Please excuse the formatting, it is long in the beginning. The "meat" of the lesson is below. This lesson is designed for beginning ELA students but can give you an idea of what a globalized lesson looks like.
UbD Template 2.0 This Unit focuses on the Global Competence of Recognizing Perspectives and Communicating Ideas
This unit is designed to be a 3-3 ½ week unit
Stage 1 Desired Results
ESTABLISHED GOALS
Socio-Emotional Language (SEL): Listening: Follow everyday
conversations with teachers or other adults (e.g., guest speakers) with clarification in L1
SEL: Writing: Form general ideas based on information
from familiar speakers, media or print in a
series of related sentences and share
SEL: Writing: Respond to personal or business correspondence
from models (e.g., announcements, invitations)
Lang. of Lang. Arts: Reading: Match causes of influences on familiar people’s lives with effect using visuals, and multi-sentence text in a small groups
Lang. of Lang. Arts: Writing: Reflect on use of newly
acquired language or language patterns (e.g.,
through self-assessment checklists) and share
Lang. of Lang Arts: Speaking: Compare/contrast
features of similar story lines (e.g., characters,
events) from different cultures using visuals or graphic organizers
Lang. of Lang. Arts: Writing: Summarize critical commentaries on issues from illustrated models or outlines
Lang. of Social Studies: Reading: Compare/contrast
visually supported information on behavior of individuals and
groups from various sources
Lang. of Social Studies: Listening: Find examples of immigrant experiences using personal interviews and visually supported text
Lang. of Social Studies: Reading: Students will find examples of immigration throughout the world using maps and charts
Transfer
Students will be able to independently use their learning to…
T1. Compare and contrast the experiences of immigrants
T2. Compare and contrast a variety of perspectives
T3. Communicate with a variety of audiences in speech and in writing
T4. Analyze the changing nature of culture
T5. Analyze the impacts of culture on individuals and societies
T6. Analyze the patterns and causes of human migration across the globe
T7. Create a narrative for themselves and another person
T8. Research another cultures
Meaning
UNDERSTANDINGS
Students will understand that…
U1. While there are often profound commonalities, the experiences of each immigrant are unique
U2. We change and are changed by the cultures we interact with
U3. Culture is a mutable and constantly changing
U4. Immigration is a human phenomenon that has significant impacts on individuals and societies across the globe
U5. Immigrants can be an outstanding resource and network for one another, despite varying backgrounds
ESSENTIAL QUESTIONS
1. What is culture?
2. How are the realities of immigrants similar, despite differing backgrounds?
3. What is unique to my experience as an immigrant?
4. How does immigration work? What causes people to immigrate to certain areas?
5. How are we changed by immigrating?
6. How do immigrants contribute to culture?
Acquisition
Students will know…
Culture, interactions among and within immigrant communities and groups of people, phenomenon and causes of immigration, global history of immigration, the impact of immigration on individuals, families and societies
Students will be skilled at…
Listening: Interviewing, outlining, matching influences
Speaking: Creating questions, comparing and contrasting, speaking with a variety of audiences
Writing: Composing questions, summarizing, analyzing text with visual support, self-reflection, forming general ideas, writing for a variety of audiences and purposes
Reading: Analyzing maps, reflection, matching influences
Stage 2 - Evidence
Evaluative Criteria
Assessment Evidence
1. Students will understand the concepts associated with immigration and be able to articulate their understanding using appropriate vocabulary
2. Students will analyze the complex and fluid nature of human immigration around the globe
3. Students will read for understanding and analyze narratives looking for themes and commonalities across texts
4. Students will reflect thoughtfully upon their own experiences and compose a piece of writing using the target vocabulary
5. Students will practice research and presentation skills, including citations
6. Students will compose thoughtful, researched questions poised to their individual interviewees background
7. Students will compare and contrast experiences across narratives in a thoughtful essay
8. Students will organize and plan a mini community event
9. Students will take action by proposing resources that would make an immigrants transition smoother
TRANSFER TASK(S):
Target Vocabulary: Perspective, Perception, Reality, immigrate, experience, immigrate, immigrant, migrate, culture, culture shock, overwhelm, assimilate, heritage
Introduce target vocabulary via visually supported power point. Task 1) Students practice use on white board, call and response. Task 2) Students will make 4 square word cards Task 3) students will review daily using sentence frames, pantomime and other established classroom vocabulary strategies
Migration v Immigration: Using the PBS migration photo series and the National Geographic Global Patterns of Human Migration, students will compare massive movement within borders and beyond borders. Students will analyze the maps and activities on the National Geographic site and complete a note guide designed for the site
Immigrant Narratives: Students will explore the Scholastic website “Immigration: Stories of Yesterday and Today.” We will read several narratives and watch the videos, as well as look as statistics on immigration, looking for commonalities between their experience and the narratives on the website/ Students will write a written reflection on their experience using the narratives on the scholastic website as a template.
