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CCSS.ELA-LITERACY.RI.6-8.1

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-LITERACY.RI.6-8.2

Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

CCSS.ELA-LITERACY.RI.6-8.3

Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

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This lesson is organized around the theme of family. As such, it provides students with listening and reading activities about which they have strong background knowledge. Throughout the lesson, students build their understanding of English texts by drawing on their native languages and relevant experiences to read and analyze mentor texts about families who have immigrated to the Bay Area. At the conclusion of the lesson, students draw from the language and text patterns of the mentor text to develop their own texts about immigrating to their new city.

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This lesson is organized around the theme of the typical American school. The lesson provides students with listening, speaking, reading, and writing activities that provide important information about American schools and how they work, as well as some very basic notions of the geography of the U.S. Written texts in this lesson include school descriptions, schedules, and maps.

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metacognitive strategies to help them develop language skills that are fundamental to their success in subject area courses and gain comfort with ambiguity.

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their understanding of English texts by drawing on their home languages and relevant experiences.

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CCSS.ELA-LITERACY.W.6-8.2

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

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CCSS.ELA-LITERACY.SL.6-8.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.

CCSS.ELA-LITERACY.SL.6-8.6

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

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This lesson investigates  the city of Redwood City as well as the greater Bay Area. In this lesson, students engage in listening and reading activities in which they learn about their community and the geography of the Bay Area. Students first read authentic Bay Area visitors’ guides, then investigate different neighborhoods using a jigsaw format, and finally write their own visitor guides to the neighborhoods in which they live.

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Asking and Giving Directions Expressions

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Asking and Giving Directions Expressions

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Asking and Giving Directions Expressions

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CCSS.ELA-LITERACY.RI.6-8.1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-LITERACY.RI.6-8.2
Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

CCSS.ELA-LITERACY.RI.6-8.3
Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

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CCSS.ELA-LITERACY.SL.6-8.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.

CCSS.ELA-LITERACY.SL.6-8.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 here for specific expectations.)

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CCSS.ELA-LITERACY.W.8.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

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CCSS.ELA-LITERACY.RH.6-8.1
Cite specific textual evidence to support analysis of primary and secondary sources.

CCSS.ELA-LITERACY.RH.6-8.7
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

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01. Creating and Framing Questions about the Past: What is Human Migration?

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01. Creating and Framing Questions about the Past: What is Human Migration?

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The purpose for this lesson is for students to establish background knowledge on the concept of human migration. By examining written and visual texts on the subject, students create an initial understanding of what human migration is and key terms associated with it. Concurrently, they engage in academic discussions with partners or in small groups, identifying and citing evidence along the way. At the end of the lesson, students summarize their understandings and learnings of human migration in both written and oral form.

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02. Identifying Similarities and Differences Across Time: The Human Element in Migration

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02. Identifying Similarities and Differences Across Time: The Human Element in Migration

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Building on the previous lesson, students learn about the experiences of various individuals who have migrated as well as develop an appreciation of primary sources. As they determine the cause effect scenarios in each case, they expand on their understandings of push and pull factors involved in migration and the impacts on both host and home countries. Finally, they begin to make connections to more present day scenarios of migration.

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03. Drawing Connections to the Present: Recording Oral Histories of Migration

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03. Drawing Connections to the Present: Recording Oral Histories of Migration

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Students continue to learn about the experiences of various individuals who have migrated by exploring the genres of interview and biography. Students gain an appreciation of these genres by listening to an audio recording of an interview, identifying the language utilized, and observing how the language can be transformed into a more elaborate biography. Finally, students conduct their own interview and write a biography based on the responses collected.

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gather, use and interpret evidence on the characteristics, distribution, and migration of human populations.

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engage in comparison and contextualization of social and political reforms as well as new ideologies in response to population shifts.

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make sense of chronological reasoning and causation as to how shifts in population from rural to urban areas lead to social changes in class structure, family structure and the daily lives of people.

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analyze developmentally-appropriate social studies texts (e.g., written documents, works of art, photographs, charts and graphs, artifacts, oral traditions, and other primary and secondary sources) from diverse cultures and time periods with understanding.

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identify, compare, and evaluate multiple perspectives on a given historical experience.

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articulate how events are related chronologically to one another in time and explain the ways in which earlier ideas and events may influence subsequent ideas and events.

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comprehend text presented orally and in written form.

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explain the meaning of a text as a whole.

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provide explanations about how the most important points and details presented in two or more texts on the same topic compare to one another.

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create an organization that logically categorizes or sequences ideas both orally and in writing.