Curriculum / ELA / 2nd Grade / Unit 4: Stories of Immigration / Lesson 17
ELA
Unit 4
2nd Grade
Lesson 17 of 29
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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.
Book: La Frontera: El Viaje Con Papa/My Journey with Papa by Deborah Mills, Alfredo Alva, and Claudia Navarro pp. 1 – 24
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Describe the challenges that Alfredo and his Papa face when trying to get to the United States. How do they feel about the different challenges?
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 did Alfredo and his Papa decide to leave home? How did they feel?
Mama tells Alfredo to “think of yourself as a little bird who does not need much to eat or drink to keep flying north. Just like the swallows we see every spring.” What does this mean? Why do you think she says this?
Describe Alfredo and Papa’s journey so far.
Model fluent reading: There are many new and tricky words on this page. Watch me as I use my syllabication routine to break down the words and decode them. What did I do as a good reader?
What other challenges do Alfredo and his papa face on their journey? How do they feel?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
stealthy
adj.
sneaky
provide
v.
to give what is needed
flourish
to grow in a strong, healthy way
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RI.2.3 — Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
RI.2.8 — Describe how reasons support specific points the author makes in a text.
Standards that are practiced daily but are not priority standards of the unit
L.2.1.d — Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
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.
L.2.4.a — Use sentence-level context as a clue to the meaning of a word or phrase.
L.2.6 — Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
RI.2.4 — Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
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.
RL.2.7 — Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
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 16
Lesson 18
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
Identify the main purpose of the text and infer what the author is trying to explain or describe.
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.
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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