Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)
Teacher(s) Name: Brittany Palmer, Ellie Solomon, and Carly Teems
Thematic Unit Theme/Title/Grade Level: Immigration and Ellis Island Second Grade
Wiki space address: http://ucfgr2immigrationellisislandsp14.wikispaces.com/
Daily Lesson Plan Day/Title: Day 5 Friday/ Where is your family from?
Learning Goals/Objectives
What will students accomplish be able to do at the end of this lesson? Be sure to set significant (related to SSS/CCSS), challenging and appropriate learning goals! / Learning Goal:Students will understand the reasons why immigrants left their home countires, how they got to the U.S. by going through Ellis Island and about their families.
Learning Objectives:
1. The student will discover their family heritage as well as learn others peoples family heritage by doing a class discussion.
2. The Students will learn when their families came to the U.S. and how we all came to the U.S. at different times.
3. The student will do research about the country their families came from by using technology.
4. The student will participate in a discussion about the different countries their classmates came from.
5. Students will go over the reasons why immigrants came to America and how it was the same for some of their family relatives.
6. Students will answer who, what, when, where, why and how questions about different countries and have to find the key details in text.
7. As a class, discuss how some families have moved to the U.S. recently and that many immigrants still come to the U.S. today.
NCSS Themes
Common Core State Standards (CCSS)
Next Generation
Sunshine State Standards (NGSSS) List each standard. Cutting and pasting from the website is allowed. http://flstandards.org. / NCSS theme(s):
· Time, Continuity and Change
· Individual Development and Identity
· People, Places, and Environment (geography)
· Culture(anthropology)
Common Core State Standard(s):
· LACC.2.SL.1.1
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
b. Build on others’ talk in conversations by linking their comments to the remarks of others.
c. Ask for clarification and further explanation as needed about the topics and texts under discussion. (Objective 4)
· LACC.2.RL.1.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Next Generation Sunshine State Standards:
· SS.2.A.1.2
Utilize the media center, technology, or other informational sources to locate information that provides answers to questions about a historical topic. (Objective 3)· SS.2.A.2.8
Explain the cultural influences and contributions of immigrants today.
· SS.2.A.2.5Identify reasons people came to the United States throughout history.
· SS.2.A.2.7
Discuss why immigration continues today.
· LA.2.1.7.3
The student willsummarize information in text, including but not limited to main idea, supporting details, and connections between texts;
· LA.2.2.2.2
The student willuse explicitly stated information to answer a question;· LA.2.4.2.1
The student willwrite in a variety of informational/expository forms (e.g., rules, summaries, procedures, recipes, notes/messages, labels, instructions, graphs/tables);
Assessment· How will student learning be assessed? Authentic/Alternative assessments?
· Does your assessment align with your objectives, standards and procedures?
· Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes, etc. / Unit Pre-Assessment:
The students will sign into the wesbiste and take the pre-test on the monday before we start this unit. I will alow them to take this pre-test on either the class iPads, or computers.
https://www.proprofs.com/quiz-school/story.php?title=Njg4ODE180QI
Unit Post-Assessment:
The students will sign into the wesbiste and take the post-test after we finish the lesson on Friday. I will alow them to take this post-test on either the class iPads, or computers. https://www.proprofs.com/quiz-school/story.php?title=Njg4ODE180QI
On-going daily (progress-monitoring) Assessment:
The students will write in their passport journal daily about their character’s experience today. They will also complete today’s stop and jot themed entry which will be, “What is the situation of your immigrant identity? Would you want to leave for the promise of America, why or why not?” To make sure our students understand what we have taught, we will use Morzano’s scale and have the students rate them from 1 to 4. One menaing that they don’t understand at all. Two meaning they understand some. Three meaning they understand most. Four meaning they understand completly and would be able to teach it themselves.
Design for Instruction
Student Activities & Procedures
· What best practice strategies will be implemented?
· How will you communicate student expectations?
· What products will be developed and created by students?
· Consider Contextual Factors (learning differences/learning environment/learning styles) that may be in place in your future classroom.
Exceptionalities
What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. / Anticipatory Set: Play the "Melting Pot" song! Great American Melting Pot (School of Rock!) (Play the YouTube video that plays the song on the interactive white board). This song sums up everything we have done so far in the unit and gets us ready to learn about our families. Also, we have been playing this song all week. At the beginning of the song the video shows a family album. It then tells the story of how the singers grandmother come from Russia and her grandfather came from Italy to melt into the great America melting pot. People from all different nationalities. We all come together from different cultural backgrounds to become apart of the American culture. Ask the students what the statue of liberty stands for? What did they like the most or the least about Ellis island? This is to review what they have already learned through out the unit.Now let’s start! Have the students take out their homework packet that they were given at the beginning of the unit.
2. Start by having the teacher share their family story of how their family came to America. On the wiki there is a letter that you can use as an example. Read the letter on the wiki or your own your family history. Say, “Now it is your turn to tell your family story.”
3. Ask the students for volunteers that want to come to the front of the class and share their own family stories. If they have an artifact or a letter from a family member ask them if they want to share it to the class. Ask how it is special to their family and their culture!
