Rima Ali English 2B

17789022 Assessment 2- Wide Reading

The following wide reading of texts and lesson plans are intended for a stage 4 class (years 7-8). The texts are all linked in through their common
theme of immigration experience. All five texts are based on the historic event of American immigration. Additionally, all five texts are based on the
inspection station at Ellis Island. The texts explore the historical recounts of immigrants who encountered Ellis Island inspection station and
recollected the obstacles and unjust treatment of these immigrants.

Novel Summary Activities

1)Hope in My This novel is about a 9-year-old Italian girl named Sofia
Heart: Sofia’s Monaro and her migration to the united states with her
Immigrant Diary family. Sofia’s family migrated to America in hope of a
by new life but like many immigrants who attempted to
Kathryn Lasky migrate to America in 1892 the journey was not pleasant
nor easy. In this series of Lasky’s trilogy of books Sofia is
separated from her family at arrival to Ellis island as she
was considered to be too sick to enter the country. She is
put in a hospital whereby she must overcome many
obstacles such as the prejudice and discrimination she is
faced with, the isolation she feels due to the separation
from her family, and the utter confusion about what will
happen to her as well as where her family is. As the novel
1)Novel Structure: -
The novel is written in first person narration and diary entry form; students are to
individually respond to the following question.
Why might have the author chosen to compose the novel in this chosen narrative
structure? is it effective?
2) Think, Pair, Share: -
In groups of 3-4 students are to respond to the following question.
Q) what were Sofia’s family’s motives for leaving Italy?
3) Think, Pair, Share: -
In groups of 3-4 students are to research and respond to the following question.
 proceeds Sofia soon learns that her immigration papers
have been misplaced and fears that she may never return
to her family.
2)Home at Last: This novel is the second book to the trilogy of “Sofia’s
Sofia’s Immigration Diary” by Kathryn Lasky. After finally
Q) The statue of liberty is symbolic throughout the book, why is this such an
important reoccurring symbol throughout the book? what does it resemble?
4) Newspaper Article
Sofia and the other immigrants in the hospital under quarantine were treated
unjustly, students are asked to write a newspaper report disclosing the mistreatment
of these immigrants. Students should use quotes from the texts as evidence and
chose atlas one character from the novel to use as a character witness of interview
within the newspaper article.
5) Character analysis
Individually students will conduct a thorough character analysis on one character
within the novel. students are permitted to select a character of their own choosing
and fill in the character analysis table below: -
Characteristics
Evidence Within Text
(behaviour, motives, characteristic
(quotations, scenes)
traits)
1) Think-pair share
Food is symbolic throughout this novel.
Immigrant Diary reuniting with her family post quarantine Sofia attempts to why do you think this is and what is it symbol for? In your answer refer to key
by settle into her new home in Boston. This novel explores
Kathryn Lasky the positive yet equally negative experiences of Sofia’s
experience of immigration to America. Although in this
novel much of Sofia’s family are taking every opportunity
in their new life and Sofia is starting school and making
new friends. Sofia longs to speak to her friend Maureen
from the quarantine camps on Ellis Island. The novel
continues to provide Sofia with obstacles throughout her
experiences in her new home of America.
scenes and include quotations from the text to justify your answer. Students should
work in pairs and discuss their answers at the end of the activity with the class.
2) Grammar, spelling and Punctuation
Although Sofia has moved away from her friend Maureen, she has promised to
write to her. Students must re-write the passage below so that it is grammatically
correct.
Ciao maureen,
My dear friend I have missed you. I have finally arrived in Boston and can
finelly call this my home? Ive made plenty of knew friends but none bring
me the company and joy that you do. Some of the people hear are very
nice, while others donnot like me, I cant seem to understand why? Maybe
it is because I cannot speek the way that they want me to. Or because we
are just too different. I miss home, I miss the warmth in Italy and I miss
you! Although I do not wish to retun to ellis island I do wish to retun to
you and seek the comfort you would give me nowing I wasn’t alone on
this sacry adventur. Write back to me Maureen I long to hear from you.
Arrivederci
3) Personal reflection
Sofia moves to Boston with her family and leaves her friend Maureen behind.
Students must think of a time when they were forced to leave something or
someone behind. Write a diary entry about how you may have felt leaving that
someone or something behind.
4)Creative Writing
America has provided this new migrant family with various opportunities such as
work, education and new friends. Students are to write a letter from the perspective
of Sofia addressed to a family member or friend in Italy. In this letter students are
to discuss the opportunity that the new country has offered Sofia along with her
insights into why she may miss or want to go back to Italy.

5) Venn Diagram
Students are to fill in the Venn diagram provided below. This should give students
some insight into how Sofia’s life as an immigrant differed from their own.
3) An American This is the concluding novel to Lasky’s trilogy “Sofia’s
Spring: Sofia’s Immigration Diary”. Maureen has come to life with Sofia
Immigrant Diary and her family after her mother’s death. This concluding
by novel truly reveals Sofia and Maureen’s assimilation into
Kathryn Lasky their new American lives through traditional American
rituals such as Halloween and thanksgiving. Although
Sofia still faces some obstacles this novel really embodies
her acceptance and ability to embrace her new home and
identity.
1) Comparison
Sophia finds herself finally calling America home, this is primarily due to the
connection she makes with American culture and traditional rituals such as
Halloween, thanksgiving and school excursions. Make a list of your own culture
that you connect with and compare your list to Sofia’s.
2) Dialogue
Pretend you are Sofia and you are speaking to your grandmother over the phone
who still lives in Italy. You are discussing your new life in America with your
grandmother and telling her about how you feel about your move from Italy to
America. Create dialogue between the two characters.
3) Characterisation
Students are to reflect on Sofia’s growth as a character, paying particular attention
to her acceptance of her new American life. In this characterisation for each point
you make about Sofia’s personality or character growth you must use a quotation
as evidence.
 Example: -

Found identity: - Sofia finds a new found sense of identity with

American culture and traditions. She now calls her new country home.
Evidence: - “We are American’s” (page 112)

4) Definition
Sofia experiences prejudice throughout the book. Students are to first predict their
own definition of prejudice and then research the definition of prejudice and
discrimination. Furthermore, students will try and recall one instants where they
felt they suffered from some sort of prejudice.

