Revised: 10/7/2016
SYRACUSE CITY SCHOOL DISTRICT
Grade 11 Unit 05
The Immigrant Experience
Reading Standards for Literature: 11.2, 11.3, 11.4, 11.5, 11.6, 11.7, 11.9
Reading Standards for Informational Texts: 11.2, 11.3, 11.4, 11.5, 11.7,11.9
Embedded Speaking & Listening Standards: SL.11.1a,c,d, SL.11.4
Language Standards: L.11.4, L.11.5, & L.11.6
Unit Overview
This culminating unit requires students to engage in text and non-text source analysis. Through
in-depth examination of various literary, informational, and non-text sources, students will
develop a deeper understanding of broader perspectives as they pay particular attention to
points of view, theme, and cultural influences that exist in different mediums on the same
topic. Students will learn how to evaluate and analyze non-text sources in comparison to
literary and informational texts. While previously emphasized standards are embedded, the
primary focus is on the analysis of non-text and historical documents.
1
Concept 1
Embedded Standards
Outcome(s):
 Readers will
evaluate the
effectiveness of a
literary work
presented in a
different artistic
medium.
 Readers will
examine multiple
mediums of a
subject and
identify unique
details from each
account.
Outcome(s):
 Readers will examine
author’s diction to
determine how the
work is transformed.
Concept 4
Examining Themes in Historical
Documents, Primary Sources, and
Secondardy Sources
Outcome(s):
 Readers will examine historical
documents, primary and
secondary sources and identify
and analyze a given theme.
Teaching Point(s):
Teaching Point(s):
Teaching Point(s):
Teaching Point(s):
5.1,5.2,5.3,5.4,5.9,5.10,5.13
CCLS:
RL.11.2, RL.11.3, RL.11.4, RL,11.5, RL.11.6
RI.11.2, RI.11.3, RI.11.4, RI.11.5
Embedded Writing Assignment #1:
Using one of the Literature Circle texts, develop a claim
explaining how the theme of the text emerges and is
shaped. Be sure to use textual evidence to support your
claim.
5.6, 5.7, 5.14
CCLS:
RL.11.7
RI.11.7
Embedded Writing
Assignment #2:
Using one of the
Literature Circle texts
and it counterpart in a
different medium,
evaluate the
5.5, 5.12
CCLS:
RL.11.9
5.8, 5.15
CCLS:
RI.11.9
Embedded Writing
Assignment #3:
Using one of the Literature
Circle texts, examine
diction and explain how it
impacts the overall text.
Embedded Writing Assignment #4:
Using one of the Literature Circle
texts as well as informational texts
provided, develop a claim about
the immigrant experience. Be sure
to use textual evident to support
your claim.
Outcome(s):
 Readers explain how a theme emerges and is shaped using
textual evidence.
 Readers analyze how characters actions/choices advance
the plot and/or develop the theme.
 Readers will analyze the importance word choice has on
the meaning and tone of a text.
 Readers will know how an author’s choice of structure
creates an effect of tension and/or surprise.
 Readers will draw on their literary experiences to analyze
point of view or cultural experience(s) from a text
 Readers will determine and trace the central idea of
informational text and provide specific details that support
it.
 Readers will identify how an author develops his/her analysis
and the connections that are made between his/her points.
 Readers will analyze the importance word choice has on
the tone & meaning on different informational texts.
 Readers will analyze how the author develops an idea or
claim in specific sections of a given text
 Readers will examine the author’s point of view and how
he/she uses rhetoric to advance the purpose
 Readers will examine an author’s arguments and/or claims
to determine the strength of the given arguments and/or
claims
Concept 2
Analyzing Different
Mediums
2
Concept 3
Analyzing Author’s Words
effectiveness of both
works.
CCLS
Coded Standard
RL.11.2, The following standards are embedded within this
RL.11.3, unit:
Concept Elaboration
Assessment Questions
RL.11.2:
N/A
 Identify multiple themes
 Analyze complex thematic situations
RL.11.4, RL.11.2:
 Synthesize themes within one text
RL.11.5, Determine two or more themes or central ideas of a
 Understand the inter-relationship between multiple
&
text and analyze their development over the course
themes
RL.11.6 of the text, including how they interact and build on
 Track the development of multiple themes
one another to produce a complex account;
 Distinguish between analysis and summary
provide and objective summary of the text.
