Adult Middle Grades High School - Multi-Genre Projectpdf

Running head: Immigrant Experiences: A Multi-Genre Project 1
Immigrant Experiences: A Multi-Genre Project in the Adult ESOL Classroom
Britney L. Pardue
NC State University
ELM 537: Teaching Elementary Literature
Summer 2019
APA Title Page

IMMIGRANT EXPERIENCES: A MULTI-GENRE PROJECT 2
Immigrant Experiences: A Multi-Genre Project in the Adult ESOL Classroom
Introduction
As ESOL educators, we have a responsibility to support not only the vocabulary,
grammar, and language development of our students, but also our students’ the social and
cultural development (Gay, 2002). I am an adult ESOL teacher at Durham Technical
Community College. All of my students are immigrants. This text set has been designed to
explore the diverse experiences of immigrants in the US and also how these experiences are
portrayed in texts. The project incorporates culturally responsive content of high literary value
and from diverse genres and forms. The semester-long project encourages participatory
learning and aims to build students’ language, social, and cultural skills as we investigate
themes like survival, acceptance, activism, and identity. While this project has been designed
with an adult ESOL classroom in mind, the text set draws primarily from children’s literature
and thus could be easily adapted for use in an upper elementary school ESOL or content-
area classroom.
In this document, I first provide background information on the supporting research and
rationale for the project. Next, I describe the lesson design considerations and then present
the lesson plan and text set. I conclude by sharing my desired outcomes for the project.
Project Rationale
This multi-genre text set is centered around the immigrant experiences in the United
States. Based on current academic research and my own teaching approach, the design for
this text set was influenced by three guiding principles: culturally responsive content, high
quality and diverse texts, and participatory learning.
Culturally Responsive Content

As an ESOL teacher who strives to build a culturally responsive classroom, I seek to
incorporate texts that not only present diverse characters but also diverse viewpoints and
perspectives. I also want to integrate texts which reflect and acknowledge my students’ lived
experiences. As Rudine Sims Bishop says, “Literature transforms human experience and
reflects it back to us, and in that reflection we can see our own lives and experiences as part
of the larger human experience. Reading, then, becomes a means of self-affirmation, and
readers often seek their mirrors in books.” It is important to remember that there is no single
story that fits all immigrants in the United States (Adichie, 2019). I have attempted to
incorporate a wide variety of stories from different religious, financial, linguistic, social, and
historical backgrounds – but, it would be impossible to create a text set that can truly serve as
a mirror for all of my students. Thus, rather than ensuring each student has a story that is
highly similar to their own experience, I hope this project affirms the great diversity and
complexity of a wide variety of immigrant experiences.
ESOL students often face unique social, cultural, and discursive challenges as language
minority speakers in a new environment. In the adult ESOL classroom, simplified textbook
units tend to present stories in an “idealized interactional world in which people use the same
variety of standard English, everyone co-operates, migrants do not have to struggle” (Roberts
and Cooke, 2009, p. 624). The inequality, racism, marginalization, and culture-clash that
language minority students experience on a daily basis are often not included as themes for
discussion or as factors to navigate during interactions. However, these are very real
challenges. When we make “the hidden processes” of interactions “more transparent” and
critically discuss these in the classroom, our students can gain “greater interactional control in
asymmetrical encounters” (Roberts and Cooke, 2009, p. 638). Thus, many of the selected
texts discuss discrimination, marginalization, and other challenges language minority