4. Next, have them share with a shoulder partner (ESOL) about their family stories, what countries they came from and, (if they know) the reasons why their family came to America. This gives everyone the chance to talk about his or her family stories and learn about other students family story. They will also share the customs they still practice at home from the their family heritage. Basically they are discussing their homework sheet with their shoulder partner. Have them share for about five minutes. They can also talk with others at their table.
5. Ask the whole class “why did your families come to America?” “Were they some of the same reasons that we learned in the first lesson when you acted as immigrants and created your passports?” Have the students so a short five minute discussion (ESOL). Make a T-chart (ESOL) on the interactive white board and list the reasons on the board. On one side have the reasons why their families came to America (some may have immigrated more recently). On the other side list the reason people immigrated as we have discussed in class. This will help create a visual (ESOL) of how many of the reasons immigrants came to America over time is the same and what is different. Ask the students to rate themselves (Marzano) if they understand the reasons why immigrants moved from their home country to America. Have the students grab their suitcases and put their homework packets in them. They will be taking their suitcases with them to the different centers.
7. We are now going to go into centers to learn about the countries their families came from. Students will now be placed in four groups (ESOL). Each group will be going to 4 centers. They will have 10 minutes per center. Give each student a worksheet by printing it off from the wiki. It is the word document titled, About the country your family came from worksheet. The students will be completing this worksheet as they go to the each center. They will be answering some who, what, when, where, why and how questions about the country and immigration. They will need a clipboard and a pencil. This will be the last worksheet they will be adding to their suitcase. As the students are working the teacher will be walking around and helping students as needed but if you have a parent volunteer they should be stationed at the Globe station for this is the station that the students might need more guidance. If there is not a parent volunteer, the teacher will have to spend more time at this station helping the students then some of the other groups.
Before this lesson begins have a list of what students are in what group. Tell the students what group they are in. Before you have the students go to their different groups explain each group to the students. You can use the Wiki as an outline to tell the students what each center is or the instructions below.
• Scavenger Hunt Globe: Students will have to go on a scavenger hunt to find the country they or their family came from (or a country they are interested in, for those that do not know where their family came from) and find information about that country. This globe is an interactive globe (ESOL) that will say the countries name and much more (A regular globe will work just fine. Have some books that the students can use to help the find facts about different countries at the station with the globe). Students can touch the integrative pen to the globe to learn information about the country their families came from. It gives students information about the climate, language and will even play a song from that country. They will use the globe to help them find the answers to some of the questions on their worksheet they have on their clipboards. They will have to touch the globe using the pen and the pen with the touch pad to learn the different information. (Before students start the stations show them a little demonstration of how to use the globe! ESOL). There will also be atlases and other books for students to get more information as other students are using the globe. There will also be other informational books about the world and different cultures. Students also will be using the map they have in their suitcases from day 2. They will circle the country they or their families came from on the map. They will have to locate the country on the globe and circling the country their family came from on the world map based on the countries shape and what it is near to on the globe. The maps on their suitcases are not labeled. They will also have to write the name of the country. They will also need to label the continent and oceans. This helps them learn geography and remember where the country is located on the earth. The teacher should mostly pay attention to this station, for students will need the most guidance at this station. The globe will help answer who, what, when, where, why and how questions about the country students families immigrated from.
• Country Research Detectives by using websites: Students, can do additional research about the country they came from or information about immigration. They will visit the multiple websites listed below to help them use the Internet to find answers. They will write a couple of facts they found interesting on the back of their worksheet. On the wiki there is a document that will have a list of websites and QR codes. Print this off and leave it at the station for students to scan. If you can have the kids use an iPad or cell scan the QR codes on the paper. If you do not have iPads have students search the websites in your classroom computer center. Have the websites already pulled up on the computer. These websites will help answer who, what, when, where, why and how questions about the country students families immigrated from and about immigration.
◦ http://www.infoplease.com/countries.html
◦ http://www.safesearchkids.com/#_/term_
◦ http://www.countryreports.org/
◦ http://pbskids.org/itsmylife/family/immigration/article3.html
◦ http://teacher.scholastic.com/activities/immigration/
• Create a Flag! Have the students create their flag! There will be a book with the different flags and an iPad the students can use to look up the flag for their country. They will copy the flag to put up on the board at the end of the lesson. There will also be a sheet with pictures of flags from different countries. The students at the end of the lesson will place the flags they created on the class family tree.
• Postcard: Students will write a short letter to a family member about the country their ancestors came form and what they have learned about immigration. The letter does not have to be long. It can be a short paragraph. They will also decorate the front of the post card with things that are special to their family, what they have learned about their country, or what they liked the most about immigration. Also, at this center students after finishing their passport can finish writing whatever entries they did not finish in their passport. Any other work they did not finish for the unit they can finish also during this time.
• Have all of the students come together. “Now we are going to learn how many different countries our class came from.” Have your flags out. Start at one end of the room and work around to the other having each student say the countries they are from and put their flag on the class family tree. As they are putting the flag on the class tree have them say the name of the country. If you have a bulletin board staple down the branches before starting this lesson. If not just have the students tape their flags on the white board or the interactive white board with a picture of a tree. After everyone is finished, go over the tree as a class. Where are all the different places the people in their class came from? Just like on Ellis Island there are people in our class that came from all different countries. Our families have come from all different places and have melted in to become apart of the American culture.