Interview:
Interview Task 1 (Research): Students will be assigned a community member who immigrated to the United States. Students are to research the country and city that the person is from and create a 4-6 slide Prezi on that culture, geography and economics of that country
Interview Task 2 (Questions and Interview): Students will write 10-12 thoughtful interview questions about the person’s home culture and heritage, as well as their experiences as an immigrant in the United States. Students will then interview their person.
Interview Task 3 (Compare and Contrast): Students will create a glog of comparing and contrasting themselves and the interviewee using the web based software Glogster.
Get to Know You: Students will plan a get together at the school, inviting all of the interviewees to a luncheon that they organize
Resource Guide: Students will collaboratively compile a list of supports that would make the experience of a newly arrived immigrant smoother and create a letter to be sent to the Gunnison County Multicultural Center
Students will thoughtfully reflect upon their personal experiences, as well as those of other people. Students will consider the
OTHER EVIDENCE:
1. In class observations of participation in activities
2. In class observations of students’ ability to use the target vocabulary in speech
3. In class observation of students’ ability to thoughtfully discuss their experiences and participate in small group discussion
Websites: http://www.pbs.org/pov/lasttrainhome/photo_gallery_ten-human-migrations.php?photo=2#gallery-top
http://education.nationalgeographic.com/education/activity/global-patterns-human-migration/?ar_a=1
http://teacher.scholastic.com/activities/immigration/young_immigrants/
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
*This is only an approximation of a schedule
Week 1:
Day 1 – 2: Vocabulary Students will practice using the target vocabulary by responding to visually supported vocabulary instruction. (Whole group) Students will practice using their newly acquired vocabulary in sentences in response to visuals. (Individual) Students will create 4 square word cards to demonstrate understanding and use of target vocabulary
Day 3: Research (Whole Group) Class will overview National Geographic and PBS sites (Partner) Students will complete a note guide about the information on the websites. Students will practice citing references appropriately
Day 4: Research (Individual) Students will read immigrant narratives on the scholastic.com website. Students will compare and contrast the immigrant stories and their own experiences using a multi-circle Venn Diagram
Day 5-6: Writing and Editing (Individual) Using a template based on the narratives from scholastic.com, students will write their narratives, utilizing 2 or more of the target vocabulary words. (Whole Group) Students collaboratively edit each other’s work on the Smart Board. *Teacher facilitates this by typing sentences at random and highlighting where there are errors (this is a classroom editing routine my student’s are familiar with) (Individual) Students create final drafts.
