FOTIP Lesson Plan

Teacher’s Name: Luke VanRuyven Grade Level(s): 6

Subject(s): Social Science Title of Lesson Segment: Contributions of Hebrew Communities
Around the World
Lesson # _1__ of _1__. Duration of lesson: 100 mins

Central Focus of Learning Segment:

Content Focus: Students will learn about the term “Diaspora” and how the Hebrew people scattered around the
world have impacted the communities they settled in.

Literacy Focus: Students will examine a statistical resource (online demographics). They will determine main
ideas and supporting details for a country of their choice. Students will record this information in a
presentation format (Google Slides). Students will synthesize information from this source and additional
sources they have found to develop connections and render conclusions to guided prompts. Students will make
note of key vocabulary terms in their presentation.

Other Focus: Develop understanding of sequence of events and dependent processes, as well as
cause-and-effect and/or action-reaction relationships.

Content Standards:
CCSS Social Science: 6.3.1, 6.3.5
CCSS ELA RH: 1, 2, 4, 5
CCSS ELA WHST: 1, 2, 4, 8, 9

Instructional Learning Objectives: Assessments:

Students will be able to develop conclusions in
response to the inquiry prompt.
Students will identify and make use of evidence to
support their conclusions.
Students will understand the sequence of events and
dependent processes involved in the factors that
influence the movement of people around the world
Predictive: Discussion of Abraham and Moses and
the reasons Jews left Canaan. (oral)
Responsive: Classroom discussion of the term
Diaspora. (oral)
Reflective: Perform online research. Respond to
text-dependent prompts. (written)

Language Function and Demands:

Language Function: Additional Language Demands:

Interpreting data Vocabulary:

Researching -Diaspora
Analyzing
Synthesizing
Evaluating
Presenting

1
Procedures (Instructional Strategies and Learning Tasks) to Support Student Learning:
Engage:
Opener: Open sequence with a review of characters and concepts about the Ancient Hebrews. Recall learning
from last class’ discussion on their historical movements.

Pretext: Introduce the term “Diaspora” with a Google definition. Use self as an example of Canadian Diaspora.
Connect this term to the historical movement of Ancient Hebrews and the creation of the state of Israel.
Discuss notable Americans of Jewish descent and their contributions to/impact on the USA.

Activity: Students are guided to Google Classroom where they are challenged to select a country from a
designated web page that lists the significant Jewish expat communities around the world. Students choose to
spotlight one country and the contributions of notable Jewish people to that country’s culture. Students will use
the provided web page as a starting point and then navigate the internet to discover important facts about the
impact of Hebrews on that country.

Assessment: Students deliver a ~1 minute presentation on their findings to practice soft skills needed to be an
effective public speaker. The presentation is graded according to the rubric posted on the assignment page.
Differentiation:
-Review concepts and characters of the ancient Hebrews and their movements in history.
-Discuss new vocabulary term “Diaspora”.
-Provide Google Classroom instructions and platform for submission.
-Guide target students on their assigned task.
-Strategic partnerships (table partners) in seating to assist with questions in independent work.
-Offer guided prompts for slideshow creation.

Explore:
Students will read and research on the internet independently regarding the contributions of Jewish people to
the chosen country of focus. Students source information and visuals from the internet to add to a presentation
that they create on their own.

Teacher serves as a guide, checking in with target students and answering questions as needed.
Differentiation:
Analogous stories to accompany the definitions to assist in making connections.
Google Classroom assignment page for consistent guidance
Clarify any questions regarding verbiage or context.
Strategic partnerships and preferential seating to assist with peer modeling.
Check for understanding:
Visual inspection of student slides.

Explain:
Key term is: “Diaspora”. The connection to this definition should be familiar from our study from the previous
2 weeks. Show visuals on Google Earth to draw connections.

A key understanding is how citizens participate in their local societies, and how their contributions to those
societies help to shape the culture of that place.

2
Discuss how Jewish Americans have impacted American society. Ask for examples (eg: Seinfeld, Sandy
Kofax, Adam Sandler, Spielberg).

Differentiation:
Provide definitions.
Provide guided prompts.
Model a “good example of a bad example” for students to critique.
Check for understanding:
Visual observation of slides.

Extend:
Students work independently for ~45 minutes to develop and practice their presentation.
Differentiation:
Student Choice: Students decide what country and what degree of detail to include in their presentation.

Closure:
Close: Students deliver ~1 minute presentations in rapid succession in final 30 minutes of class.

Resources and Materials:

Student assigned Chromebook
Google Classroom assignment page
Definition for Diaspora
Link to Jewish population statistics
Rubric for Oral Presentations

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