ED 345 Calvin College Lesson Planning Form

Teacher: Rachel Haverkamp

Date: 11/3/17
Subject/ Topic/ Theme: Unit Review/Assessment

I. Objectives
What is the main focus of this lesson?
This is the final lesson of the unit. Students will review all previously learned concepts and be able to choose their method of
assessment.

How does this lesson tie in to a unit plan? (If applicable.)

This is the final lesson of the unit. Students will review previously learned concepts and show their knowledge of unit content
through a formal assessment.
What are your objectives for this lesson? (As many as needed.) Indicate connections to applicable national or state standards. If
an objective applies to only certain students write the name(s) of the student(s) to whom it applies.

Students will recall previously learned concepts

Students will articulate their knowledge/questions about immigrants and refugees
Students will complete a unit assessment

CCSS.ELA-LITERACY.W.3.10
Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences
CCSS.ELA-LITERACY.SL.3.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-
led) with diverse partners on grade 3 topics and texts, building on others' ideas and
expressing their own clearly.
CCSS.ELA-LITERACY.SL.3.1.B
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to
others with care, speaking one at a time about the topics and texts under discussion)

II. Before you start

Students have learned how the U.S. got its nickname The Great American Melting Pot, the
Prerequisite knowledge and skills. significance of Ellis Island, have thought critically about immigration data from the past
century, learned about push and pull factors, and about refugees.

Formative:
Students will write a letter to an imaginary immigrant or refugee. They will
follow this prompt:
o Choose whether you want to write to an immigrant or a refugee
o Write one paragraph about what you know about them.
Assessment o Write another paragraph about questions you'd want to ask them.
(formative and summative) o Write another paragraph about what you'd want to say to them.
Students will play Stinky Feet to review concepts learned in all previous lessons.

Summative: Students will complete a final unit assessment. The assessment will be
interview-style, in which students verbally express their knowledge.

Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION STRATEGIC AFFECTIVE
Multiple Means of Representation Multiple Means of Expression (Action) Multiple Means of Engagement
Options for Perception Options for action/interaction Options for recruiting interest
The class will play the game stinky feet
to review.

Options for Language/Symbols
Students can refer to the word wall to help
them recall vocabulary necessary to
answer comprehension questions
Options for Expression
Students can express their knowledge and
understanding of unit concepts verbally or
through writing. They also have freedom
for what to write in their letter.
Options for Sustaining Effort & Persistence
Students will complete an interview-style
assessment, in which the teacher will ask
them questions and they will respond
verbally. This will ensure that they stay on
task.

Options for Comprehension Options for Executive Function Options for Self Regulation

Review sheet (highlights of the unit)

Materials-what materials (books,
handouts, etc) do you need for this
lesson and do you have them?
Do you need to set up your
classroom in any special way for
this lesson? If so, describe it.
Stinky Feet game board
Loose leaf paper
Pencils
Assessment files (on Google Drive)
Students may sit in their seats or on the floor for Stinky Feet, as long as they stay on their
respective sides of the room. They will complete their letter at their seats. They will complete
the assessment in the hallway with Miss Hibbler.

III. The Plan

Time Parts The description of (script for) the lesson, wherein you describe teacher activities and student activities
Motivation Have students meet at the rug after lunch recess
(Opening/ - When all students are back in the room, tell them how Social Studies is going to work today.
Introduction/ - Tell them that this is the last lesson in this unit about immigration.
Engagement) o At the end of a unit, teachers usually do something to assess students, or to figure out
what they learned (or if they learned anything)
o Many times, this means teachers will give tests. This time, I decided that instead of
having you write what you know, I want you to talk about what you know. For some
people, its easier to talk than it is to write. And I dont want to see your writing skills, I
want to see what you know about immigration.
- Miss Hibbler will be talking with 3rd grade friends out in the hallway one at a time. When youre
finished, shell send you back in the room to tell another friend its their turn.
o What should you do when you come back in the room? Should you burst in the room
and yell, GILLES, ITS YOUR TURN!?
o You should walk quietly up to the next person, tap them on the shoulder and whisper,
Gilles, its your turn to talk with Miss Hibbler in the hallway
o We do it this way so that it doesnt disrupt the class
Talk about what were going to do for Stinky Feet
- Usually we play in small groups for Math, but instead were going to play one big game for
Social Studies
- Were going to have two big teams. The two tables on the right side of the room are going to be
Team 1, and the two tables on the left side of the room are going to be Team 2
Development Go over Stinky Feet rules:
 - Miss Haverkamp is going to pose a question
- We will wait until everyone knows the answer
- To show that you know the answer, put a thumbs up close to your heart
- You MAY whisper with your neighbors to figure out the answer
- Miss Haverkamp will draw someones name stick. That person will come up and pick a sticky
note
- We will add or subtract the number of points on the sticky note (+30, -20, +5, etc.)
- We will keep track of the scores on the board
If you understand how to play Stinky Feet, put a thumbs up close to your heart. If you dont quite
understand the rules or have questions, dont put your hand up
- Answer any questions
- Call students by name to walk back to their seats using their whisper voice or no talking voice
Play Stinky Feet for no longer than 10-15 minutes
- Use the review sheet with predetermined questions based on the unit objectives
- Dont hesitate to discontinue the game if students get too rowdy/competitive

Tell the class to switch gears, because were going to start a new activity
- Ask the paper passers for the week to give each student a piece of lined loose leaf paper
- Tell students to get out a pencil

Explain letter activity:

- Tell students to close their eyes and make a mental picture of an immigrant. Think about a boy
or a girl, how old they might be, and what they might look like. Think about whether they chose
to immigrate or if they are a refugee. Take 30 seconds to let students think. Students should not
be talking during this time.
- Tell students to open their eyes, but keep their voices of
- Today, your job is to write a letter to that imaginary immigrant. In their letter, they are going to
write about these three things:
o 1. What you know about immigrants or refugees
o 2. What questions would you ask them?
o 3. What other things would you want to say to them?
- Tell students this is what they will be working on for the remainder of Social Studies time.
- They should be doing this on their own and using their no talking voices
- When they finish, they should double check that their name is on it, turn it in to the Social
Studies box, get their book box, and read quietly at their seat.

Write these directions on the board:

- 1. Write your imaginary letter. Include these things:
o What you know about immigrants or refugees
o What questions would you ask them?
o What other things would you want to say to them?
- 2. When youre done, turn it in to the Social Studies box.
- 3. Get your book box and read quietly at your seat.

Students who have not done the interview assessment will continue to be pulled out of the room one by
one to complete it.
 - Ring the chimes to gather students attention.
- Call students by table to put their book box away and return to their seats
- Have students rate the class on how they did during Social Studies, then rate themselves
o Students know that when they rate the class, they put 1, 2, or 3 fingers in the air. 1 is
the best, 3 is the worst.
o When they rate themselves, they put a 1, 2, or 3 close to their heart
o Students also know that they rate themselves on behavior, not on academic
Closure performance
- Have students put up a 1, 2, or 3 close to their heart for how much they liked talking about what
they knew rather than writing it down
o 1 means you really liked it a lot
o 2 means you thought it was okay, but you dont really care whether you talk or you
write
o 3 means you really didnt like it and youd much rather write

Your reflection on the lesson including ideas for improvement for next time: