This unit consists of six lessons that focus on reading and analyzing nonfiction texts while investigating the theme of human migration. Migration (movement) from place to place is a routine part of many students’ lives. Students encounter many problems and must adjust to difficult situations when they move into new communities and schools. By addressing migration, this unit makes personal connections with students.
Student learning is assessed both formatively, to help the teacher shape instruction, and summatively, to determine student proficiency. In the summative assessment, students use pre- and post-reading strategies for nonfiction texts. Students also identify and explain figurative language in nonfiction text. For writing skills summative assessment, students write two expository essays, one persuasive and one cause/effect.
The goal of this unit is for students to meet the grade-level expectations for reading and writing nonfiction.
§ What strategies do good readers use to understand nonfiction text?
§ Why would an author include figurative language in nonfiction text?
§ What is an effective persuasive argument?
§ What are the causes and effects of human migration?
§ How has society been changed by human migration?
§ How does movement of populations impact you as an individual?
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Lesson One |
Pre-Reading Strategies § Literature: None § Supplies: pencil or pen, sticky notes, journal § Handouts: Thirteen Reasons our Ancestors Migrated, Celebrating World Refugee Day newspaper article § Formative Assessment: provided |
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Lesson Two |
Post-Reading Strategies § Literature: None § Supplies: overhead, pencil or pen, sticky notes § Handouts: Thirteen Reasons our Ancestors Migrated, List of Poetry Skills Definitions § Formative Assessment: provided |
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Lesson Three |
Paraphrasing and Summarizing § Literature: None § Supplies: pen or pencil, paper, journal § Handouts: Thirteen Reasons our Ancestors Migrated, Celebrating World Refugee Day newspaper article, Children of Immigrants article from No Child Left Behind § Formative Assessment: provided |
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Lesson Four |
Analyzing Two or More Non-Fiction Texts § Literature: None § Supplies: chart paper, colored markers, overhead § Handouts: Thirteen Reasons our Ancestors Migrated, Celebrating World Refugee Day newspaper article, Compare/Contrast graphic organizer, three simple paragraphs to make inferences § Formative Assessment: provided |
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Lesson Five |
Problem-Solving Processes and Figurative Language § Literature: three books on printout list § Supplies: chart paper, tape, sticky notes, colored markers, journals § Handouts: speech about immigration reform, examples of onomatopoeia and alliteration § Formative Assessment: provided |
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Lesson Six |
Expository Writing – Informational Brochure § Literature: None § Supplies: cardstock, markers, assorted drawing materials § Handouts: examples of persuasive essays, two travel brochures, graphic organizer to write essay for travel brochure § Formative Assessment: provided |
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Summative Assessment |
Complete questions, activities and assessment related to: pre-reading and post-reading strategies, using figurative language, identifying author’s purpose, comparison and contrast with a graphic organizer, writing a short story and composing a persuasive essay § Literature: A Life Revealed by Cathy Newman, In Search of a Better Life newspaper article § Materials: pen or pencil, writing paper § Handouts: assessment sheets with 15 questions including comparison/contrast graphic organizer |
In this unit, students develop the following communication-arts skills (targeted learning) as they investigate the concept of courage. While supporting students in the development of these skills, teachers should consider students’ previous learning and keep in mind their future learning. Although the following chart lists each grade-level expectation in its entirety, the bold type denotes the specific parts of a grade-level expectation addressed in the unit.
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PREVIOUS LEARNING |
TARGETED LEARNING
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FUTURE LEARNING
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R1F Apply pre-reading strategies to aid comprehension; access prior knowledge; preview; predict; set a purpose and rate for reading |
R1F Apply pre-reading strategies to aid comprehension of nonfiction text; access prior knowledge; preview; predict; set a purpose and rate for reading |
R1F Apply pre-reading strategies to aid comprehension; access prior knowledge; preview; predict; set a purpose and rate for reading |
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R1H Apply post-reading skills to comprehend and interpret text; question to clarify; reflect; analyze; draw conclusions; summarize; paraphrase |
R1H Apply post-reading skills to comprehend and interpret nonfiction text; question to clarify; reflect; analyze; draw conclusions; summarize; and paraphrase |
R1H Apply post-reading skills to comprehend and interpret text; question to clarify; reflect; analyze; draw conclusions; summarize; paraphrase |
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R3A Apply information in format, graphics, sequence, maps, diagrams, charts, and index to clarify and connect concepts to the main ideas |
R3A Analyze nonfiction text features in newspapers and magazines to clarify meaning |
R3A Analyze the features of consumer texts, such as product information and instructional data to clarify meaning |
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R3B Identify and explain figurative language in nonfiction text (emphasize simile, metaphor, and personification) |
R3B Identify and explain figurative language in nonfiction text (emphasize onomatopoeia and alliteration) |
