Running head: IMMIGRATION INTEREST AND THE UNMOTIVATED READER

Immigration Interest and the Unmotivated Reader

Molly L. Herd
The University of Kansas

IMMIGRATION INTEREST AND THE UNMOTIVATED READER

Introduction
After five years of teaching English Language Arts to middle schoolers, I fear I still have
years of learning ahead of me. Middle schoolers can be a bit of a mystery, so I rely on research
driven lesson plans to teach what is proven to be best for the learner. By finding research about
interest driven, differentiated, and culturally infused lesson plans, I know that I can finally stop
hearing I just hate reading, from my students.
It is nothing new to learn that middle school students struggle with reading. According to
The role of responsive teaching in focusing reading intention and developing reader motivation,
the want to read often changes when students enter fourth grade. Studies show that these
students personal reading lives and their delight in reading start to wane, and by middle school,
they read less on their own than they did in the early grades (Ruddell & Unrau, 1997). Thus, the
struggle of a middle school teacher is to find material that will be interesting to these students
that will help them want to read.
Interest is not the only challenge a teacher faces; it is also the fact that a full 70 percent
of U.S. middle and high school students require differentiated instruction, which is instruction
targeted to their individual strengths and weaknesses (Biancarosa & Snow 2004). So, teachers
need to focus on each student as an individual and learn how to best motivate him or her to crack
open a book and read. Like Biancarosa and Snow (2004) explained in their book Reading Next, a
teacher who differentiates her instruction will have a better chance at reaching those students
who struggle. Therefore, the following unit takes a highly discussed topic and combines it with
differentiated instruction in order to meet the interest level of middle school students in hopes to
motivate reading as well as connect them to their cultural background.

IMMIGRATION INTEREST AND THE UNMOTIVATED READER

IMMIGRATION INTEREST AND THE UNMOTIVATED READER

Overview of Unit
By looking at the world today, the issue of immigration has been popping up more and
more. Without question, the immigration open borders issue will play a prominent role in this
years election. This fact has been highlighted many times in newspaper editorials throughout the
country, reporter Reece Gardner from the Shelby Star in North Carolina wrote. As Gardner
explained, immigration is a noteworthy topic, so by playing off of the interest, I can motivate
students to read more about immigration. Plus, according to the Equal Rights Center, there are
many misunderstandings of immigrants, which then causes a hateful argument that could be
avoided if time was taken to understand this widely debated topic (Harmful Misconceptions of
Immigration, 2008). Therefore, it would really benefit students to learn at a young age what
immigration truly is and why it came about. Through this unit, these students will be able to
learn from many different lessons on the history of immigration and come to a better
understanding of why immigration occurs in our world today as well as relate to some of the
immigration stories because those immigrants may be from their own culture.
Detailed Account of Unit Lessons
1. Starting with the history of when immigration was at its busiest, the students will be
introduced to immigration during the early twentieth century by means of an award winning
documentary of immigrants going through Ellis Island. After the documentary, I will then
open questions to the students to see what they know about the history of immigration other
than what was found in the documentary. This will help me formulate the next lesson.
2. The second lesson will ask the students to read a story of a European immigrant and her
family going through Ellis Island. After reading, the students will break into small groups to

IMMIGRATION INTEREST AND THE UNMOTIVATED READER

discuss the similarities and differences of the nonfiction text to the documentary from the day
before and note them on a Venn Diagram.
3. Now that they know the history of immigration, I want to move more towards immigration in
the modern times. So, the next lesson will ask the students to watch a Ted Talk about an Asian
immigrant and his perception of what it was like coming to America when he was fourteen.
After the Ted Talk is finished, the students will write a reflection response in class of how
they would feel if they had been in his shoes.
4. The next lesson will have the students break into small groups to read a story from a Mexican
immigrant and watch her short video on a Chromebook. These small groups will then use a
Venn Diagram to find the similarities and differences of the Asian and Mexican immigrants
stories.
5. After learning about the history of immigration to the immigration now, I will ask the
students to write a paper comparing and contrasting the two. Students can work with a
partner.
6. They have spent a few days forming those papers as well as peer editing them. So, it is time
to move on to the next step. I will introduce some footage and news articles of immigration
occurring more recently.
7. In the final lesson, they will be required to create a project from one of the two prompts:
Why is immigration seen in such a negative light currently? or Tell an immigration story
about someone from your own culture. They may report their findings in a poem, an essay, a
speech, an art project, an editorial piece as such from a newspaper, a brochure, a PowerPoint
or Prezi, an Xtranormal presentation, or another form of visual representation.

