Kristen Snow Mrs.

Shiller 4th Grade School of Education The College of New Jersey March 21, 2013 Immigration to The United States Topics and Big Ideas: Develop an understanding of immigration to the United States Essential Questions: What is immigration? Why did immigrants come to America? What countries did they come from? How did they travel? Standards: 6.1.4.D.3. Evaluate the impact of voluntary and involuntary immigration on Americas growth as a nation, historically and today. 6. 1. 8. D. 4.a. Analyze the push-pull factors that led to increases in immigration, and explain why ethnic and cultural conflicts resulted. Learning Objectives & Assessments Objectives Students will be able to define vocabulary terms pertaining to immigration. Students will be able to understand the importance of immigration to the United States. Students will be able to apply critical thinking skills to organize and use information from the lesson to reflect the hardships that immigrants faced in traveling to the United States. Assessments Discuss with the students the vocabulary terms in a group discussion. Question the students about their understanding of each term. Discuss with the students the various aspects and hardships about immigration. Observe and discuss the selections made throughout the online activity regarding an immigrants life. Analyze the ticket out the door worksheet responses of the students to determine their comprehension of the lesson material.

Materials: Photograph handout, Ellis Island by R. Conrad Stein, Computer, Internet, URL, ticket out the door worksheet, and word search. Pre-Lesson assignments and/or prior knowledge: a. Student Analysis: Students may have heard the term immigration but may not have learned about the relationship of immigration to the United States.

b. Teacher Analysis: The teacher should clearly understand the history of immigration to the United States as well as the reasoning. Lesson Beginning: Distribute a photograph to each student along with a question worksheet. Each student will receive one of the four pictures. Give the students about 5 minutes to complete the handout. The pictures will be from Ellis Island. Using the photograph the students will work to complete the questions based on their reasoning from the illustration. Discuss as a class their responses and reasoning. Introduce the topic of immigration as well as the vocabulary that corresponds to it. Instructional Plan: In order to have the students understand the idea of immigration, read the book Ellis Island by R. Conrad Stein. As the story is read, question the students about the given information. Elaborate on the information within the story so the students acquire a better understanding of the material being presented. Afterwards, ask the students if they have any questions. On the computer, pull up the following URL: http://www.tenement.org/immigrate/. As a class, follow along with the activity online. It presents the lifestyle of a young girl named Victoria Confino, whose family immigrated to the United States. Work together to learn about their journey and complications along the way. It is important to ask questions of the students as the activity progresses. After the activity is complete, have the students imagine that they were emigrating from another country. Ask questions about how they would feel about moving to a new country, where they had to speak a different language, eat new food and blend into a different culture. What pieces of home would they want to bring along with them if they moved? What would they have to leave behind? What would make them happy? What would make them sad? Discuss their attitudes towards their newly imposed situation and relate it to the immigrants outlook on their own experience. Differentiations: Monitor the students as they work to complete the photograph activity along with the worksheet. If they are having difficulty, assist the students with questions that will stimulate their thinking process. Allow students more time to complete the assignment if they are having difficulty finishing it. Assessments will be made based upon how well the students follow directions throughout the lesson, as well as their discussion and responses pertaining to immigration. Questions: What is immigration? Why did people come to the United States in the past? What are the benefits of immigration and for the country when people from other lands settle here? What are some of the complications that develop for immigrants and for the country? What hardships did immigrants face?

How do you feel about immigration? Have you been to Ellis Island? How would you feel if you emigrated from another country? Classroom Management: o Throughout the lesson, the teacher will call on students to answer questions. o Students must raise their hand in order to be called on. Those students who are not paying attention, allows the teacher to identify who needs extra assistance. o The teacher will allow equal opportunity for her students by alternating back and forth between gender when asking students to answer/volunteer. o The teacher will provide her students with enough wait time in between each question in order for her students to think about the material. o Strategies to rephrase questions can be executed by the teacher to meet all of her students needs. Closure: Give each student the ticket out the door worksheet. The students will work to reflect on what they have learned about immigration by completing the questions provided on the handout. After they have completed the assignment, the students can get ready for the rest of the day or work on the immigration word search. Website: Stein, Conrad R. Ellis Island. Chicago: Childrens Press, 1979. http://www.musicunitesus.info/docs/lesson-immigration.pdf http://www.teachervision.fen.com/tv/printables/Immigrants-Experiences.pdf http://www.tenement.org/files/primary_source/Primary%20Sources%20Lesson%20Plan %20-%20Upper%20Elementary.pdf http://filebox.vt.edu/users/kbartell/Lesson%20Plan%20Immigration.pdf http://www.tenement.org/immigrate/

