Lesson Plan – Introduction of Refugee/Immigrant Status Unit

PLANNING THE LESSON/SUBTASK: Part 1

Date: _Nov 16, 2020____________________________ Grade: __5________ Timeframe (time available): _______
Curriculum Area: Social Studies___________________ Title of Unit (if appropriate): _Refugee/Immigrant Status__

Context: Where does this lesson fit into your overall unit planning — introductory, middle, culminating? (Prior Knowledge?)

Introduction

Curriculum Expectations:
Academic
Overall Expectation: “. “Inquiry: use the social studies inquiry process to investigate Canadian social
and/or environmental issues from various perspectives, including the perspective of the level (or levels)
of government responsible for addressing the issues (FOCUS ON: Perspective)” (The Ontario
Curriculum, 2013, p. 112).
Specific Expectation: “B2.2 gather and organize a variety of information and data that present various
perspectives about Canadian social and/or environmental issues, including the perspective of the level
(or levels) of government responsible for addressing the issues” (The Ontario Curriculum, 2013, p.
113).

Big Ideas:

“Citizens and governments need to work together in order to be able to address issues effectively and
fairly” (The Ontario Curriculum, 2013, p. 107)
Connections to Equity, Diversity, And Social Justice:

Cross Curricular Connections Connections to Students’ lives: (local/global)

-Literacy, music and movement -Students personal experiences with migration and refugee
status

Assessment:
Diagnostic (assessment for learning) ___ Formative (assessment for/as learning) ____ Summative (assessment of learning) ___
Work Samples Other
Observation Peer-assessment Presentation/Performance
Learning Log/Journal Project Published Work
Presentation/Performance Interview/Conference Graphic Organizers
Anecdotal Notes Personal Reflection
Self-assessment Rubric
Audio/Video/Technological Checklist
Presentation Rubric
Oral Reports
Accommodations and/or Modifications/Differentiated Instruction:

Instructional Environmental Assessment

Increase/Decrease time, amount Change space, seating, quiet area Use a tape recorder
Scribe for student Change grouping Draw a picture
Extend Wheelchair access Scribe for student
Use manipulatives Act it out
Peer tutor/Partner Write using spell check
Oral explanation Use the computer
Include visuals, models, organizers
 * DELIVERING THE LESSON/SUBTASK - Part 2
Grouping: W = Whole class; S = Small group; I = Independent
Timing Grouping Mental Set (hook): Materials/
Timing
W S I • Start the class by explaining that we will be learning about Materials &
20
refugee and immigrant status today. Resources
minutes
• Read the Land Acknowledgment and invite students to join in -book
as a class. (5 Minutes) -pencils
-erasers
• Explain the topic of the lesson and purpose of the land
-notebooks
acknowledgement. “we are all newcomers” whether our
-White board
families have lived here for a few months to many years. The
-Markers
original inhabitants of this nation were the Indigenous
societies who occupied the land. But with time and
settlement movements, Indigenous people were forcibly
exiled from their traditional lands, culture and ways of living
for ulterior motives. Hence, the land acknowledgement
recognizes our disgraceful history and that we are situated
and sharing the land of the Aboriginal people.

1. Whole Class Instruction: Introduce the storybook for an interactive

read aloud to activate prior knowledge and thinking: “What is a
Refugee” by Elisa Gravel (Ages: 3-7) or When Stars are Scattered” by
Victoria Jamieson and Omar Mohamed. Ages: 8-12) (10 Minutes)

• Pause occasionally during the read-aloud for whole class

discussion, reflection pieces and making connections between the
book and real -life context.
• Some possible reflection and discussion questions can include:
Why do you think the main characters, Omar Mohamed and his
younger brother had to leave their home? Who is a refugee and
what is a refugee camp? How do you think they felt living in a
refugee camp?

2. Upon finishing the read-aloud, students will answer the following

question in their journals and share with their elbow partner: What do
you think or wonder about a refugee, refugee camp and/or
immigrants? (5 Minutes)

(Possible storybook resource that are more age appropriate: Storybook

#1: “When Stars are Scattered” by Victoria Jamieson and Omar
Mohamed. Ages: 8-12 and Storybook #2: “Denied, Detained, Deported:
Stories from the Dark Side of American Immigration” by Ann Bausum.
Ages: 10+)

Sharing the Purpose/Objectives (in student language)

We will learn about the circumstances that refugees are forced to flee their home.
We will also learn about the experiences of immigrants and refugees.
Body: Input, Modeling, Check for Understanding, Guided Practice, Independent Practice
1. Visit Word Wall and add the following words: immigrants, refugees,
immigration, refugee camps, negative, struggles, flee/escape, Bloom's
warzone, myths/stereotypes. (5 Minutes) Taxonomy:
__Remembering
__Understanding
2. Microteaching/Mini-Lesson: Write the words “Immigrant and Refugee”
__Applying
on a chart paper with their definitions and shares many examples. __Analyzing
• “IMMIGRANT: A person who migrates to another country, __Evaluating
usually to live permanently. In Canada immigrants are given __Creating
the legal status of permanent residents.
• REFUGEE: A person who is forced to flee from persecution Learning Styles:
and who is located outside of their home country; also called __Visual
a “protected person.” __Auditory
__Kinesthetic
• CANADA ACCEPTS TWO CLASSES OF REFUGEES:
Convention refugee class – A person must be outside their
country of origin and have a well-founded fear of being Multiple
persecuted for reasons of race, religion, nationality, Intelligences:
__Verbal/Linguistic
membership of a particular social group or political opinion. • __Logical/
Country of asylum class – A person who has fled their country Mathematical
and is asking for protection in another country and continues __Musical/
to be seriously and personally affected by civil war or armed Rhythmic
__Body/
conflict, or has suffered massive violations of human rights. Kinesthetic
• NEWCOMER: A person who has arrived in Canada, whether __Visual/Spacial
as an immigrant or refugee in the past five years” (Edmonton __Interpersonal
__Intrapersonal
Community Foundation, n.d., VITAL information section).
__Naturalist
__Existential
3. Whole Class Instruction: Invite students to share their personal
experiences, stories and examples of immigration. (10 minutes)

4. Watch Videos as a class:

• Ask students to think about the following questions while watching

the videos:
a) What is the difference between refugees and immigrants?
b) Why do think refugees flee their home country?
c) Where do refugees come from?
d) Where do immigrants come from?

Videos:
• Difference between a refugee and a migrant/immigrant?
https://www.youtube.com/watch?v=yRPfM5Oj-QA
• Where do Refugees come from?
https://www.youtube.com/watch?v=LrR5hwp45mc
• Where do Refugees go?
https://www.youtube.com/watch?v=NM3n3dZzw_w
• Student’s Immigration Stories
https://www.youtube.com/watch?v=87uUQcqGay8

• Think, pair, share activity: Discuss observations made during the

video with a pair.

5. Small group activity: Read Young Immigrant Stories and note the
similarities and differences between your personal stories and the
story of one of the young immigrants from the following website on a
KWL chart.
http://teacher.scholastic.com/activities/immigration/young_immigrants/
 Closure (sharing the learning in some way):
1. Whole Class Activity: Each group shares their KWL chart.
2. Whole Class Activity: Revisit the word wall.

Homework/ Reminders:

References

Community Foundations of Canada. (2016). Vital signs. Retrieved from https://communityfoundations.ca/wp-

content/uploads/2019/08/Report_Edmonton_2016.pdf

Scholastic. (2020). Immigration lesson plan for grades 3–5. https://www.scholastic.com/teachers/lesson-

plans/teaching-content/immigration-lesson-plan-grades-3-5/.