Day 0: Parent Newsletters

Objectives:
● Inform parents of the upcoming unit on Immigration.
Materials:
● Parent Newsletter

Rationale:
● Parents will be informed about the more controversial topic that will be covered in class
and be able to discuss it with their students at home via the interview questions and
seeing the work that comes home.

Day 1
Line Activity

Objectives:
● SWBAT understand similarities and differences between themselves and their peers
● SWBAT accept differences and value them among peers.
● SWBAT understand the diverse experiences with immigration and empathize with them.

Common Core State Standards:

● CCSS.ELA-LITERACY.SL.4.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 4 topics and texts, building on others'
ideas and expressing their own clearly.
● CCSS.ELA-LITERACY.SL.4.1.A
Come to discussions prepared, having read or studied required material; explicitly
draw on that preparation and other information known about the topic to explore ideas
under discussion.

Materials:
● “Kids Around the World” Worksheet
● Coloring supplies (crayons, markers, etc.)
● Computer

Outline:
1. Before beginning this activity, it’s important to review classroom norms and be sure to
remind students to be mindful and respectful in their interaction with each other.
2. Create a line across the classroom and have students split into two groups. Students will
then line up and face the opposite line, each standing around a foot or two from the line
between them.
3. Explain that we will be saying statements that begin with “Step on the line if you…”
which will then prompt students to step on the line if a certain phrase pertains to them.
4. Students will be generating questions as a class that they think will be beneficial to ask
their family. The teacher will be discussing what is key information to write down and
give them an example of it.
5. Beginning with low risk statements then slowly working up to high risk ones, state some
prompts and stop to discuss or have students share about why they stepped on the line or
why they did not. Questions may include:
 ● Have brown hair
● Have straight hair
● Like to play outside
● Speak another
language
● Like the color blue
● Have a brother or
sister
● Enjoy listening to
music
● Have blonde hair
● Enjoy watching
movies
● Like strawberry ice
cream
● Like playing video
games
● Like playing sports
● Have dark eyes
● Have lived in another
state
● Have lived in another country
● Were born in this city
● Wear glasses
● Were born outside this country
● Are an only child
● Have more than two siblings
● Are afraid of something
● Have ever felt left out
● Struggle in school sometimes
● Sometimes don’t know what to say
● Think about what happens at home while you are at
school
● Worry about what you look like.

(Questions taken from Teaching Tolerance)

5. After all descriptors are all responded to, then students can be dismissed to their tables to
reflect on the following questions before discussing in their table groups:
● How did it feel when you stepped to the line?
● Did anything surprise you?
● At any point during the activity did you feel alone or isolated?
● At any point during the activity did you find you had more in common with others than
you thought?
● What did you learn about your classmates?

6. We will end this lesson by bringing the questions to a class discussion before concluding the
lesson.

Vocabulary

Objectives:
● SWBAT understand and define vocabulary terms that relate to our immigration unit.
Materials:
● Vocabulary list (taken from https://www.tolerance.org/classroom-resources/tolerance-
lessons/exploring-young-immigrant-stories )
● Worksheet

Outline:
● Students will begin by writing down the words listed and making educated guesses with
their table groups as to what each might mean.
● Next, they will look up the definition and fill out the graphic organizer of their
vocabulary terms.
● Finally, students will reflect in their reflection Journals about the importance of knowing
these terms in order to accurately understand what they are learning about.

Day 2
What is immigration?

Objectives:
● Students will fill out a class poster size paper of a KWL Chart
● Students will fill out in the left column of ‘What I know,’ middle column of “What I want
to know,” and afterwards “What I learned.”

Common Core State Standards:

● CCSS.ELA-LITERACY.W.4.2
Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
● CCSS.ELA-LITERACY.W.4.2.B
Develop the topic with facts, definitions, concrete details, quotations, or other
information and examples related to the topic.
● CCSS.ELA-LITERACY.W.4.2.C
Link ideas within categories of information using words and phrases (e.g., another,
for example, also, because).
● CCSS.ELA-LITERACY.W.4.2.D
Use precise language and domain-specific vocabulary to inform about or explain the
topic

Materials:
● Butcher paper
● Markers
● Pencils
● Reflection notebook
● Colored Pencils

Outline:
● Students will be asked what is Immigration?
● Teacher will create a KWL chart on the butcher paper and hang it up on the whiteboard.
● After a short class discussion about immigration and students sharing what they know
about it, the teacher will direct the students to choose a colored marker and fill out the
“knowledge” part of the chart about what they already know.
● After filling out the “knowledge” part of the chart the class will then discuss things about
immigration that they may be curious about.
● The students will partner up and talk to their partner about things that they are curious
about together.
● The teacher will then direct the students to use the same colored marker as before and fill
out the “what I want to know” section of the chart that is up on the board.
 ● The students will then retrieve their reflection notebook from the notebook box and then
copy down the chart about what is immigration in their notebooks.
● In their notebook they will then respond to the journal prompt of: if you moved to a New
York city for the first time, explain using your five senses what it was like.

