Elementary and Early Childhood Education Lesson Plan Template

Name: Denae Jackson Date: 11/25/18

Course: Teaching Social Studies Lesson Plan #: 1
Subject Area(s): Social Studies Grade Level/Time Frame: 5th grade

Step 1: Identify Learning Context (3) The classroom is very well organized and very colorful. There are 20 individual desks
Learners organized 2 rows of 3 in the front and 2 groups of desks behind forming the letter “C”
(Classroom shapes. This allows for teacher to access the students easily while students are still able to
Context) form 2-3-person groups for activities. There is a kidney table next to the teacher’s desk that
is utilized for small groups. There are 5 desktops and 20 laptops. Around the walls of the
room are centers; in the math center there is a shelving unit with 25 cubbies filled with
different manipulatives, and in the literacy center, there are word work and vocabulary
stations with activities that are changed out monthly. There is a shelving unit by the door
with 6 morning tubs filled with indoor games like dominoes, 3D shapes, puzzles, building
units, and magnets. There is also a DocCam and a Promethean Board. There is 1 wobble
chair and 1 red stool with wheels.

Learner Description (1) Number of students in class:

• Number of males: 10
• Number of females:10
Learning Needs Number of Students Supports, Accommodations, Modifications
Students w/ IEPs or 504 1 • Graphic organizer
plans • Dictate answer; teacher will write it with
highlighter an have him trace over it.
• Has a buddy helper

Students w/ EIPs 7 • Link background knowledge to learning

• Focus on vocabulary and comprehension

English learners 1 • Promote classroom interaction

• Increase comprehensible input and
language output.
• Focus on academic language.
• Focus on literacy and vocabulary of
different content areas.

Gifted 1 • Stimulate use of higher-order thinking

• Stimulate use of learning strategies

Students with gaps in 11 • Link background knowledge to learning

academic knowledge • Focus on vocabulary and comprehension

Other learning needs RTI - 7 • Link background knowledge to learning

• Progress monitoring
• Small group morning work
o Practice and re-teach

1
 Personal Assets,
Cultural, Assets,
Community Assets (also
referred to as Funds of
Knowledge) (5)
• Personal: Some students are immigrants or are the children of immigrants in this
class. The lesson will be personally relevant to them.
• Cultural: With the current focus on immigration in the present day US, students
have some level of understanding of immigration.

Step 2: Identify Georgia Standard (s) of SS5H1 Describe how life changed in America at the turn of the century
Curricular Excellence, WIDA d. Describe the reasons people immigrated to the United States, from where they
Priorities Standard(s), etc. (1) emigrated, and where they settled.

Prior Academic Students need to have understanding of what lead up to the turn of the century; such as,
Knowledge and the increase in industrialization in America.
Prerequisite Skills (5)

Central Focus, Students will explore concepts related to migration and movement by describing why
Overarching Goal, Big people emigrate and migrate throughout American history as well as explaining the
Idea, or Essential responsibilities of a citizen.
Question(s) (5)
Learning Objective(s) or I can explain what factors people consider when they emigrate, where the emigrated from.
Learning Target(s) (5)

Potential
Misconceptions and/or • Possible misconception or developmental approximation is confusing emigrate
Developmental with immigrate. I will explicitly teach the difference.
Approximations (2)

Academic Language (10) Academic Language Whole Class Supports Differentiated Supports
Vocabulary
Language function: infer
• Words and phrases
explain
with subject specific
describe
meanings that differ
from meanings used
in everyday life (e.g., Multiple meaning words:
table, ruler, force)
• General academic
vocabulary used
across disciplines Academic vocabulary:
(e.g., compare,
analyze, evaluate)
• Subject-specific
words defined for use Subject-specific immigrate Students will take notes on
in the discipline vocabulary: emigrate the difference in their
social studies notebooks.
Language Function: the
content and language focus of
Syntax: word web
the learning task (e.g.,
activities, discussions)
represented by the active verb
in the learning objective(s) or
learning target(s) (e.g., apply, Discourse: turn and talk
evaluate, cause and effect,

2
 sequence, hypothesize, infer, How will students demonstrate understanding of the academic language in the
summarize, describe, explain) different language demands (e.g., writing, speaking, reading, listening) in the lesson?

Language Supports: Students will turn and speak to each other about immigration and the reasons why
instructional supports that help people chose to immigrate to America. Students will write a journal entry defending
students understand and why they would emigrate away from their home country or stay.
successfully use the language
function (e.g., sentence
starters, graphic organizers)

Syntax: set of conventions for

organizing information (e.g.,
sentences, graphs, tables);
organizes language to convey
meaning

Discourse: how members of

the discipline talk, write, and
participate in knowledge
construction using the
structures of written and oral
language; discipline specific
discourse has distinctive
features or ways of structuring
oral or written language, or
representing knowledge
visually.
Step 3: Design Type of Assessment
Assessment
Framework
Pre-assessment (2)
Formative assessment(s) (2)
Format of Assessment (e.g.,
quiz, test, checklist, KWL
chart, performance task)
Immigration word web
Day 1: Ticket out the door
Supports, Evaluation Criteria
Accommodations, How will you know or
Modifications measure if the students
have met the learning
objective(s) or learning
target(s)?
Turn and talk I just want to determine
prior knowledge of
immigration.
Students can answer Day 1: Students who
verbally or draw pictures. are able to answer both
questions successfully
will have mastered the
standard. Students who
miss either or both will
be re-engaged.