Lesson One
Seventh Grade English
Language Arts

Teacher: Molly Herd

School: Maize South Middle School

IMMIGRATION INTEREST AND THE UNMOTIVATED READER

Date: 9-12-16
Hour: 1, 3, 6
Semester: S1
Time Duration:
46 minutes

Student will engage in:

Independent activities
small group
Cooperative learning
Peer tutoring
Visual
Simulations

pairing
hands-on
whole group instruction
technology integration
a project

Class Objective:
The student will be able to understand why the large immigration movement in the
early twentieth century occurred.
Standards Met:
RI.7.7 Compare and contrast a text to an audio, video, or multimedia version of the
text, analyzing each mediums portrayal of the subject (e.g., how the delivery of a
speech affects the impact of the words).
SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues,
building on others ideas and expressing their own clearly
SL.7.2 Analyze the main ideas and supporting details presented in diverse media
and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a
topic, text, or issue under study
STEP
1

PROCEDURES
FOLLOWED:
Bell work:
Students will answer the question:
What is immigration?
Watch Documentary:
Students will watch the documentary
and then be asked to revisit their
answers to what immigration is.
There answers may change.
Whole Class Discussion:
Students will answer what
immigration is. Does your answer
change after watching the
documentary?

Homework Given:

None.

MATERIALS

30 copies of Bell Work

Promethean to visually see
question in larger font
https://www.youtube.com/watch
?v=
8X4CypTaOQs&list=PLFdkkE3x0
zV77i27-k0XtjelvQa1qAiUy
Promethean board to project the
video

IMMIGRATION INTEREST AND THE UNMOTIVATED READER

Lesson Two
Teacher: Molly Herd
School: Maize South Middle School
Student will engage in:

Seventh Grade English

Language Arts
Date: 9-13-16
Hour: 1, 3, 6
Semester: S1
Time Duration:
46 minutes

Independent activities
small group
Cooperative learning
Peer tutoring
Visual
Simulations

pairing
hands-on
whole group instruction
technology integration
a project

Class Objective:
The student will be able to compare and contrast a written account of immigration in
the early twentieth century to the documentary from yesterday.
Standards Met:
RI.7.1 Cite several pieces of textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
RI.7.7 Compare and contrast a text to an audio, video, or multimedia version of the
text, analyzing each mediums portrayal of the subject (e.g., how the delivery of a
speech affects the impact of the words).
SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues,
building on others ideas and expressing their own clearly
SL.7.2 Analyze the main ideas and supporting details presented in diverse media
and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a
topic, text, or issue under study
STEP
1

PROCEDURES FOLLOWED:
Bell work:
Students will answer the question: What
are some of the reasons for immigrating
in the early twentieth century?
Whole Class Discussion:
Students will volunteer to answer the
question from bell work in hopes to get
their minds back on the immigration
documentary from yesterday.
Small Group:
In groups, students will read Immigration
to America.
Small Group:
After each group is finished reading, they
will need to compare and contrast the
written text to the documentary.

MATERIALS

30 copies of Bell Work

Promethean to visually see
question in larger font

30 copies of Immigration
to America

30 copies of a Venn
Diagram

IMMIGRATION INTEREST AND THE UNMOTIVATED READER

Homework Given:

If not Venn Diagram not complete, it is homework.

Lesson Three
Teacher: Molly Herd
School: Maize South Middle School
Student will engage in:

Seventh Grade English

Language Arts
Date: 9-14-16
Hour: 1, 3, 6
Semester: S1
Time Duration:
46 minutes

Independent activities
small group
Cooperative learning
Peer tutoring
Visual
Simulations

pairing
hands-on
whole group instruction
technology integration
a project

Class Objective:
The student will be able to understand the challenges Asian immigrants face coming
to America.
Standards Met:
W.7.1 Write arguments to support claims with clear reasons and relevant evidence.
W.7.2 Write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and analysis of
relevant content.
SL.7.2 Analyze the main ideas and supporting details presented in diverse media
and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a
topic, text, or issue under study.
SL.7.3 Delineate a speakers argument and specific claims, evaluating the
soundness of the reasoning and the relevance and sufficiency of the evidence.
L.7.1 Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking. L.7.1a Explain the f
L.7.2 Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
STEP
1

PROCEDURES FOLLOWED:
Bell work:
Students will answer the question: What
were some of the similarities and
differences from the nonfiction text to the
documentary?
Whole Class Discussion:
Students will volunteer to answer the
question from bell work in hopes to get
their minds back on immigration. Then I
will explain that immigration is not all
that different in modern times.

