CEP Lesson Plan Form

Teacher: Mr. Wollert

School:

Montrose High School

Content Area: Social Studies

Date: 11/2/16
Grade Level: 10th-12th Grade

Title: Immigration During the American Industrial Revolution

Content Standard(s) addressed by this lesson:

directly from the standard)

Lesson #:_5_ of __

(Write Content Standards

Content Area: Social Studies

Grade Level Expectations: High School
Standard: 2.E.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of

instruction, select applicable questions from standard)

Students will keep considering what the impact of immigration during the industrial
revolution was, and how it impacted the United States.

Questions to ask are, how will this impact the every day worker, and how will these new
coming immigrants be treated in society?

Concepts and skills students master: (Understandings, Big Ideas, Unit

objectives)

1. Key concepts of continuity and change, cause and affect, complexity, unity and diversity
over time.

2. Explain and interpret different types of immigrants coming into the country, and the
impact that they had.

Evidence Outcomes: (Knowledge/ Skills, Lesson Objectives)

Every student will be able to:
(Create your own lesson objectives from the standard, follow the ABCD format)

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CEP Lesson Plan Form

I can: Provide students with the necessary information that they need to be

able to correctly identify the types of immigrants coming into the United
States, as well as interpret all of the different places in which the immigrants
are migrating from.

This means: That I as a teacher must make my learning target clear, and

also make sure that I hit all of the main points that I intend to, so that
students understand and can take part in the in class activities.

Assessment of Evidence Outcomes: (How will you assess the selected lesson
objectives (general explanation, you will go into more detail at the end of the lesson
plan)

I will assess the lesson objectives by having students talk about the information
they found with one another, as well as taking multiple notes.

Also, I will assess students by having them look at other immigrants, and compare
how they are treated to their first given person.

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Planned Lesson Activities

Activity Name

Immigration During the American Industrial Revolution

Approx. Time

I expect this class to last for approximately 1 hour and twenty minutes.

Anticipatory
Set

My hook for this lesson is very interesting, and a good way to get students intrigued in the immigration topic.
The first step of my hook is to present students with an article about current immigration to the United
States. I like this intro because it gets students learning about current events.
The next step is to have students read the article silently all the way through. Once they have read this,
they can then talk amongst each other, and really grasp the information.
The last step is to come together as a class to discuss the article, in which I will write the main points on
the board for visual learners to see.

Teaching/
Presentation:
(Select the most
appropriate
teaching model.)
-direct
instruction
-presentation
model
-concept
teaching
-cooperative
learning
-inquiry

Class Layout
1 hour 22 minutes
Class Periods 1, 3, and 4
LT: Students will be able to identify immigrants from different countries, as well as analyze how they
were treated in United States.

Greet students outside of my classroom as they are walking in once the bell has rang. Make sure
that each student sees the daily learning target. (5 min).
Before I get into the actual hook, as a class we will go over the worksheet students finished last
period. (15 min).
Begin to tell students what they will need to do for the hook activity to begin class. During this I
will tell them to get onto Google Classroom where they can find the link to the article. (5 min).
I will then allow students to read the article silently. (10 min).
Once students have read the article alone, I will then allow them to talk amongst each other to
compare what they read. (3 min).
After students have talked with one another, I will then bring the class together to talk about the

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CEP Lesson Plan Form

article and write the students main points on the board for everyone to see.
Next, I will introduce the topic of immigration in America during the Industrial Revolution. For
this, I will briefly lecture about the topic, and then have students look up the term melting pot
in the book, and have them give me the definition. Once this is done, I will introduce the melting
pot with names on cards. (12 min).
Students will then draw cards out of the pot, in which they will find out which country their
immigrant is from. From here, students will have questions to answer in which they will use
their Ipads and class set of books to find. It is during this time that I will circulate through the
class and answer any questions that the students may have. (20 min).
Once students are finished with their research, we can then come together for the remainder of
class and discuss the students findings. (20 min).