speakers face. I will begin the unit by playing the witty, satirical song America from West Side
Story. In the song, the female lead Anita sings hopefully, “I’ll get a terrace apartment” to which
Bernardo snidely replies, “Better get rid of your accent!” My students must not only have the
language skills to navigate these situations like the one Anita is facing, but they must have the
cultural awareness and pragmatic abilities to “impose reception as legitimate speakers” in
situations like the one Anita and Bernardo sing about (Roberts and Cooke, 2009, p. 624).
When students are presented with authentic, complex culturally significant texts and lesson
plans that accurately account for the interactional challenges of the real-word, language
minority speakers can develop more detailed, nuanced, and effective linguistic and cultural
tools to navigate their worlds.
High Quality and Diverse Texts
Rog and Kropp (2004) encourage educators to create multi-genre projects that
strategically incorporate high-quality texts presenting a theme from different perspectives.
The text set I have developed integrates diverse forms and genres, including poetry,
narratives, fiction, nonfiction, journalism, graphic novels, wordless books, and music to
explore immigrant experiences in the United States. The breadth of informational texts that
are included in standard curriculum tend to be quite limited (Yopp & Yopp, 2012). In response,
I have attempted to incorporate different kinds of informational texts such as a auto-
biographical poem (Zamora’s 2016 Let Me Try Again), news articles (Associated Press’ 2017
The Checkered History of Immigration in the United States), and a variety of narratives in both
picture book and chapter book formats. When possible, we will examine the same texts in a
variety of formats – written, audio, and visual – and analyze the different effects.
I have also attempted to incorporate texts of high literary “authenticity and value” which
will serve as touchstone texts for my students (Strugell, 2008, p. 411). We will return to these
touchstone texts throughout the project and use them a guides as student writers. I have also
sought to include books with visually stimulating illustrations (Barone, 2010). Through our text
set, we will explore soft pastels, watercolors, rich oil paint, pre-Colombian art, comic art, and
more. A few authors/illustrators (Tonatiuh, De La Pena, and Choi) have multiple books in the
set. We can compare the different approaches used by the authors/illustrators in these works.
Participatory Learning for Real-World Impact
When we break the traditional dichotomy of knowledge, wherein educators hold
knowledge and students’ receive knowledge, and instead become partners and “critical
coinvestigators” alongside students (Freire, 2010, p. 250), we can participate in thoughtful
cultural discussion, comparison and reflection. We can work together to construct knowledge
and shape our world. Sipe (2002) similarly encourages teachers to foster participatory
learning through interactive read-alouds, and Duke (2013) encourages educators to use “real-
world texts for real-world purposes.” The participatory learning experiences in this text set aim
to foster the language and cultural skills that will support my students’ success in the real-
world.
Design Considerations
The lesson plan been designed to take place over a 16-week semester at Durham Tech
with adult ESOL students. Though, the project could easily be adapted for an upper
elementary classroom. In this section I describe the lesson content, students, processes, and
corresponding state standards.
Content
With the above three principles in mind (culturally responsive content, high quality and
diverse texts,, and participatory learning for real-word impact), I began searching for texts. I
incorporated many texts I was already familiar with but also searched for new complementary
material. For example, I was familiar with Pancho Rabbit by Duncan Tonatiuh, but decided to
look for another picture book that evoked a similar sense of modern folklore to serve as a
comparison. I found the beautiful book Mama’s Nightingale by Edwig Danticat. When
searching for new material, I consulted blogs and literary award sites for ideas. I then vetted
the books through my own reading, by exploring any literary awards the pieces had won, and
by consulting Kiefer and Tyson’s (2014) guides for evaluating classroom literature. From the
selected pieces, four themes emerged – survival, acceptance, activism, and identity.
Students
I have designed this project with an upper intermediate, mixed-language, adult ESOL
class in mind of between 15-25 students. A typical class meets for 2.5 hours, two evenings a
week for a total of 5 weekly classroom hours. The students vary in age, roughly from 18-65
from a variety of social, cultural, professional, and academic backgrounds. The class
includes students who have received consistent education and other who have experienced
interrupted formal schooling, some of whom have only recently learned to read in their first
language. Spanish- and Chinese- speakers tend to comprise the largest linguistic group. The
next largest linguistic groups tend to be French- and Kinyerwanda- speakers from Africa.
Other linguistic groups may include Amharic, Pashto, Farsi, Arabic, Cambodian, Tagalog, and
Korean, to name a few. Within each linguistic subsets, there is also huge diversity of
nationalities and economic, professional, educational, and personal histories.
I have primarily drawn from children’s literature to build this text set. When working with
adults, I am always careful when I use children’s material so as not to belittle adult learners.
However, in this case, I think the use of children’s material is highly appropriate. While many
of the texts are designed for children, they address complex themes that are appropriate for
adult learners. Additionally, many of my students have school-aged children – they may be
able to use these texts to discuss immigration with their own children or to consider
immigration through the lens of a child. We will discuss how children’s literature shapes
chidlren’s persective about language, culture, and immigration. Most of my students have
independent reading levels between 2 nd grade and 7th grade levels. Those with low reading
levels tend to have higher speaking/listening skills and vice versa – ellucidating, perhaps, why
such a wide range of reading skills can exist within one classroom. Correspondingly, I have
intentionally selected literature from a wide range of reading levels. Picture books can assist
visual learners while songs and read-alouds can aid audio learners.
Processes
Literature Circles.The six chapter books in the multi-genre set will be read in literature
circles of 3-5 students, formed based on student interest and reading level. The reading
levels of the chosen chapter books vary widely to meet all students’ learning needs and
abilities. The literature circles meet on a bi-weekly basis. The students conclude their
work in the literature circles by individually writing an opinion essay on the book.
Assignments. The assignments are started in class and completed as homework. I have
tried to limit out-of-classroom work, as many of my students work full-time. The
assignments serve as evidence of student cultural and language learning.
Technology. Most of my students are already using the social messaging application,
WhatsApp, for personal use. We will utilize WhatsApp throughout the course for out-of-
classroom communication and for a few assignments. The teacher will assist any student
who does not use (or who does not want to use) WhatsApp. All homework is designed to
be completed without internet/computer access.
Final Project. Rather than a summative final assessment, learning will be evaluated
through a portfolio of student work from the entire semester. Students will write a self-
evaluation of their work and discuss the strengths and weakness of their work. They will
consider which assignments were most enjoyable to them and what that might mean for
them as a person and as a learner. They also will identify ways to improve areas of
weakness. Student work samples in the portfolio include: 1) America Reflection, 2)
Compare and Contrast Essay, 3) Self-Review of Summary Presentation, 4) Self-Review of
Video Performance, 5) Wordless Representation of Personal Immigrant Experience, 6)
Poem, 7) Self-Evaluation of Song Message, 8) Critical Analysis Essay, 9) My Name is
____ (autobiographical piece), 10) My Name Is ____ (Perspective Piece) and 11) Opinion
Essay for Chapter Book.
NC Standards
This project has been designed with adult ESOL learners in mind but as the majority of
the texts are designed for children, the project could easily be adapted for the upper
elementary school classroom. The project also supports progress towards the Common Core
State Standards. The 6th grade CCSS listed below, including reading (literature and
informational), writing, social studies, and speaking standards, are supported by this project.
Primary Standards. These two ELA standards underpin all aspects of this multi-genre
project. Students are asked to consider the immigrant experience from different
perspectives and through different forms and genres and analyze how these experiences
are represented in the texts.
• CCSS.ELA-LITERACY.RL.6.9 Compare and contrast texts in different forms or

