Curriculum / ELA / 2nd Grade / Unit 4: Stories of Immigration / Lesson 3

Stories of Immigration

Lesson 3

ELA

Unit 4

2nd Grade

Lesson 3 of 30

Lesson Overview

Objective

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

Readings and Materials

Book: Coming to America: The Story of Immigration by Betsy Maestro

Lesson Notes

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Lesson Map

Lesson

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

Materials

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

Standards

L.2.2.aRI.2.3

Lesson

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

Materials

Coming to America pp. 18–30

Standards

RI.2.3RI.2.7

Lesson

Writing

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

Lesson

Language

Use coordinating conjunctions and a comma to produce compound sentences.

Materials

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

Standards

L.2.1.fL.2.2.a

Lesson

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.

Materials

Ellis Island pp. 4–11

Standards

RI.2.7

Lesson

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.

Materials

Ellis Island — pp. 16–23, 26–28

Standards

RI.2.7

Lesson

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

Materials

Gittel's Journey pp. 1–20

Standards

RI.2.3RL.2.2

Lesson

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

Materials

Gittel's Journey pp. 21–36

Standards

RI.2.6

Lesson

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

Materials

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

Standards

RI.2.3

Lesson

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

Materials

Landed — pp. 1–4, 12, 15–24

Standards

RI.2.3RL.2.7

Lesson

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

Materials

Landed pp. 25–35

Standards

RI.2.6

Lesson

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

Materials

Brothers in Hope pp. 1–20

Standards

RI.2.3RI.2.8

Lesson

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.

Materials

Brothers in Hope — pp. 21 — to end

Standards

RI.2.3RI.2.8

Lesson

Language

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

Materials

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

Standards

L.2.1.e

Lesson

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

Materials

Islandborn pp. 1–22

Standards

RI.2.8RL.2.7

Lesson

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

Materials

Islandborn — pp. 23 — to end

Standards

RI.2.6

Lesson

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.

Materials

My Diary from Here to There pp. 1–21

Standards

RI.2.3RI.2.8

Lesson

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

Materials

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

Standards

RI.2.6

Lesson

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.

Materials

La Frontera pp. 1–24

Standards

RI.2.3RI.2.8

Lesson

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

Materials

La Frontera — pp. 25 — to end

Standards

RI.2.6

Lesson

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

Lesson

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

Materials

The Storyteller's Candle pp. 1–15

Standards

RL.2.3

Lesson

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.

Materials

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

Standards

RI.2.3RI.2.6

Lesson

Describe how and why Xochitl and her family bring El Salvador to California by describing key details and events from the text.

Materials

Xochitl and the Flowers pp. 1–19

Standards

RI.2.3RI.2.8

Lesson

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

Materials

Xochitl and the Flowers — pp. 20 — to end

Standards

RI.2.3RI.2.6RL.2.7

Lesson

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

Materials

The Arabic Quilt pp. 1–14

Standards

RI.2.3RI.2.8

Lesson

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

Materials

The Arabic Quilt — pp. 15 — to end

Standards

RI.2.6

Lesson

Writing

Overview

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.

Materials

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.

Materials