MATERIALS

30 copies of Bell Work

Promethean to visually see
question in larger font

IMMIGRATION INTEREST AND THE UNMOTIVATED READER

3
4

Whole Group Instruction:

Together, we will watch the Ted Talk about
an Asian immigrant.
Individual Practice:
The students will write a reflection of the
video and how they would feel to be in
his shoes.

Homework Given:

https://www.youtube.com/w
atch? v=Pi1TjE13S3s

Paper
Pen
Chromebooks available if
student would like to type
response instead of
handwrite

If response is not complete, it is homework.

Lesson Four
Seventh Grade English
Language Arts
Date: 9-15-16
Hour: 1, 3, 6
Semester: S1
Time Duration:
46 minutes

Teacher: Molly Herd

School: Maize South Middle School
Student will engage in:
Independent activities
small group
Cooperative learning
Peer tutoring
Visual
Simulations

pairing
hands-on
whole group instruction
technology integration
a project

Class Objective:
The student will be able to understand immigration from the point of view from a
Mexican immigrant.
The student will be able to compare and contrast the immigration stories from an
Asian immigrant to a Mexican immigrant.
Standards Met:
RI.7.1 Cite several pieces of textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g.,
how ideas influence individuals or events, or how individuals influence ideas or
events).
SL.7.2 Analyze the main ideas and supporting details presented in diverse media
and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a
topic, text, or issue under study.
RI.7.7 Compare and contrast a text to an audio, video, or multimedia version of the
text, analyzing each mediums portrayal of the subject (e.g., how the delivery of a
speech affects the impact of the words).
RI.7.9 Analyze how two or more authors writing about the same topic shape their
presentations of key information by emphasizing different evidence or advancing
different interpretations of facts.
STEP
PROCEDURES FOLLOWED:
MATERIALS

IMMIGRATION INTEREST AND THE UNMOTIVATED READER

1

Bell work:
Students will answer the question: What
were your thoughts on the immigration
story from the Ted Talk yesterday?
Small Group:
Students will break up into small groups
to read a passage online and watch her
five minute video on a Chromebook.
Small Group:
Group will then use a Venn Diagram to
write the differences and similarities from
the Asian immigrant to the Mexican
immigrant.

Homework Given:

10

30 copies of the bell work

Promethean to visually see
the question

Chromebook per group

30 copies of a Venn
Diagram
Notes from the Asian
immigrant story

Complete Venn diagram if not completed in class.

Lesson Five
Teacher: Molly Herd
School: Maize South Middle School
Student will engage in:

Seventh Grade English

Language Arts
Date: 9-16-16
Hour: 1, 3, 6
Semester: S1
Time Duration:
46 minutes

Independent activities
small group
Cooperative learning
Peer tutoring
Visual
Simulations

pairing
hands-on
whole group instruction
technology integration
a project

Class Objective:
The student will be able to write an essay about the similarities and differences
between immigration from the early twentieth century to those excerpts from the
Asian and Mexican immigrants.
Standards Met:
W.7.2 Write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and analysis of
relevant content.
W.7.2a Introduce a topic clearly, previewing what is to follow; organize ideas,
concepts, and information, using strategies such as definition, classification,
comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics
(e.g., charts, tables), and multimedia when useful to aiding comprehension.
W.7.2b Develop the topic with relevant facts, definitions, concrete details,
quotations, or other information and examples.
W.7.2c Use appropriate transitions to create cohesion and clarify the relationships
among ideas and concepts.
W.7.2d Use precise language and domain-specific vocabulary to inform about or
explain the topic. W.7.2e Establish and maintain a formal style.

IMMIGRATION INTEREST AND THE UNMOTIVATED READER

11

W.7.2f Provide a concluding statement or section that follows from and supports the
information or explanation presented.
STEP
1

PROCEDURES FOLLOWED:
Bell work:
Students will be asked to retrieve all Venn
Diagrams, notes, and everything else
written about immigration thus far.
Whole Class
Discussion/Pairing/Technology:
Students chose a partner to write about
the similarities and differences between
immigration in the early twentieth
century to that of those two modern
stories read/watched in class.

Homework Given:

MATERIALS

Promethean to visually the

instructions

30 Chromebooks
Students notes, Venn
diagrams, or anything that
will help organize this paper

Finish typing the rough draft.

Lesson Six
Teacher: Molly Herd
School: Maize South Middle School
Student will engage in:

Seventh Grade English

Language Arts
Date: 9-19-16
Hour: 1, 3, 6
Semester: S1
Time Duration:
46 minutes

Independent activities
small group
Cooperative learning
Peer tutoring
Visual
Simulations

pairing
hands-on
whole group instruction
technology integration
a project

Class Objective:
The student will be able to edit a peers essay about the similarities and differences
between immigration from the early twentieth century to those excerpts from the
Asian and Mexican immigrants using the editing symbols.
Standards Met:
W.7.5 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, focusing on how well purpose and audience have been addressed. (Editing
for conventions should demonstrate command of Language standards 13 up to and
including grade 7 on page 52 [of the CCSS].)
STEP
PROCEDURES FOLLOWED:
MATERIALS
1

Bell work:
Students will need to print the rough
draft.

