Teacher: Serena Ramirez School Year 2021-2022

Date: August 13, 2021

Lesson Title: Immigration
Grade Level: 5th Grade
SS Standard: 5.5 COMPARATIVE CULTURES: The countries of the Western Hemisphere are diverse and the
cultures of these countries are rich and varied. Due to their proximity to each other, the
countries of the Western Hemisphere share some of the same concerns and issues. 5.
distinguish them from other countries.

Standard 1:
I. INQUIRE: Build new knowledge by inquiring thinking
critically, identifying problems, and developing strategies for
solving problems.
D. GROW: Learners participate in an ongoing inquiry-based
process by:
2. Engaging in sustained inquiry.
Standard 1:
I. Inquiry and Design: Use inquiry and design thinking to build
understanding and create new knowledge - "We are thinkers
and designers."
1.1: Information-fluent learners use an inquiry process to
connect to prior experience and background knowledge,
wonder and ask questions, investigate, construct new
understanding, express learning, and reflect on the process and
product of learning.
Phase of Inquiry:
Skill:
5.5b. Countries in the Western Hemisphere face a variety of concerns and issues specific to the region.
AASL Shared Foundations, Domains, and Competencies:
Standard 2: Standard 3:
III. COLLABORATE: Work effectively with others to broaden perspectives and II. INCLUDE: Demonstrate an understanding of and commitment to
work toward common goals. inclusiveness and respect for diversity in the learning community.
A. THINK: Learners contribute a balanced perspective when
participating in a learning community by:
2. Adopting a discerning stance toward points of view and opinions
expressed in information resources and learning products.
ESIFC Anchor Standards and Indicators:
Standard 2: Standard 3:
IV. Personal Growth and Agency: Engage in personal exploration,
III. Social and Civic Responsibility: Demonstrate civic responsibility, respect for social and emotional growth, independent reading and learning, and
diverse perspectives, collaboration, and digital citizenship - "We are citizens." personal agency - "We are confident, independent learners."
4.2: Information-fluent learners develop agency (personal identity and
confidence) to express their ideas, raise awareness, advocate for
(select) change, and/or take social action.
ESIFC Anchor Standards and Indicators:
Investigate
Begins to analyze multiple points of view from multiple sources to determine similarities and differences

Brief Overview: Students have been learning about The Western Hemisphere in class. CT has been teaching lessons using the NYCDOE Social Studies Passport curriculum.
CT has seeked out L to help teach students how to analyze different viewpoints to help support students in identify views of different immigrants from the
Western Hemisphere.

Guiding Question:
How do you analyze and determine different points of views using various resources?

Students will be able to: SWBAT identify perspectives using details from resources (articles, audio and interviews).
SWBAT compare and contrast different point of views using a graphic organizer.
SWBAT to use an online resources to identify different points of view on the immigration experience.
SWBAT to create their own perpective using details learned from an immigrant's perspective.

Learning/Teaching Activities

CT= Classroom Teacher L = Librarian

Introduction/Prior Knowledge L will greet the students and share what they will be doing today.
"Good Morning Students, your teacher has shared with me that you are learning Short Video: "Snack Attack" https://youtu.be/38y_1EWIE9I
about the causes of immigration within the countries in the Western Hemisphere.
She has shared with me, that you have all been exploring different countries and you *Blue Post-It
will be looking at different perspectives of people's reasoning to leave their home *Yellow Post-It
country. Today we will be taking a deeper dive into perspective. Let's take a moment *Pencil
to watch this short video titled "Snack Attack"."

As students are watching the video the L will give each student a colored post it.
Some students will receive a yellow post-it and some students will be given blue.
The L will stop the video at 3:19 and explain the yellow post-it is the perspective of
the older lady and the blue post-it is the perspective of the teenager. L will then
direct the students with the yellow post-it take a minute to quickly jot the older lady's
perspective on their post-it. When the minute is up the librarian will continue the
video. L will stop the video at 4:06 and ask the students who had a blue post-it to
write the teenager's perspective.

