given the class survey in order to form ideas about why people immigrate and the affects it has on communities.  Given the web of student ideas, students will be able to critically think about immigration preconceptions and articulate opinions to peers through respectful discussion. Language Objectives (WIDA standards): Level 3 Can Do’s  Listening: Associate oral language with different time frames (e.g., past, present, future)  Speaking: Give brief oral content based presentations  Reading: Differentiate between fact and opinion  Writing: Produce short paragraphs with main ideas and added details

Common Core/Illinois Standards (for both subjects, copy appropriate ones from UBD template): Social Science Illinois Standards: 18.B.2a Describe interactions of individuals, groups and institutions in situations drawn from the local community 16.A.3b Make inferences about historical events and eras using historical maps and other historical sources.

Language Arts Standards:

CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-

Rachel J., Christina L., Ari M., Cathy G. one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. CCSS.ELA-Literacy.SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

Materials/Resources/Technology: Pre-Assessment Survey (students would have filled this out the day before) Web of student responses (overhead/projector to display the web on) (DAY 1) Copies of Rubrics for assignments for the Unit pre-arranged list of groups Bibliography (include a bibliography if you drew on resources in designing this lesson plan): 1. cartoon, Steve kelley, San Diego Union-Tribune 2. History. (n.d.). America the Story of Us Faces of America [Video file]. Retrieved from http://youtu.be/IQjksz0lUZ0 3. Sutton, J. (n.d.). Becoming American No Turning Back Part I [Video file]. Retrieved from http://www.youtube.com/watch?v=Mxaras-fc-c 4. SCAppleseedJustice. (n.d.). Americans All--An Immigration Story [Video file]. Retrieved from http://youtu.be/uDI5JqhWbDg 5. villagecelebration. (n.d.). History of Slavery Unveiled - TransAtlantic Slave Trade Database [Video file]. Retrieved from http://www.youtube.com/watch?v=Ed3sbPTwKpA

Implementation: The students will be held accountable for their behavior based on their prerequisite knowledge of our classroom rules and responsibilities which include good listening skills, respect for others opinions, participation, and other appropriate classroom behaviors. If behavior becomes an issue, the students typically receive one warning before receiving extra work to complete, a detention or finally, being sent down to the office and a call home.

Time: 50 minutes class period 10 min. Opening of lesson: (Objectives, hook, behavior expectations)

Rachel J., Christina L., Ari M., Cathy G.

Present (above) political cartoon on the board as the students walk in the classroom. When class starts, ask the students what they think the cartoon is getting at, and ask for explanations and opinions. Call on at least 3 students for their take on the cartoon, and ask questions such as: 1. Why is this ironic? 2. What do you think the illustrator is trying to get at? 3. Are there any other examples of ethnicities or backgrounds throughout history you could use to demonstrate the same ideas?

5 min

Procedures: 1. Open up Wordle.com and have students raise their hands to give you words that represent what immigration means to them. (You can also pull words from the surveys that were taken the day before if they need a little push getting started)

1015min

2. Once the wordle is completed begin a discussion about what immigration is with the whole class. Students should provide feedback. If you already touched on some of the critical thinking questions during the opening, you can reiterate, but do not need to repeat the full discussion again. Questions to be covered are listed below in the critical thinking questions. Make sure they know there are no right or wrong answers to these questions, and because no research has taken place yet, these are mainly opinion based questions and discussions on what their background knowledge includes.

5 min

3. Next, announce the pre-arranged groups for the upcoming unit that were decided on based on their responses on the immigration survey provided the previous day. These will be groups of 3+ that are all assigned the same immigration group and time period. This is just for the students to remember for the upcoming day. They are not required to move to

Rachel J., Christina L., Ari M., Cathy G. sit with their groups today or begin research as this is an introductory day.

10-15 min

4. give a brief overview of unit and assignments that will be completed over the upcoming weeks. Give the instructions for the first assignment (really assignment 2, since assignment 1 was the pre-unit survey), which is the research report in the form of either a report written about a specific article found about their assigned immigrant group, or a journal entry written from the perspective of a person within their assigned immigrant community. Explain that they can choose either option to complete and that it does not have to be the same as the other people in their group. Go over the attached rubric for this assignment Ask if there are any questions on this assignment and pass out the rubric. Next, explain the final project for the group to complete. This is a group effort and they may choose to either give a newscast on their immigrant group, or impersonate their immigrant groups culture and “pack a suitcase”. All of the details are listed on the rubric, so read over the rubric with the whole class, ask for questions and then hand out the second rubric for the unit. Call on a few students to give you a recap of the assignments to double check understanding.