genres (e.g., stories and poems; historical novels and fantasy stories) in terms of
their approaches to similar themes and topics.
• 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).
Additional Standards. The lesson plan also supports the following standards:
• CCSS.ELA-LITERACY.RL.6.2 Determine a theme or 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.RL.6.3 Describe how a particular story's or drama's plot
unfolds in a series of episodes as well as how the characters respond or change as
the plot moves toward a resolution.
• CCSS.ELA-LITERACY.RL.6.4 Determine the meaning of words and phrases as
they are used in a text, including figurative and connotative meanings; analyze the
impact of a specific word choice on meaning and tone
• CCSS.ELA-LITERACY.RL.6.7 Compare and contrast the experience of reading a
story, drama, or poem to listening to or viewing an audio, video, or live version of
the text, including contrasting what they "see" and "hear" when reading the text to
what they perceive when they listen or watch.
• CCSS.ELA-LITERACY.RI.6.3 Analyze in detail how a key individual, event, or idea
is introduced, illustrated, and elaborated in a text (e.g., through examples or
anecdotes).
• CCSS.ELA-LITERACY.W.6.1 Write arguments to support claims with clear
reasons and relevant evidence.
• 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.RH.6-8.6 Identify aspects of a text that reveal an author's
point of view or purpose (e.g., loaded language, inclusion or avoidance of particular
facts).
• CCSS.ELA-LITERACY.RH.6-8.2 Determine the central ideas or information of a
primary or secondary source; provide an accurate summary of the source distinct
from prior knowledge or opinions.
• CCSS.ELA-LITERACY.SL.6.1 Engage effectively in a range of collaborative
discussions (one-on-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.6.4 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.
Lesson Plan
Teacher’s Script
“Over the next few months, we are going to look at the experiences of immigrants in the
United States. We will explore poetry, picture books, chapter books, news articles, and even
musicals that deal with experiences of immigrants. We will investigate! We will use these texts
to explore themes like survival, acceptance, activism, and identity. Of course, there is not just
one immigrant story. Some immigrants arrive as refugees or asylum seekers. They are
fleeing violence or poverty. Other immigrants arrive as scholars or investors. They are looking
for more opportunities. This semester we will look at some of these stories. We will also
consider how these stories are represented in literature and texts. We will investigate how
these stories shape the world. As we examine the stories of others, we will also start to look at
our own stories and our own experiences as immigrants. You all are experts in this topic. You
know about immigration first hand. You have lived experiences and deeply personal
knowledge about immigration. Your experiences and knowledge might be different than those
of the classmate sitting next to you. So, we will learn from each other and explore together.”
Theme Texts
Week 1: Introduction Associated Press (adapted by
1. Watch video, then read lyrics of America NewsELA staff). (2017). The
2. Guided discussion of America. Checkered History of Immigration in
(accents, discrimination, opportunity, actors’ race) the United States. Retrieved from:
3. Interactive read-aloud of The Checkered History... https://newsela.com/read/immigration-
primer/id/26268/.
Assignment
1. Write a short reflection responding to two lines from America Sondheim, S. and Berstein, L.
that you found particularly intriguing. (Songwriter). (1961). America. [Video
File]. Retrieved from:
CCSS.ELA-LITERACY.SL.6.1 https://www.youtube.com/watch?
CCSS.ELA-LITERACY.RH.6-8.2 v=YhSKk-cvblc
CCSS.ELA-LITERACY.RH.6-8.6
CCSS.ELA-LITERACY.RI.6.3
CCSS.ELA-LITERACY.RL.6.7
Week 2: Historical Migration Lee, M. and Choi, Y. (Illustrator).
1. Compare and contrast the two books. (2006). Landed. New York, NY: Farrar,
2. Relate the books to past readings and life experiences. Straus and Giroux.
3. Bi-weekly meeting with Literature Circle
4. Set discursive expectations (and discuss cultural differences) Say, Allen. (1993). Grandfather’s
for small group conversations (pragmatic phrases, timing, turn- Journey. Boston, MA: Houghton
taking, agreement, negation, adding-on etc.) Mifflin.
Assignment
1. Pick one (or more) of the books’ elements (illustrations, story,
historical setting, language, etc.) and write a compare and
contrast essay.
CCSS.ELA-LITERACY.SL.6.1
Weeks 3-4: Acceptance Bunting, E. and Lewin, T. (Illustrator).
1. Divide into three groups. (2006). One Green Apple. San Diego,
2. Each group will read and discuss one of the books CA: Clarion Books.
(messages, home in two places, friendship, illustrations, etc.)
3. Present summary of the book and discussion to the class. Park, F. and Choi, Y. (Illustrator)
4. Bi-weekly meeting with Literature Circle (2002). Goodbye 382 Shin Dang
Dong.
Assignment
1. Complete a self-review of your performance in class today. Surat, M. M. and Mai, V.D. (1989).
What did you do well? What do you need to improve? What Angel Child, Dragon Child. New York,
other information would assist you in your learning process? NY: Scholastic.
CCSS.ELA-LITERACY.W.6.1
Weeks 5-6: Acceptance Kim, P. and Sanchez, S. (Illustrator).
1. Discuss the book in small groups of 3-5 students. (2015). Here I Am. Mankato, MI:
2. In small groups write words for Here I Am. Each group will Picture window Books.
present a reading of their newly authored book. The videos will
be recorded and sent (via WhatsApp) to the students.
3. Bi-weekly meeting with Literature Circle
Assignment
1. Students will conduct peer- and self-reviews based on the
recorded videos of their performance. Students will be asked to
reflect on their speaking skills (mainly intelligibility).
2. Students will draw/paint/sketch/make music (wordless
representation) of an element of their our immigrant experience.
Weeks 7-8: Survival de la Pena, M. and Robinson, C.
1. Share wordless self-representations (Illustrator). (2018). Carmela Full of
2. Classroom Read-Alouds Wishes. New York, NY: Penguin
3. Discussion (survival, economics, race, etc.) and connect Random House.
books to past conversations/readings/life experiences.
3. Discuss genre fiction/non-fiction and verse/narrative. Williams, M. and Christie, R. G.
4. Bi-weekly meeting with Literature Circle (Illustrator). (2013). Brothers in Hope:
The Story of the Lost Boys of Sudan.
Assignment New York, NY: Lee & Low Books.
1. Students will write a short poem (using Let Me Try Again as a
touchstone) about an immigrant experience. The poem can be Zamora, J. (2016). Let Me Try Again.
fictional or autobiographical.
Weeks 9-10: Survival (Modern Folklore) Tonatiuh, D. (2013). Pancho Rabbit.
1. Present student-written poems. New York, NY: Abrams Books.
2. Listen to The Immigrants.
3. Discuss readings (parenthood, survival, separation, family). Danticat, E. and Staub, L. (Illustrator).
4. Bi-weekly meeting with Literature Circle (2015). Mama’s Nightingale. New
York, NY: Dial Books.
Assignment
1. Students will share one song that resonates with them (can Rudder, D. (1998). The Immigrants.
be about any theme… does not have to be immigration). [Re-recorded by Gaby Moreno in
Students will share a link to the song via WhatsApp (teacher 2018].
can assist) and record a WhatsApp voice message explaining
why the song is meaningful to them. Student will then complete
a brief self-evaluation of their video message.
Week 11-12: Activism Public International Radio (adapted by
1. Differences between non-fiction journal article and non-fiction NewsELA staff). (2019). California
picture book? Preferences? Teen Leads Lawsuit to Keep

