What is the immigrant experience?
SEED 1 – ELLIS ISLAND
PLAN 1 – ANGEL ISLAND
SEED 2 – DRAGON’S CHILD
SEED 3 – THE LOTUS SEED
PLAN 2 - VIETNAM
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Lesson seeds are ideas that can be used to build a lesson aligned to the CCSS. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction.
When developing lessons from these seeds, teachers must consider the needs of all learners. It is also important to build checkpoints into the lessons where appropriate formative assessment will inform a teachers instructional pacing and delivery.
This lesson seed introduces students to the unit theme, Faces of Immigration. During this time, establish the learning structures, routines, modes of presentation, and expectations for tasks and student performance. Through independent and shared reading, group discussion, students will become familiar with one aspect of American immigration. Students will gain knowledge about the European immigrant experience as they explore the essential question, What is the immigrant experience? A variety texts and resources are listed. To enhance the unit, and to promote independent reading opportunities, have multiple copies of several of the titles available throughout the unit of study.
Social Studies textbooks may also contain suitable sections on immigration.
Day 3 - 4
Writing on Demand
What is the Immigrant Experience?
This week you have been learning about immigration of long ago. Today you will write an essay to explain what the European immigrant experience was like. In your essay be sure to include:
Be sure your essay is organized, includes appropriate vocabulary, and is interesting to read. In addition to the content, you will be scored on grammar, spelling and punctuation.
RF.5.4 Read with sufficient accuracy and fluency to support comprehension.
RF.5.4a Read grade-level text with purpose and understanding.
Reading Informational Text
RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.
W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.5.9b Apply grade 5 Reading standards to information texts (e.g., Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons an evidence support which point(s)”.
W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Speaking and Listening
SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
SL.5.1b Follow agreed-upon rules for discussions and carry out assigned roles.
SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
SL.5.1d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.