R3B Identify and explain figurative language in nonfiction text (emphasize hyperbole, imagery, and symbolism) |
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R3C Use details from text to restate main idea and supporting details; sequence events; identify and explain cause and effect; compare and contrast; make predictions; make inferences; evaluate the accuracy of the information; identify and interpret author’s ideas and purpose; make inferences about problems and solutions |
R3C Use details from text to paraphrase author’s stated ideas; make predictions; make inferences; evaluate the accuracy of the information; identify and interpret author’s purpose , slant and bias; respond to two or more sources; sequence events; compare and contrast details; identify and explain cause and effect; identify problem solving processes and explain the effectiveness of solutions |
R3C Use details from text to summarize author’s ideas; make predictions; make inferences; evaluate the accuracy of the information; analyze propaganda techniques; analyze two or more nonfiction texts; sequence events; compare and contrast; identify and explain cause and effect; compare author’s viewpoint and provide support; identify problem solving processes and explain the effectiveness of solutions |
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W3C Write expository and persuasive paragraphs (emphasizing compare/contrast) with and effective topic sentence or a point to prove; three or more supporting sentences; a concluding sentence |
W3C Write expository and persuasive paragraphs (including cause/effect) with a strong controlling idea; supporting and concluding sentences; appropriate logical sequence; relevant details, facts and/or examples from one or more sources; multi-paragraph essays |
W3C Write expository and persuasive paragraphs (including compare/contrast and cause/effect) with a strong controlling idea, supporting and concluding sentences, appropriate logical sequence, effective writing techniques (e.g., imagery, humor, point of view and voice); multi-paragraph essays drawing from a variety of sources; responses to literature that show an understanding of theme and characters, using details/examples from the text as support |
Goal 1: The student will gather, analyze, and apply information and ideas
1.5 comprehend and evaluate written, visual, and oral presentations and works
1.6 discover and evaluate patterns and relationships in information, ideas, and structures
1.8 organize date, information, and ideas into useful forms (including charts, graphs, outlines) for analysis or presentation
Goal 2: The student will communicate effectively within and beyond the classroom
2.1 plan and make written, oral and visual presentations for a variety of purposes and audiences
Goal 3: The student will recognize and solve problems
3.1 identify problems and define their cope and elements
3.5 reason inductively from a set of specific facts and deductively from general premises
3.6 examine problems and proposed solutions from multiple perspectives
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Suggestion
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The following list of nonfiction books about people on the move may be used or substituted as needed: A Personal Tour of Ellis Island by Robert Young Becoming A Citizen by Fred Bratman Ellis Island by Hal Marcovitz Ellis Island (We the People Series) by Lucia Raatma We Are Americans by Dorothy and Thomas Hoobler The President’s Puppy by Linda Oatman High (figurative language) |
BIBLIOGRAPHY
Allen, J. (2004). Tools for Teaching Content Literacy. Stenhouse Publishers.
Harvey, S. & Goudivis, A. (2000) Strategies That Work: Teaching Comprehension to Enhance Understanding. Stenhouse.
Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom Instruction That Works: Research-based Strategies for Increasing Student Achievement. ASCD.
McKeown, M., Beck, G., Sinatra, G., & Lowterman, J. (1992). The Contribution of Prior Knowledge and Coherent Text to Comprehension. Reading Research Quarterly, 27:79-93.
McRel. (2002). Teaching Reading in the Content Areas: If Not Me, Then Who?
Project CRISS. (1988). Project CRISS: Creating Independence Through Student-owned Strategies.
Vygotsky, I. (1986). Thought and Language. MA: MIT Press.
· Class copies of the following passages:
Pres. Bush’s World Refugee Day speech or teacher selected substitute text http://search.epnet.com/direct.asp?an=7037737&db=fth
Celebrating World Refugee Day in Washington, D.C.
http://www.unhcr.org/cgi-bin/texis/vtx/news/opendoc.htm?tbl=NEWS&id=3d2422e44
“13 Reasons Our Ancestors Migrated” http://www.ancestry.com/library/view/columns/george/1436.asp
· Additional resources for the unit: To differentiate instruction, the following articles may be used as substitutes for lesson articles in the unit. These articles tend to be shorter and easier to read. Additionally, students have written many of the articles.
“Teen Immigrants: 5 American Stories” http://search.epnet.com/login.aspx?direct=true&AuthType=cookie,ip,url,uid&db=prh&an=7363941
“The Change”
http://search.epnet.com/login.aspx?direct=true&AuthType=cookie,ip,url,uid&db=prh&an=7694999
“Faith of Their Fathers” http://www.metroactive.com/papers/cruz/07.26.00/migrantworkers-0030.html
Noncombatants: In the Line of Fire http://www.nationalgeographic.com/eye/refugees/phenomena.html
Out of the Darkness: The Story of Blacks Moving North, 1890-1940: James Haskins
What are You?: Voices of Mixed-race Young People: Pearl Fuyo Gaskins
Amistad: A Long Road to Freedom: Walter Dean Myers
The Mexican American Family Album: Dorothy Hoobler
· Suggested articles for assessment:
“A Live Revealed” http://magma.nationalgeographic.com/ngm/afghangirl/ Link to National Geographic article about the Afghan girl on the cover of a 1985 magazine – where she is now.
“In Search of a Better Life” http://search.epnet.com/login.aspx?direct=true&Authtype=cookie,ip,url,uid&db=prh&an=9317652
Suggested source for creation of scoring guides: www.rubistar.com