Lesson Planning Form for Differentiating Instruction

Teacher Elizabeth Mulcock

Grade level and theme 4
th
Grade Social Studies Thread/crossover Geography
I. Objectives
What is the main focus of this lesson?
This lesson looks at what happened after Ellis sland! Students will be looking beyond Ellis sland to what happened once
immigrants became "nited States citizens! #here did they go$ %ow did they change the places where they went$
How does this lesson tie in to our !ig Idea
This lesson looks at what happened after Ellis sland! Students will be looking beyond Ellis sland to what happened once
immigrants became "nited States citizens! #here did they go$ %ow did they change the places where they went$
What are our objectives for this lesson? &'students will be able to(!) Indicate connections to a""licable national or state
standards #glces$. ndicate themes any threads addressed in this lesson &e*+Geography+human environment interaction)
S#,-T.
/) "se geographic tools to e*press where different ethnic groups settled after Ellis sland
0) 1escribe how immigration changed the cultural geography of -merica
2) 3reate a powerpoint with different artifacts that different cultures brought
G43E5s.
/) G4!6!0
1escribe the impact of immigration to the "nited States on the cultural development of different places or regions of the "nited
States &forms of shelter7 language7 food)
0) G/!6!2
dentify and describe the characteristics and purposes of a variety of geographic tools and technologies &globe7 map7 satellite image)
Etc!
II. !efore ou start
Prere%uisite &nowledge and s&ills.
What are ou assuming the &now
or have alread done.
-t this point7 students will have learned the push/pull factors that brought immigrants to this
country &the 'before)! Students will also have e*perienced Ellis sland and how immigrants
gained citizenship &the 'during)! 8ow they will be looking forward to the 'after( part of
immigration!
'ssessment
#formative and summative$
Student use of maps will be an informal assessment7
3lassroom powerpoint will be a summative assessment of the lesson
(e vocabular for this lesson
)aterials*what materials #boo&s+
handouts+ etc$ do ou need for this
lesson and do ou have them?
- map that can be written on! Either a big poster of a map7 or a picture of a map that can be
shown thru a pro9ector onto a whiteboard7 or a picture of a map that can be shown thru a
smartboard!
3omputers or i+pads for students to research and them help add on the communal piece at the
end of the lesson
O""ortunities for differentiation
III. ,he Plan
,ime
Parts
,he descri"tion of #scri"t for$ the lesson+ wherein ou describe teacher activities and student
activities
)otivation
#O"ening-
Introduction-
.ngagement$
:esterday we walked through what it was like to enter into -merica! -fter people entered they had to find
a place to live! - lot of people didn5t travel far and decided to stay in 8ew :ork7 while others decided to
move to another part of the "nited States! Today we are going to look at where people settled and how
these people affected the area that they lived in! 'f moved to a new country would want to take some
of my home countries culture with me7 and that is 9ust what these immigrants did! Each found a place to
settle and brought their country to that part of the "nited States!(
'#e will break up into groups to learn about different cultures in the "nites States7 we are going to try to
figure out where groups settled7 and what they brought to -merica or to 9ust that specific region!(
Develo"ment
Students will be broken up into groups to do research for maybe /6+06 minutes of a specific ethnic group
&"sing website http.//www!valpo!edu/geomet/geo/courses/geo066/usa;maps!html) to find out where the
cultures that they assigned are! Each group will be given a blank map of the "!S! and color in the areas
where their cultural group is concentrated! f they finish <uickly7 have them research what items were
brought to -merica by the cultures that they were assigned !
/losure
-s different groups finish have them come up to the board and color in areas where their cultural group is
concentrated on a large map of the "!S!! %ave a key for the map that shows different colors that are
associated with the different cultures!
-sk students what they notice about the map! '#hy do you think cultures would settle close to each
other$( %ave each group brainstorm what items they researched about that were brought to -merica by
their specific culture!
-fter brainstorming what foods7 clothes7 items were brought to -merica7 have students research in the
computer lab and find pictures7 information7 video7 etc! that represent the different items!
3reate a classroom powerpoint that has slides from each group representing the different items they found
that were brought to -merica from different cultures!