Assessment:
● The students will be writing in their notebook about the journal prompt and the teacher
will use an informal observation by looking at student writing at the end of the day.

Day 3

Trace Your Family History

Objectives:
● Students will be generating questions to help guide guide their understanding of their
family background.
● Students will be asking questions to their family at home and writing down their
responses.
● Students will be able to reflect themselves into photos of immigrants and gain a deeper
understanding of what it means to be an immigrant.
● Students will be able to follow and reflect on the story on an immigrant.

Common Core State Standards ELA:

● CCSS.ELA-LITERACY.RL.4.3 Describe in depth a character, setting, or event in a story or
drama, drawing on specific details in the text (e.g., a character's thoughts, words, or
actions).
● CCSS.ELA-LITERACY.RI.4.6 Compare and contrast a firsthand and secondhand account of
the same event or topic; describe the differences in focus and the information
provided.

Materials:
● Family background sheet with questions
● Pencil
● Family tree worksheet
● Markers
● I am Poem worksheet
● Reflection notebook
● Grandfather’s Journey by Allen Say
● Computer
● Online activity: http://teacher.scholastic.com/activities/asian-
american/angel_island/chapter1.htm

Outline:
● To introduce this activity, we will be reading aloud the book, Grandfather’s Journey by
Allen Say. Before, during, and after we read, there will be discussion about journeys
students relatives might’ve taken from different countries to the United States. This will
then transition into the activity.
● Afterwards, students will fill out the ‘I am’ poem and be given photos at their tables to
study immigrants in it. Next, they will reflect themselves in the immigrants photo and
think about how they would feel if they were them.
 ● At the student’s home, they have already asked questions to their family and have written
down responses to bring to class.
● Students will be discussing at their table groups to compare their family backgrounds and
speak out loud of what they have learned from this activity. For example, if there were
any similarities or differences between your own family and table group families.
Afterwards, there will be a class discussion of what they have learned from each other.
● Next, students will be given a ‘Family tree worksheet’ to fill out in class. The worksheet
will include years from originating to America and have their family member name next
to it. Students will be writing down their family’s home country they are leaving from
and connect it back to present time.
● The final activity of the day will have students following an online activity that details
the journey of a man and his family coming from China. Students will fill out a
worksheet of questions before finally turning it in and having a class discussion of our
reactions to reading her story. Prompting Questions for the discussion include:
○ How was this journey similar to the one we read about in Grandfather’s Journey?
How were they different?
○ What types of challenges did her family face?
○
● Students will be wrapping up their thoughts of what they have learned in class with the
reflection journal and then discuss at the end of class of what they have written down in
their notebook.

Assessment:
● Students will be writing down questions in their reflection notebook of what they are
wondering about. This can be a specific area of content or broad area to gather up their
ideas from the end of the lesson.

Day 4

Why do some people immigrate?

Objectives:
● Students will be able to understand why immigrants moved to different countries/United
States to escape hard situations in their home countries.
● Students will be able to use informational texts and articles to answer the question of
“Why people immigrate?”

Common Core State Standards:

● CCSS.ELA-LITERACY.W.4.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and
information.
● CCSS.ELA-LITERACY.W.4.1.A
Introduce a topic or text clearly, state an opinion, and create an organizational
structure in which related ideas are grouped to support the writer's purpose.
● CCSS.ELA-LITERACY.W.4.1.B
Provide reasons that are supported by facts and details.
● CCSS.ELA-LITERACY.W.4.1.C
Link opinion and reasons using words and phrases (e.g., for instance, in order to, in
addition).
● CCSS.ELA-LITERACY.W.4.1.D
Provide a concluding statement or section related to the opinion presented.

Materials:
● Reflection journal
● Pencil
● Articles and informational texts
● White board
● Dry erase markers
● computers/computer lab

Outline
● To introduce this activity ask the class to think about the question of why people would
immigrate? Write the answers they share on the whiteboard. You could make a thought
map/word web of their statements they say.
● Have the students examine informational texts and articles to gain more knowledge.
● Have students go to the computer lab/computers to do some educational research about
immigration and why people immigrate?
● Have those students print off the articles and informational texts to come share with the
class and split the information up in groups.
● Split students up in small groups to rotate to different stations in the room that have
different articles and informational texts.
 ● Students will have 10 minutes at each station for them to record what they learned from
the texts/articles in their reflection journal.
● After students have been to each station have students share 1 thing they found and
recorded from their journal.
● Ask the class one last time the question of “Why would people immigrate?” and write on
the board the new ideas they might have learned.
● Then as a wrap up for the lesson create a list of expectations some immigrants might have
for a new life in their new country and why.
Assessment
● Have students write a letter to their president/leader of why they want to immigrate to a
new country and why they are leaving their country’s homeland. Remind them to
incorporate the expectations for being in their new country they just listed as well in their
letter. This informal formative assessment will be graded on through a rubric attached.

