New Country, New Life

Activity card

Graphic Organizer: Comparing information Name/s:

Fill in the table to compare Simon, Rosa, and Tariq’s stories.

Family background When did the family arrive in the US? Why did they come? What country did they come from?

Culture How does the family celebrate their culture? Think of foods, celebrations, clothes, music, religion etc.

WorldWise

™

Lesson Plan

Content-based Learning

Xx

Level O (34)

Xxxxxxxxx

Simon

New Country, New Life traces the family history of three children who live in the United States. Each case study outlines how and why the children’s families came to live in the United States and how they continue to keep the culture of their homeland alive while being a part of their new communities. The book aims to demonstrate the value of diversity and acceptance of differences.

Informational text types: Report/Recount

WorldWise

Content-based Learning

C3 Social Studies Curriculum links

• D2.Geo.4.3–5 Explain how culture influences the way people modify and adapt to their environments • D2.Geo.5.3–5 Explain how the cultural and environmental characteristics of places change over time • D2.Geo.6.3–5 Describe how environmental and cultural characteristics influence population

Rosa

distribution in specific places or regions • D2.Hist.3.3–5 Generate questions about individuals and groups who have shaped significant historical changes and continuities

Key concepts

• Throughout history, people have come to live in the United States from many countries and for various reasons • Groups of people maintain their culture through art, food, music, dance, celebrations, and festivals • All cultures should be recognized and respected

Content vocabulary

Tariq

adapt, ancestors, citizen, culture, goldfields, heritage, homesick, hummus, immigrants, landscaping, mariachi, mosque, passports, persecution, piñata, prosperity, refugees, sombreros, tamale, temple, territories, voyage

Text features

• Text boxes, illustration, photographic summary, sidebars, captions, glossary Reading strategy

• Comparing information Correlations with Texas Essential Knowledge and Skills WorldWise Lesson Plan New Country, New Life © 2019 EC Licensing Pty Ltd. © 2019 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published.

The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. The trademark “WorldWise Content-based Learning” and Star device is owned by EC Licensing Pty Ltd. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2019 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice.

All other rights reserved.

Developed by Eleanor Curtain Publishing

okapi educational publishing

Text: Kerrie Shanahan, Jenny Feely Consultants: Linda Hoyt, Lyn Reggett Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.worldwise-reading.com

Reading 3(7) (C) Use text evidence to support an appropriate response.

3(9) (D) (ii) Recognize characteristics and structures of informational text, including features such as sections, tables, graphs, timelines, bullets, numbers, and bold and italicized font to support understanding.

3(10) (A) Explain the author’s purpose and message within a text.

Writing 3(7) (B) Write a response to a literary or informational text that demonstrates an understanding of a text.

Speaking and Listening 3(1) (C) Speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively.

First reading session

Second reading session

Final reading session

Writing

Getting started

Building understanding

Bringing it all together

Introducing the book

Reading with teacher support

Support the students in activating their prior knowledge.

Ask: What do you know about immigrants – people who move from the place where they were born to live in another country? Give each student a copy of the book New Country, New Life. Direct them to pay attention to the cover, and the title and contents pages. Have the students browse through the book. Say: As you browse through the book, think about what you know about this topic. What connections are you making? Have the students discuss their thinking with the group.

Say: Get yourself ready to read by thinking about what you have already read about the three children and their lives. Have the students read chapter 2 to themselves. Invite the students to ask questions about what they have read.

Have students talk about the whole book. Use a range of questions to promote discussion and higher-level thinking.

Where appropriate, have the students lead the discussion.

Have the students write a factual recount using the prompt: My family background. Provide the students with a template detailing how to plan and write a recount. Say: Follow the template to write about your family history and culture.

Exploring vocabulary Ask: What words or phrases would you expect to see in a book about moving to live in a new country? Have the students work with a partner and record a list of words on sticky notes. Say: When you are finished, share your list, and I will compile our group list. If some words or phrases are not known to all in the group, have the student who recorded the word explain what it means.

Introducing the reading strategy focus Say: Sometimes you can learn about yourself and other people by comparing things that are common to all of us. We all have a family background, and we all have a culture. When we read this book, we are going to compare the family backgrounds and cultures of three children.

Say: What is your family background and culture? Have students discuss this with a partner.

Reading with teacher support Say: Read the introduction and chapter 1 to yourself. As you read, think about each family’s background and how they came to live in the United States. When you have finished reading, be ready to discuss your thinking with your partner. Monitor the students as they read and support them where necessary. Have students share their thinking with the group. Ask: What is the same about the three children? What is different about each family and how they have come to live in the United States?

Guide the students in filling out their Graphic Organizer.

Say: This Graphic Organizer will help you with your thinking. First, think about what you learned about each child and their family background and write these notes in the first column.

Say: Read chapter 2 to yourself. When you have finished, discuss your thinking with your partner. Ask: How do the children and their families celebrate their cultures? Do you think it is important for them to do this? Why? Have the students add to their Graphic Organizer. Say: Talk with your partner about what the families do to keep their culture alive in their “new” country.

