Unit Name: Immigrant Stories

Grade Level: 11th

Subject/Topic Area(s): Computers/Digitial Media Arts
Time Frame: 4 weeks
Class Description/Developmental Needs of Students:
This group of students is from extremely diverse linguistic backgrounds, and all of them are
English Language Learners. This class requires a huge amount of differentiation, and it is important
that the content meets grade-level standards and is developmentally appropriate, even for students
that have very low skills or who have missed several years of formal schooling (many students have
missed several years of school while they were either working, in refugee camps, or immigrating to
the United States, and are referred to as SIFE learners). Some have never attended formal schooling
at all, and others come from countries with rigorous academic standards and teaching. Knowing each
students skill level will help me plan both extension activities for high-skilled students, as well as
extra scaffolding for low-skilled students. These scaffolds will include sentence frames, additional
time on ELL software in the class (Lexia, Rosetta Stone, and Empower 3000), and extra support with
content vocabulary and covering basic computer skills. I will have 2-3 differentiated activities for my
students so that they can access the content given their literacy levels. I will also use visual images
and graphic designers, in addition to written and spoken (and repeated) instructions during class time.
I will show short videos for each topic, with handouts covering the material addressed in the video. I
will also make sure that students could use their phones or computers in class to access Google
Translate.
Some students have been through severe trauma or suffer from a disability that affects their
learning, so I sometimes allow them to step outside and get some air, wear headphones, or take care
of themselves in other ways if they feel as though they cannot sit in a chair and focus. I also keep a
chair in the corner of the class with books to read/look at for those students that are having a hard
time in class. I modify instructional and assessment material to accommodate my students with IEPs
or extremely low English skills. Finally, I make sure to check in with those students during rigorous
tasks in order to make sure they are following the material and understand the assignment.

STAGE ONE: DESIRED RESULTS

ESTABLISHED GOALS (State and/or National Content Standard (s)): G
Common Core Literacy Standards

CCSS.ELA-LITERACY.CCRA.R.7 - Integrate and evaluate content presented in diverse media

and formats, including visually and quantitatively, as well as in words.
CCSS.ELA-LITERACY.CCRA.W.2 - Write informative/explanatory texts to examine and
convey complex ideas and information clearly and accurately through the effective selection,
organization, and analysis of content.
CCSS.ELA-LITERACY.CCRA.W.7 -Conduct short as well as more sustained research projects
based on focused questions, demonstrating understanding of the subject under investigation.
CCSS.ELA-LITERACY.CCRA.W.8 - Gather relevant information from multiple print and digital
sources, assess the credibility and accuracy of each source, and integrate the information
while avoiding plagiarism.
CCSS.ELA-LITERACY.CCRA.SL.2 - Integrate and evaluate information presented in diverse
media and formats, including visually, quantitatively, and orally.
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CCSS.ELA-LITERACY.CCRA.SL.5 - Make strategic use of digital media and visual displays of

data to express information and enhance understanding of presentations.

NETS Standards (ISTE)

1. Students demonstrate creative thinking, construct knowledge, and develop innovative
products and processes using technology
1a. Apply existing knowledge to generate new ideas, products, or processes
2. Students use digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute to the learning of others.
2a. Interact, collaborate, and publish with peers, experts, or others employing a variety
of digital environments and media
2d. Contribute to project teams to produce original works or solve problems
3. Students apply digital tools to gather, evaluate, and use information.
3b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from
a variety of sources and media
3d. Process data and report results
4. Students use critical thinking skills to plan and conduct research, manage projects, solve
problems, and make informed decisions using appropriate digital tools and resources.
4a. Identify and define authentic problems and significant questions for investigation
4b. Plan and manage activities to develop a solution or complete a project
5. Students understand human, cultural, and societal issues related to technology and practice
legal and ethical behavior.
5b. Exhibit a positive attitude toward using technology that supports collaboration,
learning, and productivity
UNDERSTANDINGS: U

Students will understand how storytelling can

create pathways to understand complex
human experiences.
Students will understand that there are many
reasons for human migration.
Students will understand that digital media
can be used to tell personal stories.
Students will understand how their individual
stories help create collective narratives about
community, region, state and country within
historical context.

KNOWLEDGE: K

Students will know the sources of large

human migration patterns, including familial
obligations, work, study, political asylum,
international adoption, and others.
Students will know how to use follow-up

ESSENTIAL QUESTIONS: Q
1. Is the United States really a nation of
immigrants, as it purports itself to be?
2. Are immigrants the norm or the exception in
the United States?
3. How do different time periods and
circumstances influence the immigration
experience for individuals in terms of their
journey, reception, and ability to survive?
4. Can narrative storytelling be used as a
healing and transformative process for
individuals and their communities?
5. In what ways to do stories help us define our
identities?
SKILLS: S

Close reading of a text (The Enter Question:

How to Ask and How to Answer)
Interview skills with a partner
Narrative writing
Photography/Videography
2

questions to deepen interview questions.

