Teaching Team: Nathalie Brena, Sophie Stokes,  Lesson Topic/Title: Central American Immigration 

Annalise Woolley, Jett Rosi, Abigail Marler   

   
Subject Area/Grade Level: English 8th grade/World  Date(s): May 17th, 2019
Cultures 6th grade 
 
Objectives/Standards (refer to specific TEKS): 
English 
b.3.a. analyze literary works that share similar themes across cultures 
b.3.c. explain how the values and beliefs of particular characters are affected by the historical and cultural 
setting of the literary work 
b.13.a. ​evaluate the role of media in focusing attention on events and informing opinion on issues 
b.7. students understand, make inferences and draw conclusions about the varied structural patterns and 
features of literary nonfiction and provide evidence from text to support their understanding. Students are 
expected to analyze passages in well-known speeches for the author's use of literary devices and word and 
phrase choice (e.g., aphorisms, epigraphs) to appeal to the audience. 
World Cultures 
a.2. to support the teaching of the essential knowledge and skills, the use of a variety of rich primary and 
secondary source material such as biographies, autobiographies, novels, speeches, letters, poetry, songs, and 
artworks is encouraged. Motivating resources are available from museums, art galleries, and historical sites. 
b.1.a. trace characteristics of various contemporary societies in regions that resulted from historical events 
or factors such as invasion, conquests, colonization, immigration, and trade. 
b.1.b. analyze the historical background of various contemporary societies to evaluate relationships between 
past conflicts and current conditions. 
b.3.a. pose and answer geographic questions, including: Where is it located? Why is it there? What is 
significant about its location? How is its location related to the location of other people, places, and 
environments? 
b.4.c. explain ways in which human migration influences the character of places and regions. 
 
Essential Learnings (What do you want the students to learn about your culture?) 
We want them to recognize the perspectives of immigration in general, understand the corruption of 
government in specific areas (political aspects), learn the reasons in which many resort to immigration, and 
understand the emotional side of the journeys. 
Activities:   
What will the students be doing? Create a step by step list  What will the teachers be doing? How will 
of activities that will appeal to a variety of learners:  you check for understanding or assess 
● Introduction ​(5 minutes)  learning? 
○ Introduce selves  - teaching the introduction on 
○ Introduce AGS & TFAD project  immigration and Enrique 
○ Introduce topic  - creating and leading individual 
● Stations   lessons on steps of the journey 
○ Tegucigalpa   - presenting a Kahoot to check for 
(9 minutes) Sophie  understanding 
■ Video clips and writing exercise  - create ​PACKET​ of interactive 
about the corruption and why they  worksheets and mini-projects to apply 
leave Honduras  their knowledge 
■ write a letter to loved one 
○ State of Chiapas & Oaxaca & Veracruz  
(9 minutes) Nat & Annalise 
■ Compare & Constrast chart of how 
people treat immigrants in each 
○ Nuevo Laredo & North Carolina, America  
(9 minutes) Abigail & Jett 
 ■ worksheet on choices when crossing 
the border 
● Conclusion ​(10 minutes) 
○ Tell about ending of Enrique’s journey & 
where he is today 
○ Kahoot & Prizes 
Interdisciplinary Connections: (What part of your lesson involves English? What types of activities relate 
to Social Studies?) 
- They will be taking a journey throughout each city and learning about the history, geography, and 
culture of each.  
- They will write a letter to a loved one, telling them how much they love and appreciate them. 
- They will read and analyzing excerpts from “Enrique’s Journey” and using the knowledge to recognize 
perspectives. 
- We will show a map of Central America and demonstrate how different geographical elements affect 
culture and life in that region. 
Levels of Thinking in Lesson:  Closure: 
  - Kahoot on facts about immigration to assess 
__X__​ Knowledge (Remember)    learning and assure understanding 
__X__​ Comprehension (Understand)   - Ending powerpoint that tells the end of 
__X__​ Application    Enrique’s journey, but implies that that is not 
__X__​ Analysis  
__X__​ Evaluation (Critique)  always the end 
__X__​ Synthesis (Create)   
Teaching Team Roles and Responsibilities: (Who will teach which aspect of the lesson? What is each 
person responsible for preparing/bringing/researching/creating?) 
All 
● Design mini lessons 
● Create intro powerpoint 
● Create conclusion powerpoint 
● Email teacher about candy/ prize ideas 
● Print packets for students 
Annalise 
● Create station/region label cards 
● Make theme for powerpoint 
● Find statistics related to designated topic for kahoot 
● Create compare & contrast worksheet 
● Find clips from Chiapas from which way home 
● Find excerpt from graveyard in book/ police corruption 
Nathalie 
● Make powerpoints 
● Find statistics related to designated topic for kahoot 
● Find clips from Oaxaca & Veracruz from which way home 
● Create compare/ contrast worksheet 
● Find excerpts on religious significance 
Sophie 
● Find statistics related to designated topic for kahoot 
● Find clips  
● Make Kahoot 
Abigail 
● Find clips from housing for migrants in Houston 
● Create “write a letter to loved one” worksheet 
● Find statistics related to designated topic for kahoot 
● Create name tags for ALL students 
● Split class into 3 groups & distinguish group on name tags 
Jett 
● Find clips of crossing border 
● Create scenario cards 
● Find statistics related to designated topic for kahoot 
● Get candy/ prizes for kahoot