Disciplinary Unit: Lesson Plan 2

Cause/Effect of Immigration
Student Name: Leah Elsted
I. General Information:
Grade Level
Discipline
Unit Topic
Time frame

Third Grade
Social Studies: History
Emmigration
45 Minutes

Anchor Text: Grandfathers Journey by Allen Say

Text Set: Immigration Data and Graphs.
Other Materials:
Discovery Education Immigration Video
Student Anthology of Grandfathers Journey
Maps, graphs and charts for each class group
KWL Graphic Organiser
Speed Sharing props
Lesson Summary 2
This lesson allows the students to comprehend the cause, effects and push
and pull factors of immigration to America in the 19 th and 20th centuries
through the use of our anchor text, Grandfathers Journey, audio visual media
and interpreting various graphic data on the immigrants. The students will
expand their knowledge on the life choice of the protaganist in Grandfathers
Journey in grouped discussions and also challenge each others views of
immigration through the use of text-dependent questions and speed sharing
(Altieri, 2011:132).
Standards/Indicators
Maryland College and career Readiness State Standards:
Reading:
RL1 CCR Anchor Standard: Read closely to determine what the text
says explicitly and to make logical inferences from it;cite specific
textual evidence when writing or speaking to support conclusions
drawn from the text.
RL1: Ask and answer questions to demonstrate understanding of a
text, referring explicitly to the text as the basis for the answers.

RL2 CCR Anchor Standard: Determine central ideas or themes of a text

and analyze their development; summarize the key supporting details
and ideas.
RL2: Recount stories from diverse countries and culture; determine the
central message, lesson or moral and explain how it is conveyed
through key details in the text.
RI3: Describe the relationship between a series of historical events,
scientific ideas or concepts, or steps in technical procedures in a text,
using language that pertains to time, sequence and cause/effect.
SL1: Engage effectively in a range of collaborative discussions (one-onone, in groups and teacher led) with diverse partners on grade 3 topics
and texts, building on other ideas and expressing their own clearly.
SL4: Report on a topic or text, tell a story, or recount on experience
with appropriate facts and relevant, descriptive details, speaking
clearly at an understandable pace.
Social Studies:
Standard 6.1: Use appropriate strategies and opportunities to increase
understanding of social studies vocabulary
Standard 6.2: Use strategies to prepare for reading
Standard 6.3: Use strategies to monitor understanding and derive
meaning from text and portions of the text.
Standard 6E1: Organize social studies information from non-print
sources.
III. Specific Lesson Objectives
Revise the theme, plot, characters and setting of Grandfathers Journey
and relate this prior knowledge to a literary map of his journey,
physically and emotionally.
Explore the cause and effect of immigration to America and the push
and pull factors that accompany many nationalities moving from their
homeland.
Comprehend the underlying factors of immigration through interpreting
geographical maps and number charts and graphs and satisfying visual
and logical learners.
Adopt a variety of reading strategies to determine what the text says
explicitly and to make logical inferences from it, using specific
evidence when writing and speaking to support conclusions drawn
from the text through the use of a KWL Graphic organizer and speed
sharing (Altieri, 2011:132).

Language objectives:
Through discussion and writing students will demonstrate an
understanding of feelings and roblematic countries from Grandfathers
Journey.
Students will engage in a range of collaborative discussions and build
on others talk in conversation by responding to the comments of
others through multiple exchanges during and after reading
Grandfathers Journey and interpreting various data and graphs.
Accommodations:
Use appropriate accommodations as designated by students IEPs and
in response to students needs.
Use of kinesthetic and visual summarizing and evaluative
methodologies such as the interpretive graphs and data and videos,
which satisfies learners who struggle to summarize in reading
paragraphs.
Students can benefit and are supported through the use of peer
tutoring and mentoring during group work.
Students are supported through the use of repeated reading.

Big Ideas and Key Understandings

Why so many various nationalities and communities were changed by
immigration and how it affected these people.
IV. Procedures:
Introduction
Literary Map: To revise the previous close reading lesson on our Anchor
text, Grandfathers Journey, each student will be given a visual map of Asia
and the United States.One member of each classroom group will re-tell the
story of Grandfathers Journey with the class microphone. The students will
then describe, in pairs, the different locations he travelled to, list the places
Grandfather visits and describe what Grandfather sees in each place. Using
their map, all students will locate these listed places on their literary maps
with sticky notes.

Discovery Education Video of Immigrants: To introduce todays lesson

on cause & effects and push and pull factors of immigration to America, a
Discovery Education video will be played. Each classroom group will be given
a different focus question before the video commences and these will be
shared through a whole class discussion.
1.
2.
3.
4.
5.

Why did 4 million Irish people leave Ireland for America?

Can you name 4 other nationalities that moved to America?
Why did so many Eastern European Jews emigrate?
How did they travel to America and what was their experience?
Can you recall a problem immigrants in New York experienced?

Teaching/Activities
1. KWL Graphic Organizer: Each student will complete a KWL graphic
organizer chart on what they already know about cause, effect and push
and pull factors of the grandfather immigrating in Grandfather Journey, a
question they would ask about immigration and what they have learned
about immigration after reading and watching this Discovery Education
video.
2. Rereading: Each student will be given a copy of Grandfathers Journey to
reread and they will utilize the comprehension reading strategy of making
connections and drawing inferences between the anchor text and case
and effect video as to why the Grandfather, and eventually his family,
moved from Japan to America and complete their graphic organizer. This
will be shared with their reading partner.
3. Interpreting Maps and Data Station Teaching: To satisfy all learners
and other content areas, visual media will be explored and interpreted to
discover causes and effects of immigration. The students will be invited in
their groups to view and interpret 2 forms of data and will be distributed
to the 4 reading groups of the class. They will be asked to describe the
kind of information each one is showing and ways they could use this
data.
1. Daily Mails Ethnicity Map and table, conveying the locations of the
various ethnicities throughout the United States.

2. Line Graph and table of the number of immigrants arriving in USA

per decade.
3. Bar Chart and Table of the total immigrants in the USA by region
and nationality.
4. Pie Chart and Table of the total number of immigrants arriving
4. Comparing and Contrasting Data: Each group will compare the chart
and visual graph, containing the same information on immigration and
debate how they are different and the advantages and disadvantages to
reading these sources. Each group will be assigned text dependent
questions and evaluative questions based on their graphs, which they can
answer during group-work. Each group will then compose 5 questions to
ask and challenge another research group in the class, which can be
swapped and discussed as a whole class.
Vocabulary
New Vocabulary
Cause and effect
Push and pull factors
Immigration
Plight
Potato famine
Unemployment
Pie chart
Bar chart
Line graph
Loneliness

Closure
To conclude the lesson, students will participate in the exit ticket Speed Sharing (Altieri,
2011:132), where all students face a partner, determine opinions and speak about the cause,
effects and push and pull factors of immigration on people across the world, especially the
characters in Grandfathers Journey. The teacher will ring a bell every 2 minutes, so that
each par can swap places and discuss with another person and different outlook and
perspective.

VI. Evaluation/Assessment:
Assessment of Objectives
Observation checklist of working in groups collaboratively, rereading the anchor text
and interpreting data.
Written response and Teacher designed tasks of the KWL Chart and the graph
interpretation questions.
Oral Presentation of discussion groups on cause and effects of immigration.
Reflection and Planning
Determine if the use of varied visual data and media is useful in the students
comprehension of the topic of immigration and if they can compose challenging text
dependent questions to ask their peers. The use of speed sharing can be extremely
interactive and beneficial if the students remain on the chosen topic.