2. Discussion of social justice activism. Immigrant TPS Recipients in The US.
3. Bi-weekly meeting with Literature Circle Retrieved from:
https://newsela.com/read/California-
Assignment teen-leads-immigration-lawsuit/id/
1. Write a short critical analysis essay to reflect on how this 48765/
multi-genre text set could be made better? Are there other
voices, perspectives that we are missing? Other themes or Tonatiuh, D. (2014). Separate is Never
topics for discussion that should be introduced? Equal: Sylvia Mendez and Her
Family’s Fight for Desegregation. New
CCSS.ELA-LITERACY.SL.6.1 York, NY: Abrams Books.
Week 13-14: Identity Choi, Y. (2003). The Name Jar.
1. Read and discuss (identity, dual identities, bicultural Decorah, IA: Dragonfly Books.
identities, names, food, etc.).
2. Bi-weekly meeting with Literature Circle Wong, J.S. and Chodos-Irvine,M.
(Illustrator). (2006).
Assignment Apple Pie 4th of July. Boston, MA:
1. Students will create an autobiographical piece entitled My Houghton Mifflin.
Name is ___. It can be prose, verse, music, narrative. It should
touch on elements of their own identity. Mobbin-Uddin, A. and Kiwak, B.
2. Students will create an autobiographical piece entitled My (Illustrator). (2005). My Name is Bilal.
Name is _____ from the perspective of one of the many Honesdale, PA: Boyds Mill Press.
characters we have covered.
Weeks 15-16: Connections St. John, W. (2012) Outcasts United
1. We will conclude the course by making connections across (adapted for YA). New York, NY:
all of the various texts, discussing different perspectives and Random House.
viewpoints and how they are presented.
2. Present Literature Circle essays. Yang, G. L. (2006). American Born
3. Present My Name is _____ (Autobiographical Piece) Chinese. New York, NY: First Second
Books.
Assignment
1. Students will write an essay about their literature circle book, de la Pena, M. (2008). Mexican
including a summary, an analysis of the quality of the book, and Whiteboy. New York, NY: Delacorte
their own opinion on why or why not this book is a “good read.” Press.
We will post these to Amazon.
Lai, Thanhha. (2011). Inside Out and
CCSS.ELA-LITERACY.SL.6.4 Back Again. New York, NY:

