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Learning Outcomes/Objectives & Assessment chart: [Use U,K,D,V (Value); Label and number
them.]
Learning Outcomes/ Objectives:
factors
Students will brainstorm to create a brochure for new
Syrian refugees detailing FAQ, three things they need
to bring to this country, and what to expect in the first
three days in this country.
Hook
10 mins
Iceberg activity with handout with a picture of iceberg. Ask students to write or
draw three tangible things they brought with them to this country and unlimited
intangible things they brought that contributed to their culture and person
Teacher will start by showing her iceberg chart for a college student with three
things you can see and three you cant
Three things you can seewell-dressed, living on their own, working a job
Three things you cant see hard-working, filed loans, no parental support
Class Discussion
10 mins
Vocabulary Review
5 mins
Students will read a fact sheet on the Syrian refugee crisis. Ask students to
come up with some things Syrian refugees would put on an iceberg chart.
Tangible things would be clothes on their back? Intangible things would be
relief at being in a safe country?
Go over terms assigned to translate for homework: refugee, immigrant,
oppression, war, opportunity, persecution. Make sure students have a working
definition of each term and know what the word translates to in their language
so we can continue to have class discussions
Ask students for examples in history
Differentiation: Making sure everyone knows the terminology and can
participate in class debate and discussion
Think-Pair-Share
10 mins
Students will be asked to think about reasons they left their country and reasons
they came to the United States that they wrote down for homework. They will
then share and see if there are similarities and differences with their neighbor
and then share as a group.
Adaption/Differentiation: Asking students to write the reasons before they share
it works in writing skills
The teacher will hand each group a T-Chart asking them to identify push/pull
factors. Teacher will explain to the class a push factor is a reason for someone
to want to leave a certain country. The teacher will then explain that a pull
factor is what draws you in to another country. The students will then be asked
to put their reasons for leaving their country and coming to the United states
under the push or pull category.
Group Discussion
7 minutes
Teacher will then ask students to identify which of their push factors lead to
refugee situations such as war, oppression, lack of sufficient resources. Teacher
will explain that pull factors dont matter to refugees besides safety. The teacher
will then talk again about how these situations have arisen in Syria
Teacher questions: What pull reason matters the most to refugees?
What country would they most want to come to? Does it matter?
Pamphlet Creation
20-30 minutes
Students will stay in six small groups. They will together as a class create a
Brochure for future refugees that answers frequently asked questions, what to
bring to this country, and what to expect on the first three days they are here.
Two groups will cover each topic and the teacher will put the information on to
the brochure as the class presents it
*Adaption/Differentiation: Please briefly include within your instructional plan how would you
alter/modify various part of the lesson (as seen in the example above) to meet needs of ELLs/struggle
Dept. of Middle, Secondary, and Math Education
modified by Dr. Cude & Dr. Taylor Jaffee 9/14
readers, ADHD students, and gifted students. [You can also explain how sections of the lesson are
already meeting needs of diverse student populations]
Materials Needed for the Lesson:
References: Give the websites you used as well as the print materials. Discuss how you altered the
material if you borrowed pieces from someone elses work. Use APA 6th edition for citation format.
Points
/3 ea.
Rubric for Lesson Plans See full rubric for detailed description of expectations.
NCSS Themes: 1
2
3
4
5
6
7
8 9
10
Objectives/EQ: well written EQ which is essential, objectives well-written and significant
Assessment: aligned with objectives, formative & summative
Content & procedures: HOOK, closure, timing, appropriate, detailed, accurate content, well
chosen strategies
PASS criteria: higher-order thinking, depth of knowledge [disciplined inquiry], meaning beyond
school, active, integrative, ethical valuing
Required elements: additional pieces submitted (incl. powerpoint, notesheet, assessments, rubrics,
etc), on time, strong visual component, use of primary sources
TOTA
L