Curriculum / ELA / 2nd Grade / Unit 4: Stories of Immigration / Lesson 26

Stories of Immigration

Lesson 26

ELA

Unit 4

2nd Grade

Lesson 26 of 30

Login or Create Account to view this lesson

Lesson Overview

Objective

Describe the confusing feelings some immigrants have when they immigrate to a new country by identifying character actions, dialogue, and feelings.

Readings and Materials

Book: The Arabic Quilt: An Immigrant Story by Aya Khalil pp. 1–14

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.
Download Page with Annotations

Share with my team(s)

Post as a note "From the Fishtank Team"

Are You Sure?

Are you sure you want to delete this note? This action cannot be undone.
Rubric: Editing Checklist 2 (G2, U4)

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.
Download Page with Annotations

Share with my team(s)

Post as a note "From the Fishtank Team"

Are You Sure?

Are you sure you want to delete this note? This action cannot be undone.

Lesson Map

Describe different reasons people chose to settle in the Americas by identifying and explaining the connection between historical events and ideas.

Coming to America pp. 1–18 — (pp. 1–2, 5–18)

Standards

L.2.2.aRI.2.3

Describe what happened at Ellis Island by identifying and explaining the connection between historical events.

Coming to America pp. 18–30

Standards

RI.2.3RI.2.7

Explain why the United States is called "a nation of immigrants" by writing simple sentences in the past tense.

Standards

L.2.1.dL.2.1.fW.2.2

Use coordinating conjunctions and a comma to produce compound sentences.

Ellis Island Image Set (G2, U4, L4)
Compound Sentences Brainstorming Sheet (G2, U4, L4)

Standards

L.2.1.fL.2.2.a

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.

Ellis Island pp. 4–11

Standards

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.

Ellis Island — pp. 16–23, 26–28

Standards

RI.2.7

Describe the challenges Gittel faces when immigrating to the United States by identifying key details in the text.

Gittel's Journey pp. 1–20

Standards

RI.2.3RL.2.2

Identify the main purpose of the text and infer what the author is trying to explain or describe.

Gittel's Journey pp. 21–36

Standards

RI.2.6

Describe what life was like on Angel Island using details from the video.

“Discovering Angel Island” — (0:00-6:32)
“Angel Island...”

Standards

RI.2.3

Explain why Sun can only use his memory to get to America by recalling key details and events from the text.

Landed — pp. 1–4, 12, 15–24

Standards

RI.2.3RL.2.7

Identify the main purpose of the text and infer what the author is trying to explain or describe.

Landed pp. 25–35

Standards

RI.2.6

Describe the dangers and hardships the Lost Boys face by describing reasons an author uses to support points in a text.

Brothers in Hope pp. 1–20

Standards

RI.2.3RI.2.8

Explain what life is like for the Lost Boys in the refugee camp and how life will be different in the United States by identifying and describing reasons an author uses to support points in a text.

Brothers in Hope — pp. 21 — to end

Standards

RI.2.3RI.2.8

Expand sentences by appropriately using adjectives and adverbs and choosing between them when writing.

Sentence Expansion Guide (G2, U4, L14)
Sentence Expansion Guide Example (G2, U4, L14)
Kernel Sentence Cards (G2, U4, L14)

Standards

L.2.1.e

Describe the memories the people from the Island bring with them when they move by describing how reasons support particular points.

Islandborn pp. 1–22

Standards

RI.2.8RL.2.7

Identify the main purpose of the text and infer what the author is trying to explain or describe.

Islandborn — pp. 23 — to end

Standards

RI.2.6

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.

My Diary from Here to There pp. 1–21

Standards

RI.2.3RI.2.8

Identify the main purpose of the text and infer what the author is trying to explain or describe.

My Diary from Here to There — pp. 22 — to end

Standards

RI.2.6

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.

La Frontera pp. 1–24

Standards

RI.2.3RI.2.8

Identify the main purpose of the text and infer what the author is trying to explain or describe.

La Frontera — pp. 25 — to end

Standards

RI.2.6

Discussion & Writing

Discuss the different reasons people choose to immigrate and settle in a new community.

Standards

L.2.6SL.2.1SL.2.2SL.2.6W.2.8

Describe how Hildamar and Santiago's feelings about living in El Barrio begin to change by drawing conclusions about characters and character feelings.

The Storyteller's Candle pp. 1–15

Standards

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.

The Storyteller's Candle p. 16 — pp. 16 — to end

Standards

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.

Xochitl and the Flowers pp. 1–19

Standards

RI.2.3RI.2.8

Explain what the author is trying to teach a reader about immigration by identifying and explaining the main purpose of a text.

Xochitl and the Flowers — pp. 20 — to end

Standards

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.

The Arabic Quilt pp. 1–14

Standards

RI.2.3RI.2.8

Explain what the author is trying to teach a reader about immigration by identifying and explaining the main purpose of a text.

The Arabic Quilt — pp. 15 — to end

Standards

RI.2.6

Research a culture that is represented in your class or community. Create a presentation to teach others about the contributions of that culture.

Day 1 - Brainstorming

Brainstorm a shared research question and begin researching the contributions of an immigrant culture on the community.

Culture Research Project Notetaker (G2, U4, L28)
Culture Research Project Notetaker Example (G2, U4, L28)

Standards

W.2.2W.2.7W.2.8

Day 2 - Drafting

Draft an informational paragraph about the contributions of a culture that introduces a topic, includes related details, and provides a concluding statement.

Single Paragraph Outline
Single Paragraph Outline Example (G2, U4, L28)

Standards

W.2.2W.2.7

Day 3 - Revision & Editing

Revise and edit an informational paragraph to prepare for a presentation.

Shuffled Sentences Handout (G2, U4, L28)

Standards

W.2.2W.2.5W.2.7

Day 4 - Publishing

Finalize a presentation about the contributions of a culture in your classroom or community.

Presentation Slide — Digital (G2, U4, L28)
Presentation Slide — Printable (G2, U4, L28)
Culture Presentation Example (G2, U4, L28)

Standards

W.2.2W.2.7

Write an opinion essay celebrating the ways immigrants enrich a community, supporting ideas with reasons and evidence.

Day 1 - Brainstorming

Brainstorm reasons and evidence to support an opinion about how immigrants enrich a community.

Single Paragraph Outline
Single Paragraph Outline Example (G2, U4, L29)

Standards

W.2.1W.2.7

Day 2 - Drafting

Draft an opinion paragraph that includes a clear opinion, supporting reasons, and a concluding statement.

Single Paragraph Outline
Notice and Wonder Peer Feedback Form (G2, U4, L29)
Friendly Letter Mentor Text (G2, U4, L29)

Standards

L.2.2.bW.2.1W.2.5

Day 3 - Revision & Editing

Revise and edit a friendly letter that includes an opinion paragraph.

Revision Texts (G2, U4, L29)
Revision Strategy Menu (G2, U4, L29)

Standards

W.2.1W.2.5

Gauge student understanding of unit content and skills with one of Fishtank's unit assessments.

Bring Fishtank
to Your School

We Handle Materials So You Can Focus on Students

We Handle Materials So You Can Focus on Students

We've got you covered with rigorous, relevant, and adaptable ELA lesson plans for free