5)Essay Writing
“We are pilgrims. We are immigrants. We are American’s”. Students are to
individually discuss this quote from the novel and its connotation with direct
evidence from the text as evidence.
4)Island of Hope: The novel retells the experiences of the many immigrants 1) Speech Writing
The Story of who were processed at Ellis Island on their journey to The novel explores the various hardships and obstacles immigrants suffered both
Ellis Island and America. The novel discusses the examinations and on their journey to America and upon their arrival. In groups students are to write a
the Journey to inspections the immigrants were subjected to upon arrival. speech that will address the following issues:
America Furthermore, the novel explores the separation of families *Child labour
by who were separated and denied entry at Ellis island due to *Prejudice
Martin W. illness. The novel utilises photographs throughout to *Unjust treatment of Ellis Island
Sandler reinforce the texts ideas. The novel explores the hardships *Difficulties of assimilation
the immigrants faced when being processed on Ellis The students will present their speech in class group by group. The speech must
island as well as the adversity they faced well after they argue the unjust treatment of these immigrants on Ellis Island and must gain the
had arrived to America. The novel discusses issues of sympathy of the immigrants from the audience. The use of high modality words is
child slavery and westward expansion and the effect it had necessary as well as quotations from the text as supporting evidence.
on the immigrants who were either fleeing their war torn
countries to or were deceived by the allure of the greatly 2)Historical Timeline
exaggerated America. Furthermore the novel discusses the Students are to create a historical timeline depicting the significant dates and events
responsibility of teenagers as they assimilated at a rapid of American Immigration history. For each significant event there must be a
pace in comparison to their parents and were central to supporting paragraph briefly describing what occurred. Students are permitted to
their family migration. use the internet to support their research.

3) Think, Pair, Share

Students are to form groups and respond to the following quotation from the novel
discussing its intended connotation.
“I came to America because I thought the streets were paved with gold. When I got
here, I found out three things. First, the streets weren't paved with gold; second,
they weren't paved at all: and third, I was expected to pave them”.

4) Creative writing
Students are to imagine that they were a teenager who had migrated to America
from Europe with their family. As evident in the book teenagers were burdened
with immense responsibility as they proved to assimilate and integrate at a rapid

5) The Orphan of The novel is based on the character of Dominic who is an
Ellis Island orphan that spent much of his life in foster care. Dominic
by
is transported back in time to 1908 while on a school
Elvira Woodruff
excursion to Ellis island after talking to an elderly Italian
immigrant on the phone. The novel follows Dominic as he research and write a report on their knowledge of their ancestry.
is transported back in time to Italy. Dominic meets 3
orphan brothers which he forms a strong bond with. The
brothers are anticipating their journey to America.
Dominic joins the boys on their trip to America only to
find out that he may be relatives of the brothers. On their
journey to America the boys overcome hardships as the
novel reveals the real life situations many immigrants
were subjected on Ellis Island.
pace learning the language and customs faster than their parents.
write a journal/diary entry expressing your feelings about your new found
responsibilities.
5)Essay Question
The novel is coupled with photographs to support the text. Choose one image from
the novel and discuss how it may support the text and its effectiveness in depicting
the stories of the immigrants. Students must refer to their visual techniques to
answer the questions effectively
1) Research and Report
The novel is primarily concerned with Dominic heritage and ancestry as his
motives for escaping the excursion and falling asleep in the janitor’s closet was to
avoid the tour guides question about his family. Students are to individually
2) Personal response
Students are to draw on their own ideas and notions when responding to the
following question individually:
In your opinion why was Ellis Island called “The Island of Tears”?
3) Brochure
Students should create a brochure for the Ellis Island section of the museum. The
brochure must be informative of the immigrant experience of Ellis Island.
Furthermore, the brochure must have real recounts and discussions of immigrants
who were detained at Ellis Island. Students are to research their chosen immigrants.

4) Character Analysis
Students are to conduct a character analysis on Dominic using the worksheet
provided. Students focus of this character analysis is to indicate Dominic growth
and change as the novel progresses.
Beginning of the Novel
Characteristics
Evidence Within Text
(behaviour, motives, characteristic
(quotations, scenes)
traits)

End of the Novel

Characteristics
Evidence Within Text
(behaviour, motives, characteristic
(quotations, scenes)
traits)

5) Interview- Group work

Students will act out an interview between Dominic and the museum reporter. The
interview should be set after Dominic returns to Ellis island. Questions should
discuss the hardships the Dominic may have been confronted with on his trip to
Ellis island.
There are two components to this interview:
1)A creation of questions and answers for the interview
2)Acting out the interview in groups
Reference List

Lasky, K. (2004). An American Spring (1st ed.). Scholastic.

Lasky, K. (2003). Home at last (1st ed.). New York: Scholastic.

Lasky, K. (2003). Hope in my heart (1st ed.). New York: Scholastic.

Woodruff, E. (2000). The Orphan of Ellis Island (1st ed.). New York: Scholastic Inc.

W. Sandler, M. (2017). Island of Hope: The Story of Ellis Island and the Journey to America (1st ed., pp. 1-144). Scholastic, 2004.