LESSON PLAN FORMAT

CSL 570
SUPERVISED PRACTICUM
SUMMER 2015
NAME: Ashley Cooke and Anthony Cavalluzzo
LESSON TOPIC: Immigration
RATIONALE: This relates to the 3rd grade curriculum in terms of both the chosen topic
and reading level. This lesson is in support of the NYS Common Core Learning
Standards and the 3rd grade curriculum. This lesson is being implemented in order to
further assist the students with the concept of close reading in a text as well as
immigration. The students have been learning about immigration and Ellis Island. In the
future, students will be able to identify the importance of Ellis Island for incoming
citizens.
COMMON CORE STANDARD (S):
RI.3.1. Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.
RI.3.4. Determine the meaning of general academic and domain-specific words
and phrases in a text relevant to a grade 3 topic or subject area.
RI.3.6. Distinguish their own point of view from that of the author of a text.
RI.3.9. Compare and contrast the most important points and key details presented
in two texts on the same topic.
RI.3.10. By the end of the year, read and comprehend informational texts,
including history/social studies, science, and technical texts, at the high end of the
grades 23 text complexity band independently and proficiently.
OBJECTIVE:
The students will be able to identify the importance of the Ellis Island to
immigrants both orally and in written format.
ACADEMIC LANGUAGE:
Immigration, immigrant, Statue of Liberty, Ellis Island
MOTIVATION OR ANTICIPATORY SET:
Suppose that you are going to a new land for the very first time, you have no
idea what to expect. How do you believe you will feel? Turn and talk with a
partner and discuss your proposed feelings.
Students will share out their answers with each other and the whole class.
The teacher will explain that the students will be going over the two texts,
Emmas Poem: The Voice of the Statue of Liberty and A Picnic in October. The
teacher will pose the question Do the texts in this study seem to have the same or
different central ideas or themes? (Reference to Boyles article).

Students will turn and talk to report out to the class.

BRIEF PROCEDURE:
The teachers will create a T-chart about the main characters in each text and
present it to the class.
The students will turn and talk to come up with the different perspectives of
immigration and Ellis Island of each character.
The teachers and students will fill out the T-chart together as a class.
Based on responses for the T-chart, the teachers will refer students to the text and
have them show evidence to support their claim.
Students will copy the class T-chart into their writing notebooks.
Students will be asked to select a text and write about the perspective of Ellis
Island and immigration of the main character.
Students will work in pairs to share books based on their selection of characters.
Students will be asked to provide evidence from the text to support the
perspective of the main characters.
MATERIALS USED:
Bunting, E., & Carpenter, N. (1999). A picnic in October. New York, NY:
Harcourt Brace & Company.
Glaser, L., & Nivola, C. A. (2010). Emma's poem: The voice of the Statue of
Liberty. New York, NY: Houghton Mifflin Books for Children/Houghton Mifflin
Harcourt.
Writing notebooks
Pencils
Chart paper (T-chart)
TECHNOLOGY COMPONENT (IF APPLICABLE): Elmo projector for the T-chart
ASSESSMENT OF COMMON CORE STANDARD (S)
Formal: The students writing piece in their writers notebooks.
Informal: Student participation during the completion of the T-chart and
interactions during the turn and talk.
ADAPTATIONS:
Student with special needs: Draw pictures of the characters of both texts and
complete a bubble map for each character, alternative to the writing assessment.
English Language Learner: Show a video of immigration through a hands on
interactive perspective.
Struggling Reader: Listen to the audio version of the text using headphones.