Assessment Plan Alignment (5)

Standard(s) Corresponding Learning Format of Assessment(s)
Objective(s) or Learning
Target(s)
SS5H1 Describe how life Understand what motivates Day 1: Ticket out the door
changed in America at the turn people to move.
of the century. Day 2: Journal Entry
d. Describe the reasons people
immigrated to the United
States, from where they
emigrated, and where they
settled.

3
Step 4: Create Materials Needed (4) Teacher Resources (must include podcasts):
Learning
Activities
Channel, P. (2014, February 05). Callie. Retrieved November 26, 2018, from
https://www.youtube.com/watch?v=7JNq0gu-eb4&feature=youtu.be

Education: Heritage Discovery Center. (n.d.). Retrieved November 26, 2018, from
https://www.jaha.org/edu/discovery_center/push-
pull/chart_w_events.html

Teacher's Guide Analyzing Photographs and Print. (n.d.). Retrieved November 26,
2018, from http://www.loc.gov/teachers

Student Resources:
Timeline and questions
Would You Risk It? Game
Paper
Pencil

Technology Connection (2) Teacher will use smartboard to project picture.

Supporting Diverse Learners Diverse learners will be supported through working with partners and in groups and
(5) dictating responses rather than writing, ELs will be supported by encouraging
classroom participation in games. Gifted students will be supported with higher order
thinking questions.

Culturally Responsive Teaching Students will have the opportunity to learn by doing rather than lecture. Students are
(5) active participants in the lesson activities.

Research and Theory, or Learning Cycle Model: Follow three phases of the learning cycle. First, allow students
Principles of Child time of exploration. Second, introduce concepts. This involves having students work
Development (5) with peers. Third, have them apply the concept. (Karplus and Thier)

Instructional Strategies and Day 1:

Learning Tasks (include Anticipatory set:
activities, discussions, or other Teacher will post a picture on the smart board for students to evaluate.
modes of participation that
engage students to develop,
practice, and apply skills and
knowledge related to a specific
learning objective(s) or learning
target(s). Learning tasks may be
scaffolded to connect to prior
knowledge and often include
formative assessments) (10)

Retrieved
: https://imRmigrants1900.weebly.com/response-to-immigrants.html

TW ask the students guiding questions from:

4
 1. Understand: Why do you think this image was made? • What’s happening
in the image? • When do you think it was made? • Who do you think was
the audience for this image? • What tools were used to create this? •
What can you learn from examining this image? • If someone made this
today, what would be different? • What would be the same?
TW write “Immigration” on the board and circle it. Then she will invite the class to
share what they know about immigration. TW create a word web using all of the
students’ responses. TW ask guiding questions like:

I DO:
Teacher will discuss emigration vs immigration. TW wrote on an anchor chart.
Emigration- he act of leaving one's own country to settle permanently in another;
moving abroad.
Immigration-the action of coming to live permanently in a foreign country

TW say, at the turn of the century millions of people immigrated to America. They
came for different reasons. Many of them did not have a good life in their home
countries. The left their home countries seeing a better life in America. The Industrial
Revolution in America had created a lot of factory jobs, and people needed jobs. Let’s
look at this timeline about immigration to the US together.
TW pass out timelines with questions. TW go over the timeline. Pointing out how to
interoperate the timeline with regards to decades, regions/countries, push and pull,
etc.

Immigration
timeline document.docx

WE DO:
Class will answer question 1 together to ensure students can interoperate the
timeline.

YOU DO/ partners:

Students will work with partners to analyze the timeline and answer questions 2-5.
Additional higher order thinking questions for extension:
2. Analyze: Look at the immigration in 1991-2000 and 1901-1910, compare
where the immigrants came from in each decade. What changed?
3. Evaluate: Defend why people left Ireland in 1841-1850.

Day 2:
Students will play the game Would You Risk It? Game in groups of 3

Would you Risk it

Game.docx

Connection to the Arts (1) N/A

Higher Order Thinking

Questions (HOTQs) (10) 1. Understand: Why do you think this image was made? • What’s happening
in the image? • When do you think it was made? • Who do you think was
the audience for this image? • What tools were used to create this? •

5
 What can you learn from examining this image? • If someone made this
today, what would be different? • What would be the same?
2.
3. Analyze: Look at the immigration in 1991-2000 and 1901-1910, compare
where the immigrants came from in each decade. What changed?
In 1901-1910 most immigrants were from Eastern Europe. In 1991-200
most immigrants were from other parts of the Americas because there was
new immigration law.
4. Evaluate: Defend why people left Ireland in 1841-1850.
People left Ireland because of the potato famine and America was
exporting goods to Europe via ships, so the ships would sell passage back to
Europeans.
5. Analyze: Why did people choose to immigrate to America?
6. Evaluate: Justify why you would risk staying in your home country or risk
immigrating to the US.

Re-teaching, Re-Engagement, Students who need re-teaching or re-engaging will complete this NearPod lesson:
Practice (2) https://nearpod.com/s/social-studies/4th-grade/push-and-pull-famous-immigrant-
stories-L39181150

Extensions (2) To prepare for further lessons students can research where their ancestors are from.

Lesson Closure (5) Day 1:

Students will do a ticket out the door answering the two questions:
1. 4. Analyze: Why did people choose to immigrate to America?
2. From what countries or areas did people immigrate?

Day 2:
TW say: Leaving your home country for America was a risk. You may have have to
leave everyone you love, your language, everything. You might get to America and
find out it is not much better. However, choosing to stay in your home country is also
a risk. Class will discuss all the risks involved in immigrating and in staying. TW have
students turn and talk about all the reasons they would stay or go. Then students do a
journal entry defending their decision to stay in their home country or leave.
7. Evaluate: Justify why you would risk staying in your home country or risk
immigrating to the US.
.