Teacher Education Program

Elementary Lesson Plan Template – ABRIDGED

Name: Daisy De La Cruz Date(s) of implementation: Jun 3, 2022

Key Content Standards and CA ELD Standards (Integrated ELD): List the relevant parts of each content and ELD standard. (TPE 3.1)
CA History-Social Science Standards:
5.8 Students trace the colonization, immigration, and settlement patterns of the American people from 1789 to the mid-1800s,
with emphasis on the role of economic incentives, effects of the physical and political geography, and transportation systems.
ELA Standards:
RI.5.2 Determine 2 or more main ideas of a text and explain how they are supported by key details; summarize the text.
RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical,
scientific, or technical text based on specific information in the text.
RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question
quickly or to solve a problem efficiently.
W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or
paraphrase information in notes and finished work, and provide a list of sources
W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research
SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners
on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually,
quantitatively, and orally.
Social Justice Standards:
Justice 12 JU.3-5.12 I know when people are treated unfairly, and I can give examples of prejudiced words, pictures, and rules
Justice 13 JU.3-5.13 I know that words, behaviors, rules, and laws that treat people unfairly based on their group identities cause
real harm
Lesson Objective: What do you want students to know and be able to do? (TPE 3.1, 3.3)
SWBAT answer the guiding questions using primary and secondary sources as support and evidence.
SWBAT recall reasons why Chinese immigrated to the United States after reading the book Coolies.
SWBAT find evidence from the text (Coolies) that support statements about the Chinese immigrant experience.
SWBAT read one section (paragraph) and analyze it to highlight keywords.
SWBAT summarize the paragraph by creating 2 sentences using the highlighted keywords..
SWBAT complete the cause and effect graphic organizer to analyze the effects of the chinese exclusion act by using primary and secondary
sources.
Prerequisite Skills: What do students need to know and be able to do in order to engage in the lesson? (TPE 3.2, 4.2, 4.4)
Students need to be familiar with what immigration is and the push and pull factors to immigrating to the United States. They need to be
familiar with finding key words, summarizing and analyzing text.
Backward Planning (Summative Assessment): What evidence will the students produce to show they have met the learning objective by the
end of the lesson or learning segment? (TPE 1.5, 3.3, 3.4, 5.1)
Formative Assessments:
Students will be able to complete a pre-reading worksheet before reading Coolies and then complete a worksheet with text evidence for every
statement about the story.
Students will produce 2 sentences using sentence strips summarizing one paragraph from the Chinese Exclusion act /primary source.
Students will complete the graphic organizer by analyzing the cause (Chinese exclusion Act) and four effects it had in the daily life of Chinese
American immigrants.
Modifications: What modification of the above assessment will you use for language learners and/or students with special needs? (TPE 4.4)
To support language learners, they will be able to engage with the read aloud by listening and reading it independently using the provided
youtube link. They can go back as many times as needed into the text to find supporting evidence.
Students will be provided a preview of vocabulary they may find difficult from the exclusion act document.
 Students will work in pairs to read and summarize paragraphs directly from the exclusion act.
Students will be provided with an example of an effect of the Chinese exclusion act. They will also be able to work in pairs to complete the
graphic organizer.
Checking for Understanding (Formative Assessments): How will you monitor student learning to make modifications during the lesson(s)?
(TPE 1.5, 1.8, 3.3, 3.4, 4.7, 5.1)
Throughout the lesson, I will monitor students' answers to inquiry and guiding questions.
Connections (TPE 1.1, 1.3, 2.1, 4.1, 4.2, 4.4)
· Connections to Students’ Lives - experiences, interests, development, and social emotional learning needs:
-Students may be able to connect with the immigrant experience
-Students may find a human connection in the pre-reading activity of Coolies

· Connections to Real Life Contexts & Culturally Responsive Practices:

-Immigration to the United States still happens.
-Many immigrants have had to overcome many barriers to come to the US and make a living.

Differentiation (TPE 1.4, 3.2, 3.6, 4.4, 5.8):

Describe your differentiated instructional strategies for…
· Varying Academic Abilities:
-Think-Pair-share
-Partner work
-Audio and Video
-Visuals text (cartoons, sentence strips, examples)
· Language Levels:
-Reviewing difficult vocabulary.
-Communicating using verbal and non verbal cues.

