Curriculum / ELA / 2nd Grade / Unit 4: Stories of Immigration / Lesson 16
ELA
Unit 4
2nd Grade
Lesson 16 of 29
Jump To
Lesson Notes
There was an error generating your document. Please refresh the page and try again.
Generating your document. This may take a few seconds.
Are you sure you want to delete this note? This action cannot be undone.
Identify the main purpose of the text and infer what the author is trying to explain or describe.
Book: My Diary from Here to There by Amada Irma Pérez p. 22 — to end
We participate in the Amazon Associate program. This means that if you use this link to make an Amazon purchase, we receive a small portion of the proceeds, which support our non-profit mission.
Unlock features to optimize your prep time, plan engaging lessons, and monitor student progress.
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?
Upgrade to Fishtank Plus to view Sample Response.
Questions about the text that will help guide the students understanding
Why can Amada and her family finally travel to Los Angeles? How do the different family members feel about leaving?
Nana gave Amada a new journal. Why?
Describe Amada’s journey to Los Angeles.
Model fluent reading: I am going to read this letter with expression. What does it show you about how Amada is feeling?
How does Amada feel when she is finally in Los Angeles? Why?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
border
n.
the place where two countries meet; you often need to show identification and papers to cross a border
Bring your most engaging lessons to life with comprehensive instructional guidance, detailed pacing, supports to meet every student's needs, and resources to strengthen your lesson planning and delivery.
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.a — Use sentence-level context as a clue to the meaning of a word or phrase.
RI.2.7 — Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
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.
Next
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.
Describe different reasons people chose to settle in the Americas by identifying and explaining the connection between historical events and ideas.
Standards
RI.2.3
Describe what happened at Ellis Island by identifying and explaining the connection between historical events.
RI.2.3RI.2.7
Explain why the United States is called “a nation of immigrants” by writing simple sentences in the past tense.
L.2.1.dL.2.1.fW.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.2.3RL.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.2.3RL.2.7
Describe the dangers and hardships the Lost Boys faced by describing reasons an author uses to support points in a text.
RI.2.3RI.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.2.8RL.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.
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.bL.2.6SL.2.2SL.2.4SL.2.6W.2.1W.2.7W.2.8
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.dL.2.2.bL.2.6SL.2.1SL.2.2SL.2.6W.2.1W.2.5W.2.7W.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.2.3RI.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.2.3RI.2.6RL.2.7
Describe the confusing feelings some immigrants have when they immigrate to a new country by identifying character actions, dialogue, and feelings.
4 days
Research a culture that is represented in your class or community. Create a presentation to teach others about the culture.
L.2.6SL.2.2SL.2.4SL.2.6W.2.2W.2.5W.2.7W.2.8
Defend how immigrants enrich a community. Write a letter that explains how immigrants can enrich the community.
L.2.1.dL.2.2.aL.2.2.bSL.2.1SL.2.1SL.2.6W.2.1W.2.5W.2.8
Gauge student understanding of unit content and skills with one of Fishtank's unit assessments.
Create a free account to access thousands of lesson plans.
Already have an account? Sign In
See all of the features of Fishtank in action and begin the conversation about adoption.
Learn more about Fishtank Learning School Adoption.
Yes
No
We've got you covered with rigorous, relevant, and adaptable ELA lesson plans for free