Show Me The Way To Go Home, Authors: Margery Foreman & Diane Elander, Grade level: 8, Subject Area:ELA/Math, You are an immigrant. To enter your new country, you will need to take the following test. You may discuss the test with your partner and you will have 5 minutes to write the answers.

Planning Guide

Creating Learner-Focused
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* Madison-Oneida BOCES- This document may not be reproduced in any form without the expressed written consent of the District Superintendent or his designee.

LU Title: "Show Me the Way to Go Home"		Authors: Margery Foreman & Diane Elander
Grade level: 8		School Address:JA Green JR/Sr High Dolgeville, NY 13329
Subject Area:ELA/Math		School Phone/Fax:315-429-2155

CONTENT KNOWLEDGE

Declarative	Procedural
Vocabulary	Share in groups
Read novel	Discuss character traits
Explain character traits	Guided practice
Graphic organizers	Analyze novel, character traits, customs of native country
Guided reading	Create VENN diagram
Write report	Oral presentation
Research author, customs Research currency exchange rates - Students may use the internet	Create bar graph manually Create bar graph on the computer using Excel Calculate monetary equivalents

ESSENTIAL QUESTIONS

What kinds of frustrations does an immigrant feel?
The USA is referred to as a "Melting Pot". In your essay, explain what this means.
We share customs today that originated in the native country of your main character.
What are those customs ? Explain this in an essay.
What character traits do you and the main character in your novel have in common?
How did the number of immigrants coming to the United States from different countries compare?
Does a "10" have the same meaning in different countries ? (In terms of money.)

INITIATING ACTIVITY

With a partner, you will take the following test. You are an immigrant. To enter your new country, you will need to take the following test. You may discuss the test with your partner and you will have 5 minutes to write the answers.

1. Comment vous appelez-vous?

2. Owhay ldoay reaay ouyay?

3. Qu'est-ceque c'est votre pays?

4. Hereway reaay ouyay oinggay?

Write all answers in complete sentences. Good Luck!

Connection to State Learning Standards

Content Area: English Language Arts & Math

Level: Grade 8

Benchmarks: Interpret & analyze information from literature & research, discover relationships between you and a character, follow oral & written directions, participate in group discussions, understand literary techniques, understand vocabulary; Understand historical fiction , cause-effect, main ideas & supporting details

Benchmarks: Create a VENN diagram analyzing the character traits of main character to your own life, create a book jacket, present an oral presentation, express ideas in an effective & clear manner, know audience & communicate effectively

Standard: ELA Standard 1 & 2, read, write, listen and speak for information & understanding; and for literary response & expression

Standard: ELA Standard 3 & 4, read , write, listen and speak for critical analysis and evaluation and social interaction.

Standard: Language other than English Standard 2

Unit Theme:

Standard: Information Systems & Mathematics 2 & 3

Standard: Interdisciplinary Problem Solving 7

Benchmarks: Students will learn to apply mathematics in real-world settings. Students will access, generate, process & transfer information using appropriate technologies

There are many standards in Social Studies, Language, Home & Careers and Art that can be incorporated by those teachers.

Benchmarks: Students will apply the knowledge & thinking skills of mathematics to address real-life problems & make informed decisions.

Learning Experiences

Declarative Knowledge

What declarative knowledge should studentsbe in the process of acquiring & integrating? As a result of the unit, the student will know or understand…

What experiences or activities will be used to help students acquire & integrate this knowledge?

What strategies will be used to help students construct meaning, organize and/or store the knowledge?

Describe what will be done.

Vocabulary: immigrant, emigrant, Ellis Island, Angel Island, customs & culture, patriotism

Feelings of immigrants

Experiences of immigrants

Discuss U.S. as "Melting Pot"

How immigrants have enriched life in the USA

Compare values of currencies from different countries

Read a novel from this list: Jar of Dreams, Journey to America, In the Year of the Boar and Jackie Robinson, Journey of the Sparrows, Land of Dreams, Land of Promise, Land of Hope

Handouts

Explain character traits

Explain simile, metaphor, personification, alliteration

Research current rates of exchange on the internet

Graphic organizers

Guided reading

Small groups to discuss novels

Class discussion

Write a report

Use the internet to research the author

Research the customs of the immigrant's country of origin

Learning Experiences

Procedural Knowledge

What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:

What will be done to help students construct models, shape & internalize the knowledge?

Describe what will be done.

Apply reading and research information to create a book jacket, and a VENN diagram

Analyze the novel

Analyze the main character

Analyze the customs of the main character's native country

Construct a bar graph to compare related quantities

Understand which operations to employ when converting from one currency to another

Students work in groups of three or four to share information in their novel and create an Information Board and prepare their oral presentations

Discuss character traits

Discuss customs

Guided practice

Review process

Discuss numbers of immigrants that came to the U.S. from different countries

Discuss how different monies compare.