CCSS.ELA-LITERACY.RH.6-8.2 Harpercollins.
CCSS.ELA-LITERACY.W.6.1 Park, L. S. (2010). A Long Walk to
CCSS.ELA-LITERACY.RI.6.3 Water. San Diego, CA: Clarion Books.
CCSS.ELA-LITERACY.RL.6.3 Munoz Ryan, P. (2002). Esperanza
CCSS.ELA-LITERACY.RL.6.4 Rising. New York, NY: Scholastic.
Text Set
Associated Press (adapted by NewsELA staff). (2017). The
Checkered History of Immigration in the United States. Retrieved
from: https://newsela.com/read/immigration-primer/id/26268/.
This news article provides a general history of immigration to
the US from economic, political, and societal perspectives. It
paints broad brushstrokes of the many phases of US
immigration. Non-Fiction, News Article (Journalism); Survival;
Various; Week 1: Introduction
Bunting, E. and Lewin, T. (Illustrator). (2006). One Green Apple. San Diego, CA:
Clarion Books.
This sensitive story explores the experience of a young Muslim immigrant
who starts to warm to her new environment through her classmates’
gestures of friendship and empathy. Fiction, Picture Book (Narrative);
Acceptance; Middle East – Unnamed Muslim Heritage; Weeks 3-4:
Acceptance
Choi, Y. (2003). The Name Jar. Decorah, IA: Dragonfly Books.

Unhei considers whether she should adopt a new American name… or not!
Fiction, Picture Book (Narrative); Identity; Asia – Korea; Weeks 13-14: Identity
Danticat, E. and Staub, L. (Illustrator). (2015). Mama’s Nightingale. New York, NY:
Dial Books.
This touching story describes the pain of separation with folkloric elements
as Saya’s mother is sent to an immigrant detention center.
Fiction, Picture Book (Narrative - Modern Folklore); Survival; Americas –
Haiti; Weeks 9-10: Survival (Modern Folklore)
de la Pena, M. (2008). Mexican Whiteboy. New York, NY: Delacorte Press.

Biracial Danny Lopez, who doesn’t speak Spanish, lives in the wealthy San
Diego suburbs with his mom. In this story, he explores his identity and faces
new challenges by visiting his dad across town in a Spanish-speaking
neighborhood. Fiction, Chapter Book (Narrative); Identity; USA – Mexican
Heritage; Literature Circle
de la Pena, M. and Robinson, C. (Illustrator). (2018). Carmela Full of Wishes.

