Daisy C. S. Catalan
Grade level9-12 ESOL III class (Intermediate level in English Proficiency)
Teaching time 2 class periods
I. Objectives
After completing the lessons the students will be able to:
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1. Describe different phases of Filipino immigration presented in a time line.
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2. Compare time line of Filipino and Puerto Rican immigration phases for the years 1900-1990.
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3. Appreciate events common between two countries.
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4. Create an individual time line.
II Materials:
Teacher made time lines of Filipino and Puerto Rican Immigration Patterns written on butcher paper; butcher paper, colored markers
III Vocabulary:
Teacher identifies words that are unfamiliar with the students. Students will find the meanings of these words in their bilingual dictionaries then use these words in complete sentences.
Day 1
I Procedure:
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1. Introduce the idea of a time line as a tool for studying a certain period of time or comparing events in two places at the same time. Elicit discussion from the students about events they are aware of during these years using such questions as:
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Do you think there are immigrants right now going to other parts of the world aside from the United States? Why? Why not?
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Do you think some areas of the world are also using computers? cellular phones? Why? Why not?
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2. Show Filipino immigration phases time line to the students and allow them time to look over the events listed. This should be hung on the chalkboard. Have students read orally and discuss time line items .
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3. Show Puerto Rican migration phases time line and hang it next to the Filipino time line. Again allow students to look over the events listed. Have students read orally and discuss time line items.
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4. Teacher leads the class in discussion of the similarities and differences in events and figures in the focus regions. Compare timing, trends and so on. Some sample questions for a discussion of time lines:
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What phases of history are similar for the Philippines and Puerto Rico ?
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Where did Puerto Ricans and Filipinos first meet or interact?
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How do you compare the immigrants for both countries that came in the First phase? Second phase? Third Phase?
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5. Students will use markers to write similarities (blue marker) and differences (red marker ) on a separate butcher paper. They will take turns writing on the butcher paper. Other option would be writing the similarities and differences between the two countries in separate columns on the chalkboard.
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6. Each student will be assigned to gather information through interviews of family members about important events in their own families’ stories. Sample guide questions are provided later in the unit. They may choose to convey the information they may have obtained through pictures, drawings or written paragraphs. They may also choose to think about writing their own time lines.
Day 2
I Materials:
Student Workbook (Skill Sharpeners 2-Addison -Wesley pg67); time line chart; colored markers
II Procedure:
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1. Teacher checks assignment. This is the information the students collected in the family interviews. Explain to students that before they will write their families’ stories in time line or their own, they will first answer an activity that they will use as a guide or model.
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2. Distribute reproduced page in Student workbook ( Skill Sharpener 2-Addison Wesley pg.67). This is a time line page with two activities. Activity A shows some things that happened to one man from 1981 through 1990. The students will answer each question with answer: Yes, he did; or No, he didn’t; based upon the information given in the time line. Activity B directs the students to write their own time lines. A separate time line chart will be distributed to every student. Each student will fill in his / her time line. Examine time line page with the students. Read the dates and events aloud together. Any unfamiliar words will be explained or students will find the meanings in their bilingual dictionaries.
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3. Answer the first few questions in Activity A with the students as a group activity. Students will write their answers on the paper. The teacher explains to the students how to use the chart to locate information.
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4. Students answer all the questions in Activity A in pairs or some may choose individually. Students exchange papers and correct them.
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5. Teacher distributes time line chart for each student. Students create their own time line.( This will take another class period for students to write or the teacher will assign this as homework).
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6. Extension ActivityHave students form pairs and ask their partners questions about his/her time line.
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Example: Did you ________(move to Connecticut) in 1994?