Teaching
Strategy:
Guided Practice
&
Differentiation

Throughout the entirety of the students doing their research, I will circulate throughout the room to
answer any questions that the students may have. By doing this, I can make sure that students remain on
task, as well as keeping the students engaged.

Teaching
Strategy:
(Independent
Practice)

So that students are engaged throughout the lesson and are also retaining the information being taught, I
will consistently check up with students as they are reading, and make sure to answer any questions that
they may have. Also, by talking to the students periodically, I can relate with them about the immigrants
that they have been assigned.

Closure

For closure for this class, we will discuss their immigrants and talk as a class about what the students
found. This will be good to do because students will be able to connect similarities amongst different
immigrants from various countries. By making connections, students can then put themselves into their
immigrants shoes, and really get an inside look at what immigrants during this time went through.

Materials

Materials needed are as follows:

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CEP Lesson Plan Form

1.
2.
3.
4.

Ipad
Textbook
Apple TV
Notecards

Accommodatio
ns
&
Modifications

If the activity is too difficult for a student, I will continually check up on their progress, and if issues arise, I
will help that student while others are doing work asked of them.
If the activity is too easy for a student, I can also ask them to help me with the students who are struggling. By
doing this, not only is every student being helped, but we are saving time as well.

Assessment

I feel as though the way I will assess students is not only beneficial to the students, but for me as the teacher as
well. By consistently walking around class and making sure students are doing their work, I can assess how
much they are learning, as well as answer upcoming questions. Also, by writing what students have found on
the board, I will allow visual learners to grasp what has been taught, and to have the opportunity to see what
students came up with.

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Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement)
The extent in which objectives were achieved, I feel, was very high. Throughout the
entirety of the lesson, students were very engaged in what was going on, and it seemed as
thought the level of learning was very high as well. During the melting pot activity,
students were constantly asking questions, and seemed excited about what the activity
was. Along with this, students were very interested in the immigration article that relates
to todays times too. During the class discussion, there were questions being asked that
were very interesting because many of the students wanted to know more about current
immigration in the United States. This was extremely encouraging to see and also made
me feel great as a teacher because of how well students were responding to the lesson.

2. What changes, omissions, or additions to the lesson would

you make if you were to teach again?
Changes in which I would make to this lesson in the future would be to have the students
research in groups more than just being on their own. Although we did end up coming
together and students looking at and comparing what they found, I feel as though
collaborating together during research may help them find more specific details. Maybe
in the future I will have the students with immigrants from the same country work
together so that they are looking for the same information. Only piece that worries me
about this though is that the students would copy one another rather than doing their own
work. It is something that I will have to try in the future and see how things go.

3. What do you envision for the next lesson? (Continued practice,

reteach content, etc.)
Moving forward, I see us moving towards the progressive era, in which I am very excited
about. Students will be able to watch a very interesting video that talks about this topic,
and is an educational series that the students will watch throughout the semester as well
as next spring. This video is great because students can follow along, as well as fill out
their movie sheet notes, which require the students to pay attention during the film. I am
excited to show this video, as well as to see how students will respond.

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Direct Instruction
Describe or
demonstrate the
lesson introduction
including how you
establish set (i.e.,
prepare students to
learn) and how you
share the lesson
outcome.
Demonstrate or list
the task analysis of
the skill or procedure
(i.e., define precisely
what the learners
need to do)
Describe or
demonstrate your
modeling of the skill
or procedure.
Describe or
demonstrate guided
practice including the
second (or third)
example and then
address your method
to check for
understanding (i.e.,
how you assess
student learning
before moving to the
next stage). Include

Presentation
Model
Describe or
demonstrate the
lesson introduction
including how you
establish set (i.e.,
prepare students to
learn) and how you
share the lesson
outcome.

Concept Teaching

Describe or
demonstrate an
advance organizer.

Describe or
demonstrate all of
the critical attributes
of the concept,
identify the class or
category to which the
concept belongs.

