DESE Model Curriculum

GRADE LEVEL/UNIT TITLE: 6/Immigrating to USA Course Code: ELA

UNIT DESCRIPTION:
The unit Immigrating to USA has as its focus immigration to the United States and the effects immigration has upon the lives of people. The unit contains seven lessons, each with a formative assessment and one comprehensive summative assessment. As a result of participation in the unit, students will read informational and literary text, make inferences, use evidence to support claims, stances, and predictions, compare and contrast one author’s presentation of information and ideas with that of another, determine central ideas of text, create non-subjective summaries and determine author’s purpose. When writing, students will introduce claims, organize reasons/evidence logically and provide effective concluding statements. Additionally, students will use relevant and credible information from print and digital resources and provide basic bibliographic information for sources. Students will conduct a short research project, use technology to produce and publish writing and collaborate with others. The summative assessment is comprehensive in nature and incudes three types of items, selected-response, constructed-response and a writing prompt.
Diverse Learners
Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at . Resources based on the Universal Design for Learning principles are available at .
Provide Feedback / SUGGESTED UNIT TIMELINE: approximately 6 weeks
CLASS PERIOD (min.): 50 minutes daily
ESSENTIAL QUESTIONS:
  1. How might an author’s presentation of information differ with that of another?
  2. Why is it necessary to make logical inferences to determine author’s purpose or central idea?
  3. Why is it important to support claims with clear and relevant textual evidence?
  4. How are research and inquiry related?
  5. Why is it important to use relevant and credible information from print and digital resources?
  6. How does technology allow writers to collaborate with others?

ESSENTIAL MEASURABLE LEARNING OBJECTIVES / CCSS LEARNING GOALS (Anchor Standards/Clusters) / CROSSWALK TO STANDARDS
GLEs/CLEs / PS / CCSS / OTHER / DOK
1. When reading informational or literary text, the student will cite textual evidence and examples to support claims. / R.1: Read closely to determine what the text says explicitly and to make logical inference from it; cite specific textual evidence when writing or speaking to support conclusions drawn from text. / R.1.H.6.a
R.1.H.6.b
R.1.H.6.c
R.1.H.6.f
R.1.H.6.g
R.1.H.6.h
R.1.H.6.i
R.2.C.6.a
R.2.C.6.b
R.2.C.6.c
R.2.C.6.d
R.2.C.6.e
R.2.C.6.f
R.2.C.6.g
R.2.C.6.h
R.2.C.6.i / 1.6
3.5 / RI.6.1
RL.6.1 / 2
3
2. When reading informational and/or literary text, the student will make logical inferences based on what the text says explicitly and use the information to support claims, stances, predictions and analysis. / R.1: Read closely to determine what the text says explicitly and to make logical inference from it; cite specific textual evidence when writing or speaking to support conclusions drawn from text.
