Time: 15 minutes
Activity: “My Story of Immigration | Miriam Martinez” Warm-up activity and discussion.
1. Pre-listening: Inform the students that they will listen to the video of Miriam Martinez’s immigration story. During, have them make connections to their own journey, as well, drawing from what they learned about empathy, what parts of her story can they empathize with.
2. Play Miriam Martinez’s immigration story video for the students all the way through.
3. Post-listening: With a neighbor, have students think about and discuss the answers to the following questions:
-How does Miriam’s story relate to your own journey?
-What specific parts of Miriam’s story can you empathize with?
-What kind of language did Miriam use to describe her story? (What kinds of adjectives did she use? Did she say the journey was fun? Dangerous?)
4. Have students share as a class what they discussed with a partner.
LO #s targeted: 1 & 2
Skills and Strategies in focus:
1. Listening: Listening for main points and summarizing
2. Speaking: Speaking a written story and using adjectives and adjective clauses
3. Grammar: Adjective Clauses/Relative Pronouns
Age & Level: 17-26 | International Students at the IEC | CEFR Levels B1/B2
Length of Lesson: 90 Minutes
Materials Needed:
· Projector
· Adjective Clause Power Point (Appendix A)
· Questions for "Fluency Competition" Activity (Appendix B)
· Paper and writing materials
1. SWBAT – Make connections and cultivate empathy for another’s story of immigration and apply it to telling their own story.
2. SWBAT – Identify the adjective clause and relative pronoun in a sentence.
3. SWBAT – Fluently use the proper relative pronoun in an adjective clause.
4. SWBAT – Write and synthesize their own story of immigration.
5. SWBAT – Orally express their own story of immigration to tell to their classmates.
Time: 10 minutes
Activity: Power Point Presentation on simple sentence adjective clauses (e.g. “I rented a big house” vs. “I rented a house that had six bedrooms”)
And
The proper use of the relative pronoun who/whom, which, and that.
1. With the provided power point presentation, present the use of the adjective clause, and the proper relative pronoun to use with what type of noun.
LO #s targeted: 2
Time: 20 minutes
Activity: Working as a team to fill in the correct relative pronoun, and fluently read the sentence.
1. The teacher will break the class into two groups which will stand at the back of the room. The teacher will stand at the front of the room between the two groups.
2. A sentence with the relative pronoun missing will be presented on the projector.
3. The teams must work together to come up with the correct relative pronoun to place in the blank, then a single student must run up to the teacher.
4. The first student of the two teams to reach the teacher must read the sentence back to the teacher, facing away from the projector screen, with accuracy and the correct relative pronoun.
5. If the student gets it correct, they get a point, if not, the question will be passed to the next team.
LO #s targeted: 2 & 3
Time: 45 minutes
Activity: 3-2-1 Storytelling Activity. Develop your story, share it, then synthesize it.
Steps & Teacher Directions:
1. Individually, have students spend 20 minutes writing their own story of immigration, employing what they know about descriptive language using adjectives. Their stories should be an outline of what they will share with their classmates. The outline might include things like: where they came from, what life was like, how and why they came to the US, how they feel about their journey, what life is like now, and what they want others to know about immigration.
2. For the remaining time, break the students into an inner circle and an outer circle, each with the same amount of people. For 3 minutes, the outer circle will share their story with the person in front of them, then for 3 minutes, the inner circle will summarize what they heard, and draw connections and tell what they liked about the story. Finally, have the students switch roles and start again (3 minutes of sharing, 3 minutes of summarizing).
3. Have the students in the outer circle rotate once to the right. Now do the exact same sharing-summarizing activity, but each person only gets 2 minutes.
4. For the final round, have the outer circle rotate to the right again, and share and summarize for 1 minute.
LO #s targeted: 1, 4, & 5
Time: 5 minutes
Activity: Bring it together and discuss going on to create their own Adobe Spark videos.
Steps & Teacher Directions:
1. For the last five minutes of class, bring the students together and discuss the Adobe Spark video they will be producing. Students should’ve synthesized their own story during the decreasing time limit, and they should have heard other student’s stories to get an idea of how to tweak their own.
My Story of Immigration | Miriam Martinez
Appendix A: Power Point Presentation
Follow link to Google Slide Presentation: https://docs.google.com/presentation/d/1RQMuUX44zmKilH3yJdJTiT7nB-68v-4b1U1vrwBZDs0/edit?usp=sharing
Appendix B: Questions for "Fluency Competition" Activity
Do you know the girl who started in grade 7 last week?
Can I have the pencil that I gave you this morning?
A laptop is a computer which can be carried around.
I won't eat in a restaurant whose cooks smoke.
My ESL teacher, who came to Germany in 1986, likes to ride his mountain bike.
The heavy rain, which was unusual for the time of year, destroyed most of the plants in my garden.
Einstein, who was born in Germany, is famous for his theory of relativity.
The boy, whose parents both work as teachers at the school, started a fire in the classroom.
Appendix C: Adobe Spark Video
A sample video that models how to describe a family story using adjective clauses: "My Father's Family."
A sample video of a student describing one aspect of her home country: "Okinawa: Land of Culture."
Appendix D: Adobe Spark Video How-To Guide