Unit+Plan+Outline+Grapes+of+Wrath

Particularly because of my work with ESOL students, I am drawn to teach a unit with migration as the theme because it is a topic those students can particularly relate to. This connection should also enhance the motivation in the classroom. This unit will allow them to use the literature and characters read about to compare and contrast their life experiences with those of migrants studied. However, the unit is just as valuable for mainstream students as it will allow them to gain an appreciation for their own family histories as well as an understanding of the hopes and challenges faced by documented and undocumented immigrants. For mainstream students, the unit will encourage more emotional involvement with the characters and move students toward fulfilling the objective of obtaining a deeper understanding of the immigrant experience. This unit emphasizes the uniqueness of the immigrant experience hopefully counteracting the stereotypes people face with when seen as outsiders. For the ESOL students it is an opportunity to finally be able to connect to the literature and be an expert on the material. These students can be valuable resources in the classroom, which they often may not have the opportunity to do. In addition to the overarching theme of the migration, we will also investigate other themes such as the perception of the American Dream, exclusion from mainstream America, exploitation of the poor, classism/racism and stereotyping/labeling. The unit will be based around //The Grapes of Wrath,// but // be supplemented with Esperanza Rising//// and ////First Crossing: Stories About Teen Immigrants////. //
 * __Migration Unit Plan__**
 * //Theme://**

This theme is a wonderful opportunity to pair with the social studies teacher to examine historic, political and social issues around migration Some topics to consider: -When/where waves of migration in U.S. history have occurred -Factors that contributed to those waves/recesses -Role of the media: public perception of immigration/migration -Laws (past/present) that hinder or encourage immigration, ex: English-only laws. -Motivating factors: why people to leave their country of origin and move to the U.S. or migrate to another part of the U.S. (ex: political, social, economic, environmental)
 * //Interdisciplinary connections//**//://

Steinbeck, John. (1939) //Grapes of Wrath.// New York, NY: The Viking Press. Gallo, Donald (2004). //First Crossing: Stories About Teen Immigrants.// Cambridge, MA: Candlewick Press. These short stories examine the immigrant experience from the perspectives of teenagers from ten cultural groups. Students will also of the many reasons people come to the U.S. and the challenges they face upon arrival. The stories are told by many different authors offering their unique perspectives. Many of the ESOL students will be able to relate to the struggles these teens encounter. The challenges of being a teenager is hard enough, but adding to that the culture shock of being new to a country makes everything that much more difficult.
 * //Texts://**

Ryan, Pam. (2000). //Esperanza Rising.// New York, NY: Scholastic Press. Esperanza Ortega is a girl with everything, but after a tragedy strikes, Esperanza and her mother must leave Mexico and head to California. The story describes the cultural, economic and personal challenges they face in their new life during the time of the Great Depression. Esperanza must rise up to these new challenges especially when her mother becomes ill.


 * Activities:**

In addition to developing personal connections, students will need to build background knowledge about the historical, political, emotional, economical, social/cultural and philosophical factors that contribute to migration and the migration experience. At the beginning of the unit, students will be asked to respond to an Anticipation Guide regarding the present perceptions regarding migration and immigration. After investigating family histories, reading about the experiences of the main characters in each of the novels, hearing a guest speaker and other activities, students will review and revise their opinions, if necessary. This is a great tool to increase reading comprehension by activating prior knowledge of the topic. Also, it gives the teacher an idea of any specific issues that should be addressed.
 * 1). Anticipation Guide**

This activity could be used at various stages of the unit. Students can compare many different experiences such as: the voluntary vs. involuntarily experience, documented vs. undocumented experience, Immigrant (Esperanza rising) vs. migrant (Grapes of Wrath), etc. Student can work in group to brainstorm similarities and differences of these experiences.
 * 2). Venn Diagram:**

A gust speaker is a great opportunity to provide a role model to many of our culturally and linguistically diverse students. Also, mainstream students can then see the positive impact immigrants can have on the country. Students will hear from Ricardo Isla, a Peruvian immigrant who left his country at 16 with his family. He spoke no English, yet has now become a successful engineer working for the U.S. Patent and Trademark Office. The class can hear personal experiences with immigration and assimilation and how he overcame those challenges. The class should have prepared a list of questions including but not limited to, some of the stereotypes that currently exist such as people not wanting to learn English or simply wanting to take advantage of welfare.
 * 3.) Guest Speaker**

 Using the information gathered in the interviews, students will write a brief character sketch (description). This story should go through the entire writing process, brainstorming, editing, revising and rewriting. This is a great time to use peer editing as well.
 * 4.) Immigrant Interviews**
 * When did this person come to Virginia or the U.S.?
 * Where did he/she come from?
 * Did they have to learn to speak English? What was that like?
 * Does this family member still observe any customs from his/her country of origin?
 * Did this family member experience any prejudice or hostility as a new immigrant?
 * Was the move worth it?