RL.11.3:
RL.11.3:
 Identify how the action is ordered
Analyze the impact of the author’s choices
 Analyze characters
regarding how to develop and relate elements of a
 Analyze the impact of the author’s choices
story or drama (eg., where a story is set, how the
regarding the work as a whole
action is ordered, how the characters are
introduced and developed).
RL.11.4:
RL.11.4:
Determine the meaning of words and phrases as
they are used in the text, including figurative and
connotative meanings; analyze the impact of
specific word choices on meaning and tone,
including words with multiple meanings or language
that is particularly fresh, engaging, or beautiful
(include Shakespeare as well as other authors).
RL.11.5:






Determine the meanings of words or phrases in the
text
Distinguish the difference between figurative and
connotative language
Identify and analyze tone
Determine how word choice affects the tone
Analyze the impact of words choice on meaning
and tone
Analyze interrelationships among text elements,
situations, events, or ideas
Use context clues to determine meaning and
describe text features

Analyze how an author’s choices concerning how
to structure specific parts of a text (e.g., the choice
of where to begin or end a story, the choice to
provide a comedic or tragic resolution) contributes RL.11.5:
 Identify how specific genres are designed to
to its overall structure and meaning as well as its
support the structure.
aesthetic impact.
 Understand the impact and effect of different
resolutions.
RL.11.6:
 Understand that texts have multiple emotional
layers and impacts on readers.
Analyze a case in which grasping point of view

Make inferences about theme and author’s
requires distinguishing what is directly stated in a text
purposes.
from what is really meant (E.g., satire, sarcasm, irony,
3
CCLS
Coded Standard
or understatement).
Concept Elaboration
 Analyze the interrelationships of the parts to the
overall text.
 Describe textual features.
Assessment Questions
RL.11.6:
 Identify and differentiate between varying points of
view in a text.
 Examine what the author states directly and his
underlying meaning.
RL.11.7 Analyze multiple interpretations of a story, drama, or
poem (e.g., recorded or live production of a play or
recorded novel or poetry), evaluating how each
version interprets the source text.



RL.11.9 Demonstrate knowledge of eighteenth, nineteenth,
and early-twentieth-century foundational works of
American literature, including how two or more texts
from the same period treat similar themes or topics.





RI.11.2,
RI.11.3,
RI.11.4,
RI.11.5,
&
RI.11.8
The following standards are embedded within the
unit:
RI.11.2:
Determine two or more central ideas of a text and
analyze their development over the course of the
text, including how they interact and build on one
another to provide a complex analysis; provide an
objective summary of the text.
RI.11.3:
Analyze a complex set of ideas or sequence of
events and explain how specific individuals, ideas,
or events interact and develop over the course of
the text.
RI.11.4:
Determine the meaning of words and phrases as
Dissect a portion or idea to understand why it is
significant
Examine a scene or topic that is portrayed using
different mediums to understand perspective
Develop an understanding that different cultures
may portray the same thing differently
Develop knowledge about different cultures
Understand the literary technique of allusion
Identify the literary technique of allusion
Understand why an author uses allusion within a
text
Understand the impact allusion has on a text or
topic
N/A
N/A
RI.11.2:
N/A
● Be able to define and identify the central idea
● Be able to identify specific, supporting details
● Be able to recognize the origins of a specific
central idea within a text
● Be able to locate/recognize subsequent examples
of developing central idea
● Be able to distinguish between an objective and
subjective summary
RI.11.3:
 Identify and analyze the order in which points are
made
 Identify and analyze how events or series of ideas
are:
- introduced
- developed
4
CCLS
Coded Standard
Concept Elaboration
Assessment Questions
they are used in a text, including figurative,
 Identify and analyze the connections made
connotative, and technical meanings; analyze how
between points, events, and/or series of ideas
an author uses and refines the meaning of a key
term or terms over the course of a text (e.g., how
RI.11.4:
Madison defines faction in Federalist No. 10)
 Be able to define:
○ Figurative Meaning
RI.11.5:
○ Connotative Meaning
Analyze and evaluate the effectiveness of the
○ Technical Meaning
structure an author uses in his or her exposition or
○ Tone
argument, including whether the structure makes
● Be able to analyze:
points clear, convincing, and engaging.
