Introduction to Immigration in the PNW edTPA

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. 

Education 303 – Foundations of Assessment

TPA Lesson Plan

Teacher Candidate: Danielle Raschko            Grade: 11 Length of Lesson: 55 minutes

Content Area: English/History                         Unit/Subject: American Literature/US History 

Lesson Title/Focus: Elements of the Jazz Age within The Great Gatsby         

Academic and/or Content Standards:

Social Studies EALR 4: History: The student understands and applies knowledge of historical thinking, chronology, eras, turning points, major ideas, individuals, and themes on local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present and future.

Component 4.3: Understands that there are multiple perspectives and interpretations of historical events

GLE 4.1.2, Part 3: The student understands how the following themes help to define eras in US history: Reform, Prosperity, and the Great Depression.

English Language Arts Common Core State Standards, Reading Literature Standard 1: Students cite strong and through textual evidence to support analysis of what the text says explicitly as well as influences drawn from the text, including determining where the text leaves matters uncertain.

Content Objective:

By the end of this lesson, students will be able to identify specific elements of the Jazz Age that appear in F. Scott Fitzgerald’s novel The Great Gatsby.

Academic Language Objective:

Students will be able to relate theme and motifs from a literary text to historical events as well as find historical context within a literary work.

Assessment Strategies:

Before students begin group work, they will be given a worksheet that will be used to assess their work. Additionally, students will be observed during their group work and prompted with questions to assess their understanding. Students will also be questioned during class discussion.

Lesson Rationale:

This lesson builds on both previous English language arts and US history knowledge of The Great Gatsby and the Jazz Age, respectively. Having students think about both subjects and topics gives them a different perspective on literature as well as a narrative of a historical event adding to the depth and breadth of their overall knowledge and understanding.

Instructional Strategies and Learning Tasks to Support Learning:

Direct Instruction (15 minutes): To begin the class, there will be a brief PowerPoint presentation covering the lives of Americans during the Jazz Age accompanied by a lecture by the teacher. Students will be expected to take notes during this presentation to use for their group work later on in the period. Students will also be given an opportunity at the end of the presentation to ask questions. Students will then be sorted into groups of 3-4 by the teacher and given time to gather a handout and meet with their group members.

Group Work (20 minutes): Groups of students will then find examples of Jazz Age life within The Great Gatsby and support their finds with evidence from the text. During this time, the teacher will observe each group, prompting relevant questions and answering any questions students may have. Additionally, the teacher will be making sure that students remain on track and are participating in their groups using an observational checklist.

Class Discussion (15 minutes): The teacher will then direct the groups into a class-wide discussion of the findings. Each group will share one element of the Jazz Age that they found. Students will record these on their handouts. Once all groups have had an opportunity to share, additional responses will be asked for. When all of the responses to the handout have been shared, the teacher will lead students in a discussion relating the Jazz Age to one of the main themes of The Great Gatsby: how the American dream doesn’t overcome everything.

End of Class (5 minutes): Students will have time at the end of the lesson to turn in assignments and pack their belongings.

Differentiated Instruction:

The student who has a Section 504 accommodation for vision will be given print copies of the PowerPoint as well as the content of the PowerPoint in text. The student with an IEP for learning disabilities will be paired with students who have been performing well in this unit and consistently proving that they understand the material. The teacher will also be close by in case the student is having trouble understanding the material.

Additionally, this lesson targets multiple learning styles. The actual PowerPoint presentation will benefit visual learners, while lecture will benefit audio learners, and the notes will benefit tactile/kinesthetic learners. The group discussions have also been constructed in a similar fashion, as audio learners will listen to their classmates, visual learners have the worksheet to see, and tactile/kinesthetic learners have the worksheet to work on.

Resources and Materials:

This lesson consulted:

Fitzgerald, F.S. (2004). The Great Gatsby. New York, NY: Scribner.

Management and Safety Issues:

Not applicable.

Parent and Community Connections:

Parents/Guardians will have received an itinerary of the unit schedule from their student. Students will be sent home with weekly notifications of missing/incomplete work or failure to participate; slip must be signed and returned.

Observation Checklist

Group #	On task	Members	On task	Participating in group	Participating in discussion
Group 1		Jimmy
		Bobby
		Sally
Group 2		Eddie
		Martha
		June
Group 3		Johnny
		Jane
		Roy
Group 4		Mary
		Niel
		Patty
		Priscilla
Group 5		Finneas
		Quentin
		Adelle