Students will know how to use different types
of shots, music and angles to tell a story and
create more emotional impact.
Students will know how to write a short
personal narrative, using:
o complex sentences with commas,
conjunctions, clauses;
o sentences with advanced verb tenses;
o a thesis statement, evidence, and
analysis.

o Artistic skills: framing a

shot/composition, rule of thirds,
creative shots, lighting
o Hardware Skills: using a microphone to
record sound, using a Canon Rebel to
shoot video, tripod, lights
o Software: navigate iMovie, sound
editing, post-production video editing
Working effectively with a partner and/or small
group to create a final product

STAGE TWO: ASSESSMENT EVIDENCE

PERFORMANCE TASKS (STUDENTS WILL
DEMONSTRATE STANDARD BY): T
1. Five paragraph essay about their
immigration experience
a. Introduction with basic facts about
dates, home country, etc.
b. Why did you leave your country?
c. What was it like when you first
arrived to the US?
d. What are the challenges and
benefits of living in the United
States?
e. Conclusion
2. Final video, which will be graded by:
a. Voice narration (number of
grammatical errors, clear English
speaking voice)
b. Sound (quality of recordings, music
and voice narration)
c. Video footage (composition,
lighting, A-roll/B-roll, creative shots)
d. Video editing (post-production)

OTHER EVIDENCE (FORMATIVE): OE

1. Close reading of a narrative text (The
Enter Question: How to Ask and How to
Answer) and completion of a graphic
organizer handout
2. Completion of the Immigrant Nation
(iNation) handout with 2 paragraphs about
their immigration stories and 2
accompanying photographs
a. Paragraph one: why did you leave
your home country?
b. Paragraph two: what was it like for
you to arrive in the United States?
3. Uploading their immigration stories and
photos onto the iNation digital platform
with tags (https://www.immigrantnation.com)
4. Storyboard to show types of shots for the
video (A-Roll and B-Roll)

STAGE THREE: LEARNING PLAN

(UNIT SEQUENCE)
LEARNING ACTIVTIES (WHERETO):
1. Introduce the unit with a presentation and handout. Present the learning goals and essential
questions for the unit, as well as the assessment schedule (W).
2. Every class will open with a Do Now to maintain consistency, check in with student progress,
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review the previous days work, or introduce new vocabulary/topics. The Do Now changes
every day to accommodate the needs to the class. (W, H, E1)
3. Have students read different narratives from The Enter Question: How to Ask and How to
Answer in small groups (written by students at San Francisco International High School and
published by the organization 826 Valencia) (H, E1).
4. Have students write 2 paragraphs about their own experiences, using a graphic organizer and
series of personal questions to help them structure their ideas (E1, R, T). Have students find 2
photos that represent them (either taken from Facebook or sourced from the web about their
home country) (E1).
5. Have students upload their 2 paragraphs and 2 photos onto the Immigrant Nation web platform
(https://www.immigrant-nation.com) (E1, R).
6. Have students use their worksheet to develop an introduction and conclusion paragraphs to
frame, begin and end their personal stories (R).
7. Students create a Google Doc and share with the teacher to begin typing their paragraphs
from the prompts on the worksheet. Students work in class to complete the remaining
paragraphs for their essays, and must complete as homework if they do not finish within class
time (R, E2, T, O).
8. Students will choose one of their paragraphs to focus on, and rewrite their paragraph to fit into
a 2 minute narration with more details and feelings (R, E2, T).
9. Students will create storyboard that outlines their A-Roll and B-Roll sequences.
10. Have students work in groups of 2-3 to support one another in editing, filming and feedback
(O, E2).
11. One group of students (Producers) will start filming their A-Roll interviews in groups of 2-3.
They will take turns filming each other and upload their media to the computer. Other students
will sequence B-Roll in iMovie (Directors). Students finish any filming or sourcing images for
final rough cut (no transitions, music, Ken Burns affect, etc.) (R, T, O).
12. Students will edit their videos, focusing on timing and framing different shots/stills, adding
transitions and sourcing music to add to their video (T, O).
13. Final critique in all classes, students write feedback for another about their videos (R, E2, O).
MONDAY
1:05
Objectives:
I understand
major causes for
human migration
over time.
CW
Introduce unit and
establish safe
space/rules. Talk
about large
migration patterns
over time using
case studies of
China, Mexico,
Italy and Ireland.
Students research

