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UNT Lesson Plan Template

Pre-service Teacher: Grade(s): School/Mentor Teacher (if applicable):


Katlyn Nelms 5th Emily Hill

Subject area(s): Unit Topic/Theme: Lesson Title:


Social Studies Immigration Where in the World Did We Come from?
Relevant TEKS: Relevant ELPS: Relevant TX CCRS:
5.13 (C) analyze the effects of (I) simple, original 2 (b) Analyze the impact of immigration on the
immigration, migration, and messages consisting of United States at different times in its history.
limited resources on the short, simple sentences;
economic development and frequent inaccuracies
growth of the United States occur when creating or
taking risks beyond
familiar English;

Lesson Objective(s)/Performance Outcomes


Students will analyze the effects of emigration and immigration.
Students will answer questions in complete sentences with 90% accuracy after mini-lesson.
Students will analyze text features and summarize text in journals.

Assessment (Description/Criteria)

Formative Assessment- Exit Ticket recorded on notebook paper and turned in at the end of the lesson.
Students will be asked: What is one reason people immigrated into the United States? In contrast, what is one
reason people emigrated from their homeland to another country?

Summative Assessment: Unit 6 Test

Materials and Resources


Where in the World Did We Come from? Handout (55 copies)
Chromebooks
Immigration/Emigration Slideshow
Notebook paper
Pencil
Management of the Instructional Environment
Whole group mini lesson and after the students will work with partners or independently. Teacher
observation during activity and group work.

Targeted Vocabulary: immigration, economy, emigration, Ellis Island, resources

Technology Integration
Google Classroom on Chromebooks
Diversity and Equity (Accommodations, Modifications, Adaptations)
No accommodations are necessary for this group of students.

Activities/Procedures:

Anticipatory Set (List specific statements or activities you will use to focus students on the lesson for the day.
This should activate student knowledge related to the objectives.):

Students will gather on the carpet for whole group instruction; this will be the introduction of the new
vocabulary terms.

Teacher: I would like everyone to bring their Social Studies journal, pencil, and brains to the carpet so we can
begin a new Social Studies anchor chart.

Teacher: Does anyone know a person or family member that has moved from one country to another? Do you
know what it is called when someone does this? Today we are going to talk about two new vocabulary words:
Immigration and Emigration. Can anyone tell me what immigration is? Has anyone ever heard of these two
words?

The teacher will write on whiteboard the definition of immigration and emigration.

Teacher: In reference to the United States, what are some reasons we’ve previously talked about why people
have wanted to immigrate or MOVE to the United States?

The teacher will then list at least three reasons for immigration and explain the difference of emigration.
Introduce the vocabulary word: Ellis Island, NY, the main gateway for immigrants to enter America from
European countries. As a whole group, the class will preview the other vocabulary terms that have previously
been mentioned in class before beginning the independent assignment.

Allow students 3 minutes to finish copying the anchor chart into their journals.

Teacher: When I say go, you are going to read and review the paper copy, Where in the World Did We Come
From Handout. I want you to look for text features, highlight important dates, and circle any vocabulary terms
you notice or are not familiar with. You will then open your Google Classroom and there will be a handout
titled, Where in the World Did We Come From. There will also be an attached slideshow with questions related
to the handout. You will use this handout to answer the questions in complete sentences, either independently
or with a partner. Hold up on your fingers how many people are in a partnership?

Students will show answer on fingers.

Teacher: You will have 30 minutes to complete these questions. When you have finished answering your
questions in complete sentences, put your handout in your file, submit your slideshow on Google Classroom,
and you may get on MyON, Prodigy, or Education Galaxy.
Teacher: At a voice level 1, you may go!

Objective/Purpose (For the student's benefit, explain what students will be able to do by the end of the lesson
and why these objectives are important to accomplish.):

By the end of the lesson the students will be able to answer the questions asked on the slideshow in complete
sentences, with 90% accuracy. Each answer is found in the text, some easier than others. The students must use
their prior knowledge to analyze the text and map features carefully to record the correct information. The
students will have the differences of immigration and emigration recorded in their journals.

Input (What information is essential for the student to know before beginning and how will this skill be
communicated to students?):

The students will have prior knowledge and practice of analyzing text features and map features in order to
gather information from the handout.

The students will have previously reviewed vocabulary words: resources and economy. The teacher will remind
them to check their previous vocabulary terms recorded in their SS journals for definitions of these terms. The
teacher will also reassure the students that the answers needed for the slideshow questions can each be found in
the handout.

Model (If you will be demonstrating the skill or competence, how will this be done? This is what the
TEACHER shows the STUDENTS.):

The teacher will model completing a new anchor chart while the students complete copying and discussion of
the information as a whole group. The teacher will also review what to look for when analyzing a map or text
prior to releasing the students to their desks.

The teacher will model working in pairs by reconfirming how many they are allowed to work with.

Check for Understanding (Identify strategies to be used to determine if students have learned the objectives.):

The students will also be able to record the question on notebook paper: “What is one reason people
immigrated into the United States? In contrast, what is one reason people emigrated from their homeland to
another country?” This will be used as an exit ticket for teacher’s reflection on the student’s comprehension of
information gathered during the lesson.

The students will turn their paper copy of the handout to their file which will be a participation grade based on
the highlighted terms and text features shown.

Guided Practice (List activities which will be used to guide student practice and provide a time frame for
completing this practice. This is what the TEACHER does WITH the STUDENTS.):

Whole group instruction/Anchor Chart over immigration and emigration- 10 minutes

Independent/Partner Work complete analyzing handout and answering questions. Teacher will be observing and
helping students during this time- 30 minutes

Exit ticket/Transition to Reading- 5 minutes

Closure (What method of review and evaluation will be used to complete the lesson?):

Observation of students’ completion of work for efficiency to teaching the lesson.

The exit ticket will provide the teacher with a reflective closure of the student’s comprehension of the mini-
lesson or what needs to be retaught in future lessons.

Independent Practice (List homework/seatwork assignment to be given to students to ensure they have
mastered the skill without teacher guidance. This is what the STUDENT does ALONE to show the TEACHER
what s/he has learned.):
Where in the World Did We Come from handout
Immigration Slideshow

Exit Ticket Question: “What is one reason people immigrated into the United States? In contrast, what is one
reason people emigrated from their homeland to another country?”
Evaluation