○ Figurative Meaning
○ Connotative Meaning
RI.11.8:
○ Technical Meaning
Delineate and evaluate the reasoning in seminal
○ Tone
U.S. texts, including the application of constitutional
● Be able to differentiate between figurative,
principles and us of legal reasoning (e.g., in U.S.
connotative, and technical meaning
Supreme Court majority opinions and dissents) and
● Be able to implement strategies for identifying
the premises, purposes, and arguments in works of
unfamiliar vocabulary within a sentence (e.g.,
public advocacy (e.g., The Federalist, presidential
context clues)
addresses).
● Be able to define the concept of "cumulative
impact"
○ In addition, students must be able to
differentiate between the impact that a
word has on the meaning of a work and
how all the words' meaning impact the
meaning of the work
● Be able to differentiate meanings of different types
of texts (e.g., newspaper vs. court document)
●
RI.11.5:
● Be able to identify author’s ideas or claims
● Be able to identify development of an author’s
ideas or claims
● Be able to analyze how author’s ideas or claims are
developed
● Be able to analyze how author’s ideas or claims are
refined
● Be able to support analysis with text-based
evidence
RI.11.8:
● Be able to identify arguments in a text
● Be able to identify claims in a text
5
CCLS
Coded Standard
Concept Elaboration
Assessment Questions
● Be able to determine if text based evidence is
sufficient and relevant using examples
● Be able to evaluate text based arguments and
claims using other sources of evidence (e.g., texts
and multimedia sources)
● Be able to identify vocabulary and text
 Examine two different accounts on the same
RI.11.7 Integrate and evaluate multiple sources of
N/A
information presented in different media or formats
subject
(e.g., visually, quantitatively) as well as in words in
 Identify weak and strong reasoning within different
order to address a question or solve a problem.
accounts
 Examine weak and strong reasoning within different
accounts
 Determine which details are important and/or
emphasized within different accounts
RI.11.9 Analyze seventeenth, eighteenth, and nineteenthcentury foundational U.S. documents of historical
and literary significance (including The Declaration
of Independence, the Preamble to the Constitution,
the Bill of Rights, and Lincoln’s Second Inaugural
Address) for their themes, purposes, and rhetorical
features.






Recognize and differentiate between historical
N/A
documents, primary, and secondary sources
Identify and comprehend cross-curricular themes
such as power, economics, and conflict
Synthesize historical context (e.g., events, people,
etc.) with relevant texts; explain the relationships,
causes and effects of given texts on history
Comprehend and critically analyze historical
documents through close reading while exploring
the literary significance of the documents (related
themes and concepts).
Read, annotate, and analyze informational texts
related to diverse cultures, topics, and viewpoints
Understand, as well as compare and contrast,
differing cultures and viewpoints through textual
themes and concepts
Embedded Language Standards
11.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing
flexibility from a range of strategies.
11.5: Demonstrate understanding of figurative language, world relationships, and nuances in word meanings.
6
11.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening,
at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
Speaking and Listening Standards
11.1: Initiate and participate effectively in a range of collaboration discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grade 11 topics, texts, building on others’ ideas and expressing their own clearly and persuasively.
11.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and
the organization, development, substance, and style are appropriate to purpose, audience, and task.
Embedded Writing Standards
11.9: Draw information from literary or informational texts to support analysis, reflection, and research.
11.10: 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 tasks, purposes, and audiences.
Recommended Literary Texts
**How to Set Up Literature Circles for High School click here
Anchor Texts for Literature Circles
Recommended Informational Texts
Articles Related to the Immigrant Experience
My Life as an Undocumented Immigrant by Jose Antonio Vargaas
Drown by Junot Diaz
Young and Alone, Facing Court and Deportation by Julia Preston
Always Running: La Vida Loca: Gang Days in LA by Luis J. Rodriguez
The Joy Luck Club by Amy Tan
Birthright Citizenship Looms as Next Immigration Battle by Marc Lacey
Short Stories
The Magic Barrel by Bernard Malamud, p.942, (Lexile 1010)
Steve Job’s Widow Launches Petition for Immigration Reform by Eric Markowitz
U.S. Constitution
Snow by Julia Alvarez, p. 1255, (Lexile 980)
Salvador Late or Early by Sandra Cisneros, p.1306, (Lexile – not
testable due to length)
Nineteen Thirty-Seven by Edwidge Danticat, p. 1318, (Lexile 900)
Memoir
Excerpt from All Rivers Run to the Sea by Elie Wiesel, p.983, (Lexile 860)
7
Poetry
“El Ovido” by Judith Ortiz Cofer, p. 1284
“Ending Poem” by Rosario Morales and Aurora Levins Morales, p.