TUESDAY
1:05
Objectives:
I can write 2
paragraphs about
my own
immigration
experience.
CW
Introduce the
iNation platform
with a personal
example.
Students begin
writing 2
paragraphs about
1) why they left
their home

WEDNESDAY
0:46
Objectives:
I can upload my
personal story
onto and online
platform.
CW
Students upload 2
paragraphs and 2
photos onto the
iNation platform.
They will add tags
and share the link
with the teacher
via Google Form.
No homework

THURSDAY
1:05
Objectives:
I can read a text
and make
annotations.
CW
Close Reading of
Narrative Text.
Students fill out
Close Reading
graphic organizer
that helps break
down components
of the narrative.
No homework

FRIDAY
1:05
Objectives:
I can write 2
paragraphs of my
essay and make
edits to my iNation
paragraphs.
CW
Students create a
Google Doc to
transfer 2
paragraphs from
their worksheets
(beginning of
essay) and edit
their grammar and
spelling.
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a little more about

their home
countries and fill
out a worksheet
that talks about
their reasons for
leaving.

countries, and 2)
what was it like for
them to arrive in
the US. They will
source 2 photos
for the iNation
upload.

No homework

No homework

MONDAY
1:05
Objectives:
I can complete at
least 2-3 articles
in Empower 3000.

TUESDAY
1:05
Objectives:
I can complete at
least 2 articles in
Empower 3000
and work on Hour
of Code or typing.

CW
Substitute
(teacher at a
conference).
Students work on
essay if they have
not completed the
assignment.
Otherwise
students work on
Empower 3000.
No homework

CW
Substitute
(teacher at a
conference).
Students write
introductory and
conclusion
paragraphs for the
5 paragraph
essay. Students
work on Empower
3000 and Hour of
Code once they
have read at least
2 articles.

Empower 3000 for

students that have
finished.
No homework

WEDNESDAY
0:46
Objectives:
I can work with a
partner to edit
each others
essays and
submit my final
piece.
CW
Students peer edit
essay in class.
Essay DUE.
No homework

THURSDAY
1:05
Objectives:
I can write
detailed
descriptions of
types of shots I
would like to show
for my A-Roll and
B-Roll.
CW
Teacher talks
about A-Roll and
B-Roll. Students
work individually
on a storyboard to
tell their stories,
using the essay
as a support.

FRIDAY
1:05
Objectives:
I can finish my
storyboard and
start collecting Broll images.
CW
Students complete
the storyboards,
and can start
collecting images
online for their BRoll.
No homework

No homework

No homework
MONDAY
1:05
Objectives:
I can begin filming
my A-Roll
interview
(Producers). I can
begin sequencing
my B-Roll
(Directors).

TUESDAY
1:05
Objectives:
I can finish filming
my A-Roll
interview
(Producers). I can
finish sequencing
my B-Roll
(Directors).

WEDNESDAY
0:46
Objectives:
I can begin filming
my A-Roll
interview
(Directors). I can
begin sequencing
my B-Roll
(Producers).

THURSDAY
1:05
Objectives:
I can finish filming
my A-Roll
interview
(Directors). I can
finish sequencing
my B-Roll
(Producers).

FRIDAY
1:05
Objectives:
I can read at least
2-3 articles in
Empower 3000 or
finish any shots I
missed this week.
CW
Students finish
5

CW
One group of
students
(Producers) will
start filming their
A-Roll interviews
in groups of 2-3.
They will take
turns filming each
other and upload
their media to the
computer. Other
students will
sequence B-Roll
in iMovie
(Directors).

CW
Producers
complete all team
members
interviews.
Directors will
work on
sequencing their
B-Roll in iMovie.

No homework

No homework
MONDAY
1:05
Objectives:
I can edit my
video in iMovie
and make sure I
have A-Roll and
B-roll complete.
CW
Students will edit
their video,
focusing on timing
and framing
different
shots/stills.

CW
Second group of
students
(Directors) will
start filming their
A-Roll interviews
in groups of 2-3.
They will take
turns filming each
other and upload
their media to the
computer. Other
students will
sequence B-Roll
in iMovie
(Producers).

CW
Directors
complete all team
members
interviews.
Producers will
work on
sequencing their
B-Roll in iMovie.

any filming or
sourcing images
for final rough cut
(no transitions,
music, Ken Burns
affect, etc.).
No homework

No homework

No homework
TUESDAY
1:05
Objectives:
I can edit my
video in iMovie.
CW
Students will
focus on adding
transitions and
sourcing music to
add to their video.

