Grade 5: Exploring Young Immigrant Stories


4 apple rating


College and Career Ready Anchor Standards for Reading

CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

College and Career Ready Anchor Standards for Writing

CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

College and Career Ready Anchor Standards for Speaking and Listening

CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

CCRA.SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

CCRA.SL.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

College and Career Ready Anchor Standards for Language

CCRA.L.6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.


This Grade 5 lesson titled “Exploring Young Immigrant Stories” cited on the Teaching Tolerance website has students examine topics surrounding ethnic identity and the immigrant experience in America. The focus of the lesson activities it to help students: understand similarities and differences between themselves and others; recognize and value diversity among their peers; recognize and value the diverse experience of immigrants and of children from other countries; read and understand visual texts. Through a series of small and whole group exercises including reading and writing about text, students develop a deeper understanding of the issues surrounding immigration in America. Culminating activities include having students individually create a piece of writing with a visual that becomes part of a floating gallery that is presented or displayed in the classroom and having students create a short narrative about themselves that is shared with the class.


Connecticut teachers are cautioned that the topic may be sensitive to some students and may require a coordinated introduction with parent notification with the intent of having students feel comfortable sharing experiences related to their ethnic identity. If students do not want to provide pictures about their family or background (or are unable to share information), they should be given a separate option. It is unclear if there is explicit instruction for many of the standards listed for the lesson; additional support for students who are ELL, have disabilities and or read or write below grade level may be needed. The instructional time required for the lesson is unclear. While assessment guidelines are included, the development of an aligned rubric to sufficiently interpret student performance for many of the standards listed is recommended.


This lesson is a good example of how to integrate literacy with history content. It provides students with a variety of authentic learning tasks that cultivate interest and engagement in reading and speaking about texts. The plan is designed to have students gain a deeper understanding of themselves within the larger society, identify common understanding among differing views, as well as develop speaking, listening, and analytical skills. The instructional plan uses technology and media to deepen learning and draw attention to evidence and texts as appropriate. It could be the kick-off lesson to a larger unit on immigration and ethnic identity. All materials needed for the lesson are included.