The L will then ask for a volunteer from both perspectives to share their responses.
L will ask the students "When we first stopped the video, what was your
perspective?"
L will take 2 answers.
L will then ask the class "Why are perspectives important?"
L will take two responses.
Direct Instruction L will explain to students everyone has their own perspective due to their life *Teacher Sample Text: Views on Cuba
experience. L will then tell the students" We are going to take this view on https://www.pbs.org/wgbh/americanexperience/features/castro-views-cuba/
perspective and apply it to the people in the countries you are researching."

L will direct ss attention to the article "PBS Views On Cuba in America" on the * Perspective Chart:
smart board. L will focus first on Ricardo Bofill. L will read the first paragraph out https://docs.google.com/document/d/10TBHjU0j_eQPL68QU6JPivMbf51bZ-lrukQaizabR6c/edit?usp=sharing

loud. At the end of the paragraph the L will ask "Can you tell Ricardo's Perspective
yet?" L will call on 1-3 students. Then CT will read the next paragraph. At the end of
the 2nd paragraph L will ask "Can we finalize Ricardo's perspective yet?' Students
should say Yes and L will direct students attention to the Google Doc Cuban
Perspectives.

L will fill out the 3 parts "Rafael's Perspective," evidence and my perspective. Being
sure to use evidence from the text. Highlight evidence and key findings to support
Rafael was unhappy with Cuba's policies. L will be making sure she is verbally
displaying her thinking as she is working on this portion of modeling.
 Guided Practice SS will be given a modified (3 paragraph) portion of the article focusing on Rafael Highlighter
Roja's perspective of Cuba. Each student will also receive a highlighter.

L will call on a student to read the first paragraph. When the student is done reading
the L will ask "Can we tell Rafael's perspective of Cuba yet? What makes you say
that?" Students will raise hand, L will call on two students.

L will call on another student to read the second paragraph. At the conclusion of the
paragraph the L will ask "Are we ready to start writing Rafael's perspective?"
Students should say, "yes." Together L and S will finish Rafael's perspective. L will
then ask students to highlight evidence. L will give students 2 minutes to find
evidence and ask them to raise their hand when they found valid evidence.

After 2 minutes L will take responses and fill in the chart. L will then ask students "
What is the perspective they get from Rafael?" L will take a response and fill in the
chart.

Independent Practice
Closing/Sharing/Reflection
Assessment(s)
Accommodations/Modifications for All Learners
Activities for Extending the Learning
Created by Sharon Fox (Tuxedo Union Free SD) and adapted by Katie Lambert (Brighton CSD). Excerpted from National School Library Standards for Learners, School Librarians, and School Libraries by the American Association of School Librarians,
a division of the American Library Association, copyright © 2018 American Library Association. Available for download at www.standards.aasl.org. Used with permission.
L will commend the students for a job well done. L will then bring ss' attention to a *Grouping List
list of names. The list of names will be assigned by the different countries the ss are *Names of People based on Countries
initially studying. L will tell ss they will pick two people. L will explain ss will *Technology
identify each person's perspective and Why the each person thinks this? L will set a *Library Skill Worksheet 5.10
https://docs.google.com/document/d/1jVNirsethje5A0HGaj5C8tfdbJuHXRPM0j39fDtFDqw/edit?usp=sharing
timer.
When the time is up. L will call ss attention to the front of the room. L will then *Flipgrid https://info.flipgrid.com/
assign ss to share the two perspectives of the people they investigated and what were *Reverb.chat https://reverb.chat/
the similarities and differences of their perspectives in a brief flip grid or reverb.chat.
They must keep it under 4 minutes.
Completed Modified 5.10 Worksheet
Flipgrid
Reverb
IEPs and ENL students will have a list of people specifically for their assigned
country translated and with audio text.
Students who finish before time can choose an additional person from the country
list they initially chose from.
Students can research another country in the Western Hemisphere and explore
different perspectives.