New York, NY: Penguin Random House.
Carmela lives in an urban, Spanish-speaking, immigrant community. She has
big dreams and wishes for her family.Fiction, Picture Book (Narrative);
Survival; Americas – Unnamed; Weeks 7-8: Survival
Kim, P. and Sanchez, S. (Illustrator). (2015). Here I Am.Mankato, MI: Picture

Window Books.
This wordless picture book tells the story of a young boy who moves with his
family from an unnamed Asian country to a big city in the United States. We
watch as he moves warily into his new home and see how he eventually grows
more and more comfortable. Fiction, Picture Book (Wordless); Acceptance;
Asia – Unnamed; Weeks 5-6: Acceptance
Lai, Thanhha. (2011). Inside Out and Back Again. New York, NY: Harpercollins.
Inspired by the author's childhood experience as a refugee, protagonist Ha
moves with her family from Vietnam to rural Alabama. Fiction, Chapter Book
(Verse); Survival; Asia – Vietnam; Literature Circle
Lee, M. and Choi, Y. (Illustrator). (2006). Landed. New York, NY: Farrar, Straus and
Giroux.
This historically-based picture book describes the author’s father-in-law
experience as Chinese immigrant entering California in the late 1800s. The
beautiful oil painting illustrations help the story come alive.
Non-Fiction, Picture Book (Narrative); Survival; Asia – China
Week 2: Historical Immigration
Mobbin-Uddin, A. and Kiwak, B. (Illustrator). (2005). My Name is Bilal.

Honesdale, PA: Boyds Mill Press.
Protagonist, Bilal, was actually born in the United States, but in school he
is bullied and told “to go back to his country.” While published over ten
years ago, the message in this book is just as valuable and timely today.
Fiction, Picture Book (Narrative); Identity; USA – Muslim Heritage; Weeks
13-14: Identity
Muñoz Ryan, P. (2002). Esperanza Rising. New York, NY: Scholastic.

This historical fiction tells the story of young immigrant Esperanza who leaves
her home in Allende, Mexico for California during the Great Depression. Fiction,
Chapter Book (Narrative - Historical Fiction); Survival; Americas – Mexico;
Literature Circle
Park, F. and Choi, Y. (Illustrator) (2002). Goodbye 382 Shin Dang Dong.
This gentle story describes a child’s experience of fear, anticipation, and
eventually acceptance as a new immigrant. Fiction, Picture Book (Narrative);
Acceptance; Asia – Korea; Weeks 3-4: Acceptance
Park, L. S. (2010). A Long Walk to Water. San Diego, CA: Clarion Books.
Park presents the astonishing stories of survival of two Sudanese refugees, a
boy in 1985 and a girl in 2008) in this moving story of survival and
perseverance.Non-Fiction, Chapter Book (Narrative); Survival; Africa – Sudan;
Literature Circle
Public International Radio (adapted by NewsELA staff). (2019). California Teen

Leads Lawsuit to Keep Immigrant TPS Recipients in The US. Retrieved from:
https://newsela.com/read/California-teen-leads-immigration-lawsuit/id/48765/
Fourteen-year-old, Crista Ramos, seeks to protect immigrants who
currently reside and work in the US (like her own mother) under a
Temporary Protected Status which is now under threat. Pope Francis
offers words of advice to Ramos saying, "Migrating is a human right.”
Non-Fiction, News Article (Journalism); Activism; Various – El
Salvador, Nicaragua, Haiti, and Sudan; Weeks 11-12: Activism
Rudder, D. (1998). The Immigrants. [Re-recorded by Gaby Moreno and Van

Dyke Parks in 2018].
This song was originally written by calypso artist David Rudders in
response to the brutal assault of Abner Louima, Haitian-immigrant, by
NYC police officers. Guatemalan immigrant Moreno recorded a new
version of the song in 2018. All proceeds from the 2018 song have been
used to support immigrants in the USA. In spite of the song’s tragic
origin, the words, lyrics, and melody are uplifting and inspiring. Non-
Fiction, Song (R&B); Survival; Americas – Trinidad
Weeks 9-10: Survival (Modern Folklore)
Say, Allen. (1993). Grandfather’s Journey. Boston, MA: Houghton Mifflin.

Grandfather has moved from Japan to the United States, but his love for
Japan remains. This story speaks to older generations of immigration and
how home doesn’t have to be in one place. Fiction, Picture Book
(Narrative); Identity; Asia – Japan; Week 2: Historical Immigration
Sondheim, S. and Bernstein, L. (Songwriter). (1961). America [Video File].

