Curriculum / ELA / 2nd Grade / Unit 4: Stories of Immigration / Lesson 8
ELA
Unit 4
2nd Grade
Lesson 8 of 29
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Describe what life was like on Angel Island using details from the video.
Video: “Discovering Angel Island: The Story Behind the Poems” by KQED — (0:00-6:32)
Video: “Angel Island Immigration Station Tour - AIISF” by JJMediaLabs
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
What was life like on Angel Island? Use at least two to three examples from the videos.
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Questions about the text that will help guide the students understanding
("Discovering Angel Island") Who came to Angel Island? Where were they from?
("Discovering Angel Island") Describe this man’s experience at Angel Island. Was it easy or difficult?
("Discovering Angel Island") Why were there laws that limited the number of Chinese immigrants? Do you think that’s fair?
("Discovering Angel Island") Why do you think the Chinese immigrants had to go through “grueling interrogations” before being allowed into the United States? Would it make you feel scared?
("Angel Island...") How is this map different from the one you saw in Ellis Island?
("Angel Island...") Why might immigrants have written poems on the walls at Angel Island?
("Angel Island...") Describe the Asian men’s “barracks” (living space). What was it like?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
interrogation
n.
to ask someone lots of questions for a long time
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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.
Standards that are practiced daily but are not priority standards of the unit
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).
RI.2.1 — Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in 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
Explain why Sun can only use his memory to get to America by recalling 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
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
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
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