Professional Documents
Culture Documents
1/15/15
TeacherCandidate:
HayoungYoo
THEUCILESSONPLANNER
Part1:ClassroomInformation
Grade:
2nd
ContentArea/ClassTitle:
SocialStudiesImmigration
School/MT:
Chaparral,MarieSykes
GroupSize:
31
LessonLength:
60
minutes
ClassroomContext:
Totalenrolled:
31
Secondlanguagelearners:Emerging___Expanding___Bridging
1
RFEP___
Specialneedsstudents(IEP,504,RSP,GATE):
o Describespecificaccommodationsforeachofthesestudents
Part2:PlanningfortheLearningSequence
CentralFocus:
Describewhatthestudentshavelearnedbeforethislessonandwhattheywilllearnafterthis
lesson.
Beforethislesson
Thislesson
Afterthislesson
Ancestors
Immigrationtoday&
ContinueLifeLongAgo
Schoolslongago&schools
immigrationlongago
Timelines
today
Part3:PlanningfortheLesson
A:Standards
i.
KeyContentStandard
:
2.1.1.Tracethehistoryofafamilythroughtheuseofprimaryandsecondarysources,
includingartifacts,photographs,interviews,anddocuments.
ii.
PracticeStandardorCapacity:
CCSSMStandardsforMathematicalPractice
,or
NGSSScienceandEngineeringPractices
,
CCSSELACapacityofLiterateIndividuals
iii.
RelatedELDStandard
:
ELD2ndgradeSection2Part1Bridging1
1.Exchanginginformationandideas
Contributetoclass,group,andpartnerdiscussions,includingsustaineddialogue,bylistening
attentively,followingturntakingrules,askingrelevantquestions,affirmingothers,addingpertinent
information,buildingonresponses,andprovidingusefulfeedback.
B.Objectives
i.
LearningObjective
:Thestudentswill(DO__)to(LEARN___).
Thestudentswillobserveandanalyzeprimarysourcestolearnaboutimmigrationlong
agoandcompareitwithimmigrationtoday.
ii.
LanguageObjective
(transferthisfrom"IncorporatingAcademicLanguage"):
Thestudentswillanalyzedifferentprimarysourcesbydiscussingandreflectingontheir
observations.
C.Assessments:
i.
Informalassessmentstrategiesyouwilluseduringclass(Whatevidencewillyoucollect?)
Wewilleachbemonitoring4groups,ensuringthateachstudentiscontributingtothe
conversationanddiscussion
ii.
Writtenassessmentyouwillusetodetermine,
foreach
individualstudent,towhatextent
havetheymetyourlearningobjectives.(Whatevidencewillyoucollect?)
EachgroupwillcompleteaPrimarySourceObservationworksheet
D.LessonResources/Materials(e.g.,handouts,manipulatives,textpages,specialsupplies):
8groups(4groupsineachclassroom)
31magnifyingglasses
8pictures
10minutesforeachpicture(2pictures)
Part4:InstructionalSequenceEngagingStudentsintheLearningProcess
Optional:Starterand/orHomeworkDiscussion(___min.)
Introduction(_10__min.):
Describehowyouwillmakeconnectionstopriorknowledge,tapinto
theirexperiencesandinterests,andletstudentsknowwhattheobjectiveofthelessonis..
Teacherwillsetthepurpose/objective:Wearegoingtoexamineimmigrationtodayandlong
timeago.Examinemeanstolookfordetailsandlongagomeans100yearsagoormore.We
talkedaboutimmigrationbefore.Whatdoesimmigrationmean?(Teacherwillhavestudents
sharewithapartnerbeforesharingitwiththewholeclass).Anticipatedresponse:apersonwho
comesfromadifferentcountry.
Purposeofreadingthebookandtheirpurposeforlistening:Today,youguysaregoingto
comparewhyandhowpeopleimmigratedlongtimeagoandtoday.Sofirst,wearegoingto
readabookcalled
FamilyHistories
tofindoutwhysomepeopleimmigratetotheUnited
States.IwantyouguystofocusandlistentowhypeopleimmigratetoAmericaandalsothink
aboutwhypeoplewouldveimmigratedlongtimeago.
Teacherwilldoareadaloud
FamilyHistories
After,teacherwillaskSoafterreadingaboutsomefamilyhistories,whydidsomepeople
immigratetotheUnitedStates?Teacherwillgivestudentstimetothinkandaskthestudents
toshowtheteacherthattheyarethinkingbymakingafist.Theteacherwilltellthestudentsto
putuponefingeriftheyhaveathoughtormorethanonefingeriftheyhaveseveralideas.