Day 5

Movie Day!

Objectives:
● Students will be watching An American Tail in class.
 ● Students will reflect on what they have learned from the movie on a worksheet and share
out loud in class.

Common Core State Standards ELA:

● CCSS.ELA-LITERACY.RL.4.3 Describe in depth a character, setting, or event in a story or
drama, drawing on specific details in the text (e.g., a character's thoughts, words, or
actions).

Materials:
● Pencil
● Graphic Organizer Story Worksheet
● Movie
● Reflection journal

Outline:
● Students will write in their reflection journal following the warm-up question.
● Students will be paying close attention to the movie and be taking some notes while
watching the film.
● There will be a break during lunch and the film. Students will be discussing as a class of
what they have found interesting in the film and how the film has changed their views or
not on immigrant families.
● At the end of day, students will be writing in their reflection notebook of what they have
learned from the film and why it is important to understand immigration.

Assessment:
● Students will write in their reflection journal of what they have learned in class. Each
student will present one thing they have learned and summarize it in three sentences.

Day 6

Bringing in an Immigrant

Objectives:
● Students will understand and consider how oral history can be used a resource when
studying history.
 ● Students will understand that immigration is a present reality and still happening today in
society.

Common Core State Standards:

● CCSS.ELA-LITERACY.SL.4.1.A
Come to discussions prepared, having read or studied required material; explicitly
draw on that preparation and other information known about the topic to explore ideas
under discussion.
● CCSS.ELA-LITERACY.SL.4.1.B
Follow agreed-upon rules for discussions and carry out assigned roles.
● CCSS.ELA-LITERACY.SL.4.1.C
Pose and respond to specific questions to clarify or follow up on information, and
make comments that contribute to the discussion and link to the remarks of others.

Materials:
● Reflection notebook
● Whiteboard
● Markers
● Butcher paper

Outline:
● Help the students consider oral history by asking them if they can recall any stories from
when they were babies.
● The students will share their stories with the partner sitting next to them.
● The teacher will ask the students how they know about those stories if they were too
young to remember the story. Talk with students that they were able to learn those things
about when they were babies because someone else told them about it.
● Teacher will tell the students that historians also collect stories of events, places, and
times through oral history of someone who has a personal memory with those events.
● Tell students that as part of an upcoming lesson, they will work together to
conduct an oral history by interviewing someone who immigrated to the United
States.
● The teacher will then contact a speaker to be able to come speak in the class.
● Background information will be given about the speaker to students ahead of time and
explain to the students that they will have the opportunity to interview that speaker.
● The students will then work with a partner to come up with questions to be able to ask the
speaker during the interview. The students must come up with about 5 questions to ask
the speaker.
● The students will welcome the guest speaker into the classroom and remind students how
the interview should be generated.
 ○ Understand that the first few questions should be introductory questions and
that questions can become more in-depth as the interview continues.
Record this information on the board so that students can follow visually.
● Have students thank the speaker when the interview is over.
● Students will then be instructed to write a thank you letter to the guest speaker. The letter
should include something they learned as well as something they were inspired by from
the guest speaker.

Assessment:
● The letter that students are writing will be assessed by peers. The peer will use a checklist
to ensure that in the letter is something they learned and something that they were
inspired by from the guest speaker. The student will gain participation points for writing
this letter as well as the 5 interview questions they were supposed to come up with.

Day 7

Leaving your Homeland (2 day)

Objectives:
● Students will be able to act out the emotional challenges and struggles to leave their
home country.
● Students will be able to write out their own script and perform in front of audience.
Common Core State Standards:
● CCSS.ELA-LITERACY.SL.4.4
Report on a topic or text, tell a story, or recount an experience in an organized
manner, using appropriate facts and relevant, descriptive details to support main ideas
or themes; speak clearly at an understandable pace.
● CCSS.ELA-LITERACY.SL.4.6
Differentiate between contexts that call for formal English (e.g., presenting ideas) and
situations where informal discourse is appropriate (e.g., small-group discussion); use
formal English when appropriate to task and situation.
Art Standards EALRS
2.1.E Creates, experiences, and develops artworks and/or performances/presentations utilizing
the creative process structure.
3.1.E Presents ideas and expresses feelings at beginning levels using appropriate artistic symbols
in a variety of genres and styles in dance, music, theatre, and visual arts.

