Standards-Based Unit Planning Template

Part 1: Unit Planning Template

Teacher(s) Heather Childress

Subject(s)/Course(s):__Social Studies_ Grade/Level: ______5th______

Unit Topic/Focus: __Immigration and Ellis Island_____

Integration with other content areas: _Technology, Reading, and Writing

Estimated time for implementation: _2 weeks/ 15 hours _

Connections to previous/future learning: Passage to Freedom (Reading Story from Scott Foresman

Standards (see Combined Curriculum Documents and others): Academic Expectations Program of Studies Core Content for Assessment 1.2 Students make sense of the SS-5-CS-S-1 RD-05-3.4 variety of materials they read. Students will demonstrate an Students will identify main understanding of culture & ideas and details that support 1.3 Students make sense of the cultural elements of diverse them. various things they observe. groups. WR-E-1.1.00 1.4 Students make sense of the SS-5-HP-S-1 Students will establish and various messages to which Students will demonstrate an maintain a focused purpose they listen. understanding of the to communicate with an interpretative nature of history authentic audience 1.16 Students use computers and using a variety of tools other kids of technology to WR-E-1.200 collect, organize, and SS-5-HP-S-2 Students will support main communicate information and Students will use information ideas and deepen the ideas. from print and audience’s understanding of non-print sources. purpose by developing 2.15 Students can accurately logical, justified, and suitable describe various forms of T-I-ICP-U-4 explanations government and analyze Students will understand that issues that relate to the rights technology is used to SS-05-5.2.3 and responsibilities of citizens communicate in a variety of ways Students will compare in a democracy. including global communications. reasons immigrants came to America long ago with why 2.16 Students observe, analyze, T-I-ICP-S-C2 immigrants come to American and interpret human Students will participate in online today behaviors, social groupings, group projects and learning Standards-Based Unit Planning Template

and institutions to better activities using technology SS-05-5.2.5 understand people and the communication. Students will describe relationships among significant historical events in individuals and among T-I-ICP-S-C4 each of the broad historical groups. Students will use technology to periods and eras in U.S. collect data for content area history 2.17 Students interact effectively assignments/projects. and work cooperatively with SS-05-1.3.2 the many ethnic and cultural T-I-ICP-S-C5 Students will describe specific groups of our nation and Students will use a variety of rights& responsibilities world. tools and formats to summarize individuals have as citizens of and communicate the results of the United States & explain 2.19 Students recognize & observations and investigations. why civic engagement is understand the relationship necessary to preserve a between people & geography T-I-ICP-S-C6 democratic society. & apply their knowledge in Students will use online real-life situations. collaborative tools. SS-05-3.3.1 Students will give examples 2.20 Students understand, T-I-SESI-U-2 of markets in different periods analyze, & interpret historical Students will understand that of U.S. History (Colonization, events, conditions, trends, & technology is used in Expansion, Industrialization, issues to develop historical collaborative and interactive and Twentieth Century to perspective. projects to enhance learning. Present) & explain similarities & differences. T-I-SESI-U-4 Students will understand that SS-05-4.4.1 technology is used in jobs and Students will explain & give careers to support the needs of examples of how people the local and global community. adapted to/modified the physical environment to meet T-I-SESI-S-S2 their needs during the history Students will apply safe behavior of the U.S. (Colonization, when using technology Expansion) & analyze the impact on their environment. T-I-SESI-S-E2 Students will explore, investigate SS-05-5.2.2 and participate in the use of Students will explain reasons technology in an appropriate, immigrants came to America safe and responsible manner. long ago (Colonization & Settlement, Industrialization & T-I-SESI-S-S14 Immigration, Twentieth Students will explain how Century to Present) & technology has had an influence compare with why immigrants on our world. come to America today.

T-I-RIPSI-S-R1 SS-05-5.2.4 Standards-Based Unit Planning Template

Students will gather and use Students will describe accurate information from a significant historical events in variety of electronic sources in all each of the broad historical content areas. periods and eras in U.S. history (Colonization & T-I-RIPSI-S-R3 Settlement, Revolution & a Students will evaluate the New Nation, Expansion & accuracy, relevance, Conflict, Industrialization & appropriateness, Immigration, Twentieth comprehensiveness and bias of Century to Present) & explain electronic information sources. cause & effect relationships.

T-I-RIPSI-S-IPS2 Students will use technology to solve problems using critical thinking and problem-solving strategies.

Other Standards (e.g., national, district, English language proficiency, Kentucky World Languages Framework, technology, Kentucky Occupation al Skill Standards, etc.): Standards-Based Unit Planning Template

Technology Standards:

1.1 Students apply existing knowledge to generate new ideas, products, or processes. 2.2 Students communicate information and ideas effectively to multiple audiences using a variety of media and formats. 2.3 Students develop cultural understanding and global awareness by engaging with learners or other cultures. 2.4 Students will contribute to project teams to produce original works or solve problems. 3.1 Students plan strategies to guide inquiry. 3.2 Students locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. 4.2 Students plan and manage activities to develop a solution or complete a project. 4.4 Students use multiple processes and diverse perspectives to explore alternative solutions. 5.1 Students advocate and practice safe, legal, and responsible use of information and technology. 6.1 Students understand and use technology systems. 6.2 Students select and use applications effectively and productively. 6.4 students transfer current knowledge to learning of new technologies.