Week 2:
Day 1 (see week one, Day 6)
Day 2: Research (Individual) Based on their assigned interviewee, students will do a internet based search and complete a research note guide on the person’s home country and city
Day 3-4: Research/Project (Individual) Students finish their research and create a Prezi about the person’s home country, city and culture
Day 5: Present and Prepare (Individual) Students present their Prezi. (Whole Group/Partner/Individual) Students brainstorm 5 questions as a group to ask in their interview based on common immigrant themes found in their initial research and discussions. Students create 5-7 additional questions specific to their interviewee
Week 3:
Day 1: Interview and Visit (Whole Group/Individual) Students will meet their interviewee at a local coffee shop for their interview/conversation. Students will take a picture with/of their person
Day 2-4 Present via Glogster (Individual) Students will create a Glogster page about their person utilizing visuals from their research project, text from their interview and photos taken at the interview. Extension: Students can create a Glogster about themselves, comparing and contrasting their experience to their new immigrant “friend”
Day 5 Party and Share (Whole Group) Students will plan and host a get together for the interviewees, our class, their parents, and anyone they want to invite. Students will share their Glogster projects
Week 4:
Day 1: Reflection (Whole Group) Students will collaborate to discuss ideas for a resource guide for newly arrived immigrants in Gunnison. Students will collectively write a proposal letter to be sent to our local multi-cultural center
UbD Template 2.0 This Unit focuses on the Global Competence of Recognizing Perspectives and Communicating Ideas
This unit is designed to be a 3-3 ½ week unit
Stage 1 Desired Results
ESTABLISHED GOALS
Socio-Emotional Language (SEL): Listening: Follow everyday
conversations with teachers or other adults (e.g., guest speakers) with clarification in L1
SEL: Writing: Form general ideas based on information
from familiar speakers, media or print in a
series of related sentences and share
SEL: Writing: Respond to personal or business correspondence
from models (e.g., announcements, invitations)
Lang. of Lang. Arts: Reading: Match causes of influences on familiar people’s lives with effect using visuals, and multi-sentence text in a small groups
Lang. of Lang. Arts: Writing: Reflect on use of newly
acquired language or language patterns (e.g.,
through self-assessment checklists) and share
Lang. of Lang Arts: Speaking: Compare/contrast
features of similar story lines (e.g., characters,
events) from different cultures using visuals or graphic organizers
Lang. of Lang. Arts: Writing: Summarize critical commentaries on issues from illustrated models or outlines
Lang. of Social Studies: Reading: Compare/contrast
visually supported information on behavior of individuals and
groups from various sources
Lang. of Social Studies: Listening: Find examples of immigrant experiences using personal interviews and visually supported text
Lang. of Social Studies: Reading: Students will find examples of immigration throughout the world using maps and charts
Transfer
Students will be able to independently use their learning to…
T1. Compare and contrast the experiences of immigrants
T2. Compare and contrast a variety of perspectives
T3. Communicate with a variety of audiences in speech and in writing
T4. Analyze the changing nature of culture
T5. Analyze the impacts of culture on individuals and societies
T6. Analyze the patterns and causes of human migration across the globe
T7. Create a narrative for themselves and another person
T8. Research another cultures
Meaning
UNDERSTANDINGS
Students will understand that…
U1. While there are often profound commonalities, the experiences of each immigrant are unique
U2. We change and are changed by the cultures we interact with
U3. Culture is a mutable and constantly changing
U4. Immigration is a human phenomenon that has significant impacts on individuals and societies across the globe
U5. Immigrants can be an outstanding resource and network for one another, despite varying backgrounds
ESSENTIAL QUESTIONS
1. What is culture?
2. How are the realities of immigrants similar, despite differing backgrounds?
3. What is unique to my experience as an immigrant?
4. How does immigration work? What causes people to immigrate to certain areas?
5. How are we changed by immigrating?
6. How do immigrants contribute to culture?
Acquisition
Students will know…
Culture, interactions among and within immigrant communities and groups of people, phenomenon and causes of immigration, global history of immigration, the impact of immigration on individuals, families and societies
Students will be skilled at…
Listening: Interviewing, outlining, matching influences
Speaking: Creating questions, comparing and contrasting, speaking with a variety of audiences
Writing: Composing questions, summarizing, analyzing text with visual support, self-reflection, forming general ideas, writing for a variety of audiences and purposes
Reading: Analyzing maps, reflection, matching influences
Stage 2 - Evidence
Evaluative Criteria
Assessment Evidence
1. Students will understand the concepts associated with immigration and be able to articulate their understanding using appropriate vocabulary
2. Students will analyze the complex and fluid nature of human immigration around the globe
3. Students will read for understanding and analyze narratives looking for themes and commonalities across texts
4. Students will reflect thoughtfully upon their own experiences and compose a piece of writing using the target vocabulary
5. Students will practice research and presentation skills, including citations
6. Students will compose thoughtful, researched questions poised to their individual interviewees background
7. Students will compare and contrast experiences across narratives in a thoughtful essay
8. Students will organize and plan a mini community event
9. Students will take action by proposing resources that would make an immigrants transition smoother
TRANSFER TASK(S):
Target Vocabulary: Perspective, Perception, Reality, immigrate, experience, immigrate, immigrant, migrate, culture, culture shock, overwhelm, assimilate, heritage
Introduce target vocabulary via visually supported power point. Task 1) Students practice use on white board, call and response. Task 2) Students will make 4 square word cards Task 3) students will review daily using sentence frames, pantomime and other established classroom vocabulary strategies
Migration v Immigration: Using the PBS migration photo series and the National Geographic Global Patterns of Human Migration, students will compare massive movement within borders and beyond borders. Students will analyze the maps and activities on the National Geographic site and complete a note guide designed for the site
Immigrant Narratives: Students will explore the Scholastic website “Immigration: Stories of Yesterday and Today.” We will read several narratives and watch the videos, as well as look as statistics on immigration, looking for commonalities between their experience and the narratives on the website/ Students will write a written reflection on their experience using the narratives on the scholastic website as a template.