Retrieved from: https://www.youtube.com/watch?v=YhSKk-cvblc
This musical number comes from the 1961 award-winning musical,
Westside Story. In this number Puerto Rican immigrants (most of whom are
played by white actors) sing this darkly comedic, and at times hopeful, song
about the immigrant experience. Anita optimistically sings, “Life is alright in
America,” which is quickly rebutted by Bernardo and the boys, “if you’re all-
white in America.” Fiction, Video (Musical); Survival; Americas – Puerto
Rico; Week 1: Introduction
St. John, W. (2012) Outcasts United (adapted for YA). New York, NY: Random
House.
In this inspiring true story, a female soccer coach forms, supports, and
advocates for young refugees who form a soccer team. Non-Fiction, Chapter
Book (Narrative); Activism; Middle East – Jordan (and others); Literature Circle
Surat, M. M. and Mai, V.D. (1989). Angel Child, Dragon Child. New York, NY:
Scholastic.
Ut experiences bullying and name-calling. Bullying classmate, Raymond,
slowly gets to know Ut and changes his bullying ways.Fiction, Picture Book
(Narrative); Acceptance; Asia – Vietnam; Weeks 3-4: Acceptance
Tonatiuh, D. (2013). Pancho Rabbit and the Coyote. New York, NY: Abrams
Books.
This allegorical picture book that integrate elements of folklore alludes to the
struggles of many migrant families who fearfully and hopefully join migrant
caravans in Latin America. Fiction, Picture Book (Narrative - Modern
Folklore); Survival; Americas – Unnamed; Weeks 9-10: Survival (Modern
Folklore)
Tonatiuh, D. (2014). Separate is Never Equal: Sylvia Mendez and Her Family’s
Fight for Desegregation. New York, NY: Abrams Books.
With pre-Colombian inspired illustrations, this book tells the story of one
family’s fight for desegregation in California. Non-Fiction, Picture Book
(Narrative); Activism; Americas – Mexico & Puerto Rico; Weeks 11-12:
Activism
Williams, M. and Christie, R. G. (Illustrator). (2013). Brothers in Hope: The

Story of the Lost Boys of Sudan. New York, NY: Lee & Low Books.
This historical fiction tells the story of 8-year-old war refugee Garang who
survives against great obstacles in this courageous tale of survival.
Garang walks across countries, leaving his homeland of Sudan and
eventually arriving in the US. Fiction, Picture Book (Narrative); Survival;
Africa – Sudan; Weeks 7-8: Survival
Wong, J.S. and Chodos-Irvine, M. (Illustrator). (2006). Apple Pie 4th of July.
Boston, MA: Houghton Mifflin.
A young Chinese American girl is embarrassed that her parents are making
ethnically Chinese dishes for the Fourth of July, but by the end of the book she
makes a surprising discovery. Fiction, Picture Book (Narrative); Identity; Asia –
China; Weeks 13-14: Identity
Yang, G. L. (2006). American Born Chinese. New York, NY: First Second Books.
Yang intertwines three different storylines while exploring themes of identity and
coming-of-age in this witty graphic novel. Fiction, Chapter Book (Graphic Novel);
Identity; Asia – China; Literature Circle
Zamora, J. (2016). Let Me Try Again.

Award-winning poet Javier Zamora was born in 1990 in El Salvador and
migrated to the United States as a 9-year-old unaccompanied author. This poem
is part of a collection which tells an auto-biographical account of his immigration
and how migration has shaped his family. Non-Fiction, Poem (Poem); Survival;
Americas – El Salvador; Weeks 7-8: Survival
Desired Outcomes
This project aims to facilitate the growth of my students’ language skills. In addition to
expanding vocabulary and improving linguistic abilities and intelligibility, I hope to foster
critical reading skills which enable my students to question and evaluate literature and
knowledget. I aim to support my students’ speaking and pragmatic skills through the many
group discussion and individual presentations. I also hope to facilitate the development of my
student’s “writerly” mind (Sipe, 2002) and writing skills in English.
Freire (2010) suggests educators can either become perpetuators of the status-quo or
challenge existing power structures and become agents of change. I hope to challenge the
existing power structure in my classroom and enable an environment in which my students
can participate as subject matter experts based on their lived experiences and knowledge.
Through our work together, I will learn more about my students and their experiences and
also about myself as person and educator.
Language is one of the ways in which humans construct, regulate, and change the social
world. With language and cultural skills, speakers can “resist negative stereotyping, change
their social role, and become socially visible” (Roberts and Cooke, 2009, p.635). Throughout
this semester, my students will analyze how authors, artists, illustrators, singers, and activists
use language to construct and shape the world. Through this project, I hope my students can
explore their cultural identities and voices in English, and perhaps they, too, can begin to use
the English language to construct and challenge the social world around them.
References
Adichie, C. N. [TED talk]. (2019, July). The Danger of a Single Story [Video file]. Retrieved
from https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story
Barone, D. (2010). Exploring Qualities of Visual Representation. In Children's Literature in the
Classroom: Engaging Lifelong Readers (pp. 124-150). New York, NY: Guilford Press.
Duke, N. 2013. Informational Texts and the CCSS: Pitfalls and Potential. [Video File],
Retrieved from: https://www.youtube.com/watch?v=1RcDHVlpr6k&feature=youtu.be
Freire, P. (2010). Pedagogy of the oppressed (30th anniversary ed., chapter 2). New York,
NY: The Continuum International Publishing Group.
Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education,
53(2), 106-116.
Kiefer, B. & Tyson, C. (2014). Charlotte Huck’s Children’s Literature. A Brief Guide. 2nd
edition. The McGraw-Hill Company, Inc. New York.
Roberts, C., & Cooke, M. (2009). Authenticity in the Adult ESOL Classroom and Beyond.
TESOL Quarterly, 43(4), 620-642.
Rog, L. & Kropp, P. 2004. Putting It All Together: The Multi-Genre Project. In The Write
Genre: Classroom Activities and Mini-lessons that Promote Writing with Clarity, Style
and Flashes of Brilliance. Portsmouth, NH: Stenhouse Publishers.
Sipe, L. (2002). Talking Back and Taking over: Young Children's Expressive Engagement
during Storybook Read-Alouds. The Reading Teacher, 55(5), 476-483.
Sturgell, I. (2008). Touchstone Texts: Fertile Ground for Creativity. The Reading Teacher,
61(5), 411-414.
Yopp, R. H., & Yopp, H. K. 2002. Young Children’s Limited and Narrow Exposure to
Informational Text. The Reading Teacher, 65, p. 480-490.

