Page 80 - ELA_CA_HighSchool_Sampler_Flipbook

America’s Promise
ACTIVITY 1.3
ACTIVITY 1.3
Learning Targets
• Integrate information presented in two primary sources, an illustration and a speech.
• Cite evidence from multiple texts to define a concept.
Preview
In this activity, you will look at an illustration and read a speech that both describe the immigrant experience in the United States of America.
Setting a Purpose for Viewing
• When looking at a primary source such as this illustration, it is important to consider both the message and context of the source. What is the source of the illustration? Why is that important?
• Why might the date of the source be significant?
• What do you see in the illustration? What point is the source trying to convey?
• What feelings or thoughts do you think people might have looking at the Statue of Liberty for the first time as a new arrival to this country?
Source: “An ocean steamer passing the Statue of Liberty: Scene on the Steerage Deck,” from Frank Leslie’s Illustrated Newspaper, July 2, 1887. Reproduced by permission of Accessible Archives.
Setting a Purpose for Reading
• Underline phrases that describe America.
• Highlight phrases that describe the immigrants Roosevelt is referring to.
• Circle unknown words and phrases. Try to determine the meaning of the words by using context clues, word parts, or a dictionary.
My Notes
A primary source is an original
document or image created by someone who experiences an
event first hand.
ABOUT THE AUTHOR
Franklin Delano Roosevelt (1882–1945) was the 32nd president of the United States. He delivered the following address in 1936 to celebrate the 50th anniversary of the Statue of Liberty.
Unit 1 • The American Dream 9
PLAN
Materials: highlighters, audio recording of Roosevelt’s speech, projector to enlarge visual Suggested Pacing: 2 50-minute class periods
9781457304675_TCB_SE_G11_U1_B1.indd 9
10/3/15 12:37 AM
COMMON CORE STATE STANDARDS
says explicitly as well as inferences drawn from the text, including determining where the text
leaves matters uncertain.
Additional Standards Addressed:
RL.11–12.1; RL.11–12.4; RL.11–12.10; W.11–12.2a; W.11–12.2b; W.11–12.9a; W.11–12.9b; W.11–12.10; SL.11–12.1a; L.11–12.2a; L.11–12.6
1 Read the Preview and the Setting a Purpose for Viewing sections with your students. Discuss the illustration of the immigrants passing the Statue of Liberty, modeling for students how to think about a source, using details from the illustration and the questions provided to guide their thinking. Note: The Statue of Liberty was dedicated on October 28, 1886.
2 Read the Setting a Purpose for Reading section. Help students understand that they will be reading the selection with an eye for descriptions of America and its immigrants’ experiences.
3 FIRST READ: Based on the complexity of the passage and your knowledge of your students, you may choose to conduct the first reading in a variety of ways:
• independent reading • paired reading
• small-group reading • choral reading
• read aloud
Text Complexity Overall: Complex
Lexile: 1260L
Qualitative: Moderate Difficulty Task: Moderate (Analyze)
4 As students are reading, monitor their progress. Be sure they are engaged with the text and annotating words and phrases that describe America and the immigrants Roosevelt is referring to. Evaluate whether the selected reading mode is effective.
Focus Standards:
RI.11–12.7: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
RI.11–12.1: Cite strong and thorough textual evidence to support analysis of what the text
LEARNING STRATEGIES:
Previewing, Marking the Text, Think-Pair-Share, SOAPSTone
ACADEMIC VOCABULARY
TEACH
Unit 1 • The American Dream 9
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.