W.9: Draw evidence from literary or informational texts to support analysis, reflection or research. / R.1.H.6.a
R.1.H.6.b
R.1.H.6.c
R.1.H.6.f
R.1.H.6.g
R.1.H.6.h
R.1.H.6.i
R.2.C.6.a
R.2.C.6.b
R.2.C.6.c
R.2.C.6.d
R.2.C.6.e
R.2.C.6.f
R.2.C.6.g
R.2.C.6.h
R.2.C.6.i
W.3.A.6.a / 1.6
3.5
4.1 / RI.6.1
RL.6.1
W.6.9.b / 2
3
3. When reading informational and/or literary text, the student will compare and contrast one author’s presentation of information, ideas, and/or events with that of another. / R.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches authors take. / R.1.I.6.a
R.3.C.6.g
R.2.C.6.c / 1.6 / RI.6.9 RL.6.9 / 3
4. When reading informational text, the student will determine central idea of text and use evidence from text to explain why he/she beliefs this to be the central idea. / R.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. / R.1.H.6.b / 3.5
2.4 / RI.6.2 / 3
5. When reading informational text, the student will create a non-subjective summary. / R.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. / R.1.H.6.i / 3.5 / RI.6.2 / 2
3
6. When reading informational text, the student will determine author’s purpose and will use evidence from the text to explain how purpose is conveyed. / R.6: Assess how point of view or purpose shapes the content and style of a text. / R.3.C.6.a / 2.4 / RI.6.6 / 2
3
7. When reading informational and/or literary text, the student will use text from media sources and/or printed sources as a basis to develop an understanding of a topic or issue. / R.7: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. / 1.5
1.6 / RI.6.7 / 2
3
8. When writing, the student will introduce claims, support them with clear and relevant evidence, organize logically and provide a concluding statement that follows from the arguments presented. / W.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. / W.3.A.6.a
W.3.A.6.b
W.2.C.6.a
W.2.B.6.a
W.2.B.6.b / 2.1
3.5 / W.6.1.a
W.6.1.b
W.6.1.e / 2
3
9. When writing, the student will conduct short research projects to answer a question, drawing on several sources and refocusing inquiry when appropriate. / W.7: Conduct short, as well as sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. / 1.1
1.2
1.3
1.4 / W.6.7 / 3
4
10. When writing, the student will use relevant and credible information from print and digital resources and/or provide basic bibliographic information for sources. / W.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. / I.1.A.6 / 1.2
1.4 / W.6.8 / 2
3
11. In writing, the student will use technology to produce and publish writing and collaborate with others. / W.6: Use technology, including the internet, to produce and publish writing and to interact and collaborate with others.
W.7: Conduct short, as well as sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. / I.1.B.6.a / 1.4
2.1 / W.6.6
W.6.7 / 2
3
4
ASSESSMENT DESCRIPTIONS*:
Formative Assessments:
Assessment 1:Making Logical Inferences: Useinformation from a digital informational text called Relive: A Boy’s Journey information from an excerpt taken from the literary text, Roll of Thunder Hear My Cry (Found in the CCSS, Appendix B, page 80) to explain how immigrants are like “fig trees”. Cite at least two pieces of specific evidence from each text. Objective 2
Assessment 2: Compare and Contrast Authors’ Ideas: Read a short informational text entitled Why Do People Immigrate to the USA? the lyrics from the song, America by Neil Diamond compare and contrast one author’s presentation of the reasons people immigrate to the USA to that of another. Explain the similarities and differences between what one author claims the reasons for immigration to be to the reasons the other author gives for immigration. Objective 3
Assessment 3:Using Digital and Print Resources: Use information gained from print and digital resources to write an essay that proves the following claim to be true. Riis and Hassam both depicted NYC during the same time period, yet they chose strikingly different subject matter because each man was trying to send a different message and each man had a different purpose. Use information from two informational texts (biographies), four paintings by Hassam, and several pictures taken by Riis to support the claim. Objective 7 Resources: Lesson_3\Frederick Childe Hassam Biography Shortened Version.docx
Assessment 4: Using Technology to Collaborate: How do various types of print and digital sources combine give you a better picture of the immigration experience than just printed informational text or printed literature alone? Write your response in your journal and place your response on the classroom Blog or Wiki. Comment on two other responses using the classroom Wiki or Blog. Objective 11
Assessment 5:Citing Textual Evidence: Read chapters 1-6 from LiKeng Wong’s story about coming to America from China ( and use information from the text to write a response paper to a James Baldwin quotation, “Know from whence you came, there are absolutely no limitations to where you can go.” Write your response from LiKeng Wong’s point of view. Make sure your paper clearly introduces the claim(s), supports it/them with clear and relevant evidence, is organized logically and provides a concluding statement that follows from the arguments presented. Post your response paper on the classroom Wiki or Blog and compare it to responses by your classmates. Objectives 1, 8