Promethean to visually the

instructions
Printer and printer paper

IMMIGRATION INTEREST AND THE UNMOTIVATED READER

Whole Class Discussion/Pairing:

Students will use the editing symbols to
peer review another groups paper. After
reading and editing, the paper will be
passed to another group for editing until
the teacher says stop.

Homework Given:

12

Stapler

Editing symbols projected

on Promethean board as a
reminder
Red pen

None.

Lesson Seven
Teacher: Molly Herd
School: Maize South Middle School
Student will engage in:

Seventh Grade English

Language Arts
Date: 9-20-16
Hour: 1, 3, 6
Semester: S1
Time Duration:
46 minutes

Independent activities
small group
Cooperative learning
Peer tutoring
Visual
Simulations

pairing
hands-on
whole group instruction
technology integration
a project

Class Objective:
The student will be able to edit a peers essay about the similarities and differences
between immigration from the early twentieth century to those excerpts from the
Asian and Mexican immigrants using the editing symbols.
Standards Met:
W.7.5 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, focusing on how well purpose and audience have been addressed. (Editing
for conventions should demonstrate command of Language standards 13 up to and
including grade 7 on page 52 [of the CCSS].)
STEP
PROCEDURES FOLLOWED:
MATERIALS
1

Bell work:
Students will need to print the rough
draft.

Promethean to visually the

instructions
Printer and printer paper
Stapler

IMMIGRATION INTEREST AND THE UNMOTIVATED READER

2

Whole Class Discussion/Pairing:

Students will use the editing symbols to
peer review another groups paper. After
reading and editing, the paper will be
passed to another group for editing until
the teacher says stop.

Homework Given:

13

Editing symbols projected

on Promethean board as a
reminder
Red pen

None.

Lesson Eight
Teacher: Molly Herd
School: Maize South Middle School
Student will engage in:

Seventh Grade English

Language Arts
Date: 9-21-16
Hour: 1, 3, 6
Semester: S1
Time Duration:
46 minutes

Independent activities
small group
Cooperative learning
Peer tutoring
Visual
Simulations

pairing
hands-on
whole group instruction
technology integration
a project

Class Objective:
The student will write the final draft of an essay about the similarities and differences
between immigration from the early twentieth century to those excerpts from the
Asian and Mexican immigrants using the editing symbols.
Standards Met:
RI.7.1 Cite several pieces of textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
RI.7.7 Compare and contrast a text to an audio, video, or multimedia version of the
text, analyzing each mediums portrayal of the subject (e.g., how the delivery of a
speech affects the impact of the words).
RI.7.9 Analyze how two or more authors writing about the same topic shape their
presentations of key information by emphasizing different evidence or advancing
different interpretations of facts.
W.7.2 Write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and analysis of
relevant content.
W.7.2a Introduce a topic clearly, previewing what is to follow; organize ideas,
concepts, and information, using strategies such as definition, classification,
comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics
(e.g., charts, tables), and multimedia when useful to aiding comprehension.
W.7.2b Develop the topic with relevant facts, definitions, concrete details,
quotations, or other information and examples.
W.7.2c Use appropriate transitions to create cohesion and clarify the relationships
among ideas and concepts.
W.7.2d Use precise language and domain-specific vocabulary to inform about or
explain the topic. W.7.2e Establish and maintain a formal style.

IMMIGRATION INTEREST AND THE UNMOTIVATED READER

14

W.7.2f Provide a concluding statement or section that follows from and supports the
STEP
1

information
PROCEDURES FOLLOWED:
Bell work:
Students will be need to
have their edited essay
and notes on their desks.
Pairing/Technology:
Students will use the
edited rough draft to help
write the final draft of the
essay with a partner.

Homework Given:

MATERIALS

Promethean to visually see the instructions

30 Chromebooks
Edited rough draft
Notes from immigration studies

Finish final draft and turn in the printed copy by next class.

