Unit 2, Week 2
Immigration
Anticipatory set:
Building background knowledge: Ask students to do a KWL or a web stating what they currently know about immigration. Have S turn and talk to share out ideas.
Central Idea Lesson/Introduce Greek/Latin roots
I DO:
T will explicitly define immigration, introducing the Latin root “migrare” which means to leave one place and wander to another.
T will explain how Latin roots help us to build other words with similar meanings and can be used to determine the meanings of unknown words. T will introduce other words with the same root –
Immigrant, migrate, migration, emigrate
T will point out that as S explore immigration, they will continue to notice words with the same root and to record in their notebook and discuss the meanings.
T will introduce the term central idea. T will make the correlation between central ideas and main ideas, pointing out the that central idea is “what the text is all about”. T will model finding the central idea of a short text (1 paragraph), a mid-length text (4-5 paragraphs), and a long text (1 page or more), using the text “The Great Immigration debate.” T will model pulling out important words that are repeated, and stand out as important details.
Paragraph 1
important details (5W’s) – Eileen, Andres, both students of U of A, both grew up in Arizona, immigration, not much in common
Central Idea – Eileen and Andres are both students and residents in Arizona, but have different ideas on immigration.
Paragraphs 2-7
Important words – Goheen, Gamboa, illegal, immigration, law, Arizona, threatened, racism, fear, Washington, illegal immigrants, divide, debate (repeated or strong feeling words)
Central Idea- The two students Goheen and Gamboa have different ideas about immigration. Goheen feels that illegal immigrants are threatening her safety, and is excited about the law allowing immigrants to be arrested. Gamboa feels the law is threatening to those who are immigrants, they are in fear of begin affected by the racism of those around them. The debate over illegal immigrants has become an issue in Washington that is dividing Americans.
WE DO:
S will read Path to Legalization and pull out important words/details. T/S will create a central idea together using the web, with teacher guidance.
Questions for discussion:
S will read “Most Explosive Issue” with a partner and do the same as above.
YOU DO:
Jigsaw activity – in small groups, S will read the sections, A History of wariness, Keeping out the Chinese, Mixed Families, and Will Congress Act.
Questions for discussion:
Students will pull out important words/details and create a web and central idea.
Record and share any words derived from the root “migrare”, then work with peers to determine the meaning of the words.
Close Read of Lengthy Article on Immigration and Individual Rights – for RI 6.8
http://www.theobjectivestandard.com/issues/2008-spring/immigration-individual-rights/
Learning Objectives:
Distribute text and guide students through a close reading of the article, using the following guiding questions:
Building background knowledge: Ask students to do a KWL or a web stating what they currently know about immigration. Have S turn and talk to share out ideas.
Central Idea Lesson/Introduce Greek/Latin roots
I DO:
T will explicitly define immigration, introducing the Latin root “migrare” which means to leave one place and wander to another.
T will explain how Latin roots help us to build other words with similar meanings and can be used to determine the meanings of unknown words. T will introduce other words with the same root –
Immigrant, migrate, migration, emigrate
T will point out that as S explore immigration, they will continue to notice words with the same root and to record in their notebook and discuss the meanings.
T will introduce the term central idea. T will make the correlation between central ideas and main ideas, pointing out the that central idea is “what the text is all about”. T will model finding the central idea of a short text (1 paragraph), a mid-length text (4-5 paragraphs), and a long text (1 page or more), using the text “The Great Immigration debate.” T will model pulling out important words that are repeated, and stand out as important details.
Paragraph 1
important details (5W’s) – Eileen, Andres, both students of U of A, both grew up in Arizona, immigration, not much in common
Central Idea – Eileen and Andres are both students and residents in Arizona, but have different ideas on immigration.
Paragraphs 2-7
Important words – Goheen, Gamboa, illegal, immigration, law, Arizona, threatened, racism, fear, Washington, illegal immigrants, divide, debate (repeated or strong feeling words)
Central Idea- The two students Goheen and Gamboa have different ideas about immigration. Goheen feels that illegal immigrants are threatening her safety, and is excited about the law allowing immigrants to be arrested. Gamboa feels the law is threatening to those who are immigrants, they are in fear of begin affected by the racism of those around them. The debate over illegal immigrants has become an issue in Washington that is dividing Americans.
WE DO:
S will read Path to Legalization and pull out important words/details. T/S will create a central idea together using the web, with teacher guidance.
Questions for discussion:
- What are some of the issues surrounding the immigration crisis?
- How are do the two girls, Goheen and Gamboa’s ideas influenced by their government
S will read “Most Explosive Issue” with a partner and do the same as above.
YOU DO:
Jigsaw activity – in small groups, S will read the sections, A History of wariness, Keeping out the Chinese, Mixed Families, and Will Congress Act.
Questions for discussion:
- How are the issues facing the government similar or different from those of the past?
- What are some of the issues surrounding illegal immigration? Which of these issues seem to be a good way to solve the conflict?
Students will pull out important words/details and create a web and central idea.
Record and share any words derived from the root “migrare”, then work with peers to determine the meaning of the words.
Close Read of Lengthy Article on Immigration and Individual Rights – for RI 6.8
http://www.theobjectivestandard.com/issues/2008-spring/immigration-individual-rights/
Learning Objectives:
- Trace and evaluate the argument and specific claims in a text.
- Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
- Use textual evidence to support the analysis of what the text says explicitly.
- Require and use accurately general academic and domain-specific words and phrases.
Distribute text and guide students through a close reading of the article, using the following guiding questions:
- First Read: Read the article and note any words that are interesting or need clarification.
- Second Read: What is the author’s point of view in this article? What words make you believe that?
- Third Read: What arguments or claims does the author make about immigration? What evidence does he give to support those arguments or claims?
- Fourth Read: How does the government influence the author’s viewpoint? Who determines who’s right or wrong in the immigration issue?