Lesson Aim: Students will read, answer questions about, and discuss two opposing views on the President's new immigration reform bill. Two groups of students will take opposing sides and debate each other. The last hour will be devoted to "kitchen math" and nutritional labeling. Discussion of homework video: too and Enough (20 minutes) • Ask: Are you having fun this summer? Does the summer seem long? Elicit: The summer's too short. (WOB) • Ask: Did you do everything you wanted to this summer? Elicit or offer: Summer's not long enough. (WOB) • Tell Ss to make up a conversation using too and enough using this pattern.
Example: I think the room is too noisy to for our class. (WOB)
I agree! the room isn't quiet enough. (WOB)
• WCFB: Ss perform their conversations in front of class.
• Ask: Did you have enough fun this summer? • Answer: Yes, I had enough fun or No, I didn't have enough fun.
• Did you have too much fun this summer? • Shake head to elicit: No...I didn't have enough fun. Immigration Reform Bill 2013–President's Plan (60 minutes) • Ask how many Ss are citizens of the U.S. • Ask how many Ss would like to become citizens. • Ask why Ss would like to become citizens. • Perhaps have Ss discuss in pairs why they enjoy being a citizen or why they would like to become citizens. (Encourage them to be very specific. What are some things citizens can do that people who are not citizens cannot do. • WCFB: Volunteers report.
• Ask Ss if they know about the immigration reform bill that's going through Congress now. • Ask Ss to volunteer what they know about it. • Ask Ss if they know what Congress is. (Explain Senate and House of Represenatives) • Explain that the bill was passed in the Senate but is going through the House.
• Tell Ss that we are going to learn more about this bill. • Hand out page from White House site.
• Tell Ss this came from an online site. Ask them what the site was. • Ask them what the page is about. • T reads the first paragraph. Tell Ss to try and figure out the circled words from context.
Is the immigration system in America good?
How many immigrants are there in the U.S. now?
What do employers do? (Explain gaming the system.)
• T reads paragraph 2: Go over vocabulary: secure, to crack down, get right with
Who has a new plan for immigration?
What will the plan do to our borders?
What will the plan do to employers?
What will undocumented people need to do?
• T reads paragraph 3: Go over vocabulary: border, security, law enforcement, threat, infrastructure.
What three things will the President's plan do?
• T reads paragraph 4 and 5 out loud. • Ask Ss to read paragraphs 4 and 5 silently to themselves. • Two tables (small groups) will make up questions for paragraph 4 and the other two small groups will make up questions about paragraph 5. • WCFB: Volunteer ask a few questions about paragraphs 4 and 5 • T asks Ss what they think about the President's new immigration plan. Does it sound like a good plan? • Discuss openly as needed. BREAK Immigration Reform Bill 2013–Policy Mic: 6 Things you Need to Know about the Senate Bill (40 minutes)
• Hand out the webpage and ask Ss: What's the title of this website? What's the title of the article? Who wrote this article? Who is he? • Ask Ss to look at the photo. What do you think it means? What is the author telling us by using this photo? • Tell Ss that the lexis for this article will be on the board. ( T will write all vocab on the board.) • Ask Ss to read paragraph A and to tell the class what the article is about.
lexis: eliminate–remove threat–something that could cause danger or trouble garner–collect or gather bipartisan–involving members of two political parties (Ask Ss what are the two parties in this country?) policy–officially accepted set of rules about how things should be done behemoth–HUGE! Gang of Eight–the eight people who authored (wrote) the bill transform–to change
• Paragraph 1: Ask Ss to read it to themselves. Then I read it aloud.
What is a military zone? What's an example of a military zone in the world right now? (DMZ between North and South Korea)
Ask Ss how the border will become a military zone.
Read the White House account of "Continuting to Strengthen Border Security
Ask Ss if they see a difference between the two articles.
• Paragraph 2: Ask Ss to read it to themselves. Then I read it aloud.
What is the path to citizenship?
Describe the path to citizenship. What will the undocumented immigrants need to do?