1338
“My Father and the Figtree” by Naomi Shihab Nye, p. 1288
Non Text Sources:
Undocumented Americans Inside the Immigration Debate
Videos about Immigration
Photos of Immigrants Coming through Ellis Island click here
Photos of Immigrants click here
Big Ideas
 The Immigrant Experience is one shared by most families since the
founding of our nation.
 Readers deepen their appreciation of artistic license after
evaluating multiple interpretations of a work.
 Readers evaluate various sources of information to establish a
point of view on a topic.
Vocabulary
artistic license
premise
rhetoric
postulate
synthesize
immigration
legal ramifications
citizenship
illegal alien
Standard/
Outcome
Teaching Points
(Lesson Objectives)



Essential Questions
How can a work be interpreted in different ways?
How do rhetorical devices impact our understanding of
informational texts?
How do literary elements and techniques help deepen our
appreciation of a work of literature.
Anchor Charts
Habits of Highly Effective Readers
Common Themes
How to Analyze an Informational Text
SOAPSToneS
Checks for Understanding
8
Scaffold and Supports
Instructional Resources & Tools
Standard/
Outcome
The following
standards are
embedded within
the unit:
RL.11.2
Readers analyze the
interaction of
multiple themes in a
literary work.
Teaching Points
(Lesson Objectives)
5.1: Readers analyze
multiple themes in a text
by examining the
interaction throughout the
text.
Checks for Understanding
Scaffold and Supports
Concept Map(s):
Trace the development of
two themes and use textual
evidence that support the
themes throughout the text.
Allow students to work
initially with one theme
and then extend to
two.
RL.11.3
Readers analyze the
impact of the
author’s choices
and relate elements
of a story or drama.
RL.11.4
Readers determine
the literal, figurative,
and connotative
meaning of words
and phrases as they
are used in a text.
RL.11.5
Readers analyze
how literary
elements add
meaning to a text.
5.2: Readers evaluate the
structure of a story or
drama by identifying the
author’s choices in setting,
action and character
development.
Think/Pair/Share:
Discuss with a partner how
one of the author’s choices
impacts the meaning
conveyed.
Quick Write:
Students explain in writing
how the author uses two
specific elements to convey
meaning.
RL.11.6
9
Where does the author
begin developing the
theme?
Think/Pair/Share
Sentence Starters:
“Often in life…”
“Throughout
history…has been an
issue.”
“The theme of…is
supported by…”
Sentence Starters:
“The following
character_____ said/did
this and it affected the
plot by…”
“The character____
behaves/says/does
…because…”
Extension Activity:
Analyze (or compare
and contrast) different
characters’
actions and how it
affects the same part
of the plot.
Instructional Resources & Tools
Question Stems for Assessing: click
here
Kagan Cooperative Learning by
Dr. Spencer Kagan & Miguel
Kagan
Website for Instructional Resources,
Games, Strategies, Graphic
Organizers for High School ELA
teachers: click here
Standard/
Outcome
Readers analyze
point of view to
distinguish implied
meaning from what
is directly stated in a
text. (satire,
sarcasm, irony,
understatement)
Teaching Points
(Lesson Objectives)
5.3 Distinguish between
figurative and connotative
meanings by providing
examples of words with
multiple meanings.
Checks for Understanding
Snippet:
Each student will identify a
small ‘snippet’ of text from
the literary work they are
studying. This snippet
should be 1-3 sentences.
The students should then
write down their chosen
snippet, the page number,
the context of the snippet,
and an explanation of why
they chose the snippet.
Students should identify
specific words/language
with multiple meanings.
Scaffold and Supports
Meanings of Words –
Denotation,
Connotation &
Figurative Language
Power Point click here
Strategies to Engage the mind of
the Learner by Rachel Billmeyer
Sentence Starters:
“The author says…and
means…I know this
because…”
Vocabulary in Context
Table/Graphic Organizer (pg. 73)
click here
“I’m noticing a pattern
in these words…; they
all…”
“When I read this
passage it makes me
think…”
Socratic Seminar:
Discuss snippets
Instructional Resources & Tools
Meaning and Tone Table (Pg. 74)
click here
Literacy Strategies for Vocabulary
found in: Strategies to Engage the
Mind of the Learner by Rachel
Billmeyer
Close Reading: click here
Three Column Chart:
Column 1: Word(s)
Column 2: Definition
Column 3: Figurative
meaning
5.4: Readers analyze the
author’s choices and their
effect of literary devices
on the overall meaning of
a work.