Create a book jacket which has an appropriately designed cover, a brief summary of the novel on the front flyleaf, the report of the author's life on the back flyleaf, and the back will contain book "blurbs" created by each member of the group

2. Use the internet to research the customs of the main character's native country and the author's life.

3. Oral presentations will be presented by each group

4. Each group member will create a VENN diagram

4. Manually create a bar graph showing how the numbers of immigrants from different countries compare

5. Create a similar graph on the computer using Microsoft Excel.

6. Using current rates of exchange, convert other currencies to U.S. dollars

Learning Experiences

Extending and Refining

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of…

What reasoning process will they be using?

Describe what will be done.

Immigrants and their life in a new country, the difficulties they faced , and how their culture assimilated into their new country

Bar graphs are an excellent tool for comparing groups of related quantities, in this case the number of immigrants arriving from different countries

The methods used for converting from one unit in a system to another are very similar, whether it's currency or units of measurement

Read a novel about an immigrant

Students will research author's life

Students will create VENN diagram

Students will write a report on the novel

Students will create a book jacket

Students will present an oral presentation to include report, research, and country's culture to include artifacts, food, etc.

Student will create a bar graph manually

Student will create a bar graph on the computer using Microsoft Excel.

Student will research currency exchange rates on the internet & convert quantities of foreign currencies to U.S. dollars.

Planning Guide

Unit:

Step 1	Step 2	Step 3
*What knowledge* will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to...........**	What reasoning process will they be using?	Describe student's products and performances and the criteria for evaluation.
	[ ] Decision Making (selecting from seemingly equal alternatives or examining the decisions of others) [ ] Problem Solving (seeking to achieve a goal by overcomming constraints or lmiting conditions) [ ] Invention (creating something to meet a need or improve on a situation) [ ] Experimental Inquiry (generating an explanation for a phenomenon and testing the explanation) [ ] Investigation (resolving confusions or contradictions related to a historical event, a hypothetical past or future event, or to the defining characteristics of something) [ ] Systems Analysis (analyzing the parts of a system and how they interact) [ ] Other:	Products/Performances
		Criteria for evaluation

Rubric:

Key Questions:

What are the key elements, traits, or dimensions that will be evaluated?

Are the identified elements of equal importance or will they be weighed differently?

	Element #1	Element #2	Element #3	Element #4
Elements Scale	Book Jacket	Venn Diagram	Book Report	Presentation
Weights	All sections are weighted equally	All sections are weighted equally	All sections are weighted equally	All sections are weighted equally
4	Book Jacket to include all four parts, correct grammar, neat, appropriate vocabulary	VENN Diagram to show examples of comparing yourself to character in novel, diagram to be computer generated, several examples(at least 6)	Report to include setting, culture & customs, characters, conflict, 5 examples of figurative language, theme and report will be well written.	Each group member will share equally, presentation is interesting and informative to include both native country food and artifacts
3	Book Jacket has 3 of the 4 component parts and very few errors	VENN diagram has 4 or 5 examples	Reports is missing one component part	Gives good presentation with one example of culture either food or artifacts
2	Book Jacket has 2 of the 4 component parts, some errors	VENN diagram has 2 or 3 examples	Book report is missing 2 component parts and there are some errors	Report is read and there is one example of the culture
1	Book Jacket has 1 of the 4 component parts and there are errors	VENN diagram is not computer generated and has limited examples	Book report is missing 3 or more component parts	Did not share equally in the oral presentation and there are no examples of the culture

NOTE: Rubric or other performance asessment instruments may be used.

Rubric:

Key Questions:

What are the key elements, traits, or dimensions that will be evaluated?

Are the identified elements of equal importance or will they be weighed differently?

	Element #1	Element #2
Elements Scale	Bar Graph	Currency Project
Weights	All sections are weighted equally	All sections are weighted equally
4	Bar Graph to include all four parts, accurate data, neat construction, everything labeled correctly & scale accurate and consistent	All of the following completed accurately: rates research correctly, correct operations applied, arithmetic correct & all problems completed
3	Bar graph has 3 of the 4 required parts. Very few errors	Project has 3 of the 4 required parts. Very few minor errors. No method errors.
2	Bar graph has 2 of the 4 required parts. Some errors	Project has 2 of the 4 required parts. At least one method error.
1	Bar graph has 1 of the 4 required parts. Major errors	Project has 1 of the 4 required parts. Major errors in both method and mechanics.

NOTE: Rubric or other performance asessment instruments may be used.

Have You Considered These Yet?

Learn to Learn Skills:

Assessment Modifications:

Students in the Resource Room will read the same novel and use audio books. The Resource Room teacher will make other modifications, if necessary.

Unit Schedule/Time Plan:

Double class periods totaling 80 minutes are used to do research on the computer, use the word processor and visit the library for additional research. The total project takes 3 to 4 weeks. Students "International Day" presentations were in an 80 minute time slot with students from other classes visiting and having their passports stamped for each country they visited.

Written Overview:

In student's written report and oral presentations, they will explain how their country contributed to the "Melting Pot" concept by sharing the customs and culture of the country researched.

The students will realize that a "10" (in monetary units) does not mean the same thing, after they satisfactorily complete the currency exchange project.