Wednesday 11/19Wednesday 11/19
Happy Wednesday!
We will begin learning about the Jewish migration this week during integrated literacy. Students currently have an understanding of the following vocabulary words: immigrant, immigration, and laws. Please ask your child to share his/her google doc “Movement” with you. This google document contains notes with definitions to these words as well as reasons why people move. This is a “live” document meaning that they will continue to add information as we progress in this unit.
FYI: At the end of this integrated literacy unit on movement (prior to Winter break), students will be asked to complete the following summative task:
Write an informative text that compares and contrasts the Jewish migration and the Mexican Revolution studied during the civic unit. Describe the similarities and differences in their motivations and experiences. Provide reasons why (causes) and describe their experiences (effects) of those groups who moved.
Happy Wednesday!
We will begin learning about the Jewish migration this week during integrated literacy. Students currently have an understanding of the following vocabulary words: immigrant, immigration, and laws. Please ask your child to share his/her google doc “Movement” with you. This google document contains notes with definitions to these words as well as reasons why people move. This is a “live” document meaning that they will continue to add information as we progress in this unit.
FYI: At the end of this integrated literacy unit on movement (prior to Winter break), students will be asked to complete the following summative task:
Write an informative text that compares and contrasts the Jewish migration and the Mexican Revolution studied during the civic unit. Describe the similarities and differences in their motivations and experiences. Provide reasons why (causes) and describe their experiences (effects) of those groups who moved.
