iTeachAZ

Lesson Plan Template (Direct Instruction)

Teachers:

Jacquelyn Noble

Subject:
Social Studies/Language Arts (5th Grade)

Common Core State Standards:

PO 2. Explain the effects (e.g., economic, cultural, environmental,

political) of human migration on places.

5.L.1 Demonstrate command of the conventions of Standard English

grammar and usage when writing or speaking.

5.SL.1 Engage effectively in a range of collaborative discussions (one

onone, in groups, and teacherled) with diverse partners on grade 5 topics and
texts, building on others ideas and expressing their own clearly.

5.W.4 . Produce clear and coherent writing in which the development

and organization are appropriate to task, purpose, and audience.

Objective (Explicit):

The student will be able to engage in class/group discussions about the read
aloud book (Coolies by Chris Soentpiet) by answering prompting questions

The student will be able to write a letter to the characters in the read aloud book in
the persona of one of their parents.
Evidence of Mastery (Measurable):
The students will be writing a letter to Shek and Wong (the main characters in the
book during the read aloud) in the persona of one of their parents. They will give
advice, respond to letters Shek and Wong have written, ask questions about times
in California or the jobs they do, or any other topic they wish to cover throughout
their letter. They are to write at least two paragraphs. This assignment will be worth
a total of 15 points. 5 for each paragraph, 2 for starting the letter with, Dear Shek
and Wong and 3 for conventions and spelling. If the students do not finish this
assignment in class, they will be instructed to finish the rest as homework.
Sub-objectives, SWBAT (Sequenced from basic to complex):
The student will be able to follow the guidelines given for their letter (two
paragraphs, appropriate spelling and conventions and starting the letter with Dear
Shek and Wong
The student will be able to respond to questions given to the students in the form of
a group/class discussion
Key vocabulary:
Materials:

Immigration
Discrimination

Coolies by Chris Soentpiet

Paper and pencil for each student
Notecards
Whiteboard
Whiteboard markers

Opening (state objectives, connect to previous learning, and make relevant to real life)
To open this lesson, the teacher will tell the students that they will be continuing
their lesson on Chinese immigration/discrimination during the Gold Rush. The
teacher will ask the students to recall some of the information they talked
about/learned the previous day. Students will raise their hands and wait to be called
on by the teacher to share what they remember about what they have learned so
far about the Gold Rush. The teacher will also have written the vocabulary words
(listed above) on the board (or overhead projector) with definitions for reference
throughout this lesson.
I
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Teacher Will:

The teacher will tell the

students that he will be
reading a picture book to the
students (Coolies by Chris
Soentpiet)
The teacher will instruct the
students to listen closely to the
story and also pay attention to
the pictures
The teacher will read the
picture book to the students
The teacher will show the
pictures to the class after he
finishes reading each page
The teacher will ask questions
to the whole class to keep the
class engaged throughout the
reading
For example, when Shek and
Wong leave china, stop and
ask the students, Why do you

Student Will:

The students will listen to the

story as the teacher reads
The student will look at the
pictures from the book as the
teacher shows them
The students will participate in
answering the questions as the
teacher asks them throughout the
reading
Anticipated responses to question
1, They left China to find work
and to be able to send money
home to their families.

think they left China? What

were they hoping for in
California?
Co-Teaching Strategy
Another teacher in the room would walk around to assure students are focused
on the story and not off task.
Differentiation Strategy
Showing the pictures to the students will help the students make a connection between the
written/spoken word and the pictures on the pages.
Vocabulary words (listed above) should be defined on the board for reference during the
story to assure students are on the same page.
G Teacher Will:
Student Will:
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d
P
r
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After reading the story to the

class and showing the pictures,
the teacher will put the
students into groups of five
(this can be done by
numbering the students off)
(There should be five groups of
five students)
Each group of students will
have their own table to sit
around (if they have individual
desks, they are to move their
desks together so that they
can face one another)
Each group will receive a
notecard with guiding
questions on it about the story
they just read and some of the
issues brought up throughout
the story
Question 1: How did the
American people feel about the
Chinese workers coming to
California in this book? Why do
you think they felt that way?
Question 2: How do you think

The student will listen to the

group they are assigned and
assemble with their group
members
Each student will read the
question on the notecard assigned
to their group and begin to
discuss the question
Each student should share and
feed off of one anothers
responses
Students should be prepared to
share their question and what
their group talked about at the
end of the 10-15 minutes

the American peoples

perception of the Chinese
workers affected the Chinese
peoples everyday lives? Was it
positive or negative? Why?
Question 3: Why do you
believe the Chinese workers
were sent to do the most
dangerous jobs? Was it fair?
Who do you think should of
done these jobs?
Question 4: Do you think that
the brothers made the right
decision to speak up against
the strike? Why or why not?
Question 5: The American
workers thought the Chinese
workers were weak and made
fun of their appearances. Do
you think this was fair? Can
you think of a time something
like this has happened to you
or someone you know?
The students at each table are
to discuss the question they
received with their group
member and be prepared to
share
After 10-15 minutes of
discussion, get the classs
attention again and ask group
1 to share their question and
what their group has talked
about
Groups 2-5 will share the same
way

Co-Teaching Strategy
Teachers would walk around the room and listen to the different groups
conversation. If an interesting point is made, ask questions to get the students
to dive deeper in the conversation. If one student is doing all the talking,
personally ask one of the other students what they think about the question.

Differentiation Strategy
The teacher will walk around and listen to different conversations. The teacher will explain
the question (rephrase it) or define any words within the question that is causing students
confusion.
I Teacher Will:
Student Will:
n
d
e
p
e
n
d
e
After each group has had a
The students are to move their
n
chance to share their thoughts,
desk back to individual seating
t
the students will move back to
The students are to get out paper
their
individual
desks
and pencil to write their letter to
P
Write the writing prompt on the
Shek and Wong in the persona of
r
a
board or overhead projector,
one of their parents
c
In the story, Shek and Wong
The students are to start their
t
write letters to their mother
paper with Dear Shek and Wong
i
back in China. Pretend that you
and write at least two paragraphs
c
are their parent and you have
If they do not finish, they will have
e
received their letters. How
to complete the assignment as
would you respond? What
homework
advice would you give? Write a
letter back to Shek and Wong
from the perspective of one of
their parents.
Explain to the students that
they can write advice, respond
to the information they heard
in the story, ask the brothers
questions about their time in
California, etc.
Tell the students the letter
should be at least two
paragraphs long and start with,
Dear Shek and Wong,
Tell the students this
assignment is worth 15 points.
5 points for each paragraph, 2
points for starting the paper
with Dear Shek and Wong and
3 points for conventions and
spelling

Give the students 20-30

minutes to write the letter
Whatever they do not finished
will be assigned as homework
Co-Teaching Strategy
Teachers may walk around the room and assist individual students with
starting their letter or deciding what they wish to write to Shek and
Wong.
Differentiation Strategy
Teachers may suggest students use or provide them with graphic organizers to
help organize their thoughts. They could use a bubble map to brainstorm
possible topics they could write about to Shek and Wong. Then they could pick
which paragraph each topic belongs in and support those topics with more
ideas.

Closing/Student Reflection/Real-life connections:

To close, the teacher will collect the students papers who have finished within the
class time and make a note of the students that will be taking the assignment home
as homework. Next the teacher will inform the students that tomorrow they will
share their letters with their classmates.