Curriculum / ELA / 2nd Grade / Unit 4: Stories of Immigration / Lesson 10
ELA
Unit 4
2nd Grade
Lesson 10 of 29
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Identify the main purpose of the text and infer what the author is trying to explain or describe.
Book: Landed by Milly Lee pp. 25 – 35
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
What does the author want us to know about immigration after reading this text?
An example response to the Target Task at the level of detail expected of the students.
Questions about the text that will help guide the students understanding
Why do you think the poems on the wall were “sad and bitter?”
Look at the illustration on page 28. How does it help you understand how Sun was feeling?
Model fluent reading: Read aloud this page with an emphasis on Sun’s feelings. Use the punctuation and word choice to read with expression. Ask: “What did you notice about how I read the text fluently?
What is a compass? Why is Sun excited about the compass?
Sun waited at Angel Island for over four weeks. Compare that to an immigrant at Ellis Island.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
dreading
v.
looking ahead with worry and fear
bitter
adj.
a feeling of anger and sadness
compass
n.
a tool to determine direction
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RI.2.6 — Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
Standards that are practiced daily but are not priority standards of the unit
L.2.4 — Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
RF.2.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.2.4 — Read with sufficient accuracy and fluency to support comprehension.
RI.2.4 — Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
RI.2.7 — Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
RI.2.9 — Compare and contrast the most important points presented by two texts on the same topic.
RI.2.10 — By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2—3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
SL.2.1 — Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
SL.2.2 — Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
Lesson 9
Lesson 11
Describe different reasons people chose to settle in the Americas by identifying and explaining the connection between historical events and ideas.
RI.2.3
Describe what happened at Ellis Island by identifying and explaining the connection between historical events.
RI.2.3 RI.2.7
Writing
Explain why the United States is called “a nation of immigrants” by writing simple sentences in the past tense.
L.2.1.d L.2.1.f W.2.2
Explain how the author uses images and diagrams to help a reader better understand early immigration by explaining how specific images contribute to or clarify understanding of a text.
RI.2.7
Describe how the author uses photographs to help a reader better understand life on Ellis Island by explaining how specific images contribute to and clarify understanding of a text.
Describe the challenges Gittel faced when immigrating to the United States by identifying key details in the text.
RI.2.3 RL.2.2
RI.2.6
Describe what life was like on Angel Island using details from the video.
Explain why Sun can only use his memory to get to America by recalling key details and events from the text.
RI.2.3 RL.2.7
Describe the dangers and hardships the Lost Boys faced by describing reasons an author uses to support points in a text.
RI.2.3 RI.2.8
Explain what life was like for the Lost Boys in the refugee camp and how life would be different in the United States by identifying and describing reasons an author uses to support points in a text.
Describe the memories the people from the Island bring with them when they moved by describing how reasons support particular points.
RI.2.8 RL.2.7
Describe the challenges Amada and her family face when trying to get to the United States and how they feel about the different challenges by drawing conclusions about characters and character feelings.
Describe the challenges Alfredo and his Papa face when trying to get to the United States and how they feel about the different challenges by drawing conclusions about characters and character feelings.
Writing – 3 days
Interview a family member, neighbor, friend, or school staff member. Write a letter to the person explaining what you learned from them and why you admire them.
L.2.2.b L.2.6 SL.2.2 SL.2.4 SL.2.6 W.2.1 W.2.7 W.2.8
Discussion & Writing – 3 days
Discuss the different reasons people choose to immigrate and settle in a new community.
Write a letter to a child whose family is about to immigrate and settle in a new community by stating an opinion and supplying supporting reasons.
L.2.1.d L.2.2.b L.2.6 SL.2.1 SL.2.2 SL.2.6 W.2.1 W.2.5 W.2.7 W.2.8
Describe how Hildamar and Santiago’s feelings about living in El Barrio began to change by drawing conclusions about characters and character feelings.
RL.2.3
Explain what the author is trying to describe or explain about immigration by identifying and explaining how the Three Kings Day celebration brought the community together.
RI.2.3 RI.2.6
Describe how and why Xochitl and her family bring El Salvador to California by describing key details and events from the text.
Explain what the author is trying to teach a reader about immigration by identifying and explaining the main purpose of a text.
RI.2.3 RI.2.6 RL.2.7
Describe the confusing feelings some immigrants have when they immigrate to a new country by identifying character actions, dialogue, and feelings.
Informative Writing – 4 days
Research a culture that is represented in your class or community. Create a presentation to teach others about the culture.
L.2.6 SL.2.2 SL.2.4 SL.2.6 W.2.2 W.2.5 W.2.7 W.2.8
Opinion Writing – 4 days
Defend how immigrants enrich a community. Write a letter that explains how immigrants can enrich the community.
L.2.1.d L.2.2.a L.2.2.b SL.2.1 SL.2.1 SL.2.6 W.2.1 W.2.5 W.2.8
Assessment
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