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Ms.

Dandridge
Humanities 801/802

Unit 1 America: A Nation of


Immigrants

Rationale: The purpose of this unit is to facilitate students in strengthening their literacy skills by
employing various literacy strategies, such as; Readers Notebook Entries (RNEs), close readings, and
annotating. In developing their literacy skills, students will be better prepared to engage complex texts
throughout the school year. In tandem with their literacy development, students will research, read, write,
discuss, and debate the current controversy of immigration and various aspects therein. Exploring the
notion that America is a "Nation of Immigrants" beginning with the arrival of the Puritans in the 17th
century, striving to attain what can be considered their notion of the "American Dream," a key concept
that students will define and investigate throughout the school year.

Summative Assessment

Essential Question: What should the U.S. do about


illegal/undocumented immigrants?
Standards:
RI.8.1 Cite the textual evidence that most strongly supports
an analysis of what the text says explicitly as well as
inferences drawn from the text.
Additional Focus Standards: RL.8.1, W.8.1 SL.8.1, L.8.1

Formative Assessments
o

Readers Notebook Entries & Journal Summary


Sheet

RNEs # 1-7

Journals # 1-5

Graphic Organizers

Pros and Cons of the Dream Act

Major Groups of Immigrants Parts 1 &2

Argument Organizer

Jose Vargas My Life as an Undocumented


Immigrant

Annotations and Focus Questions

Survey of Sentiments

PAW Immigration Survey


Student
Name:_________________________________
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Parent Signature:
________________________________________
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Teacher
Comments:____________________________
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________________________________________
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________________________________________
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________________________________________
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________________________________________
Due October
24, 2014
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________________________________________
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Individual Authentic Assessment: An Email


to Obama
Students will be asked to construct and send an
email to President Obama, which will
incorporate the formal writing process (Draft,
Revision, Edit, Final Draft), taking a position on
either side of the current immigration
controversy in the United States, concerning
the Dream Act and illegal immigrants. Students
will demonstrate their ability to synthesize and
delineate their opinions with the learned facts
from the nonfiction readings completed during
the unit.

Draft (September 3rd)

Revision (October 7th)

Edit (October 14 th)

Final (October 21th)

Cooperative Authentic Assessment: PAW


Socratic Seminar
Students will participate in a Socratic Seminar
where they will be introduced to a form of
discourse that truly facilitates them to further
develop their understanding of a complex issue.
At the start of the seminar, students will review
an article that discusses the pros and cons of
the Dream Act. During the seminar, students
will rotate from the inner (discursive) and outer
circle (fish bowl/peer monitoring). Students
participating in the inner discussion will make
claims, supported by textual evidence from the
texts read and reread during the unit, Students
in the outer circle will monitor their partners
interactions during their time in the inner circle,
using the Observation Form. At the end of the
seminar, students will fill out a Seminar Debrief,
which focuses on their experience of
participating in a Socratic Seminar. The debrief
Grade for
Unit packet

______ /100

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