Independent and partner work Have the students read chapter 3 and the conclusion without your support.

Say: When you have finished reading, talk about your thinking with your partner, and then add to your Graphic Organizer. Share your Graphic Organizer with your partner. On completion, have the students reread the whole book in preparation for the final reading session. Say: Be ready to talk about your thinking and to discuss your questions and wonderings with the group.

Reflecting on the reading strategy Encourage the students to talk about what they did to help themselves as readers. Ask: How did filling in the table help you to compare aspects of the three children’s lives? Did this activity help you to focus on the information in the book as you read it?

Why did Tariq’s family come to the United States? What things are Tariq and his family doing to “fit in” to their new home? How are they continuing their culture? What does Rosa’s family do to keep alive their family culture and background? (Literal) Simon’s family has lived in the United States for a long, long time.

Why do you think they still have such a strong Chinese culture? How are the stories of the three children that are highlighted in the book the same? What are the main differences? Why do children of immigrants sometimes “struggle to fit into life” in their new country? (Inferential) Can you relate to any of the children in the book? If so, in what ways do you connect with them? How can we help immigrants feel like they belong in their new country? (Synthesizing) What message do you get from reading this book? How might the author have found out information about the families? (Critical) Invite students to ask their own questions.

Going beyond the book Have students demonstrate their understandings by choosing one or more of the following tasks. The tasks can be completed independently, in pairs, or in a small group.

Speaking and listening Have students in small groups share personal stories about their family background and cultures. Students might like to interview a family member to find out more about this topic, before talking about it.

Vocabulary Have students locate and list words in the book that originated in other countries, such as words for foods, music, and clothing.

Have them add words other students know to their lists.

Visual literacy Have students create a poster that celebrates diversity – the idea that people living in the one country have different backgrounds and cultures. Students could choose to use digital technology or felt-tip pens and poster paper to create their poster.

Download the template at www.worldwise-reading.com/teacherresources Encourage the students to talk about their ideas with a partner. Use the template to remind the students about the structure of a recount. Say: You will need to begin by introducing your family, and then recount the story behind how you came to live here.

Alternatively, students might like to write a recount about a special family celebration they have had with their family.

Activity card

Graphic Organizer: Comparing information Name/s:

Fill in the table to compare Simon, Rosa, and Tariq’s stories.

Family background When did the family arrive in the US? Why did they come? What country did they come from?

Culture How does the family celebrate their culture? Think of foods, celebrations, clothes, music, religion etc.

WorldWise

™

Lesson Plan

Content-based Learning

Xx

Level O (34)

Xxxxxxxxx

Simon

New Country, New Life traces the family history of three children who live in the United States. Each case study outlines how and why the children’s families came to live in the United States and how they continue to keep the culture of their homeland alive while being a part of their new communities. The book aims to demonstrate the value of diversity and acceptance of differences.

Informational text types: Report/Recount

WorldWise

Content-based Learning

C3 Social Studies Curriculum links

• D2.Geo.4.3–5 Explain how culture influences the way people modify and adapt to their environments • D2.Geo.5.3–5 Explain how the cultural and environmental characteristics of places change over time • D2.Geo.6.3–5 Describe how environmental and cultural characteristics influence population

Rosa

distribution in specific places or regions • D2.Hist.3.3–5 Generate questions about individuals and groups who have shaped significant historical changes and continuities

Key concepts

• Throughout history, people have come to live in the United States from many countries and for various reasons • Groups of people maintain their culture through art, food, music, dance, celebrations, and festivals • All cultures should be recognized and respected

Content vocabulary

Tariq

adapt, ancestors, citizen, culture, goldfields, heritage, homesick, hummus, immigrants, landscaping, mariachi, mosque, passports, persecution, piñata, prosperity, refugees, sombreros, tamale, temple, territories, voyage

Text features

• Text boxes, illustration, photographic summary, sidebars, captions, glossary Reading strategy

• Comparing information Correlations with Texas Essential Knowledge and Skills WorldWise Lesson Plan New Country, New Life © 2019 EC Licensing Pty Ltd. © 2019 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published.

The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. The trademark “WorldWise Content-based Learning” and Star device is owned by EC Licensing Pty Ltd. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2019 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice.

All other rights reserved.

Developed by Eleanor Curtain Publishing

okapi educational publishing

Text: Kerrie Shanahan, Jenny Feely Consultants: Linda Hoyt, Lyn Reggett Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.worldwise-reading.com

Reading 3(7) (C) Use text evidence to support an appropriate response.

3(9) (D) (ii) Recognize characteristics and structures of informational text, including features such as sections, tables, graphs, timelines, bullets, numbers, and bold and italicized font to support understanding.

3(10) (A) Explain the author’s purpose and message within a text.

Writing 3(7) (B) Write a response to a literary or informational text that demonstrates an understanding of a text.

Speaking and Listening 3(1) (C) Speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively.