This project is to be completed during 1st/2nd quarter.
The goal of this inquiry project is for students to explore how immigration changed America and the lives of those who settled here. Students will present their findings as an argument essay.
Proficiency Scales in Lesson Overview
To help prepare students for this GLE, the classroom teacher can use the student Performance Assessment workbook Unit 1 Argumentative essay materials. These steps use articles related to eye on technology.
This is a collaborative lesson taught by both the classroom teacher and the school librarian. Get in contact with your school librarian early to discuss scheduling and teaching responsibilities.
This lesson plan is a guideline. If you need to make minor adjustments or changes to best suit the needs of your students or the resources in your building, please do so. If you have questions about the curricular requirements, please contact Shelley Erickson or Julie Schik.
At the completion of this lesson, you will need to send two student examples each of a level 2, 3, and 4 project to your curriculum specialist or department head who will in turn submit them to your supervisor. This can be electronically or as a hard copy.
Teacher—be sure to complete this before going to library/lab:
Students will read Of Plymouth Plantation and other texts in the collection. Students will decide how immigration changed America and the lives of those who settled here and present an argument about their claim.
Collection One focuses on how relocating to the Americas changed settlers’ lives and how settlers changed the Americas through their interaction with the land and its native populations. Look back at the anchor text, Of Plymouth Plantation, to support Perspective One.
Think about the following questions
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Perspective One |
Perspective Two |
Perspective Three |
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Early settlers immigrated to America in pursuit of freedom and faced many challenges as they settled in a new land, such as famine, disease, and a lack of resources. Even though settlers relied heavily on the native population for survival, their settlement caused significant damage to native culture. |
Immigration is necessary for economic growth and increasing diversity in American society. In the regions where immigrants have settled in the past two decades, crime has gone down, cities have grown, poor urban neighborhoods have been rebuilt, and small towns have been revitalized. |
Immigrants bring with them their un-American cultures, ideas, or other factors that will undermine and destroy our economic and political institutions. The results will weaken economic growth, and immigrants will destroy more wealth than they will create over the long term. |
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Anchor Text: From Of Plymouth Plantation Pages 5-18 |
Source: |
Source:
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Teacher will introduce the requirements for the project. (See Synthesis & Sharing)
Formative Assessment: Verify all information is recorded on student handouts (can be a visual check or graded assessment)
With direct instruction from the school librarian (with support from the classroom teacher) on search strategies and recommended resources, students will locate information about their topic. Conduct independent research to find at least two additional sources: one source for Perspective Two, and one source for Perspective Three (listed in Task Definition).:
Possible Sources of information:
Formative Assessment: Consistent and frequent verbal and visual checks with student to assess if they are able to access quality resources.
Your librarian will use your school's direct links to the district databases when working with students.
Teacher will guide students through transferring information into a notes organizer. Teacher’s Edition recommends students use a graphic organizer and an outline with suggestions on what to include in Get Organized on pg. 104.
With direct instruction and support from the school librarian, students will create citations for their sources. Recommendation to use district subscription to Noodle Tools. If using Gale Student Resources in Context or Encyclopedia Britannica, citations are provided in the database. Teacher will provide instruction on internal citations.
Formative Assessment: Visual checks for completion. And/or, individual conferencing with students to determine if ready to move on to synthesis and sharing.
Teacher will review the requirements for the final project and assist students as necessary.
Required: Write an argument that persuades readers to agree with your claim about how immigration changed America and the lives of those who settled here.
Your perspective may be in full agreement with any of the others, in partial agreement, or wholly different. Whatever the case, fully support your ideas with logical reasoning and detailed, persuasive examples.
Formative Assessment: Rough draft feedback.
Summative Assessment: Use the provided proficiency scale.
Teacher will guide students as they complete the self-evaluation form containing teacher selected items from the form included on the libguide. libguides.ops.org/big6ela libguides.ops.org/big6
OR use the questions in the Reflect on the Process section of the Teacher’s Edition on the left side of pg. 604.
The self-evaluation can be as brief (one question) or as long as the teacher deems necessary. This can be a graded or non-graded activity.
Noodletools provides a format for creating research papers. It provides an area for notetaking, citation creation, and paper formation.
Guides for using Noodle Tools
This 20 minute video gives an overview on how to use NoodleTools.
This video shows how to create a new project.
This video shows how to check the format of your citation.
This video shows how to add a preformatted citation from a database or website.
Omaha Public Schools does not discriminate on the basis of race, color, national origin, religion, sex, marital status, sexual orientation, disability, age, genetic information, citizenship status, or economic status in its programs, activities and employment and provides equal access to the Boy Scouts and other designated youth groups. The following individual has been designated to address inquiries regarding the non-discrimination policies: Superintendent of Schools, 3215 Cuming Street, Omaha, NE 68131 (531-299-9822).
Las Escuelas Públicas de Omaha no discriminan basados en la raza, color, origen nacional, religión, sexo, estado civil, orientación sexual, discapacidad , edad, información genética, estado de ciudadanía, o estado económico, en sus programas, actividades y empleo, y provee acceso equitativo a los “Boy Scouts” y a otros grupos juveniles designados. La siguiente persona ha sido designada para atender estas inquietudes referentes a las pólizas de no discriminación: El Superintendente de las Escuelas, 3215 Cuming Street, Omaha, NE 68131 (531-299-9822).