Lesson Planning Form for Differentiating Instruction

Teacher Elizabeth Mulcock

Grade level and theme 4
th
Grade Social Studies Thread/crossover Economics
I. Objectives
What is the main focus of this lesson?
It looks at the push-pull factors that led so many people to leave their home country and move to merica!
How does this lesson tie in to our !ig Idea
This lesson is the "efore part of lookin# at the "efore$ %urin#$ and fter Ellis Island! &ooks at 'hy people came to merica and
'hy there became a need to have Ellis Island!
What are our objectives for this lesson? ()students 'ill be able to*!+ Indicate connections to a""licable national or state
standards #glces$. Indicate themes any threads addressed in this lesson (e,-Geo#raphy-human environment interaction+
S-"T.
/+ Students 'ill be able to identify push/pull factors that can cause people to immi#rate
0+ Students 'ill be able to 'rite a story from the perspective of a person e,periencin# hardships that cause them to 'ant to immi#rate
G&1E2s.
/+ 3laces and 4e#ions G0!5!/
6se a case study or story about mi#ration to the 6nited States to identify push and pull factors ('hy they left$ 'hy they came+ that
influenced the mi#ration!
0+ Market Economy. E/!5!7
%escribe ho' positive and ne#ative incentives influence behavior in a market economy!
-hat 'ere the incentives for people to immi#rate8 Most immi#rants came to the 6S in the hopes of economic prosperity!
Etc!
II. !efore ou start
Prere%uisite &nowledge and s&ills.
What are ou assuming the &now
or have alread done.
Students need to have an understandin# of 'hat push-pull factors are
9ave an understandin# of hardship and that some people move 'hen they aren2t happy
'ssessment
#formative and summative$
&isten for 'ho shares and helps contribute to the final activity 'here the class compiles a list
of reasons 'hy people left their home country!
lso$ you can look at the students 'ritin# after class to look at their creativity$ understandin#
of the concept$ and lookin# at the #rammar!
(e vocabular for this lesson
The book )-here did your family come from* by Melvin and Gilda "er#er$ and plenty of
'ritin# paper!
:ou mi#ht 'ant computers or I-pads for students to do research
)aterials*what materials #boo&s+
handouts+ etc$ do ou need for this
lesson and do ou have them?
Students can dra' pictures or find pictures on the internet instead of ;ust 'ritin# a story
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$
Gather students and e,plain that 'e are all in a different country! &ife is hard and 'e are about to read a
book that e,plains our lives! sk 'hat students kno' about hardships in other countries! )-hy 'ould
someone be unhappy about 'here they are livin#8* -hat hardships mi#ht people be #oin# throu#h in
another country8* nd )If your life 'as hard$ 'hat 'ould you do to make your life better8*
E,plain that 'e are about to start a bi# unit on immi#ration and today 'e are #oin# to look at the before
part$ lookin# at 'hy people 'anted to move!
4ead )-here did your family come from8* by Melvin and Gilda "er#er$ a book about immi#ration!
Develo"ment
)I 'ant you all no' to ima#ine you are one of the characters in this book! 3ick a country that you have
been livin# in$ and for the past fe' years you have e,perienced many hardships! -e are #oin# to take
some time no' for everyone to 'rite their story! :ou can use e,amples in the book or 'rite about other
ideas that 'eren2t mentioned in the book! :ou may also dra' pictures to help illustrate the hardships you
e,perienced!*
Take time to let students 'rite! If you 'ant you can #ive them access to computers/I-pads to research
more ideas that they can use in their book!
/losure
Gather students to#ether and say that )-e have all e,perienced very different types of hardships and 'e
have come to#ether to tell our stories!* 1reate a time 'here students 'ill pretend to actually be someone
from a different country and have them read their story!
If there isn2t enou#h time$ students could be broken up into #roups so there each student has a chance to
tell their story!
t the very end$ 'ith the students help compile a list of reasons onto a poster that can be hun# on the 'all
for the rest of the unit$ on 'hy people 'ould leave their home country! -rite ideas from the book and
other reasons that 'eren2t mentioned! -ith some of them you can #ive a <uick minute speech/story about
an actual story!