Photograph # 1

Photograph # 2

Photograph # 3

Photograph # 4

Name: ______________________________ For the photograph answer the following questions: 1. What do you see?

Date: _____________

2. What do you specifically notice about the people?

3. What is going on?

Name: ___________________________ Immigration Exit Ticket

Date: _________________

What do you think was the hardest part of an immigrants life?

What do you think was the best part?

Kristen Snow Mrs. Shiller 4th Grade School of Education The College of New Jersey April 22, 2013 Problem Solving Workshop Skill: Use a Formula Topics and Big Ideas: Develop an understanding of how to use a formula to solve a problem. Essential Questions: What formula is used to find the area of a figure? What is the length of a figure? What is the width of a figure? How do you find the area of a figure? Standards: 4.2.2.D.3: Select and use appropriate standard and non-standard units of measure and standard measurement tools to solve real-life problems. (Length inch, foot, yard, centimeter, and meter) 4.2.3.D.2: Select and use appropriate standard units of measure and measurement tools to solve real-life problems. (Area square inch, square centimeter) Learning Objectives & Assessments: Objectives Students will be able to identify the length and width of a figure. Students will be able to apply the formula to determine the area of a figure. Assessments Discuss with the students the different figures. Ask students what side of each figure represents its length and width. Question students during a class discussion as they work to complete the worksheet in their packet.

Materials: Computer, online textbook, whiteboard, dry erase marker, and students math packet. Pre-Lesson assignments and/or prior knowledge: a. Student Analysis: The students will have an understanding of how to find the area of a given figure. Students will know the formula is the length multiplied by the width and that the product of the measurement is squared. b. Teacher Analysis: The teacher should clearly understand how to find the area of a given figure. Additionally, the teacher should understand how to apply the formula in word problems.

Lesson Beginning: Review with the students how to find the perimeter and area of a figure. Ask the students what each side of the figure would be referred to when finding the area. Discuss with the students the area formula, length and width. Introduce the topic for the mathematical lesson on using a formula. Open the online textbook and complete the activity for problem solving using a formula. Question the students on the process of completing each of the problems provided. Instructional Plan: Work with the students to complete pages 14 and 15 in their student workbook. Question the students about their reasoning for their answers for each of the problems. Provide explanations. Ask the students if they have any questions pertaining to the problems included on each worksheet. Work with the students to review the material they learned the past Friday on page 13 in their workbook. Question the students about how they determined their answers. Provide further explanations. Ask the students if they have any questions. Differentiations: Monitor the students as they work to complete the packet worksheets. If they are having difficulty, assist the students. Allow students more time to complete the assignment if they are having difficulty finishing it. Assessments will be made based upon how well the students follow directions throughout the lesson, as well as their completion of each worksheet. Questions: How do you find the area? What is the formula? When do you know to find the perimeter and area? What is the length? What is the width? What is the unit measurement? Can you explain your reasoning? Classroom Management: Throughout the lesson, the teacher will call on students to answer questions. Students must raise their hand in order to be called on. Observe student behavior to determine which students are not paying attention and who may need extra assistance. The teacher will allow equal opportunity for her students by alternating back and forth between gender when asking students to answer/volunteer. The teacher will provide her students with enough wait time in between each question in order for her students to think about the material. Strategies to rephrase questions can be executed by the teacher to meet all of her students needs.

Closure: Ask the students if they have any more questions on the material. Assign the students homework. They are to complete both sides of the Construction with Carl worksheet. Have the students put their homework in their take home folder and retrieve their snack. Remind the students that they must finish their snack before testing begins.