TPA Lesson Plan
Teacher Candidate __
Danielle Raschko___
_ Grade(s) _
7__ _
Content Area ____Social
Studies Length of Lesson _51 minutes__
Unit/Subject Pacific
Northwest: Washington State History _________________________ __
Lesson Title/Focus
Introduction to Immigration __ _________________ _________
Academic and/or Content Standards
Literacy in History/Social
Studies Common Core State Standards:
Key Ideas and Details
- CCSS.ELA-Literacy.RH.6-8.2 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
Craft and Structure
- CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as
they are used in a text, including vocabulary specific to domains related
to history/social studies.
Integration of Knowledge
and Ideas
- CCSS.ELA-Literacy.RH.6-8.8 Distinguish
among fact, opinion, and reasoned judgment in a text.
Content Objective
By the end of this lesson students
will be able to identify groups of immigrants, providing reasons for why
migration occurs in general as well as specific to the course content.
Academic Language Objective
Students will be able to identify
the causes of migration for several immigrant groups including their reasons
for migration, outcomes, impacts and prevalence in Pacific Northwest History
overall.
Assessment Strategies
To assess and practice the concept,
students will be assigned to groups and topics in which they will read the
text, answer questions, create a physical model and present their knowledge of
their assigned topics to the class. Students will be prompted to share their
“essential” questions with their classmates. Worksheets from each individual student
will be collected and assessed for completion.
Lesson Rationale
This lesson will help students be
exposed to various reasons for the occurrence of migration through the study of
various immigrant groups. In addition, students will be asked to create their
own physical representations of the immigrant groups they are assigned,
allowing them to offer their own interpretation of the information provided by
the text.
Instructional Strategies and Learning Tasks to Support Learning
Direct Instruction/ Independent
Work/ Whole Class Discussion (11 minutes): The instructor will welcome the
class, direct students to the entry task and explain the days plan. One or two
students will be selected to pass out textbooks. Students will be given time to
read and respond to the entry task on the doc camera. Students will then be
called on to share responses which will lead into the power point presentation.
Whole Class Reading (7 Minutes):
The instructor will ask for volunteers to help read paragraphs from the introduction
of the section. Students will follow along and write down three things they
found to be important to the northwest from the section read. Students will be
asked to share a few items and prompted again to relate back to the entry task
question.
Group Work (15 minutes): The
instructor will pass out worksheets, explain the instructions, clarify terms
and answer questions pertaining to the task. Students will be grouped up, read
together answer the questions on the work sheet and then create a model/representation
to present.
Whole Class Discussion/Presentation(15
minutes): Volunteers from groups will be prompted to share their responses
to the questions pertaining to immigration groups. Further students will show
and explain their models. Students will have the opportunity to ask questions
and share things they found particularly interesting.
Whole-Class Discussion (3
Minutes): The instructor will bring the class together, have them put
materials away, turn in worksheets and close with an exit question. Students
will be reminded of upcoming assignments and past due assignments.
Differentiated Instruction
Being able to read along to a
printed version of the text is appealing to visual learners. For kinesthetic
learners the worksheet provides a more hands-on learning as well as the model
activity in which students get to create a physical representation to show
their understanding of the immigration group they were assigned. Auditory
learners benefit from hearing the text read out loud as well as sharing their
responses with one another.
Resources and Materials
This lesson used:
Green, M. K., Carlson, L. M., &
Myers, S. A. (2008). Washington in the Pacific Northwest. Salt
Lake City: Gibbs
Smith.
- Pen/Pencil
- Computer
- Microsoft Office Word
- Document Camera/Overhead Projector
- Worksheets- 110 Copies
- Colored Paper
- Markers
- Pipe cleaners
- Miscellaneous Craft Supplies
Management and Safety Issues
Not applicable.
Parent and Community Connections
Not applicable.
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