iTeachAZ

Lesson Plan Template (Direct Instruction)

Teachers:

Subject:

Sarah Baxter, Ashley Chayrez, Haley Altizer,

Clarissa Ramirez

Social Studies- Refugees

6th grade

Common Core State Standards:

PO 7: Analyze cause and effect relationships between and among individuals and/or historical
events
PO 4: Formulate questions that can be answered by historical study and research.
6-8.RH.3: Determine the central ideas or information of a primary or secondary source; provide
an accurate summary of the source distinct from prior knowledge or opinions.
ELPS: The student will listen actively to the ideas of others in order to acquire knowledge

Objective (Explicit):

SWBAT answer discussion based questions about refugees from different primary sources.
Evidence of Mastery (Measurable):
Include a copy of the lesson assessment.
Provide exemplar student responses with the level of detail you expect to see.
Assign value to each portion of the response

The students will need to show proof that they answered the discussion-based questions in their
notebook. The students will also create a summary of what they learned from the primary sources. This
will be a formative assessment and the students exit ticket for the day.
Sub-objectives, SWBAT (Sequenced from basic to complex):
How will you review past learning and make connections to previous lessons?
What skills and content are needed to ultimately master this lesson objective?
How is this objective relevant to students, their lives, and/or the real world?

SWBAT use the knowledge of refugees from lesson 1 and 2 of this unit.
SWBAT use the proper vocabulary while discussing the primary sources.

Key vocabulary:

Materials:

Refugees
Vietnam
Afghanistan
Migration
Forced Migration

Laptop (1 per group)

Social studies notebook

Opening (state objectives, connect to previous learning, and make relevant to real life)
How will you activate student interest?
How will you connect to past learning?
How will you present the objective in an engaging and student-friendly way?
How will you communicate its importance and make the content relevant to your students?

In this lesson students will become historical detectives and investigate the primary sources about
Vietnam and Afghanistan refugees. This lesson is the third lesson of a four-lesson unit plan. Students will
use the knowledge from lesson one and two to discuss and investigate the primary sources. Students will
be able to understand that refugees today are facing the same difficulties as the refugees from the
Vietnam war and Afghanistan wars.

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Teacher Will:

How will you model/explain/demonstrate all

knowledge/skills required of the objective?
What types of visuals will you use?
How will you address misunderstandings or common
student errors?
How will you check for understanding?
How will you explain and model behavioral
expectations?
Is there enough detail in this section so that another
person could teach it?

First, the teacher will go over what was taught

in day 1 and 2 of the unit.
Day 1: Go over the KWL chart and give them
time to add more information from the
previous days lesson. Go over the vocabulary.
Since this is the third day working with the
vocabulary, the students should be using all
the words fluently.

Student Will:
What will students be doing to actively capture and process the new
material?
How will students be engaged?

Students will continue to fill out their KWL charts

as they learn new things throughout this unit.
Students should be very familiar with all of the
vocabulary words and should be using those words
in their discussions. Students will share their
letters to their partners and explain their thinking
behind the letter and the inspiration.

Day 2: Have students share their pen pal

letters to their partners and discuss where their
inspiration came from.
Second, the teacher will explain the lesson for
the day.
Today we are going to be exploring refugees
through multiple primary resources, which we
will call a journey box. Primary resources are
first hand accounts from the time period and
give great insight to how people were feeling
at that time. Your job is to be a historical
detective and answer questions based off of
the primary resources. You will answer your
questions in your notebooks and they will be
checked at the end of class. You will all need
your social studies notebooks and one laptop
per group. There will also be a wrap up
activity after everyone has discussed their
journey box.
Students will be grouped in their desk groups
and will be given 30 minutes to look at their
primary sources.

Students will be paying attention while

instructions are given for the lesson. At this time,
students should have their materials in front of
them.

Before students start to look at their primary

sources, have them read the narrative pen pal
letters as an introduction to first hand accounts
of refugees.

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?

If there are ELL students in the class, make sure to provide them will the vocabulary words and
their definitions so they have the extra language help and connection to their social studies learning
experience.
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Teacher Will:

Student Will:

How will you ensure that all students have multiple

opportunities to practice new content and skills?
What types of questions can you ask students as you are
observing them practice?
How/when will you check for understanding?
How will you provide guidance to all students as they practice?
How will you explain and model behavioral expectations?
Is there enough detail in this section so that another person
could facilitate this practice?

How will students practice all knowledge/skills required of the

objective, with your support, such that they continue to internalize the
sub-objectives?
How will students be engaged?
How will you elicit student-to-student interaction?
How are students practicing in ways that align to independent
practice?

