Lesson 1: Monday

Materials/Resources
• Chart paper
• An Ellis Island Christmas book
• Writing journals
Content Overview
• Immigration is the action of coming to live permanently in another country. People immigrate
for reasons including jobs, freedom, and other opportunities that they might not have in their
home country.
Standards
• SS.2.A.2.5 – Identify reasons people came to the United States throughout history.
Objectives
• Students will be able to develop an understanding of immigration
Procedures
• Write the word “immigration” on chart paper and its definition. Have students give examples
or ask questions about immigration. If possible, have students share personal stories.
• Teacher will read the book An Ellis Island Christmas out loud to class.
• Teacher will begin discussion about the reasons why people came to America throughout
history.
• Teacher will ask students, “Why did Krysia and her family come to America?”
• Students will respond in their writing journals.
Lesson Extension
• Students can write about their own immigration experience, if possible.
• Students can draw out their family tree to spark discussion of where their ancestors are from.
Assessment
• Teacher will collect writing journals to check for participation and completion.
ESOL Modifications
• Beginning – Writing frame can be provided for the journal entry, translation of key words or
phrases, paired with student that speaks their L1
• Intermediate – Check for comprehension and participation, provide writing frame if needed
• Advanced – Provide support as necessary and monitor in whole group participation
Lesson 2: Tuesday
Materials/Resources
• Chart paper
• Tour of Ellis Island website
• Writing journals
Content Overview
• Immigrants experienced a challenging journey when coming to America. Students will learn
about the process of becoming an American citizen at Ellis Island.
Standards
• SS.2.A.2.6.- Discuss the importance of Ellis Island and the Statue of Liberty to immigration
from 1892-1954
Objectives
• Students will be able to discuss Ellis Island and what it meant for immigrants
Procedures
• Students will recall yesterday’s lesson. Teacher will write “Ellis Island” on chart paper and
discuss its importance to American history.
• Teacher will guide students through the Scholastic interactive tour of Ellis Island (Rooms 1-
10). Ask the students guiding questions as they progress through the tour.
• Teacher will ask students, “What would it be like if you were an immigrant at Ellis Island?”
• Students will share their answers and thoughts, if they would like to.
• Teacher will ask students, “If you were moving to a new country and could only take a few
things, what would they be?”
• Students will record responses in their writing journals and share with their shoulder buddy.
Lesson Extension
• Students can complete the Ellis Island WebQuest.
Assessment
• Teacher will collect writing journals and assess responses.
ESOL Modifications
• Beginning – Provide sentence frames for writing assignment and translations, can be paired
with student who speaks L1, slower pacing of instruction
• Intermediate – Provide a glossary of key words, graphic organizer for writing
• Advanced – Provide support as necessary and monitor in whole group participation
Lesson 3: Wednesday
Materials/Resources
• At Ellis Island: A History in Many Voices book
• I Was Dreaming of Coming to America passages document
• Blank postcards
Content Overview
• Students will be able to make connections to the children that came through Ellis Island and
understand their experiences.
Standards
• SS.2.A.2.6 – Discuss the importance of Ellis Island and the Statue of Liberty to immigration
from 1892 - 1954.
• SS.2.A.2.7 – Discuss why immigration continues today.
Objectives
• Students will be able to discuss aspects of immigration.
Procedures
• Students will recall their virtual tour through Ellis Island and share their favorite part with
their shoulder buddy.
• Teacher will read the book At Ellis Island: A History in Many Voices. Read Sera’s story in
this book only.
• Each student will receive a copy of a page from the book I Was Dreaming of Coming to
America. Each of these pages will have passages from real Ellis Island immigrants as well as
a biographical passage.
• Students will read the passages and write a postcard to a family member in their home
country from the point of view of their immigrant. The postcard should be realistic but can
include fiction.
• The postcard should at least address the following question: How would you describe your
experiences as an immigrant?
Lesson Extension
• Students can be given a research project on the topic of immigration, the Statue of Liberty,
and/or Ellis Island and present their findings to their peers.
Assessment
• Teacher will collect postcards. If time allows, have students volunteer to read their postcards
to the class.
ESOL Modifications
• Beginning – Vocabulary/grammar support, sentence frames for writing, L1 support
• Intermediate – L1 support as needed
• Advanced – Provide support as necessary and monitor in whole group participation
Lesson 4: Thursday
Materials/Resources
• L is for Liberty book
• Statue of Liberty 3-2-1 graphic organizer
Content Overview
• Many immigrants saw the Statue of Liberty as they entered America. The statue is symbolic
to Americans and stands for freedom.
Standards
• SS.2.A.2.6.- Discuss the importance of Ellis Island and the Statue of Liberty to immigration
from 1892-1954
Objectives
• Students will discover the importance and meaning of the Statue of Liberty to immigration.
Procedures
• Teacher will remind students that Ellis Island immigrants saw the Statue of Liberty upon their
arrival in America.
• Students will complete the Statue of Liberty 3-2-1 graphic organizer. Students will turn and
talk to their shoulder partner and discuss what they know and a question they have about the
Statue of Liberty.
• Teacher will read L is for Liberty book to students.
• Students will write down the 2 facts they learned about the Statue of Liberty on their 3-2-1
sheet and share one fact with shoulder partner.
Lesson Extension
• Students can learn facts about the Statue of Liberty on the following website:
https://www.americanhistoryforkids.com/the-statue-of-liberty/
Assessment
• Teacher will collect graphic organizer.
ESOL Modifications
• Beginning – Vocabulary support, L1 support
• Intermediate – Monitor comprehension
• Advanced – Provide support as necessary and monitor in whole group participation
Lesson 5: Friday
Materials/Resources
• Recipe cards
• Plates, forks, napkins, etc.
• Chart paper
Content Overview
• Immigration to America continues today. Immigrants contribute to society in many ways.
Standards
• SS.2.A.2.7- Discuss why immigration continues today.
• SS.2.A.2.8- Explain the cultural influences and contributions of immigrants today.
Objectives
• Students will be able to explain cultural influences and the contributions of immigrants today.
Procedures
• Note: Today’s activity/lesson would have been introduced last week. Students would be
instructed to ask parents/family about a significant cultural recipe or food that they enjoy.
Students would write one paragraph about that food and bring in a recipe card that may be
filled out by a parent/family member. If possible, students should bring in enough food for the
class to sample. Parents are welcome to this cultural event.
• Teacher and students will set up their food and place their write-up about their cultural recipe
next to the food.
• Students will walk around the room and read about their classmates’ cultural cuisine.
Students are not required to sample the food, but can if they choose.
• Students will gather and discuss the importance of immigrants to the American nation.
• Teacher will remind students that we are all descendants of immigrants (except Native
Americans).
• Teacher will lead students to discuss other influences from various cultures (ex. music, art,
clothing, other foods, etc.) and record responses on chart paper.
• Teacher will print enough of each student’s recipe cards to hand out to students.
• Students will use those recipe cards to make a classroom cookbook to take home.
Lesson Extension
• Students can create themselves as a paper doll dressed in traditional clothing from their
culture.
Assessment
• Teacher will check for student participation in cultural event. Students will turn in their
paragraph after the celebration.
ESOL Modifications
• Beginning – Pair with student who speaks L1, monitor participation
• Intermediate – Monitor participation, provide support when needed
• Advanced – Provide support as necessary and monitor in whole group participation