WEDNESDAY
0:46
Objectives:
I can complete my
movie and upload
it to Google Drive
to share with Ms.
Mallory.
CW
Students will
finalize edits and
share their movie.

No homework

THURSDAY
1:05
Objectives:
I can write
feedback for the
videos in critique.
CW
Final critique in all
classes/bleed day
if students need
more work.

FRIDAY
1:05
Objectives:
I can complete at
least 2-3 articles
in Empower 3000.
CW
Final critique for
all classes or
Empower 3000.
No homework

No homework
No homework

No homework
Immigration Story Rubric - Video

Narration

Great Job
(5 points)

Good Job
(4 points)

OK Job
(3 points)

Needs More Work

(2 points)

Narration is 1:30- 2:30

minutes long. Language in
script shows good
grammar and has been
spell checked. Speaking is
clear and easy to
understand.

Narration is 1:30- 2:30

minutes long. Language
contains 0-5 grammar or
spelling errors. Speaking
is clear and mostly easy
to understand.

Narration is too long or

too short. Language
contains 5-10 grammar
or spelling errors.
Speaking is not easy to
understand.

Narration is too long or

too short. Language
contains more than 10
grammar or spelling
errors. Speaking is
difficult to understand.

Video
Footage

Video footage shows great

examples of the Rules of
Composition we learned
earlier this year. It has
interesting shots/angles
and accurate exposure.

Video footage shows ok

examples of the Rules of
Composition we learned
earlier this year. It has
interesting shots/angles
and decent exposure.

Video footage shows

the Rules of
Composition
sometimes, but not
always. Shots/angles
are not creative.
Exposure is ok but not
quite bright enough.

Video footage has

random composition.
Shots/angles are
confusing or just cut
people off. Exposure is
too bright or too dark.

Sound in
Video

We can hear what people

are saying. Good balance
between voices and music.
Music matches the
feeling.

We can hear what people

are saying. Voices or
music are too loud or too
soft.
Music matches the
feeling.

We cant understand
what people are saying
(although we can hear
them). Sound is
distorted or just too low.
Music matches the
Trailer.

No sound in video or
sound is so bad that we
cant hear music or what
people are saying.
Inappropriate sound,
words, or music.

Video
Editing

Pace of the video/timing is

perfect. The edits match
the story being told.
Variety of video footage
with smooth transitions.

Pace of the video/timing

of edits match the story
being told. Shots could be
more interesting. Good
transitions.

Edit timing doesnt

match the story being
told. Transitions make
no sense.

Edit timing doesnt match

the story being told or
there is no editing.
People are cut off midsentence. Transitions
make no sense.

Video
Overall

The video is nice to watch.

It tells a story that is
complete, comes from the
heart and uses specific
examples. It shows
creativity and hard work.

The video is nice to

watch. It tells a story that
uses some specific
examples. Might not be
very creative, but still
shows hard work.

The video is not nice to

watch. It doesnt feel
connected to a larger
story. Might not be very
creative, but still shows
hard work.

The video is poorly

made. It doesnt feel
connected to a story. Its
not finished or just looks
messy.

Immigration Story Rubric Essay (Mandated)

Great Job
(5 points)

Good Job
(4 points)

OK Job
(3 points)

Needs More Work

(2 points)

I can write complex

sentences with commas,
conjunctions, and
clauses.

Excellent: Many
examples, no mistakes.

Good: Some examples,

some mistakes.

Satisfactory:
One or two examples,
many mistakes

Not Satisfactory:
Incomplete.

I can write sentences with

advanced verb tenses.

Excellent: Many
examples, no mistakes.

Good: Some examples,

some mistakes.

Satisfactory:
One or two examples,
many mistakes

Not Satisfactory:
Incomplete.

I can write an essay with a

thesis statement,
evidence, and analysis.

Excellent: Many
examples, no mistakes.

Good: Some examples,

some mistakes.

Satisfactory:
One or two examples,
many mistakes

Not Satisfactory:
Incomplete.

I can show evidence of

revision in my writing.

Excellent: Many
examples, no mistakes.

Good: Some examples,

some mistakes.

Satisfactory:
One or two examples,
many mistakes

Not Satisfactory:
Incomplete.

I can use words from four

language functions at the
intermediate level.

Excellent: Many
examples, no mistakes.

Good: Some examples,

some mistakes.

Satisfactory:
One or two examples,
many mistakes

Not Satisfactory:
Incomplete.

Total Points: 25 Mastery for the video, and 25 English Development points for the essay.
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