• Paragraph 3: Ask Ss to read it to themselves. Then I read it aloud.
How will the government know when people enter and leave the U.S.?
How will the government know if employers are hiring undocumented immigrants.
• Paragraph 4: Ask Ss to read it to themselves. Then I read it aloud.
What is a deficit? (See note on photocopy)
Does your country have a deficit?
How will the Immigration bill affect the deficit?
• Paragraph 5: Ask Ss to read it to themselves. Then I read it aloud.
Ask Ss to tell me about paragraph 5 in their own words.
The Great Debate (10 minutes)
• Ask Ss for a show of hands. Who is for the Bill? Who is against it? • Have Ss form two groups and separate the groups. • Ask Ss to come up with reasons for their preference and tell them they will be involved in a hot debate. They must prepare to debate the other group. • Give Ss 10 minutes and then have them come back. • One group sits on one side of the room and one on the other. • Ss debate.
What Can You Do? (20 minutes)
• Ask Ss for a show of hands. Who is for the Bill? Who is against it? • Ask Ss who support the bill, what can they do to help? Can they do anything to help the bill get passed? • Write any suggestions on board! • Hand out email from moveon.org • Ask ss to fold on line. What is this? Point out that sam@sammiegirl.com is my email address. • Ask Ss to unfold email and look at picture in the middle. What does it say? Ask S to read it. • What will happen when you click? Where will it take you? • Ask S to read the first circled sentence. Ask S to read the second circled sentence. Ask S to read the third circled sentence. • Tell Ss that when they turn over the page, they will see what happens when they click. Tell Ss to repeat "click!" and turn over the page. • Ask Ss to take a few minutes to look at the page. • Ask Ss to explain what's on the page. • Ask Ss if they would go online and sign this email and submit it. • Ask Ss what recipients means. How will they know where to send this email. Who are our senators in NY state? • Ask Ss to explain the chart on top. • Point out chart on bottom and tell Ss that this chart was online 4 days later. • I was the 759 person to submit.
• Tell Ss that this is the Democratic process at work! This is how we can participate in policy making. This is the easiest way. And it is effective.
Students will read, answer questions about, and discuss two opposing views on the President's new immigration reform bill. Two groups of students will take opposing sides and debate each other. The last hour will be devoted to "kitchen math" and nutritional labeling.
Discussion of homework video: too and Enough (20 minutes)
• Ask: Are you having fun this summer? Does the summer seem long? Elicit: The summer's too short. (WOB)
• Ask: Did you do everything you wanted to this summer? Elicit or offer: Summer's not long enough. (WOB)
• Tell Ss to make up a conversation using too and enough using this pattern.
- Example: I think the room is too noisy to for our class. (WOB)
- I agree! the room isn't quiet enough. (WOB)
• WCFB: Ss perform their conversations in front of class.• Ask: Did you have enough fun this summer?
• Answer: Yes, I had enough fun or No, I didn't have enough fun.
• Did you have too much fun this summer?
• Shake head to elicit: No...I didn't have enough fun.
Immigration Reform Bill 2013–President's Plan (60 minutes)
• Ask how many Ss are citizens of the U.S.
• Ask how many Ss would like to become citizens.
• Ask why Ss would like to become citizens.
• Perhaps have Ss discuss in pairs why they enjoy being a citizen or why they would like to become citizens. (Encourage them to be very specific. What are some things citizens can do that people who are not citizens cannot do.
• WCFB: Volunteers report.
• Ask Ss if they know about the immigration reform bill that's going through Congress now.
• Ask Ss to volunteer what they know about it.
• Ask Ss if they know what Congress is. (Explain Senate and House of Represenatives)
• Explain that the bill was passed in the Senate but is going through the House.
• Tell Ss that we are going to learn more about this bill.
• Hand out page from White House site.
• Tell Ss this came from an online site. Ask them what the site was.
• Ask them what the page is about.
• T reads the first paragraph. Tell Ss to try and figure out the circled words from context.