Academic Language (Integrated ELD): What CA ELD Standards, content-specific vocabulary, skill-specific vocabulary, text structures, and
stylistic or grammatical features will be explicitly taught? (TPE 1.6, 3.1, 3.5, 4.1, 5.7)
-Primary and secondary sources
-Chinese Immigrants
-Chinese Exclusion Act
-finding evidence
-Cause and effect

List what the teacher will be doing and what the students will be doing.
DAY 1 of 3
Time Teacher Student Resources / Materials
1:30pm Historians, today we are going to read a book Ss sitting on the carpet. Anchor Chart: Primary vs.
called Collies by Yin. This book is about the Secondary Sources
immigrant experience into America during the
1800’s. This took place approximately 200
years ago or 2 centuries ago. However, this
book was published in 2001.

(Show students physical book)

Using our anchor chart we made primary and

secondary sources. Would this book be
considered a primary or secondary source? Ss talk to partner and try to figure
 out if this book will be a primary or
Discuss with your partner what you think and secondary source.
why?
(Walk around and listen to discussions)
(Raise hand to call attention back to whole Ss finish discussions and focus
group discussion) back on the teacher.

Thank you for circling back, who would like to Ss shares it is a secondary source
share if they think the story Coolies is a primary because the story was written by a
or secondary source? person who was not there during
the time the story takes place.
Thank you for sharing, yes this is a secondary
source. The author Yin is going to take us back
in time into the experience of these two
brothers from China.

Before we read the book, we are going to do a

quick survey.

(Pass out Pre-Reading activity)

Please complete the survey before we move

back to our desk. When you are done with the
survey show me a thumbs up or place it upside Ss complete survey. Show signal
down in front of you. when done.

Now that we are all done with this survey, take

a moment to talk to your reading partner and
discuss what you think this story will be about? Ss discuss prediction with their
reading partner. SURVEY:

Thanks for discussing, in a moment we are all

going to go back to our seats to listen and read
1:45pm
the story of coolies in our laptop. You can find
the link in our schoology course page. Please
use your headphones and listen to it at your
own pace.

Ss receive worksheet.
FINDING EVIDENCE:
(Pass out Finding the evidence worksheet)

As you listen to it you will complete the finding

evidence worksheet. On the left hand column
there is a statement about the story. On the
right hand column, you will write direct
evidence from the text that supports this
statement.

When you go back to your desk please paste

both of the worksheets on a blank page of your
 reading notebook.

1:50pm Alright historians, you may go to your desks Ss go to their desks, find the
and begin the read aloud. youtube link in schoology. Paste
worksheets in notebook.
(Place timer for 30 mins)

2:20pm Historians, let’s review two of the statements.

Who can share what evidence they found for S shares with class.
the last statement? Coolies By Yin Read Aloud

Laptop & Headphones

Thank you, who can share what evidence they
found for the second to last statement? Ss shares with class.

Thank you historians.

Please leave your notebooks on top of your
desk and open to this page. I will review them
after school and will help you make sure the
glued paper is dry before closing it.

DAY 2 of 3 Chinese Exclusion Act

Time Teacher Student Resources / Materials
1:30pm Historians, yesterday we got a glimpse into the Ss sitting on the carpet with reading
experiences of Chinese who immigrated to notebook next to their reading
California during the 1800’s. partner.
Let’s recall some of the things they experienced.
Talk to your reading partner about some of the
things the brothers went through. You may use Ss discuss with their partners the
the worksheets you completed yesterday during experiences of the brothers from
your discussion. the story Coolies.
(Raise hand to call attention)
Ss focus back on teacher.
Thank you for sharing, I heard some very
important statements and evidence.
Who would like to share what they discussed with
their partner? Ss raise their hand and share when
called on.

(pick 2-3 students to share) Computer

Thank you, you may go back to your desks. Projector
Please sit with your reading partner. You will Cartoon:
EACH need your laptop, highlighter and a
marker. Ss go back to desks and sit with
their reading partner.
(Show students cartoons.)
I want to show you this cartoon. Take a moment
to look at it. What do you notice? What do you
wonder?
Ss show signal.
When you have an idea, show me a thumbs up.
 Who would like to share what they notice or
wonder about this cartoon.

(Pick as many students who want to share) Ss raise hand and wait their turn to
be called to share.
Well historians, today we are going to study the
Chinese Exclusion Act and we are going to see
1:45pm how this affected the daily lives of Chinese
Immigrants. This cartoon gives you the first
glimpse of what the chinese exclusion act was
about.