As a class, walk through one primary source

so the instructions are clear.

Students will listen to the instructions carefully so

they will know what to do when instructed to work
independently (without teachers help/input).
Students will move along with the teacher while
she is explaining each step. All students should be
participating equally.

To find the journey box, use your laptops and

proceed to [link]. This is a padlet where you
can view all of the primary sources included in
the journey box and the discussion questions
for each source. Do not write you answers to
the questions on the padlet; write them in your
social studies notebook. First, your group
should look at the sources and try to determine
what the source might be from and what it
represents.
Give students time to discuss the first primary
source with their group.
Next, look at the questions for each primary
source and have a lively discussion about the
answer. Once your group has come to a
consensus on the answers, write them down in
your social studies notebook.
Give students time to write answers in their

notebooks.
Once finished with the questions, you can
move onto the next primary source.

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
How can you utilize grouping strategies?

For students who need a more structured format, a graphic organizer will be provided for the
primary sources and the discussion question answers.
Teacher Will:

How will you plan to coach and correct

during this practice?

How will you provide opportunities for

remediation and extension?

How will you clearly state and model

academic and behavioral expectations?

Did you provide enough detail so that

another person could facilitate the practice?

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Student Will:
How will students independently practice the knowledge and skills
required by the objective?
How will students be engaged?
How are students practicing in ways that align to assessment?
How are students using self-assessment to guide their own learning?
How are you supporting students giving feedback to one another?

The teacher will be watching the students and

making sure everyone is participating equally.
The teacher is allowed to answer questions
from students.

The students will now work independently

(without the teachers help) and follow the same
steps as above to discuss the other primary sources
in the journey box.

When everyone is finished with their

discussions and questions, ask students to
write a summary in their social studies
notebook about what they learned from the
primary sources. Students can include
questions they still have about the topic. There
should be evidence for the summary from the
primary sources.

Students will write a summary about what they

have learned from the journey box discussion.
Students need to include evidence from the
sources to support their summary.

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?

Students who struggle with writing summaries will use a summary template to help their thoughts
stay on track while writing.
Closing/Student Reflection/Real-life connections:
How will students summarize and state the significance of what they learned?
Why will students be engaged?

To close the lesson, ask students essential questions about what they have learned from the journey box
discussion. (Ex: How do refugees escape their country and migrate to another? Why do citizens leave
their country?). Have a whole class discussion and answer any questions students might still have about
refugees and their first hand experiences. Remember to check students notebook for their discussion
question answers and summary.

Journey Box References

Berg, T. (2015, April 30). Why Westminster? Eleven reasons the Vietnamese came to Little
Saigon and why they stayed. Retrieved April 21, 2016, from
http://www.ocregister.com/articles/vietnamese-659284-bolsa-saigon.html
A Vietnamese Refugee Tells Her Story, HERB: Resources for Teachers, accessed April 21,
2016, http://herb.ashp.cuny.edu/items/show/965.
Stannard, B., & Cosen, W. (1975, April 23). Some Viet Refugees can come: Whitlam RAAF
begins airlift from Siagon today. The Australian.
Lea, L. (Producer). (2013, February 23). Chopped/Beer Here! [Television series episode]. In
Chopped. New York City, New york: Food Network. Retrieved April 21, 2016.
Taylor, A. (2014, August 4). The Soviet War in Afghanistan, 1979 - 1989. Retrieved April 21,
2016, from http://www.theatlantic.com/photo/2014/08/the-soviet-war-in-afghanistan-19791989/100786/
9/11 THE ATTACK ON THE TWIN TOWERS AND PENTAGON. (n.d.). Retrieved April 21,
2016, from http://mitchellarchives.com/911-the-attack-on-the-twin-towers-and-pentagon.htm
REMARKS BY THE PRESIDENT GEORGE W. BUSH AFTER TWO PLANES CRASH INTO
WORLD TRADE CENTER [Press release]. (2001, September 11). Retrieved April 21, 2016, from
http://www.911memorial.org/sites/all/files/Remarks by President Bush After Two Planes Crash
Into World Trade Center.pdf
C-SPAN. (2012, April 10). Afghan Refugees. Retrieved April 21, 2016, from http://www.cspan.org/video/?c2334969/clip-afghan-refugees
The Impact of 9/11 on the Mental Health of Muslims: 10 Years Later. (2011, September 11).
Retrieved April 21, 2016, from http://mentalhealth4muslims.com/2011/09/27/the-impact-of-911on-the-mental-health-of-muslims-10-years-later/#&panel1-1