Materials
● Outline worksheet
● Playwriting 101 worksheet
● Prop materials:construction paper, feathers, pots and pans or any other materials students
would want
● Pieces of paper for scripts
● Pencils
● Reflection journal

Outline
● Show students the play writing worksheet and go over how to write a script. Ask if they
have any questions.
● Then have students get in groups of four and work in class on the script.
● Tell students they have three days to meet with their groups to practice, design props, and
perfect their script before performing.
● Remind students to script out an immigration story to perform in front of the class.
● Hand out outline worksheet before they start writing the script to get ideas approved by
the teacher.
● The second day the teacher will have 15 minutes check-ins with each group to insure
they are on the right track.
● Have students write a journal entry in their reflection journals after everyone has
performed.
Assessment
 ● Have students write a journal entry in their reflection journals after everyone has
performed. Use rubric attached for this informal assessment.
● Check in an oral conversation about their progress

Day 8

Leaving Your Homeland (Continued)

Objectives:
● Students will be able to act out the emotional challenges and struggles to leave their
home country.
● Students will be able to write out their own script and perform in front of audience.

Common Core State Standards:

● CCSS.ELA-LITERACY.SL.4.4
 Report on a topic or text, tell a story, or recount an experience in an organized
manner, using appropriate facts and relevant, descriptive details to support main ideas
or themes; speak clearly at an understandable pace.
● CCSS.ELA-LITERACY.SL.4.6
Differentiate between contexts that call for formal English (e.g., presenting ideas) and
situations where informal discourse is appropriate (e.g., small-group discussion); use
formal English when appropriate to task and situation.
Art Standards EALRS
2.1.E Creates, experiences, and develops artworks and/or performances/presentations
utilizing the creative process structure.
3.1.E Presents ideas and expresses feelings at beginning levels using appropriate artistic
symbols in a variety of genres and styles in dance, music, theatre, and visual arts.

Materials
● Outline worksheet
● Playwriting 101 worksheet
● Prop materials: construction paper, feathers, pots and pans or any other materials students
would want
● Pieces of paper for scripts
● Pencils
● Reflection journal

Outline
● Show students the play writing worksheet and go over how to write a script. Ask if they
have any questions.
● Then have students get in groups of four and work in class on the script.
● Tell students they have three days to meet with their groups to practice, design props, and
perfect their script before performing.
● Remind students to script out an immigration story to perform in front of the class.
● Hand out outline worksheet before they start writing the script to get ideas approved by
the teacher.
● The second day the teacher will have 15 minutes check-ins with each group to insure
they are on the right track.
● Have students write a journal entry in their reflection journals after everyone has
performed.

Assessment
● Read over students’ reflection journal entries to ensure they understood this emotional
aspect of emigration. Use rubric attached for this informal assessment.
 ● Check in with an oral conversation about their progress

Day 9

What Would You Bring?

Objectives:
● SWBAT understand the difficulties that come with some immigration stories.
● SWBAT draw on the stories of immigrants to think of their own packing list if they had
to move suddenly.

Common Core State Standards:

● CCSS.ELA-LITERACY.W.4.2.D
Use precise language and domain-specific vocabulary to inform about or explain the
topic.
 ● CCSS.ELA-LITERACY.W.4.4
Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience.

Materials:
● Suitcase filled with belongings an individual might need
● Worksheets for the packing list
● Worksheet
● The Arrival by Shaun Tan

Outline:
● We will look back on pages 2 and 3 of The Arrival as a class and ask students:
○ What was the father packing?
○ Why would he bring these items?
○ Do you agree with the things he’s packing? Should he bring more? Less?
● Next, show some images of what real-life immigrants from Ellis Island and other places
have brought with them to new countries.
○ What is similar about The Arrival and what these people packed?
● After discussing, we will then transition into showing what we would pack in our
suitcases if we had to move suddenly to another country. We would unpack and show
some things we would think of to bring then pose the question:
○ What would you bring with you?
● Students will then split into partners to create a packing list
● Students will then share first in their groups before we discuss what types of things in
their own suitcase.
● I will show the them my actual suitcase and what I would bring with me if I had to pack
up and suddenly leave my home country. Next, I will have a few students stand and
attempt to carry my heavy suitcase.
● We would then have a discussion about the difficulty of having such a large suitcase to
carry with them throughout all this time.
● To wrap up the lesson, students will write in their reflection journals about how they
might modify their packing list to create a lighter and easier-to-carry bag so that they can
carry it for long periods of time and over treacherous terrain.
Day 10

Short Film Festival

Objectives:
● Students will be watching short documentaries on immigration.
● Students will be able to appreciate diversity and understand the struggles of what it’s like
to be an immigrant.

