The letters to editors (ASSESSMENT 2-17.G) will serve as the evaluation task. Students’ diary entries will address the lesson’s Inquiry Question: does being a “How city of immigrants make Boston better?” Tell students to cite at least two pieces of evidence from the sources. Before using the exit ticket, consider reading students some exemplar letters to the editors that you prepared. Consider using sentence starters and modeling to help the students with their answer to the inquiry question. C. CLOSING (6 minutes) 4. Share Letters to the Editor Have students share their letters to the editor with the class. Draw comparisons between the different students’ stories and list them on the board or chart paper. EVALUATION ASSESSMENT 2-17.G What to look for? The students should letters to the editor making an argument for why immigrants make Boston better. All arguments should cite at least 2 pieces of evidence from the sources. Some information that students may include in their journal entries: Boston has been an immigrant city for hundreds of years Immigrants have come from all over the world, including England, Ireland, Poland, Russia, Italy, French Canada, Dominican Republic, Vietnam, Haiti, Cape Verde, and China, as well as migrants from the American South and Puerto Rico They make Boston a cosmopolitan city, where people from many countries come together They make Boston have many different cultures, languages, foods, festivals, and fashions Immigrants make up 28% (3 in 10) of Boston’s population Our economy could not work without immigrants Many own businesses (5,500) They over $3 billion a year They contribute over $1 billion in taxes a year, which pay for schools, parks, fire, police, and roads 1 in 4 immigrants are managers or run businesses 1 in 4 immigrants work in sales or technology 1 in 10 immigrants work in construction
The letters to editors (ASSESSMENT 2-17.G) will serve as the evaluation task. Students’ diary entries will address the lesson’s Inquiry Question: “How does being a city of immigrants make Boston better?” Tell students to cite at least two pieces of evidence from the sources. Before using the exit ticket, consider reading students some exemplar letters to the editors that you prepared. Consider using sentence starters and modeling to help the students with their answer to the inquiry question. C. CLOSING (6 minutes) 4. Share Letters to the Editor Have students share their letters to the editor with the class. Draw comparisons between the different students’ stories and list them on the board or chart paper. EVALUATION ASSESSMENT 2-17.G What to look for? The students should letters to the editor making an argument for why immigrants make Boston better. All arguments should cite at least 2 pieces of evidence from the sources. Some information that students may include in their journal entries: Boston has been an immigrant city for hundreds of years Immigrants have come from all over the world, including England, Ireland, Poland, Russia, Italy, French Canada, Dominican Republic, Vietnam, Haiti, Cape Verde, and China, as well as migrants from the American South and Puerto Rico They make Boston a cosmopolitan city, where people from many countries come together They make Boston have many different cultures, languages, foods, festivals, and fashions Immigrants make up 28% (3 in 10) of Boston’s population Our economy could not work without immigrants Many own businesses (5,500) They over $3 billion a year They contribute over $1 billion in taxes a year, which pay for schools, parks, fire, police, and roads 1 in 4 immigrants are managers or run businesses 1 in 4 immigrants work in sales or technology 1 in 10 immigrants work in construction
UnderstandingOurWorldManualGrade2-V2.0.docx