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Running head: Immigrant Experiences: A Multi-Genre Project 1

Immigrant Experiences: A Multi-Genre Project in the Adult ESOL Classroom

ELM 537: Teaching Elementary Literature

APA Title Page

Immigrant Experiences: A Multi-Genre Project in the Adult ESOL Classroom

As ESOL educators, we have a responsibility to support not only the vocabulary,

cultural development (Gay, 2002). I am an adult ESOL teacher at Durham Technical

quality and diverse texts, and participatory learning.

Culturally Responsive Content

As an ESOL teacher who strives to build a culturally responsive classroom, I seek to

complexity of a wide variety of immigrant experiences.

texts discuss discrimination, marginalization, and other challenges language minority

cultural awareness and pragmatic abilities to “impose reception as legitimate speakers” in

tools to navigate their worlds.

High Quality and Diverse Texts

strategically incorporate high-quality texts presenting a theme from different perspectives.

I have attempted to incorporate different kinds of informational texts such as a auto-

Participatory Learning for Real-World Impact

When we break the traditional dichotomy of knowledge, wherein educators hold

coinvestigators” alongside students (Freire, 2010, p. 250), we can participate in thoughtful

corresponding state standards.

nationalities and economic, professional, educational, and personal histories.

tried to limit out-of-classroom work, as many of my students work full-time. The

assignments serve as evidence of student cultural and language learning.

be completed without internet/computer access.

weakness. Student work samples in the portfolio include: 1) America Reflection, 2)

Compare and Contrast Essay, 3) Self-Review of Summary Presentation, 4) Self-Review of

Video Performance, 5) Wordless Representation of Personal Immigrant Experience, 6)

Poem, 7) Self-Evaluation of Song Message, 8) Critical Analysis Essay, 9) My Name is

Essay for Chapter Book.

are represented in the texts.

• CCSS.ELA-LITERACY.RL.6.9 Compare and contrast texts in different forms or

• CCSS.ELA-LITERACY.RL.6.2 Determine a theme or central idea of a text and

picture book? Preferences? Teen Leads Lawsuit to Keep

CCSS.ELA-LITERACY.SL.6.4 Back Again. New York, NY:

Choi, Y. (2003). The Name Jar. Decorah, IA: Dragonfly Books.

de la Pena, M. (2008). Mexican Whiteboy. New York, NY: Delacorte Press.

de la Pena, M. and Robinson, C. (Illustrator). (2018). Carmela Full of Wishes.

Kim, P. and Sanchez, S. (Illustrator). (2015). Here I Am.Mankato, MI: Picture

Mobbin-Uddin, A. and Kiwak, B. (Illustrator). (2005). My Name is Bilal.

Muñoz Ryan, P. (2002). Esperanza Rising. New York, NY: Scholastic.

Public International Radio (adapted by NewsELA staff). (2019). California Teen

Rudder, D. (1998). The Immigrants. [Re-recorded by Gaby Moreno and Van

Say, Allen. (1993). Grandfather’s Journey. Boston, MA: Houghton Mifflin.

Sondheim, S. and Bernstein, L. (Songwriter). (1961). America [Video File].

Williams, M. and Christie, R. G. (Illustrator). (2013). Brothers in Hope: The

Zamora, J. (2016). Let Me Try Again.

student’s “writerly” mind (Sipe, 2002) and writing skills in English.

existing power structure in my classroom and enable an environment in which my students

also about myself as person and educator.

Barone, D. (2010). Exploring Qualities of Visual Representation. In Children's Literature in the

Retrieved from: https://www.youtube.com/watch?v=1RcDHVlpr6k&feature=youtu.be

NY: The Continuum International Publishing Group.

edition. The McGraw-Hill Company, Inc. New York.

TESOL Quarterly, 43(4), 620-642.

and Flashes of Brilliance. Portsmouth, NH: Stenhouse Publishers.

during Storybook Read-Alouds. The Reading Teacher, 55(5), 476-483.

Informational Text. The Reading Teacher, 65, p. 480-490.

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