Name: Emily Buff Grade: 2nd

Lesson Why Immigrate? Date:11/6/16

Title:
CC Standard(s):
SS (9): Describe how and why people of various cultures immigrate to the United States

Classroom/Lesson Context (please check the following that apply):

__X__Whole Group _____ Small Group _____ One-on-One _____ Students with IEPs/504s _____ ELL Students

____ Other (Please specify:_______________________________________________________________________)

Please specify the number of students:

_____ Girls _____ Boys

__________________________________________________________________________________________________
Individual Education Plan Goal(s) and Benchmarks specific to this lesson:

Learning - Focus Strategies

Essential Question(s)
Why do people immigrate to the United States?
1-3 BIG ideas! How Would you have immigrated to the United States if you lived somewhere else?
can these questions be
used to guide your
instruction?

Central Focus/Lesson List and describe reasons people would come to the US
Objective(s)
Objectives are
measurable and
aligned with the
standard.

Academic Language Language Functions (Identify the purpose for which the language is being used, with attention
to goal and audience- the one verb from the standard; ex. demonstrate.)
What is the key Describe
language demand?
What academic
language will you
teach or develop? Language Vocabulary (Identify key, content specific words for this lesson: examples of
vocabulary words- drama, prose, structural elements, verse, rhythm, meter, characters, settings,
What are the key descriptions, dialogue, stage directions. Additionally, include words within a text necessary for
vocabulary words students comprehension.)
and/or symbols? Immigration, freedom, symbol
Materials Anchor chart, trail mix, journal
What resources can be
used to engage
students?
Introduction to
Each student gets a handful of trail mix. Explain that as the teacher and leader of the class, I
Lesson/ have decided 2nd graders should only be allowed to eat the raisins out of the trail mix, so they
Activating Thinking must give the rest of it back to me because it is not allowed in this classroom. If they wanted,
What is the hook for they could switch classes to go to (immigrate) another teacher, where they are allowed to pick
and choose anything from the trail mix.
the lesson to tap into
prior knowledge and
develop students
interests? This should
tie directly into the
lessons objective and
standard and should
promote higher level Accommodation(s)- (a change that helps a student overcome or work around the disability):
thinking. How will
you introduce the Modification(s)- (a change in what is being taught or what is expected from the student):
content specific
vocabulary words? Differentiation- (tailoring instruction to meet individual needs; differentiating the content,
***Use knowledge of process, and/or product)
students academic,
social, and cultural Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
characteristics. sentences):

Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):

Management Plan:

Body of Lesson/
How did you feel when I took your trail mix away? Would you have moved to another class?
Teaching Strategies Why?
What will you have the
students do after you Explain the analogy between trail mix and freedom.
introduce the lesson to Explain what immigration and freedom mean, write it on anchor chart. If they cant have
learn the standards? freedom in their country, they immigrate to America (tie back to Statue of Liberty)
What questions will Make an anchor chart of other reasons people immigrate (family, better way of life)
you ask to promote
higher level thinking? Pretend you have immigrated to America. Write in your journal to someone back home about
why you chose to move to America.
What opportunities
will you provide for
students to practice Accommodation(s)- (a change that helps a student overcome or work around the disability):
content language/
vocabulary? What Modification(s)- (a change in what is being taught or what is expected from the student):
language supports
will you offer? Differentiation- (tailoring instruction to meet individual needs; differentiating the content,
process, and/or product)

Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
sentences):

Language Discourse (structures of written or oral language; how participants of the content
 area speak, write, and participate):

Management Plan:

Closure/
Summarizing Turn and teach your neighbor what immigration means. Teach them what freedom means.
Strategies:
How will the students Turn and talk to your neighbor about why people immigrate to the US
summarize and/or
share what they have
Accommodation(s)- (a change that helps a student overcome or work around the disability):
learned to prove they
know and understand
the standard(s) and its Modification(s)- (a change in what is being taught or what is expected from the student):
vocabulary? Will you
provide opportunities Differentiation- (tailoring instruction to meet individual needs; differentiating the content,
process, and/or product)
for students to apply
new knowledge while
making connections to Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
sentences):
prior learning?
Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):

Management Plan:

Targeted Language
Vocabulary words will be written on the anchor chart
Support
Describe the
instructional supports
that help students
understand and
successfully use the
language function and
additional language
demands (vocabulary,
syntax, and discourse).
Assessment/
Evaluation Assessment Plan for IEP Goals and/or 504 Plans (This is a plan and should be written as
Every standard listed such; remember to identify both formative & summative assessments throughout the lesson):
above must be
assessed and included.
Questions to consider
while planning:
How will students
exhibit an
understanding of the
lessons objectives?
How will you provide
feedback? What Assessment Plan for Learning Objectives (This is a plan and should be written as such;
evidence will you remember to identify both formative & summative assessments throughout the lesson):
collect to demonstrate
students Observing turn and talks
Letter to someone about why you immigrated in journal
understanding/mastery
of the lessons
objective(s) including
their usage of
vocabulary?

Reflection/Analyzing
Teaching
Effectiveness

Reflection includes
characteristics of the
lesson and specific
examples on how it can
be improved.
Improvements are based
on the effectiveness
supported by evidence on
how well the objectives
were achieved. Specific
examples to improve
future lessons are
provided.
***Credit for this template belongs to Tennessee State University, Stanford Center for Assessment,
Learning and Equity (SCALE), and Columbus State University.