Standards:
● CCSS.ELA-LITERACY.RL.4.7
Make connections between the text of a story or drama and a visual or oral
presentation of the text, identifying where each version reflects specific descriptions
and directions in the text.
● CCSS.ELA-LITERACY.SL.4.1
 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 4 topics and texts, building on others'
ideas and expressing their own clearly.

Materials:
● https://www.youtube.com/watch?v=u4wzVuXPznk Ellis Island Documentary (30
Minutes)
● https://www.youtube.com/watch?v=6b5H7je4m1A Syrian Refugees (20 Minutes)
● https://www.youtube.com/watch?v=FdeioVndUhs New Kid In School (10 Minutes)
● Worksheet for Ellis Island documentary
● Reflection Journal
● Healthy Snacks and Drinks!

Outline:
● Que up all three videos and have students begin the day with reflecting in their journal.
They can write about whatever is on their mind regarding our immigration unit. Some
prompting questions might include:
○ What is something new you’ve learned after beginning this unit?
○ What do you still want to learn about?
○ Has your opinion on immigrants changed since starting this unit and learning
about some of their hardships?
○ What misconceptions did you previously have about immigrants? How were they
wrong?
● Begin with the first video on Ellis Island and review what we’ve done so far on the topic
in a class discussion:
○ What was Ellis Island?
○ What types of people came through?
○ What were the conditions like?
○ What types of things did people bring with them?
● Next, explain that we will be watching a short documentary about Ellis Island with
videos, pictures, and interviews with people who lived through it!
● Pass out worksheets and allow students to grab snacks and sit comfortably before
beginning the film.
● After finishing the film, open up a conversation about thoughts and feelings students have
about the film.
● Next, students will be watching a video about the Syrian Refugee Crisis. However, before
watching the film of testimonies from survivors, students will research and present
information on various aspects of the crisis so that they can have accurate background
knowledge to of the crisis.
○ Why the Refugees are Leaving their Homes
 ○ Where Syrian Refugees are Going
○ Historical Background
○ What Others are Doing to Help
● After researching, creating a poster, and presenting their information, students will grab
more snacks and drinks before finding somewhere comfortable to sit while we watch the
movie.
○ While watching the short film, students will simply take notes on their thoughts,
feelings, and reactions to what individuals go through.
● There will be a class discussion as students share their thoughts after watching the short
movie. Students will share their thoughts and feelings after the
● After discussion, we will move onto the final short video.
● We will take a short moment to think about it before talking about the following
questions in groups, then as a class.
○ How should we treat those who might be different from us?
○ Did they make the new boy in their class feel welcome? How did they treat him at
first?
○ What would you have acted if you saw that happening?
○ How can we made all students feel welcome, especially those who might come
from different cultural backgrounds?
● After discussing, have students take out a piece of paper and write a letter to an
immigrant student who might be new to our school. Explain that we can give this to our
principal to give to children who might be coming to school as refugees.
○ What should they know?
○ What games or activities might you tell them about?
○ How will you make them feel welcome and safe?
● To end the day, students will reflect on what they’ve learned and on how they might try
to stand up to bullying of others when then might come from different cultural
backgrounds.

Assessment:
● Worksheets graded for accuracy.
● Participation kept track of.
● Reflection journal checks at the end of the day.
● Rubrics for grading presentation.
Day 11

Empathy Walk

Objectives:
● Students will learn empathy through an art walk of pictures of immigration.
● Students will articulate their feelings on paper when looking at the pictures of
immigration.

Common Core State Standards:

● CCSS.ELA-LITERACY.RL.4.2
Determine a theme of a story, drama, or poem from details in the text; summarize the
text.
● CCSS.ELA-LITERACY.RL.4.7
Make connections between the text of a story or drama and a visual or oral
presentation of the text, identifying where each version reflects specific descriptions
and directions in the text.

Materials:
● Empathy Walk Worksheet
 ● Pencil
● Paper
● Immigration Images in black and white
● Book called “My Name is Maria Isabel”
● Reflection Journal

Outline:
● Students will begin by the teacher reading them a book called “My Name is Maria
Isabel,” by Alma Flor Ada.
● The teacher will discuss with students about the meaning behind the book. The teacher
will ask questions such as “How did this student feel when the teacher gave her a
nickname? What could the teacher have done differently? How would you feel if that was
you?” etc.
● The teacher will have 20-30 pictures of immigration taped up on the walls. All photos
will be in black and white.
● Students will be instructed to walk around the room in silence for 10 minutes and write
down what they think the person in the picture is feeling on the given worksheet.
● When students have finished with this, they will discuss with their elbow partner a couple
of their pictures and what they wrote down for the person’s feelings.
● The teacher will end the lesson by having the students share how they felt out loud doing
this empathy walk. They will be asked if they felt like they were judging the people in the
picture and why they felt a certain way.