Interview:
Interview Task 1 (Research): Students will be assigned a community member who immigrated to the United States. Students are to research the country and city that the person is from and create a 4-6 slide Prezi on that culture, geography and economics of that country
Interview Task 2 (Questions and Interview): Students will write 10-12 thoughtful interview questions about the person’s home culture and heritage, as well as their experiences as an immigrant in the United States. Students will then interview their person.
Interview Task 3 (Compare and Contrast): Students will create a glog of comparing and contrasting themselves and the interviewee using the web based software Glogster.
Get to Know You: Students will plan a get together at the school, inviting all of the interviewees to a luncheon that they organize
Resource Guide: Students will collaboratively compile a list of supports that would make the experience of a newly arrived immigrant smoother and create a letter to be sent to the Gunnison County Multicultural Center
Students will thoughtfully reflect upon their personal experiences, as well as those of other people. Students will consider the
OTHER EVIDENCE:
1. In class observations of participation in activities
2. In class observations of students’ ability to use the target vocabulary in speech
3. In class observation of students’ ability to thoughtfully discuss their experiences and participate in small group discussion
Websites: http://www.pbs.org/pov/lasttrainhome/photo_gallery_ten-human-migrations.php?photo=2#gallery-top
http://education.nationalgeographic.com/education/activity/global-patterns-human-migration/?ar_a=1
http://teacher.scholastic.com/activities/immigration/young_immigrants/
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
*This is only an approximation of a schedule
Week 1:
Day 1 – 2: Vocabulary Students will practice using the target vocabulary by responding to visually supported vocabulary instruction. (Whole group) Students will practice using their newly acquired vocabulary in sentences in response to visuals. (Individual) Students will create 4 square word cards to demonstrate understanding and use of target vocabulary
Day 3: Research (Whole Group) Class will overview National Geographic and PBS sites (Partner) Students will complete a note guide about the information on the websites. Students will practice citing references appropriately
Day 4: Research (Individual) Students will read immigrant narratives on the scholastic.com website. Students will compare and contrast the immigrant stories and their own experiences using a multi-circle Venn Diagram
Day 5-6: Writing and Editing (Individual) Using a template based on the narratives from scholastic.com, students will write their narratives, utilizing 2 or more of the target vocabulary words. (Whole Group) Students collaboratively edit each other’s work on the Smart Board. *Teacher facilitates this by typing sentences at random and highlighting where there are errors (this is a classroom editing routine my student’s are familiar with) (Individual) Students create final drafts.
Week 2:
Day 1 (see week one, Day 6)
Day 2: Research (Individual) Based on their assigned interviewee, students will do a internet based search and complete a research note guide on the person’s home country and city
Day 3-4: Research/Project (Individual) Students finish their research and create a Prezi about the person’s home country, city and culture
Day 5: Present and Prepare (Individual) Students present their Prezi. (Whole Group/Partner/Individual) Students brainstorm 5 questions as a group to ask in their interview based on common immigrant themes found in their initial research and discussions. Students create 5-7 additional questions specific to their interviewee
Week 3:
Day 1: Interview and Visit (Whole Group/Individual) Students will meet their interviewee at a local coffee shop for their interview/conversation. Students will take a picture with/of their person
Day 2-4 Present via Glogster (Individual) Students will create a Glogster page about their person utilizing visuals from their research project, text from their interview and photos taken at the interview. Extension: Students can create a Glogster about themselves, comparing and contrasting their experience to their new immigrant “friend”
Day 5 Party and Share (Whole Group) Students will plan and host a get together for the interviewees, our class, their parents, and anyone they want to invite. Students will share their Glogster projects
Week 4:
Day 1: Reflection (Whole Group) Students will collaborate to discuss ideas for a resource guide for newly arrived immigrants in Gunnison. Students will collectively write a proposal letter to be sent to our local multi-cultural center