Lesson Eight
Teacher: Molly Herd
School: Maize South Middle School
Student will engage in:

Seventh Grade English

Language Arts
Date: 9-22-16
Hour: 1, 3, 6
Semester: S1
Time Duration:
46 minutes

Independent activities
small group
Cooperative learning
Peer tutoring
Visual
Simulations

pairing
hands-on
whole group instruction
technology integration
a project

Class Objective:
The student will be able to create a project to answer a question or explain another
immigration story.
Standards Met:
RI.7.8 Trace and evaluate the argument and specific claims in a text, assessing
whether the reasoning is sound and the evidence is relevant and sufficient to support
the claims.
RI.7.9 Analyze how two or more authors writing about the same topic shape their
presentations of key information by emphasizing different evidence or advancing
different interpretations of facts.
W.7.1 Write arguments to support claims with clear reasons and relevant evidence.
W.7.1a Introduce claim(s), acknowledge alternate or opposing claims, and organize
the reasons and evidence logically.
W.7.1b Support claim(s) with logical reasoning and relevant evidence, using

IMMIGRATION INTEREST AND THE UNMOTIVATED READER

15

accurate, credible sources and demonstrating an understanding of the topic or text.

W.7.1c Use words, phrases, and clauses to create cohesion and clarify the
relationships among claim(s), reasons, and evidence.
W.7.1d Establish and maintain a formal style.
W.7.1e Provide a concluding statement or section that follows from and supports the
argument presented.
W.7.6 Use technology, including the Internet, to produce and publish writing and link
to and cite sources as well as to interact and collaborate with others, including linking
to and citing sources.
W.7.7 Conduct short research projects to answer a question, drawing on several
sources and generating additional related, focused questions for further research and
investigation. W.7.8 Gather relevant information from multiple print and digital
sources, using search terms effectively; assess the credibility and accuracy of each
source; and quote or paraphrase the data and conclusions of others while avoiding
plagiarism and following a standard format for citation.
SL.7.4 Present claims and findings, emphasizing salient points in a focused,
coherent manner with pertinent descriptions, facts, details, and examples; use
appropriate eye contact, adequate volume, and clear pronunciation.
SL.7.5 Include multimedia components and visual displays in presentations to clarify
claims and findings and emphasize salient points.
STEP
PROCEDURES FOLLOWED:
MATERIALS
1

Bell work:
Students will answer this question: How
do you view immigration today?
Whole Group Discussion:
Students will volunteer answers
explaining why they have a certain
opinion.
Individual Activity/Project:
Students must research and create a
project for why immigration is seen in a
negative light or an immigration story
from someone of the same culture as the
student. The response to the prompt
must be presented to the class in a poem,
an essay, a speech, an art project, an
editorial piece like from a newspaper, a
brochure, a PowerPoint or Prezi, an
Xtranormal presentation, or another form
of visual representation.

Homework Given:

30 copies of bell work

Promethean to visually see
the question

30 Chromebooks
Notes from previous lessons
Whatever tools needed to
create the project, provided
by the student

Work on project outside of class and is due 9-30-2016.

IMMIGRATION INTEREST AND THE UNMOTIVATED READER

16

References
(n.d.). Meet Young Immigrants: Gabriella. Retrieved July 06, 2016, from
http://teacher.scholastic.com/activities/immigration/young_immigrants/gabriella.htm
(2013). Ellis Island - History of Immigration to the United States | 1890-1920 | Award Winning
Documentary. Retrieved July 08, 2016, from https://www.youtube.com/watch?
v=8X4CypTaOQs
Aden-Buie, A. (2015). This is what refugees face when coming to America. Retrieved July 08,
2016, from http://mashable.com/2015/12/14/refugees-us-explained/#i6.tS9cTgkqM
Biancarosa, C., & Snow, C. E. (2006). Reading nextA vision for action and research in middle
and high school literacy:A report to Carnegie Corporation of New York (2nd
ed.).Washington, DC:Alliance for Excellent Education.
Gardner, R. (2016, July 06). Immigration Issues. Retrieved July 07, 2016, from
http://www.shelbystar.com/news/20160706/reece-gardner-immigration-issues-part-ofreason-for-trumps-rise
Harmful Misconceptions about Immigration. (2008, August). Retrieved July 6, 2016, from
http://www.equalrightscenter.org/site/DocServer/REPORT_FINAL_WEB_7.pdf?
docID=151
Huh, B. (2013). What If You Were An Immigrant? Retrieved July 06, 2016, from
https://www.youtube.com/watch?v=Pi1TjE13S3s
Ruddell, R. B., & Unrau, N. J. (1997). The role of responsive teaching in focusing reader
intention and developing reader motivation. In J. T. Guthrie & A. Wigfield (Eds.),

IMMIGRATION INTEREST AND THE UNMOTIVATED READER

Reading engagement: Motivating readers through integrated instruction (pp. 102-125).
Newark, DE: International Reading Association.

17