Assessment:
● Students will finish the day by writing in their Reflection Journal about what they have
learned about empathy from this lesson. They will also reflect on how this can change
their views of immigrants and if they had an immigrant that entered their own classroom
Day 12

Historical Significance of People, Places, and Events

Objectives:
● Students will be able to make inferences on objects that describe people, places, and
events.
● Students can define what a historian is and gather information based off of observations
of what they see in a historian point of view.

Common Core State Standards ELA:

● CCSS.ELA-LITERACY.RI.4.3 Explain events, procedures, ideas, or concepts in a historical,
scientific, or technical text, including what happened and why, based on specific
information in the text.
● CCSS.ELA-LITERACY.L.4.3 Use knowledge of language and its conventions when writing,
speaking, reading, or listening.

Materials:
● Home objects brought from students (Prepared before lesson that day)
● Object worksheet
● Tenement object worksheet
● Pencil
● Reflection journal
 ● Personal object from teacher

Outline:
● Lesson 1-Part 1: For the first part of the lesson, students will be told they are a top secret
detective on a new mission. Next, students will be discussing of what detectives exactly
do. After, students responses will be written down on the whiteboard to help support of
what a top secret detective job is about.
● Students will be handed an object given from the teacher. During this time, the teacher
will be asking the students of what the object is to them. They will be trying to figure out
who it belongs to and what can this object exactly do. This part of the introduction of part
1 will be filled out in their warm-up journal.
● The comments/questions of the object can be based on shape, dimensions, color, and the
overall design of it.
● Students will be answering in their reflection journal of these particular questions below:
What does everyone find familiar or unfamiliar with this object? What would this object
be used for? Who would own this kind of object? How could you find this object? Is the
object from the past or present, how can you tell?
● At the end of the introduction of the lesson, the teacher will reveal to the students that the
object is owned from yourself.
● Students will now have a better understanding of what exactly a detective/historian is and
the work that is needed to understand different historical significances of the world.

● Lesson 1-Part 2: Students will be observing each other’s objects without knowing who
brought what. The lesson is to have the students to make observations of the objects
brought in and to not give out any information that could reveal your object.
● The teacher will have the objects placed at each student’s seat without them seeing of
who each object belongs to.
● Students will be walking around with the ‘Object worksheet’ to help smooth the lesson
plan of what a detective is supposed to do.

● Lesson 1-Part 3: Students will be gathered as a group to discuss with what they have
learned from the activity.
● There will be some volunteers to share what objects they were observing and found most
interesting to them.
● Additionally, students will write in their reflection journal with a minimum of a
paragraph to explain the background story of an object and which student they think
might have used it.
● Once a few students have shared their findings, each student will reveal the object they
have brought into class.
 ● There will be a class discussion of what it means to be a true detective. For example,
detectives ask questions, study objects thoroughly, and making predictions of the
characteristics they have from their findings with the objects.
● Ask students of what else could have helped them as a detective. For example,
background knowledge of the object and the time period of the object.

Assessment:
● Students will turn in the “Object worksheet.’
● Observe what students have been discussing in class of the objects and the key
information they are drawing from to explain their reasonings.
● Review students reflection journals and look at the evidence that students have used of
what they were learning in the activity.

Day 13

Historical Significance of People, Places, and Events (Continued)

Objectives:
● Students will be able to make inferences on objects that describe people, places, and
events.
● Students can define what a historian is and gather information based off of observations
of what they see in a historian point of view.

Common Core State Standards ELA:

● CCSS.ELA-LITERACY.SL.4.1.A Come to discussions prepared, having read or studied
required material; explicitly draw on that preparation and other information known
about the topic to explore ideas under discussion.
● CCSS.ELA-LITERACY.RI.4.3 Explain events, procedures, ideas, or concepts in a historical,
scientific, or technical text, including what happened and why, based on specific
information in the text.

Materials:
● Object study worksheet
● Object study photos
● Confino’s family home photo and portrait photo of family
● Object guide worksheet of photos
● Reflection journal
 ● Pencil

Vocabulary:
● Historian objects
● Lifestyle
● History

Outline:
● Lesson 2-Part 1: Students will be told they will be historians today.
● There will be a class discussion of what a historian exactly is and how they study people,
objects, places, and events that have happened in the past.
● Discuss with students about historians finding particular objects and the information they
have to draw from to make inferences of the particular object. For example, the first
activity they have completed in the first half of the day will help guide the students of
what they need to be doing.
● Students will be making inferences of where the object came from, what time period,
how were they being used and by whom.
● The teacher will display the picture of the Confino’s family apartment.
● Next, students will make observations in their reflection journal and be in the shoes of a
historian as they are writing their response.