Think/Pair/Share:
Students choose a literary
devise from a current work
of literature and identify the
dominant features of this
literary element that drive
the action in the work.
Students must use textual
evidence to support their
assertion.
10
Close Reading and/or
Read Aloud-Think Aloud
to highlight figurative
language and its
impact
Sentence Starters:
“Because the author
waited until…it surprised
me that…happened.”
“Because the author
waited until…to…it
creates an effect of…”
“The author starts like…
because…”
Graphic Organizers: click here
Standard/
Outcome
Teaching Points
(Lesson Objectives)
Checks for Understanding
Scaffold and Supports
Instructional Resources & Tools
The author uses the
literary technique
of…to…”
5.5: Readers will identify
word choice in a text that
directly impacts tone and
purpose.
RL.11.7
Readers analyze
multiple versions of a
literary work.
5.6: Readers will evaluate
the effectiveness of a
literary work presented in a
different artistic medium.
Graphic Organizer:
Using a graphic organizer,
have students identify the
tone and then supporting
evidence (word choice)
that demonstrates how the
author created the tone.
Graphic Organizer:
Students compare and
contrast a portion of a work
of literature in two different
mediums.
Graphic Organizers: click here
Sentence Stems:
-“The artist portrays the
scene when… and the
author portrays the
scene when… this
way…”
-“The artist portrays the
scene
when…differently/simila
rly from…because…”
-“The author portrays
the scene
when…differently/simila
rly from… because…”
5.7: Readers will evaluate
the immigrant experience
through multiple texts and
analyze how this common
theme is portrayed in
multiple texts.
Short Constructed
Response:
Using two works with similar
themes about the
immigrant experience,
students should write a short
constructed response
comparing the theme of
11
“…is missing from the
artist’s portrayal of…The
effect this has on the
text is…”
T-Chart:
Left Side-Textual
Evidence 1st Text
Right Side- Textual
Evidence 2nd Text
Questions to consider to
analyze the immigrant
See “Non-Text and Informational
Sources” sections above
Different Mediums Table/Graphic
Organizer (pg. 68): click here
Video-Analyzing The
Representation of a Subject or Key
Scene in Two Different Artistic
Mediums: click here
Use socials studies mnemonic devices:
POSERS & SOAPSToneS
Standard/
Outcome
RL.11.9
Readers
demonstrate
knowledge of early
American Literature
(18th, 19th, and early
20th century).
Teaching Points
(Lesson Objectives)
5.8: Readers will examine
their own understanding of
18th, 19th, and early 20th
century literature as it
relates to the immigrant
experience.
Checks for Understanding
Scaffold and Supports
the works. Students should
cite specific evidence from
the texts.
experience:
Who is the audience of
the text?
What people do you
see in the artwork?
What objects do you
see?
What is the setting?
What actions are
portrayed?
How are the people
related or connected
to each other?
What is the subject?
Sentence Starters:
“In the text…an
example of a
historical/cultural
experience that has
influenced the text is…”
Quick Write:
Students should use one
work they read about the
immigrant experience and
explain the historical
significance of that work in
both American history and
literature.
“A historical/cultural
experience that has
influenced the text is…it
can be seen…”
“Some characteristics
of the time period
and/or genre this was
written are…”
“Characteristics of the
time period and/or
genre can be seen…”
“These characteristics
of the time period
and/or genre
influenced the text.”
12
Instructional Resources & Tools
Standard/
Outcome
The following
standards are
embedded within
the unit:
RI.11.2
Readers analyze
main ideas and how
they interact and
build on one
another.
RI.11.3
Readers analyze a
complex set of ideas
or events by
focusing on the
interaction and
development of
specifics.
RI.11.4
Readers analyze
how meaning is
refined within a text.
RI.11.5
Readers evaluate
the extent to which
the structure makes
the argument clear
and convincing.
Teaching Points
(Lesson Objectives)
5.9: Readers develop main
ideas by tracking their
development and
interaction.
5.10: Readers will focus on
the interaction and
development of specific
individuals, ideas or
events.
5.12: Readers analyze how
the meanings of words are
refined in a text by tracing
the changes in meaning
over the course of the text.
