Unit Overview

Objective

Standards

DAY #1
After a whole group lesson,
students will describe
immigration and why it is
good for our community

NCSS Strands: Culture,

Global Connections
IAS Social Studies: 3.1.9
Define immigration and
explain how immigration
enriches community.

Materials

Powtoon Presentation,
PowerPoint Presentation,
Trail Mix Supplies, quizzes

Manageme
nt

Eating the trail mix will be a

reward that students need
to earn through quiet
transitions and listening

Anticipato
ry Set

Presentation and story

about an immigrant in my
family to introduce
immigration concepts

Purpose

Today we are going to talk

about immigration. For us,
immigration means when
people move from other
countries to the United
States. This is our objective
for what I want us to learn,
repeat this with me, I can
describe immigration and
why it is good for our
community.
INPUT:
Powtoon presentation about
immigration concepts,
examples of how
immigration leads to
diversity and diversity is
good
OUTPUT:
Guided discussion about
above concepts,
participation in trail mix
activity
Take away post-its

Lesson
Presentati
on

Closure or
Conclusion

Formative
Assessme
nt

Responses during
discussion, quizzes/exit slips
at the end

Adaptatio
ns

See Lesson Plan

Remediation: Review and
oral assessment
EXNEEDS: Oral assessment
ELL: Oral and written
directions
Enrich: Related literature for
early finishers

DAY #2
During or after a read aloud
lesson, students will
demonstrate understanding
of Sangoels unique
immigration story by asking
at least 1 question related to
the text
IAS English: 3.RL.2.1 Ask
and answer questions to
demonstrate understanding
of a text, referring explicitly
to the text as the basis for
the answers.

My Name is Sangoel,
Question box and index
cards, PowerPoint, picture
name example
Review class procedures for
discussing as a group

Sticky notes with names

that are difficult to say,
discuss how asking
questions helps us solve
problems (these are both
main ideas from the readaloud text)
I will ask a few questions
about this book as I read so
that you can see what it
means to ask good
questions about a book.
After I am done reading,
everyone is going to come
up with one good question
that you do not know the
answer to yet.

DAY #3
Through completing the
stations and corresponding
packet, students will identify
and describe culture and the
uniqueness of differing
stories as elements of
immigration.
NCSS Strands: Culture,
Global Connections

DAY #4
Through creating artwork as
a part of a lesson, students
will identify what countries
their families immigrated
from and a way in which
that country's culture is
integrated with ours.
NCSS Strands: Culture,
Global Connections

IAS Social Studies: 3.1.9

Define immigration and
explain how immigration
enriches community.

IAS Social Studies: 3.1.9

Define immigration and
explain how immigration
enriches community.

Stations packets, selected

related literature

Adults will be at each of the

occupied stations to help
promote positive behavior.
Discuss expectations for
classroom guests
beforehand.
Review basic concepts of
immigration

IAS Art: 3.6.2 Create

artwork that communicates
personal ideas and
experiences.
Access to online family
history database,
Immigration Art Project
sheets
Presentations during closure
will be very structured in
order to use time efficiently.

Modeling/presentation of my
own art creation and what it
means

We already learned the

basics of what immigration
is. Now we are going to look
at more examples of
immigration in order to
understand it on a deeper
level. We will also get a
better idea of the effects of
immigration on culture.

This will help you to

understand immigration on
a personal level, learn more
about yourself, your family,
and your classmates.

INPUT:
Read-aloud, model asking
questions
OUTPUT:
-Ask and answer questions
about text (index cards)
-Small group discussions

INPUT:
Explanation of stations
OUTPUT:
Completion of stations
packets

INPUT:
Guiding the research
OUTPUT:
Art Project Instruction sheet
and final art project

Whole class grand

conversation about refugees
discussed using students
questions, response activity
Responses in checking for
understanding throughout
the lesson, discussion of
questions, written questions
during lesson output
See Lesson Plan
Remediation: More practice
asking questions with a
different text
EXNEEDS: Video directions
for response activity
ELL: Peer assistance with
question writing
Enrich: Opportunity to be
peer educators to
students that may struggle

Discussion of similarities
and differences through
using chart filled out at the
literature station
Informal
questioning/observation,
competed packet

Short presentations and

formation of class tapestry

See Lesson Plan

Remediation: Spend extra
time correcting
mistakes/misunderstandings
EXNEEDS: Heterogeneous
grouping
ELL: Written and oral
directions. Written directions
bold key words and enhance
understanding through
pictures.
Enrich: Extend the learning
for students who are

Students who will have

trouble gathering the
information will be paired up
with project buddies to
assist them.

Successful completion of the

art activity, short
presentation discussion
during independent practice

Summativ
e
Assessme
nt
(as
needed)

Creative choice project

N/A

interested
Creative choice project

Creative choice project