Assessment 6:Determining Central Idea and Author’s Purpose: Use an article from the internet to learn about the life of Jacob Riis ( determine central idea and author’s purpose, write a non-subjective summary, and cite specific textual evidence to support reasoning. Objectives 4, 5, 6
Assessment7:Research and Argumentative Paper Work with a classmate to conduct a short research project (using both print and digital sources) to determine whether the reasons for current immigration to the USA are similar to or different from the reasons of those who immigrated over two hundred years ago to North America. Examine the creditably of sources used. Use information gained from your review of digital and print sources to write a well-developed argumentative paper related to the comparison of the reasons for immigration between the two time periods. Be sure to cite basic bibliographic information using the format specified by your teacher. Objectives 8, 9, 10
Summative Assessment: Read a fictional text called Amir( an informational text called The Challenges of Immigrationto answer several questions, both multiple-choice and constructed response. The questions will require the reader to make inferences about what the text says explicitly, cite specific evidence from both texts, identify and justify the central idea, and author’s purpose, write two non-subjective summaries and make comparisons between the two texts. Additionally, write a well-developed paper in response to a prompt to clearly explain how immigration not only impacts the lives of people but entire cultures. Use evidence in your paper from informational and literary texts you have read over the course of the unit. Post your first draft paper on the classroom Wiki or Blog for peers to proofread. Use suggestions from peers and a scoring guide to create a final draft paper. Publish your paper on the classroom Wiki or Blog. Objectives 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
*Attach Unit Summative Assessment
Obj. # / INSTRUCTIONAL STRATEGIES (research-based): (Teacher Methods)
2 / Lesson 1: Making Logical Inferences
1. Assessment for Learning: The teacher will use student friendly language to share the learning objective for the lesson. “In this lesson, you will practice making inferences when reading by using two thinking processes…deductive and inductive reasoning. Inductive reasoning means moving from a big general idea (generalization) to specific facts and deductive reasoning, means using specific details as a basis to make a generalization.”
2. Thinking Map/Visual Organizers/Modeling: Model how to use a Deductive Thinking Map with students, show examples, and give them opportunities to practice. Ask students to work with a partner to complete a Deductive Thinking Map for each one of the following:
•Provide four specific examples to support the claim: People Immigrate to the USA for Different Reasons.
•Provide four examples to support the prediction: I predict people become [stronger/weaker] in character when they immigrate to a foreign country.
•Provide four specific examples to support the stance: It is better to live in a “new” country with individual freedoms than live in an “old” county with limited to no freedoms.
3. Cooperative Learning: Have students share results of their Deductive Thinking Map usinga cooperative learning strategy.
4. Thinking Map/Visual Organizers/Modeling: Model how to use an Inductive Thinking Map with students, show examples, and give them opportunities to practice.Ask students to work with a partner to complete an Inductive Thinking Map for each one of the following:
•Read three facts: 1) To find a better paying job. 2) To have individual freedoms. 3) In hopes of accumulating wealth. Based on the facts, what in conclusion might you draw? OR What do the three facts have in common?
•Read three facts: 1) Learning to speak and write a new language. 2) Establishing an identity in a new country. 3) Learning new customs. Based on the fact, what conclusion might you draw? OR What do the three facts have in common?
5.Cooperative Learning: Have students share results of their Inductive Thinking Map using a cooperative learning strategy.
6.Metacognition/Reflection: Ask students to reflect in their journals. Which was more difficult, completing a Deductive Thinking Map or an Inductive Thinking Map? Explain why.
7. Administer Formative Assessment 1: Making Logical Inferences: Use deductive and inductive reasoning, information from a digital informational text called Relive: A Boy’s Journey information from an excerpt taken from the literary text, Roll of Thunder Hear My Cry (Found in the CCSS, Appendix B, page 80) to explain how immigrants are like “fig trees”. Cite at least two pieces of specific evidence from each text.
Obj. # / INSTRUCTIONAL ACTIVITIES: (What Students Do)
2 / Lesson 1: Making Logical Inferences
1. Make sure you have a clear understanding of the purpose of the lesson: To practice making inferences when reading texts by using two thinking processes…deductive and inductive reasoning. Inductive reasoning means moving from a big general idea (generalization) to specific facts and deductive reasoning, means using specific details as a basis to make a generalization.