● Lesson 2-Part 2: Students will be shown the picture of a Victrola.

● Students will gather evidence of what they see are seeing with the image and be using the
information of what a historian would do with that object.
● In the journal students will write: about the shape, old, new, size, color, texture, and so
forth.
● Students will be asked very carefully to look at what they are being presented with and to
not repeat of what other classmates have previously stated.
● Next, students will be shown the picture of a record.
● Students will be given information of the record being located by the Victrola object.
● Observations of the students will be used as a class and have written down on the board
for everyone to see.
● Afterwards, students will write in their journal of the two objects that were found near
each other: What inferences can we make about these two objects? What kind of
information can we draw from with the information we have? Who would use these kinds
of objects and the role it might have in the home?

● Lesson 2-Part 3: Now that we have discussed these two photos, students will be shown
the Confino’s family apartment again.
 ● The teacher will share with the students that there were several more objects found in the
Confino’s apartment and that they need to start exploring like historians would do.
● Students will be broken up into four equal groups.
● At each table, students will be given a different photo to look at and start to fill out the
‘Object study worksheet’
● Students will be given a certain amount of time for each photo.
● Once students have been given enough time to fill out the ‘Object study worksheet,’ there
will be volunteers of what they have found from a few of the objects they looked at.
● Afterwards, we will discuss as a class of what we have learned from this activity. The
concluding questions will be: Why should we make inferences when observing objects
and pay attention to the details of them? What difference does it make to observe one
object at one at a time, than observing two objects at one time?
● The teacher will be thinking about what students are sharing and learning from this
activity.

● Lesson 2-Part 4: Students will be shown the Confino’s family portrait. The photo was
another object that was found with the rest of the objects in the apartment.
● The teacher will be asking the students of why this photo might have been significant to
know before they have started the activity. What differences could have the family
portrait make on their observations with the objects.
● To wrap up the day, students will be concluding in their reflection journal with some
guiding questions: What two objects help you understand the Confino’s family? What
other thing would you like to know about the Confino’s family? Are the two objects you
have selected seen in homes today and how they are different from the past? How would
you describe the objects in your home and your family?

Assessment:
● Students will turn in the ‘Object study worksheet.’
● Review students supporting evidence from their observations and what did they include
with their worksheet.
● Look for who is participating and paying attention during discussions.
Day 13

New Home

Objectives
● Students will learn how housing conditions that many immigrants had to go through
● Students will learn how immigrants balanced personal needs and wants regarding moving
to a new environment.
Common Core State Standards ELA:
CCSS.ELA-LITERACY.RI.4.4
Determine the meaning of general academic and domain-specific words or phrases in a text
relevant to a grade 4 topic or subject area.

Materials
● White board
● Pencils
● Dry erase markers
● Mapping Home worksheet
● Apartment search worksheets

Outline
● Start by telling students some background knowledge. Immigrants need to find new
housing when they are moving/finding a new home. This is their main priority.
● Tell class that they will be working as families and in 3 groups.
● Count the class off by threes to insure the students are getting into random groups.
● On the whiteboard go over some vocabulary words that immigrants would have to know
when searching for a place to live. They are listed below.
 ● Tell students to pretend they are immigrants and are moving to New York City and no
nothing about living there and need a place to live with their family. Have them write on
the whiteboard what they would want in a neighborhood/house.
● Have students come up again and have them list on the the whiteboard what they would
absolutely need in a home.
● Explain to students that they will be going apartment/home hunting with their specific
family and need to make a choice together on what home they want. Also, tell them they
only have $15 each month for housing.
● Have students complete the Mapping a Home worksheet before looking at the different
options on the Apartment Search Worksheets.
● Wrap up the lesson by having a group discussion having each family share what they
choose and why.
Assessment
● Do an observational assessment on students and write notes on the explanations they
shared on deciding the homes. Watch for if students address the wants and needs of
choosing a place to live.