Unit Organizer: A statement or question that:  Focuses on realistic issues or problems  Communicates the content standards in a way that engages students

 Connects learning to prior knowledge, experiences, skills, beliefs, and customs

This unit will focus on immigration and the lives of people that have made the choice to come to America. The hardships that they have faced and their trials and tribulations.

Why did they leave their homes for the unknown?

Part 1: Unit Planning Template Essential Questions (3-5 questions that guide lesson planning/focus): Each question reflects  Selected content standards  Connection of learning with living  Thinking, Problem-Solving, Application of Learning Standards-Based Unit Planning Template

 Engaging, Student-Centered Instruction

Why was Ellis Island chosen as the new port for immigration? Who were/are the immigrants to the United States? What did/do immigrants find distinctive about America? What is it like to live in the United States as an immigrant?

Connections to Literacy: Literacy includes, reading, writing, and the creative and analytical acts involved in producing and comprehending text.

Books for Literary Circles A True Story of Ellis Island by: Patricia Ryon Quiri A Nation of Many Colors by: Joshua Nissenbaum The Land of Opportunity by: Peggy Bresnick Kendler Immigrant Children in New York City by: Lillian Forman Doll Hospital by: Joan Holub A Country on the Move by: Mary C. Turck Immigration by: Kids Discovery Immigrant Kids by: Russell Freedman Last Road to Safety: A True Story by: Peggy Mann Ellis Island New Hope in a New Land by: William Jay Jacobs Immigrants by: Martin W. Sandler Who belongs Here? by: Margy Burns Knight Play The New Life of an Immigrant by: Scott Foresman

Part 1: Unit Planning Template

Culminating Activity/Assessment: A product or performance that  Allows learner to demonstrate their knowledge of targeted content standards through a variety of formats (Universal Design).  Offers choice to meet learners differentiated needs.  Directs the development of instructional strategies and activities.  Includes scoring guide/rubric to inform learners of expectations.

Culminating Activity/ Assessment Students will be assessed in a variety of ways throughout the unit. The two major assessments are the On- Demand Article and the CPS Test.

Other Assessments that will be used throughout the unit * K-W-L Chart Activity Standards-Based Unit Planning Template

* Class Discussions on The Immigrant Experience by: Mindsparks * Packing Suitcase Activity * Smart Board Activity * PowerPoint with United Streaming Clip * Open Response Question “Immigrant Life-Late 1800’s and Early 1900’s” * The Nystrom Atlas of Our Country’s History Hands-On Atlas Activity * United Streaming Video and Quiz * Hollywood Squares review game * Photo Story discussion

Resources/Technology: Resources to be used that support teaching and learning within the unit of study. Resources should include multiple means to access curriculum (i.e., audio, visual, multi- media, and technology).

* Smart Board Discussion and Venn Diagram work Virtual Tour of Ellis Island~ http://teacher.scholastic.com/activities/immigration/tour/index.htm * PowerPoint with Encyclomedia Clip (Coming to America) * Other Encyclomedia Clips Moving to America: Then and Now Immigration to the United States: American Heritage * Video~ Island of Hope-Island of Tears * Photo Story 3~ Ellis Island * Classroom Performance System Test Immigration and Ellis Island (2 Weeks)

Day  Begin unit by completing a K-W-L Chart 1  Allow students to act out The New Life of an Immigrant by: Scott Foresman  As a class complete and discuss the Scholastics Virtual Tour (DOK 2~Make Observations / TS 2.2/ T- I-RIPSI-S-IPS2)  Complete CPS Quiz to review and discuss key concepts (DOK 2~ Summarize/ TS 5.1, 6.1 and 6.2/ T-I-SESI-S-S2)

Day  Begin discussing The Immigrant Experience: Depart 2 Standards-Based Unit Planning Template

to New World  Students will pack their own suitcases as if they were an immigrant coming to America.  Smart Board Activity (DOK 3~ Compare and Contrast/ TS 2.2 and 3.2/ T-I-ICP-S-C5)

Day  Continue discussing The Immigrant Experience: 1st 3 Contacts in America and The Immigrants as Seen By Others  United Streaming Clip (DOK 3~ Relate/ TS 2.3/ T-I- ICP-S-C4)

Day  Discuss PowerPoint with Clip (DOK 4~ Connect and 4 Analyze/ TS 2.2, 2.4, and 3.1/ T-I-ICP-S-C4 and T-I- RIPSI-S-R1)  On-Demand Article (Included in clip) Rubric

Day  The Immigrant Experience: Adapt to a New Life 5  Complete Open Response Question

Day  The Nystrom Atlas of Our Country’s History Hands-On 6 Atlas Activity

Day  Literary Circles~ Read and discuss trade books 7 Day  Continue Literary Circle Discussions 8 Day  Watch and discuss Video~ Island of Hope-Island of 9 Tears (DOK 3~ Relate/ TS 2.3/ T-I-ICP-S-C4)

Day  Conclude with Photo Story and Discussion (DOK 4~ 10 Analyze/ TS 1.1, 2.2, and 3.2/ T-ICP-S-C5 and T-I- RIPSI-S-IPS2) Standards-Based Unit Planning Template

 Play Hollywood Squares Power Point Game (DOK 1~ Recall/ TS 2.2/ T-ICP-U-4 and T-I-ICP-S-C5)  Complete test using CPS System (DOK 2~ Summarize/ TS 5.1, 6.1 and 6.2/ T-I-SESI-S-S2)