Professional Documents
Culture Documents
Objective
Standards
DAY #1
After a whole group lesson,
students will describe
immigration and why it is
good for our community
Materials
Powtoon Presentation,
PowerPoint Presentation,
Trail Mix Supplies, quizzes
Manageme
nt
Anticipato
ry Set
Purpose
Lesson
Presentati
on
Closure or
Conclusion
Formative
Assessme
nt
Responses during
discussion, quizzes/exit slips
at the end
Adaptatio
ns
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
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
Modeling/presentation of my
own art creation and what it
means
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
Discussion of similarities
and differences through
using chart filled out at the
literature station
Informal
questioning/observation,
competed packet
Summativ
e
Assessme
nt
(as
needed)
N/A
interested
Creative choice project