10 min

5. Finally, to get the students excited about their upcoming projects show the following YouTube clips to finish off the class period and get them thinking about some of the issues they’ll be discussing and questioning in the upcoming classes. Get through as many clips as you have time for.

1. http://youtu.be/IQjksz0lUZ0 2. http://youtu.be/uDI5JqhWbDg 3. http://www.youtube.com/watch?v=Mxaras-fc-c 4. http://www.youtube.com/watch?v=Ed3sbPTwKpA Critical Thinking Questions: 1. Why do people immigrate? 2. How do immigrants impact their new community? 3. How do citizens and the native culture impact immigrants? 4. Why is immigration important? Is it necessary? 5. When individuals or families choose to immigrate, is it always to better their life in some way? Accommodations for Individuals (at least 2 students): Two of our students will be provided with a list of pre-assessed articles and resources about their topics, so that their research process is a little easier. They will also be given outlines to fill out instead of having to write fully structured essays. A microphone will be used for a student with a hearing impairment. Summary/Closing: Tell the students that they will begin research the next day, and to formulate some ideas and questions about their immigrant group that they are curious about. Then dismiss them

Rachel J., Christina L., Ari M., Cathy G. for the day. Student Assessment: Students will be informally assessed through discussion and participation. Their discussion is formative assessment for the teacher to determine what understanding students already have about immigration and what misconceptions they may still have as well. Project 2: grading rubric attached Project 3: grading rubric attached

Lesson Plan Template (Brief Explanations) Contextual Items · Approximate grade level: sixth grade · Subject area(s): Social Studies and Language Arts · Approximate time frame (entire lesson): 50 min. Prerequisite Knowledge · Ideas and preconceptions about what type of people immigrate, where they immigrate from, why they immigrate, what causes them to immigrate, how they affect their new environment and how their new environment affects them. Enduring Understanding (Big idea)/Essential Questions · Immigration occurs from a variety of cultures in hopes of bettering one’s life. Essential Questions:  Why do people immigrate?  How do immigrants impact their new community in positive and negative ways?  How do citizens and the native culture impact the immigrant community? Student Objectives  “Before” Objective: The student will be able to communicate their preconceptions about immigration given the class survey in order to form ideas about why people immigrate and the affects it has on communities.  “During” Objective: The student will be able to cite textual evidence and draw inferences from given articles that correlate with their project (individual person or time period) to create a coherent and accurate portrayal of the main ideas as well as the mood in the text.  “After” Objective: Given a graphic organizer, the student will be able to summarize and explain each culture that immigrates and what causes these movements through presenting and observing presentations about different immigrant populations. Content/Language Objectives  Students will be able to associate oral language with different time frames through listening to other students.  Students will be able to discuss their opinions verbally through respectful discussion with peers.

Rachel J., Christina L., Ari M., Cathy G.

Common Core/Illinois State Standards Social Science Illinois Standards: 18.B.2a Describe interactions of individuals, groups and institutions in situations drawn from the local community 16.A.3b Make inferences about historical events and eras using historical maps and other historical sources.

Language Arts Standards: •CCSS.ELA-Literacy.RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. •CCSS.ELA-Literacy.RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. •CCSS.ELA-Literacy.RI.6.9 Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person). Materials · Pre-Assessment Survey (students would have filled this out the day before) Web of student responses (overhead/projector to display the web on) (DAY 1) Copies of Rubrics for assignments for the Unit pre-arranged list of groups YouTube links Laptop Projector Lesson Implementation Time · 50 minutes total (breakdown listed in template) Procedures/Strategies · All listed above Teacher Questions · listed in template (all critical thinking questions and questions about the assignments) For example, “Are there any questions about the assignment? Johnny can you tell me what your first step will be? Can someone tell me the due date for Assignment one?” Anticipated Responses · “I think immigration is beneficial for both sides because it brings in people from all perspectives and lifestyles”

Rachel J., Christina L., Ari M., Cathy G.
  

“I don’t think people always immigrate to better their lives because a lot of times it makes their lives worse” “ I think people do immigrate to better their lives, but it doesn’t always make their lives better.” “I think immigrants have a positive and negative impact on their community”

SPECIFIC Accommodations · Our students who need accommodations will receive a list of resources for them to use unlike the other students who need to research on their own. They will also need to provide only an outline for their assignment two and will not be required to write the entire paper. This will help keep the tasks manageable for them, but still check for their understanding and make sure that they are meeting the objectives. Also, a microphone will be used for a student with a hearing impairment.