Day 14
Making Your Own Home

Objectives
● Students will understand the challenges that new immigrants have when trying to
establish a home in apartments.
Common Core Standards ELA:
CCSS.ELA-LITERACY.RI.4.6
Compare and contrast a firsthand and secondhand account of the same event or topic;
describe the differences in focus and the information provided.
Materials
● Tape
● Tape measure
● Making a Home worksheets
Outline
● Before class tape off 325 square feet of space. Mark three different rooms in that square.
● Have students start off by getting back into their families they had the day before.
● Before starting the activity have students start to complete the sketch on the Making a
Home worksheet.
● Have a discussion on what makes a home.
● Tell students that when immigrants were getting settled in their apartment their living
space was decreased to 325 square feet. Let the students all stand in the 325 square feet to
see what that was like. Let them see how many of them they can comfortably fit in that
space.
● Assign each of the three group of families a time to design their home in the 325 square
feet area. While the other two families work on filling out the rest of the worksheet.The
students can refer back to their Making a Home sketch they made with their family to
start making objects in their room. They may not have enough space for fitting
everything they sketched and that's okay. Have students complete the Making a Home
worksheet before the class discussion.
● Explain to students that this was a similar process immigrants did and that living spaces
had limitations when they tried to make a home.
● Have the class end share what they put in the 325 square foot space. Have them explain
the challenges they had and what they noticed.
Assessment
The students will be observationally assessed by their responses on what they saw was similar
and different between their home design and the other two groups home designs. As a teacher
make notes to see if they got the objective of designing a home and the challenges with limited
space.
Day 15

Tying Everything Together: Notable Immigrant Day

Objectives:
 ● SWBAT create a presentation regarding the notable immigrant they have chosen from the
list provided.
● SWBAT conduct research to create a presentation on a historical or current figure
● SWBAT take into account the prejudices and hardships immigrants have faced when
creating their presentation.

Standards:
● CCSS.ELA-LITERACY.L.4.3 Use knowledge of language and its conventions when writing,
speaking, reading, or listening.
● CCSS.ELA-LITERACY.W.4.2.D
Use precise language and domain-specific vocabulary to inform about or explain the
topic.

Materials:
● Poster-board
● Markers, colored pencils, etc.
● Computers
● Graphic organizer for research information

Outline:
● We will begin the day with talking about how immigrants have shaped much of what
the U.S. is today as a majority of our citizens have ancestors that came here from
other countries.
● Next, students will pick from a list of notable immigrants to do research and a
presentation on, focussing on their heritage.
● Using a graphic organizer, students will find information about the individual’s life,
their accomplishments, and their immigration history.
● Students will then take time to create a costume, oral presentation, and poster of their
bibliographic subject.
● Finally, we will have a gallery walk where half of us walkthrough and hear the stories
of different notable immigrants and the other half present when someone “presses
their button”. This will be done throughout all fourth grade classes with families and
other grade levels invited.
● At the end of the day, we will have a small party to celebrate the end of our unit and
the larger project.

Assessment:
● Rubric for presentation
● Completed worksheet
● Completed Presentation
 ● Participation

Annotations

My Name is María Isabel by Alma Flor Ada

A student Named Maria Isabel is a Hispanic girl who grew up in the U.S. She is
struggling with her name in new classroom when there is already another Maria in the class. The
teacher decides to call her Mary instead without consulting her. Maria then has a hard time with
self-identity throughout the book.

An American Tail
 This movie is about a mouse named Fievel Mousekewitz and his family migrating from
Imperial Russia of Ukraine to the United States. He leaves with his family on boat, but
eventually gets separated as Fievel arrives in New York City. Fievel finds America not as
welcoming as his parents once said.

Grandfather’s Journey by Allen Say

This children’s book details the travels of the narrator’s grandfather who travelled to and
lived in different countries throughout his life. He returns to his home country several times
throughout his life. The book was used to highlight the unique thoughts and feelings foreigners
have in other countries and about their homelands as well as the “journey” many immigrants take
to new countries.

The Arrival by Shaun Tan

This wordless graphic novel depict immigration and all of the new strange experiences
our main character encounters as monsters, giants, and other fantastical imagery. The strange
symbols, creatures, and other experience our main character and family experiences puts the
reader in the same position of trying to make sense of it all in their new world. This resource will
be read throughout the unit and used in one of our lessons.

Ellis Island Documentary https://www.youtube.com/watch?v=u4wzVuXPznk

This documentary is an accumulation of images, video, and testimonies on the journey
immigrants took from their homes in predominantly European countries to Ellis Island before
gaining citizenship. The powerful imagery gives students the real-world connection and better
visuals to support the types of conditions immigrants faced during this time of mass immigration
in the U.S..

Syrian Refugee Short Film https://www.youtube.com/watch?v=6b5H7je4m1A

This short film has different testimonials from refugees who have fled their homes due to
the ongoing civil war in Syria. They describe coming over on sinking boats, escaping gunfire,
and awaiting asylum in other countries. This will help students to better understand the current
refugee crisis the U.S. and many other countries are facing while also helping them to empathize
with those displaced from their homes.

Refugee Students https://www.youtube.com/watch?v=FdeioVndUhs

This is a powerful yet short video to help students to empathize with their fellow students
who may be coming from difficult situations. They might also not know school or social norms
as they were different in their home countries. The video itself shows a boy who immigrated to
the U.K. after facing violence in his original country. At school, he faces bullying for being
different but eventually makes friends.