Describe, picture or
demonstrate learning
materials and
activities specific to
the options of this
model (e.g.,
explaining links and
examples; ruleexample-rule;
signposts and
transitions). Two or
more of the teaching
and learning
activities are rich and
engaging.
Describe, list or
demonstrate one or
more questions, or a
discussion structure

Describe or
demonstrate the
lesson introduction
including how you
establish set (i.e.,
prepare students to
learn) and how you
share the lesson
outcome.

Describe or
demonstrate a clear
progression of
examples and nonexamples; deduction
is illustrated through
the early definition of
the concept;
induction is
illustrated through
definition of the
concept late in the
activities.
Describe or
demonstrate the

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Cooperative
Learning
Describe or
demonstrate the
lesson introduction
including how you
establish set (i.e.,
prepare students to
learn) and how you
share the lesson
outcome.
Describe or
demonstrate the
assessment methods
you use to determine
the academic
progress of EACH
student in the class
(i.e., make each
student individually
accountable) and
how you assess the
social and/or
interpersonal skills
identified for
acquisition or
practice during the
lesson.
Describe or
demonstrate the
grouping
arrangement and
the ways in which
you promote positive
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Inquiry
Describe or picture
the instructional
materials and
resources you use to
reveal their
creativity,
functionality, and
appropriateness to
the question(s)
posed.
List the specialists
and field experiences
you included.
Describe or
demonstrate how you
inspire curiosity on
the part of your
students. Describe or
demonstrate your
review of classroom
guidelines for social
and/or interpersonal
skills
Describe or
demonstrate how you
prompt investigative
processes. Reveal
how you facilitate
your students efforts
as they propose how
to gather information,
study, craft an

CEP Lesson Plan Form

examples of
feedback you provide
for correct and
incorrect student
responses.
Describe or
demonstrate your
method of
independent
practice.
Two or more of the
teaching and learning
activities during
guided and
independent practice
are rich and
engaging.
Describe or
demonstrate how
your students
demonstrate their
learning after
instruction (e.g., a
quiz, ticket-to-leave,
etc.).

you provide to
extend your
students thinking on
the content.
Describe or
demonstrate how
your students
demonstrate their
learning. Address
assessment methods
during instruction
(i.e., checking for
understanding), and
after instruction (e.g.,
a quiz, ticket-toleave, etc.).

assessment
processes you use to
test for acquisition of
the concept at key
points during the
presentation of
examples and nonexamples.
Describe, list or
demonstrate one or
more questions, or a
discussion structure
you provide to
extend your
students thinking on
the concept.
Two or more of the
teaching and learning
activities are rich and
engaging.
Describe or
demonstrate how
your students
demonstrate their
learning after
instruction (e.g.,
students summarize
their definition of the
concept orally or in
writing, etc.).

interdependence
between group
members.

experiment, observe
and/or conduct
interviews.

Describe or
demonstrate the
instructional
materials and
resources; address
resource
interdependence as
necessary.

Write or demonstrate
a sample question
through which you
assist students to
make connections
and/or discover new
knowledge

Describe or
demonstrate your
directions for group
formation,
rearranging furniture
(If necessary) and
how
materials/resources
are distributed.
Describe or
demonstrate the
expectations for
demonstration of
interpersonal and
small group skills
Two or more of the
teaching and learning
activities are rich and
engaging.
Describe or

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Summarize or
demonstrate your
method to help
students share their
new ideas with
others. Possible
formats include a
panel discussion, a
debate, a gallery
walk, a science fair,
etc. Frame or
illustrate two
questions during
which you assist your
students to discuss
the conclusions they
can draw from their
collective effort.
Describe or
demonstrate two or
more teaching and
learning activities
that are rich and

CEP Lesson Plan Form

demonstrate your
method to check for
understanding (i.e.,
a description of how
you will assess
student learning
academically and
socially) as you
circulate among the
groups as well as the
feedback you
provide.

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engaging.
Reveal how you
promote reflection.
Share one question
that may prompt
students to reflect on
the process they
followed; share a
second question that
prompts students to
identify new
questions that arose
from this lesson.

CEP Lesson Plan Form

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