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Title-
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Migration and Immigration: How Did We Get Here?
Subtopic: Language Arts/Communications: Speaking |
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Background-
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Expected Outcome Of This Lesson Plan-
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1. Identify the origins of at least five classmates’ ancestors.
2. Be able to explain that migration and immigration are continuous processes.
3. Students will be able to explain that some migration did not happen at will.
4. Use oral communication for various purposes and audiences that incorporate a variety of word choices, inflexion, volume, phrasing, physical gestures, and eye contact at least 80% of the time. |
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Teacher Objectives-
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1. Identify the origins of at least five classmates’ ancestors with 90% accuracy on a test.
2. Be able to explain that migration and immigration are continuous processes with 90% accuracy on a test.
3. Students will be able to explain that most of the first Africans brought to America came as slaves against their will with 100% accuracy on a test.
4. Use oral communication for various purposes and audiences that incorporate a variety of word choices, inflexion, volume, phrasing, physical gestures, and eye contact at least 80% of the time. This will be assessed by the teacher with the use of a checklist on oral communication. |
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Resources-
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• Video projector with sound capability
• Guided note templates
• Projection of pictures of migration and immigration to the USA
• Worksheet of reasons it happened and still happens today
• Worksheet of how some came to migrate to the USA
• Different ethnicities that came. worksheet
• List of reasons it was vital to growth
• Communication Skills Worksheet
• A large piece of paper, at least 11"x14"
• The pictures of immigrants.
• An outline of a shield cut from oak tag
• Clothing that resembles the teacher’s ancestry.
• Final Immigration Assessment
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Teaching Methods-
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1. Lesson Introduction-
| 1.At the introduction of the new unit, the teacher will ask targeted questions to assess the student’s prior knowledge on migration and immigration. This way the teacher can get a feel for what students already know and assist students to recall their prior knowledge and prime them for the new information from the unit. These questions asked are as follows. What countries had people immigrate to the United States in the 1800’s? What does migration mean? What does immigration mean? Why was immigration important? Why do people immigrate? After the question session, the teacher will then proceed to explain the unit and what they will learn from it. Time: 5 minutes |
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2. Lesson Progression-
| 1.After explaining the purpose, the teacher will then proceed to pass out worksheets on why migration and immigration has occurred, how some of the immigration happened, and why it is still important and occurring to day. These worksheets will be filled out by each student during the direct instruction. Once each student has their sheets, the teacher will go over the sheets and what they are to do with them. Once this has been done the teacher will ask if there are any questions on what they are to do with the worksheets, and then proceed to the guided practice. Time: 5 minutes |
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3. Guided Practice-
| 1.With the video projector attached to the computer, the teacher will start the lesson with pulling up the Ellis Island Story, which is also one of the worksheets passed out. First the teacher will start by reminding the class to listen carefully and fill in the worksheet as he/she goes through the lesson. In this particular sheet, the students will be told to read along as the teacher reads about Ellis Island. After the reading the teacher will then lead a discussion asking targeted questions to the students that will ultimately lead them through the worksheets and prepare the students to meet state standard objectives. The targeted questions are directly from the worksheets. These questions will include how some immigrants had to come by force, why immigration happened, its importance, and how migration and immigration happens still today. Once the first question has been asked the teacher will lead the students in a conversation in which the students share their ideas and then the teacher will take the projection of the teacher’s worksheet and cover up the parts that have not been discussed. The teacher will talk about the answer to the question, ask if anyone has any questions on the answer, and then proceed to the next question to repeat the process until all worksheets have been taught and discussed. After the worksheets the teacher will start discussing the types of differences the different cultures brought to the United States and show pictures of immigrants that came through, including the teacher’s family immigrants that came through. This will then open a discussion to get students thinking about their own ancestry heritage. After the close of the instruction, the teacher will then direct the student’s attention to the worksheet still empty on their desk. This will be their practice for the lesson. The students will work together in their desk groups to answer the questions using the Ellis Island story and the other worksheet on past and present day immigrations. During this time the teacher will be circulating around the room, going to each grouping assessing the student’s understandings. Once the practice sheets are complete the teacher will lead the class through the worksheet, ultimately preparing them for a closing post assessment. The teacher will then give the students instruction for the project. The students will be instructed to research, via their parents, the family heritage to find out where their family came from, collect pictures of either ancestors, or the country in which they migrated from, and find clothing and or artifacts that resemble what their ancestors wore, or had from their homeland. The students are to write down the information, and bring the clothes, pictures, artifacts, and writing to school the next day to do a quick presentation of their family heritage. The students will receive a communication skills checklist on how to do a presentation properly. The teacher will then give them a presentation showing them how to do what is listed on the sheet. The teacher will show them that they need to use a variety of word choices, inflexion, volume, phrasing, physical gestures, and eye contact. The teacher will then give the students supplies to take home to help them prepare the presentation. These supplies consist of a sheet of instructions, an outline of a shield cut from oak tag, and a link to a website where they can print their ancestor’s flag. Time: 30 minutes |
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4. Student Practice-
| 1.The students will prepare a presentation, and immigrant history shield to present to the class. The post assessment will come directly after the presentations regarding the social science aspect of the standards. The Language Arts/Communications: Speaking assessment will be completed during the presentations. |
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5. Learner Accommodations-
| 1.Differentiated instruction would include larger print, for aiding in visual impairment, the final assessment could be done orally for certain learning and physical disabilities. I would ensure ELL students would have a Spanish speaking teacher’s assistant to help in understanding any unfamiliar verbiage during the lesson and for the assessments. Also, not stated above, the students who complete the post assessment early, due to being gifted/ talented, will have computer lab time to research information for their project. Also, for the students that have speech impairments, or social impairments, they can do their final project and assessment in private to ensure the disorders, or impairments do not affect the meeting of these standards. |
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6. Assessment-
| 1.The student assessment will be done in the final test as well as the final project of the activity. If they pass the test with an 80% or above, they will have efficiently displayed the understanding and passed local, state, and national standards. |
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7. Lesson Closure-
| 1.The students will present their presentation using their journal on their family immigration, their heritage shield, and any other items they gathered for the presentation. After all have done the presentation, the students will take a short post assessment to verify mastery of the objectives. The Language Arts/Communications: Speaking assessment will be completed during the presentations. Time: 20 minutes |
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Measuring Student Progress-
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Journals will be reviewed for content. |
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