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Lesson #
Date: 9/14/15
Monday
Time :
30
Instructional Context
What do I know about my students that will inform this lesson?
These students are a third/fourth grade mix. Some students are more mature
developmentally than others. The reading and writing levels in the classroom vary
substantially. Any activities I do involving reading or writing I will have to modify my
assessment for each child. The school is primarily students from a Latino background,
along with African American and Caucasian students. I believe that up until this point the
children have learned a lot about community in their school and city. The classroom is
very diverse. I think it would be beneficial for them to learn about immigration, focusing
on Ellis Island. It would be interesting for the children to connect with the stories and gain
insights about the people that came to America and how it has affected them today.
How does this lesson connect with and build on the previous lesson(s)?
Since the first day of school students have been arranged in Pods. These pods have been
crucial to students getting to know one another. They often get time to work as a group
and collaborate if they are stuck on a problem. My CT often combines social studies with
some form of language arts. The students have been exposed to community, and different
cultures. I would like to go more in depth with how people came to America, how they felt,
and how it has impacted us today. I would like to begin by reading a story called When
Jessie Came Across the Sea. This will set the tone for what immigration is because many
students arent familiar with it. The story is about a young girl coming to Ellis Island, so
hopefully the students will see that the girl is their age and be able to connect with it.
During the story I would ask students to write one question or connection they made with
the text on a post-it. I would model this action beforehand. After the story I would like to
have an open discussion about immigration and create a KWL chart as a class. At this time
the students could place their questions from the post-its on the chart. We could verbalize
our connections. This will get students thinking about what immigration is during the time
when immigrants came through Ellis Island.
These lessons on immigration primarily from Ellis Island will set the tone for further
learning on people today. Immigration is partially why America is so diverse, and its
important that children realize why we are all different. I want the children to understand
how to look at materials such as biographies, stories, and folk tales and gain an
understanding for people who have experienced different things. This will allow them to
begin to understand feelings and points of view for varying events. This lesson could set
the stage for learning about immigration today. Many of the children are from places other
than America, so it would be interesting to tie our learning in with history and see the
similarities and differences.
Standards Addressed
Wisconsin Model Academic Standards for Social Studies
B.4.3 Examine biographies, stories, narratives, and folk tales to understand the lives of
ordinary and extraordinary people, place them in time and context, and explain their
relationship to important historical events
NCSS.ll.a demonstrate an understanding that different people may describe the same
event or situation in diverse ways, citing reasons for the difference in views.
Learning Objectives
Objective
Assessment
I will be informally
assessing students by
checking their
understanding through
their post-it note
connections. I will
also be looking to see
which students
participate in the
discussion of the KWL
chart. For those who do
not participate, I will
meet with them at a
later time to see what
their questions and or
connections are with
Assessments
Materials
YouTube
Anchor chart
Post-it notes
Pencils/pen
Day 1
Introducti
on: 5
Minutes
Day 1
Introducti
on: 7
minutes
Day 1
Demonstr
ation/Parti
cipation
Day 1
Demonstr
ation/Parti
cipation
Day 2
Demonstr
ation/Parti
cipation
Participati
on/Practic
e: 10
minutes
Closure: 2
minutes
and connecting
ideas from the
video.
This will help me to
begin assessing
student
understanding.
I will be able to
listen to student
thoughts thus far
about immigration.
To allow students to
see eachothers
thoughts and ideas.
This anchor chart
will hang in our
classroom
throughout the unit
as a reference point.
To get students to
start using academic
vocabulary
To continue thinking
about the topic.
Accommodations
Accommodation Strategy/ies
Purpose
and talks.
I chose a read aloud that would be understandable for
all students.
I would ask students who lose focus easily to sit in the
front.