2. Listen to your teacher’s explanation on how to use a Deductive Thinking Map and look at the examples of completed maps. Work with a partner to complete a Deductive Thinking Map for each one of the following:
•Provide four specific examples to support the claim: People Immigrate to the USA for Different Reasons.
•Provide four examples to support the prediction: I predict people become [stronger/weaker] in character when they immigrate to a foreign country.
•Provide four specific examples to support the stance: It is better to live in a “new” country with individual freedoms than live in an “old” county with limited to no freedoms.
3. When called upon to do so, share responses with your classmates using a cooperative structure.
4. Listen to your teacher’s explanation on how to use a Inductive Thinking Map and look at the examples of a completed maps. Use prior knowledge, and work with a partner to complete an Inductive Thinking Map for each one of the following:
•Read three facts: 1) To find a better paying job. 2) To have individual freedoms. 3) In hopes of accumulating wealth. Based on the facts, what in conclusion might you draw? OR What do the three facts have in common?
•Read three facts: 1) Learning to speak and write a new language. 2) Establishing an identity in a new country. 3) Learning new customs. Based on the fact, what conclusion might you draw? OR What do the three facts have in common?
5. When called upon to do so, share responses with your classmates using a cooperative structure.
6. Reflect in your journal: Which was more difficult, completing a Deductive Thinking Map or an Inductive Thinking Map? Explain why.
7. Take Formative Assessment 1: Making Logical Inferences
Obj. # / INSTRUCTIONAL STRATEGIES (research-based): (Teacher Methods)
3 / Lesson 2: Compare and Contrast Authors’ Ideas
1.Assessment for Learning: The teacher will use student friendly language to share the learning objective for the lesson. “To compare and contrast between texts. In this lesson, you will briefly review a thinking process, you have learned in the past called ‘compare and contrast.’ To compare and contrast means to find similarities or how things are alike and to find differences or how things are different.”
2. Modeling: Use a Venn Diagram to model for students how to find similarities and differences. Compare something not related to content such as apples and oranges.Discuss with students how texts may be compared. Model for students how to compare two texts.
3. Compare/Contrast using Cooperative Learning: Each student will make a listing of why people immigrate to the USA. Next, each student will join with one another person to compare and contrast the reasons on each other’s list. Then, the pair will join with another pair to share the findings of their comparison.
4.Metacognition/Reflection: Ask each student to journal the most important thing learned today and why he/she believes it to be most important.
5. Administer Formative Assessment 2: Compare and Contrast Author’s Ideas: Read a short informational text entitled Why Do People Immigrate to the USA?( and the lyrics from the song, America by Neil Diamond ( to compare and contrast one author’s presentation of the reasons people immigrate to the USA to that of another. Explain the similarities and differences between what one author claims the reasons for immigration to be to the reasons the other author gives for immigration. Be sure to cite evidence from both sources in your comparison.
Obj. # / INSTRUCTIONAL ACTIVITIES: (What Students Do)
3 / Lesson 2: Compare and Contrast Authors’ Ideas
1. Make sure you have a clear understanding of the objective and purpose of the lesson…to refine your ability to make comparisons when reading texts and refine a thinking process called ‘compare and contrast.’
2. Write a response to the prompt: “People immigrate to the USA for many reasons. What do you think a few of these reasons might be? Write a list of reasons on paper.” Join with another person to compare and contrast the reasons on each one of your lists. Look for similarities and differences. What reasons are common to both lists? What reasons are unique to just one list? Join your pair with another pair to share the findings of your comparison.
3. Journal the most important thing learned today and why you believe it to be most important.
4. Take Formative Assessment 2: Compare and Contrast Author’s Ideas
Obj. # / INSTRUCTIONAL STRATEGIES (research-based): (Teacher Methods)
7 / Lesson 3: Using Digital and Print Resources
1. Assessment for Learning: The teacher will share the objective and purpose for the lesson using student friendly language. “During this lesson, you will learn how to use different kinds of sources, both print and media sources.”