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Immigration Letters

Katie Risolo

Professor Salvato

Course: EDU 504

Date: October 11, 2015

Grade: 5th Grade

Topic: Immigration

Content Area: ELA

Lesson Objectives
Following a read-aloud of Coming to America, a story of Immigration by Betsy Maestro,
students will write 3 imaginary letters to family members in their native country (about deciding
to leave for America, being on the boat coming to America and what it was like going through
Ellis Island) in a well-constructed paragraph based on a teacher-constructed rubric.
CCLS/+NYS Standards and Indicators
Language Arts (CCLS): Writing (W.5.3):
Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences.
Indicator:
This will be evident when the students write 3 distinct letters about various parts of
immigrating in detail using descriptive writing.
Language Arts (CCLS): Writing (W.5.4):
Produce clear and coherent writing in which the development and organization are appropriate to
task, purpose, and audience.
Indicator:
This will be evident when the students write 3 distinct letters about various parts of
immigrating using clear and concise writing and organization.
Social Studies (NYS): History (5.1.3):
The migration of the groups of people in the United States, Canada, and Latin America has led to
cultural diffusion because people carry their ideas and ways of life with them when they move
from place to place.
Indicator:
This will be evident when the students study the immigration of groups of people through
Ellis Island into the United States.
Motivation

Immigration Letters

The students will watch various clips of the YouTube video (Ellis Island The Immigrant
Experience) featuring first-hand accounts of immigrants who entered the United States through
Ellis Island. Following the video, the teacher will engage the students in a brief discussion about
what it was like to leave their home for a new country.
Materials

SmartBoard
Internet
Coming to America, a story of Immigration by Betsy Maestro
One worksheet packet per student
Teacher constructed rubrics
Pens
Learning Strategies

Read Aloud: The teacher will read a story to the students about immigration.
Teacher Demonstration: Before the activity, the teacher will demonstrate how each activity
works.
Free Write: The students will write 3 letters independently using different writing prompts.
Group Discussion: This will be evident when the whole class participates in a discussion
regarding the writing process and their letters.
Role Play: The students will have the opportunity to share their letters to a partner and also
present them to the class.
Adaptations

The student with a significant grapho-motor disability will use a voice-to-text application
for writing assignments.
The student who is an English language learner will be provided with content specific
vocabulary words, definitions and visual aids prior to the lesson.
Differentiation of Instruction

Tier 1: Students will complete the Immigration Letters activity independently. Each writing
prompt will provide the students with a letter outlined for them and spaces for the student to fill
in. The students are encouraged to use any hand-outs and notes to draw ideas from.
Tier 2 and 3: Students will complete the Immigration Letters activity independently. The
students are encouraged to use any hand-outs and notes to draw ideas from.

Immigration Letters

Developmental Procedures

Students will participate in a whole class discussion after watching the Ellis IslandThe
Immigrant Experience YouTube video.
(What kinds of people did you see hear from in the video? Which images or videos stood
out to you most and why? What kinds of feelings and experiences did the immigrants
mention? How might have you felt if you were in their shoes?)
Students will work independently to complete the 3 letters.
(Remember to use your hand-outs and notes as a reference. How might have you felt
leaving for America, while on the boat, or arriving in America? What thoughts would be
running through your mind? Which kinds of experiences influenced your feelings?
How/Why?)
Students will turn to a partner and share their letters.
(Take turns with your partner sharing each letter. How are your letters similar/different?
Which feelings were present? How might the person receiving the letter respond?)
Students will participate in a whole class discussion about their writing and have the
opportunity to present to the class.
(Are your feelings the same throughout each letter or have they changed? Is there a
pattern? How might the person receiving the letter respond?)
Assessment

Students will write and complete 3 letters on the corresponding worksheets (Decision to
Leave, On the Boat, Arrival in America) independently as per the rubric.
Students will make connections and write detailed experiences regarding immigration. The
students are encouraged to use hand-outs from previous lessons and notes.
Students will then turn to a partner and share their letters before participating in a group
discussion of their letters and have the opportunity to share with the rest of the class as well.
Independent Practice
Following the place value activities, the students will work independently on page 4 of their
packet. The students will use information provided on the previous pages to choose one number
(how many immigrants came through Ellis Island during one year span) and complete the
attached chart. The students will write the number in the place value chart then fill out the
standard form, expanded form and word form for the number.
Follow-up: Direct Teacher Intervention and Academic Enrichment
Direct Teacher Intervention:

Immigration Letters

The teacher will work independently with the student who needs any academic support
with the Immigration Letters activities.
The teacher will provide the student with key vocabulary words and prompt the student to
draw on their knowledge of immigration.
The teacher and student will work together to create a bullet list of ideas to include in
each letters.
The teacher will allow the student to go back to their desk to complete each letter then
return to go over them together.
If necessary, the teacher and student will, together, complete each activity.

Academic Enrichment:

The student will draw a detailed comic strip (featuring 4 boxes) for each letter. Each
comic strip must represent the letter correctly. The student will bring the drawings to
school the next day and share them with the class.

Immigration Letters

Teacher References
WOR (July 10, 2015). Ellis IslandThe Immigrant Experience. [Video File].
Retrieved from https://www.youtube.com/watch?v=zXzxQS36sK8
BrainPop. (2014). Ellis Island. BrainPop Educators. Retrieved from
http://educators.brainpop.com/bp-jr-topic/ellis-island/
History.com. (2009). Ellis Island. History.com. Retrieved from
http://www.history.com/topics/ellis-island

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