Curriculum / ELA / 2nd Grade / Unit 4: Stories of Immigration / Lesson 22
ELA
Unit 4
2nd Grade
Lesson 22 of 29
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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.
Book: The Storyteller's Candle by Lucia Gonzalez p. 16 — to end
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
How does the Three Kings Day celebration help bring the community together? How does it help bring Puerto Rico to New York?
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Questions about the text that will help guide the students understanding
The adults “doubted” whether they should go inside the library. Why?
Model fluent reading: Watch as my voice changes as I read Pura Belpre’s story. How do you know she is speaking now?
How does the community prepare for the Three Kings Day celebration?
The author says, “The reading room had become an Island in the Caribbean.” Explain what she means.
Pura Belpre says that the library belongs to you all. Is this true? How did it become true?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
"word got around"
phrase
news about something or someone reached other people
"chimed in"
to add your opinion
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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.2.6 — 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.2.1.d — Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
L.2.1.f — Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).
L.2.4.a — Use sentence-level context as a clue to the meaning of a word or phrase.
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.
Next
Describe how and why Xochitl and her family bring El Salvador to California by describing key details and events from the text.
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
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.2.3RL.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.
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.
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
RI.2.3RI.2.6
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
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