Lesson Plan June 15, 2021

Glocalization: Writing Feature Stories on Family Migration

Author:
SECTIONS


This unit was created by Donna Torres, a middle school ELA teacher in the Bronx, NY, as part of the spring 2021 Pulitzer Center Teacher Fellowship program on Stories of Migration. It is designed for facilitation across approximately ten 60-minute in-person or virtual class periods.

For more units created by Pulitzer Center Teacher Fellows in this cohort, click here.

Unit Objectives:

Students will be able to…

  • Identify essential ideas, elements, and structures in articles about migration
  • Write informational text to explore personal stories of migration
  • Produce clear and coherent writing
  • Conduct short research projects drawing on several sources including interviews and credible online sources
  • Reflect on the impact of migration to self and family
  • Develop positive identity awareness

Unit Overview:

In this writing-based unit, students will reflect on how global issues influence their lives through the lens of migration. Students will make personal connections to migration by exploring its impact on themselves and their families through research and interviews, resulting in a feature article on the theme of “My Personal Story of Migration.” This will encourage a “citizen of the  world” mindset while developing positive identity awareness.

Performance Task:

Students will research, write, and publish a feature article on the topic of personal/family migration. To prepare for this task, they will…

  • Determine the characteristics of a feature article and identify them in published news stories.
  • Use relevant evidence to explain analysis of texts in writing and discussions.
  • Develop and implement a research plan to gather credible sources through interviews and other media.
  • Pose open-ended questions during interviews that elicit elaboration. 

Pedagogical Vision:

  • Develop positive identity awareness: Who Am I?
  • Foster a “citizen of the world” mindset.
  • Generate a culture of high expectations. 
  • Teach thinking and learning skills explicitly. 
  • Use formative and summative assessment to provide regular, individual feedback targeted at improvement. 
  • Link new learning to prior knowledge.

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RELATED ISSUES

Migration and Refugees

Issue

Migration and Refugees

Migration and Refugees