Checks for Understanding
Scaffold and Supports
Quick Write:
Provide a written summary
of an informational text,
describing the central ideas
and detailing the
development and
interaction of these central
ideas.
Sentence Starters:
“The central idea of the
article is…”
Think/Pair/Share:
Discuss how the individuals,
ideas or events in an
informational text are
related and analyze their
development.
Everybody Writes:
Write two or three
sentences specifically
explaining how the
meaning of a word
changes throughout the
text.
13
The central idea of the
article relates to the
immigrant experience
because…”
The author starts
discussing the central
idea of… at the point
where…”
Timeline:
Students are given
specific textual
evidence (out of order)
that supports the points
the author is making.
They are then asked to
organize the
information is a way
that best supports that
point
Sentence Stems:
“The author makes the
point…This relates to
the immigrant
experience because…”
Think/Pair/Share
Cloze Context Clue
Activity
Sentence Starter:
-“The author uses the
word…because…”
Graphic Organizer:
3 columns: Word,
Definition,
Figurative/connotative
and/or technical
meanings
Instructional Resources & Tools
Strategic Reading in the Content
Areas By Rachel Billmeyer
See “Recommended Informational
Text” section above
See “Recommended Informational
Text” section above
Strategic Reading in the Content
Areas By Rachel Billmeyer
Shades of Meaning Strategy
From 50 Content Area Strategies
for Adolescent Literacy
By Rachel Billmeyer
Literacy Strategies for Vocabulary
Development
Strategies to Engage the Mind of
the Learner by Rachel Billmeyer
See “Recommended Informational
Text” section above
Teach Like A Champion by Doug
Lemov
Standard/
Outcome
Teaching Points
(Lesson Objectives)
5.13: Readers analyze
author’s argument
structure and evaluate its’
efficacy.
Checks for Understanding
Color Marking:
Designating colors to the
various elements of the
argument, students
underline the argument to
visually identify the
structure.
Write:
After color marking,
students explain the
quality/validity of the
author’s arguments using
specific evidence from the
text.
Scaffold and Supports
Instructional Resources & Tools
Sentence Starters:
- “The author makes the
claim...”
- “This chunk of
text...supports the point
of...by...”
Discussion Starters:
-What is the author
saying in this section of
the text?
-How does the use
specific evidence to
support his/her
point?
See “Recommended Informational
Text” section above
QAR Strategy – teach
students Right There
and Think and Search
questions for providing
textual evidence
Other Sentence Starters:
“The author is making
the argument
that…evidence of this
can be seen…”
There is (not) enough
evidence to support
the argument…This can
be seen…”
“A claim or argument is
valid when…”
A claim or argument is
invalid when…”
I agree/disagree with
the author’s
claim/argument
14
Reading Opposing Perspectives to
Form and Opinion Strategy from
Strategies that Work p. 137-139
YouTube video: Evaluating
Arguments click here
Online Resources: Evaluating
Arguments click here
Standard/
Outcome
Teaching Points
(Lesson Objectives)
Checks for Understanding
Scaffold and Supports
Instructional Resources & Tools
because…”
RI.11.7
Readers evaluate
multiple sources
(literary and media)
in order to address a
question or solve a
problem.
5.14: Readers address
questions and problems
using different forms of
media to find answers.
Graphic Organizer:
Students develop a
question or problem and
seek answers from various
media sources.
“When the author
says…it is valid/invalid
because…”
Physical: What do you
observe, touch, taste
and hear?
Different Mediums Table/Graphic
Organizer (pg. 68): click here
Emotional: What do
you feel?
How to Read Gestures and Body
Language Video: click here
Intellectual: What do
you think it means?
Teaching Students to Analyze
Complex Non-Verbal Texts: click
here click here
Gallery Walk to
examine different
portrayals of the same
topic/subject
RI.11.9
Readers analyze
17th, 18th and 19th
century
foundational
documents for
historical and literary
significance.
5.15: Readers analyze
historical significance in
varying U.S. foundational
documents.
Mini-Research:
Students evaluate and
trace the development of
various U.S. foundational
documents, which
emerged to support the
immigrant experience.
15
Kagan Cooperative Learning by
Dr. Spencer Kagan & Miguel
Kagan
Making Content Comprehensible
for English Learners: The SIOP
Model by Jana Echevarri,
MaryEllen Vogt & Deborah Short
How to Conduct Historical Analysis
and Interpretation: click here