• T reads paragraph 2:
Go over vocabulary: secure, to crack down, get right with
• T reads paragraph 3:
Go over vocabulary: border, security, law enforcement, threat, infrastructure.
• T reads paragraph 4 and 5 out loud.
• Ask Ss to read paragraphs 4 and 5 silently to themselves.
• Two tables (small groups) will make up questions for paragraph 4 and the other two small groups will make up questions about paragraph 5.
• WCFB: Volunteer ask a few questions about paragraphs 4 and 5
• T asks Ss what they think about the President's new immigration plan. Does it sound like a good plan?
• Discuss openly as needed.
BREAK
Immigration Reform Bill 2013–Policy Mic: 6 Things you Need to Know about the Senate Bill (40 minutes)
• Hand out the webpage and ask Ss: What's the title of this website? What's the title of the article? Who wrote this article? Who is he?
• Ask Ss to look at the photo. What do you think it means? What is the author telling us by using this photo?
• Tell Ss that the lexis for this article will be on the board. ( T will write all vocab on the board.)
• Ask Ss to read paragraph A and to tell the class what the article is about.
lexis:
eliminate–remove
threat–something that could cause danger or trouble
garner–collect or gather
bipartisan–involving members of two political parties (Ask Ss what are the two parties in this country?)
policy–officially accepted set of rules about how things should be done
behemoth–HUGE!
Gang of Eight–the eight people who authored (wrote) the bill
transform–to change
• Paragraph 1: Ask Ss to read it to themselves. Then I read it aloud.
- What is a military zone? What's an example of a military zone in the world right now? (DMZ between North and South Korea)
- Ask Ss how the border will become a military zone.
- Read the White House account of "Continuting to Strengthen Border Security
- Ask Ss if they see a difference between the two articles.
• Paragraph 2: Ask Ss to read it to themselves. Then I read it aloud.- What is the path to citizenship?
- Describe the path to citizenship. What will the undocumented immigrants need to do?
• Paragraph 3: Ask Ss to read it to themselves. Then I read it aloud.• Paragraph 4: Ask Ss to read it to themselves. Then I read it aloud.
- What is a deficit? (See note on photocopy)
- Does your country have a deficit?
- How will the Immigration bill affect the deficit?
• Paragraph 5: Ask Ss to read it to themselves. Then I read it aloud.The Great Debate (10 minutes)
• Ask Ss for a show of hands. Who is for the Bill? Who is against it?
• Have Ss form two groups and separate the groups.
• Ask Ss to come up with reasons for their preference and tell them they will be involved in a hot debate. They must prepare to debate the other group.
• Give Ss 10 minutes and then have them come back.
• One group sits on one side of the room and one on the other.
• Ss debate.
What Can You Do? (20 minutes)
• Ask Ss for a show of hands. Who is for the Bill? Who is against it?
• Ask Ss who support the bill, what can they do to help? Can they do anything to help the bill get passed?
• Write any suggestions on board!
• Hand out email from moveon.org
• Ask ss to fold on line. What is this? Point out that sam@sammiegirl.com is my email address.
• Ask Ss to unfold email and look at picture in the middle. What does it say? Ask S to read it.
• What will happen when you click? Where will it take you?
• Ask S to read the first circled sentence. Ask S to read the second circled sentence. Ask S to read the third circled sentence.
• Tell Ss that when they turn over the page, they will see what happens when they click. Tell Ss to repeat "click!" and turn over the page.
• Ask Ss to take a few minutes to look at the page.
• Ask Ss to explain what's on the page.
• Ask Ss if they would go online and sign this email and submit it.
• Ask Ss what recipients means. How will they know where to send this email. Who are our senators in NY state?
• Ask Ss to explain the chart on top.
• Point out chart on bottom and tell Ss that this chart was online 4 days later.
• I was the 759 person to submit.
• Tell Ss that this is the Democratic process at work! This is how we can participate in policy making. This is the easiest way. And it is effective.
Rounding Numbers (10 minutes)
Homework
http://www.simpleenglishvideos.com/mind/
Future classes:
Google to find out percentage of immigrants from different countries