We are going to dive in and read the primary

source. Which means we are going to read the
original words of this act.

At this moment please open the link in schoology Acts of the 47th
titled Acts of the 47th Congress of the U.S.
1882
Congress of the
Take a moment to just scroll through the pages. Ss open the link and start to scroll U.S. 1882
Skim read the subheadings, dates and sidenotes. through the pages.
(Give student 5 mins)
Sentence Strips

What do you notice about this document?

Thank you for sharing, you and your partner will Ss raise hand and wait to share
work on summarizing one section or paragraph what they notice.
from this document. You will receive a copy of
one of these pages and the section you will
summarize will be circled.
Please read it to yourself. Then discuss with your
partner what are the keywords you would like to
highlight. Once you have identified key words.
You can grab two sentence strip papers and write
a summary of your paragraph in two sentences.
Any questions?
(Write directions on board)
(Distribute materials)
You may begin.

(Timer 20 mins) Ss receive their section, begin to

1:55pm read their sections.
Discuss with their partner what are
Alright historians, please tape your sentence the key words.
strips to this white board in order from section
1-15. We will review it tomorrow. Write a two sentence summary.
2:15pm

Ss tape their sentence strips on

white board.
DAY 3 of 3
Time Teacher Student Resources / Materials
1:30pm Historians, yesterday you did some investigative work Ss sitting in the carpet in front
and dove into the primary source of the Acts of the of white board with sentence
47th Congress of the U.S. 1882. strips.
This document detailed the Chinese Exclusion Act.
Today we are going to start with reviewing the 2
sentence summary each pair wrote yesterday.
Each one of you will read one of the sentences you
co-wrote with your reading partner.

Take a moment to discuss with your partner who will

read which sentence.

Alright historians let's start reading the sentences

starting with section 1. Ss discuss with a partner who
will read what sentence.
Wow, there are so many details we learned from these
summaries. Thank you for reading. Ss begin to read their
summary sentences in order.
Let’s go back to our seats to watch a video summary of
all the details you all shared about the Chinese
Exclusion act.
1:40pm Ss go back to their seats.
(Play video)
VIDEO
Today we are going to analyze some of the effect this History of the Chinese Exclusion Act
act had on the Chinese immigrant experience.
Ss watch video.

(Pass out Graphic organizer)

You will receive a graphic organizer. Using the sentence

strip summary, this video and cartoons that you see
around the classroom. You and your partner will
analyze the cause which is the Chinese Exclusion act.
Go ahead and write that in.

Ss begin to write in their

(Provide example of a possible effect of the Chinese graphic organizer.
Exclusion act in projector.)
You may begin.
(Timer 15 mins)

Alright historians lets share some of the effect you

1:55pm found. Who would like to share?
Ss work with partner to fill in
graphic organzier.
2:10pm Thank you for sharing, please glue this organizer in
your notebooks. We will need it in our next lessons.

Ss share the effects they

2:20pm wrote down.
 Primary Source: Acts of the 47th Congress of the U.S. 1882

On the second day of lesson 2, I used the Acts of the 47th Congress of the U.S. 1882 to study and learn

directly from this primary source all about the Chinese Exclusion Act. I understand that this primary source is a

text that contains very detailed information but uses language that may be a bit challenging to understand for 5th

graders and especially for English learners. Therefore, I divided the reading of the text into sections or paragraphs

so that each pair of students was responsible for this section. This took off the burden of having to decipher the

whole text and it also gave the students a chance to discuss and co construct meaning with their partner. Once they

read their sections, the students needed to highlight key words and summarize the section into their own words in

2 sentences. Once the 2 sentences were completed they were all shared in order and displayed on a white board so

that the whole document could be accessible and digestible by the class.

Overall, the goal of the unit was to learn from immigrant experiences and find connections from the past to

the present. I learned that it takes a lot more time for students to process this information and I try to reflect that in

the pacing of the lesson plan. However, I wonder if students will need more time. I wonder what other challenges

students may face when completing the last graphic organizer about cause and effect. I believe that by 5th grade

they have had a lot of practice with this concept but can see some students maybe struggle. Therefore, I assigned it

as a partner activity to help support students who might struggle. Most importantly I am learning how to teach

about primary and secondary sources. I want to learn more about how to engage students into more critical

analysis of primary and secondary sources.