Studentswillbuddyshareandthensharewiththewholeclass.Thentheteacherwillask
WhydoyouguysthinkpeopleimmigratedtoAmericalongtimeago.Studentswillbuddy
shareandthensharewiththewholeclass.
BodyoftheLesson(___20___minutes)
:Describestepbystepwhattheteacher
and
thestudentswill
bedoingduringthelesson.
TeacherwillsayOkaysotodayyouguysaregoingtoexaminehowpeopleimmigratedlong
timeagobylookingataprimarysource.Whatisaprimarysource?(Pairshare).Anticipated
response:asourcethatwastherewhenaneventhappenedorfirsthandevidence.
Tellthestudentsthattheywillbeworkingintheirsocialstudiesgroupstolookatprimary
sources.
BrieflyexplainthePrimarySourceObservationworksheetandtellstudentstopickone
recorderpergroup.
Tellthestudentsthattheywillbeexaminingtwopicturesduringthistimeandthattheywill
have10minutestoexamineonepicture.Teacherwillaskstudentsiftheyhaveanyquestions
aboutwhattheyaresupposedtodo.After,teacherwilldismissthestudentsintotheirgroups.
Teacherwillinformthestudentsthatthefirstfourgroupswillbeintheotherroom.
Remindthestudentsabouttheimportanceofengaginginadiscussion
Whydowehaveyouworkingroups?Whatneedstohappenbeforeyoucomplete
theworksheet?Whatshouldwehear?
Questionstoaskduringgroupwork:
Whatdoyounotice?Whatdoyouseeinthepictures?
Whatdoyouthinkcouldbetrue?
Whatwouldyouliketofindout?Whatquestionsdoyouhaveaboutwhatis
happeninginthepicture?
Homework(ifyouareassigninghomework,whatwillitbe?):
NA
Closure(__15____minutes)
:
Describehowyouwillleadthestudentstosummarizethelessonand
restatethelearningobjective.
*Oneteacherwillcreateadoublebubblemapwhiletheotherteacherleadsthediscussion
Bringstudentstogetheronthecarpet
Similartohowyoucreatedadoublebubblecomparingschoolslongagoandschools
today,wearegoingtocreateadoublebubblecomparingimmigrationtodayand
immigrationlongago.
Whataresomeofthethingsyouguysobservedinyourprimarysources?Whatdidyou
noticeabouthowpeopleimmigratedalongtimeago?
Whatdoyounoticeabouttheconditionsofhowtheyimmigrated?
Alsothinkbacktothediscussionwehadearlieraboutwhypeopleimmigrated.What
elsecanweaddtoourdoublebubble?
Havestudentsthinkaboutandputafingerintheairforideasabouthowtheythinkpeople
immigratetodayandtheconditions.Havestudentsbuddyshare.
Howdoyouthinkpeopleimmigratetoday?
Ifstudentsarestruggling,askthemtothinkaboutthetechnologywehavetoday
Studentswillhelptocreatetheframeofreference
wheretheinformationcamefrom:primarysources,schema/backgroundknowledge
sowhat:immigrationlongagoisdifferentfromandsimilartoimmigrationtoday.
sowhy:sowecanlearnaboutandhowandwhypeopleimmigratedalongtimeago.
Part5:IncorporatingAcademicLanguage
(tobecompletedafteryouhaveplannedthecontentpartofyourlessonplan)
1. Describethelearningtask(s)relatedtothecontentlearningobjective.
Thestudentswillobserveprimarysourcesaboutimmigrationlongagoandhaveadiscussion
withotherstudents.
2. LanguageFunction:
Howwillstudentsbecommunicatinginrelationtothecontentinthelearning
task(s)?Identifythespecificfunction(purposeorgenre)youwantto
systematically
addressin
yourlessonplanthatwillscaffoldstudentstostrongerdisciplinarydiscourse.Someexamplesare:
describe,identify,explain,justify,interpret,analyze,construct,orargue.
Thestudentswillanalyzedifferentprimarysources.
3. LanguageDemands
:Lookingatthespecificfunction(purposeorgenre)yourstudentswillbe
using,whatarethelanguagedemandsthatyouwillsystematicallyaddressinthislesson?
Vocabulary:
Newtothislesson:none
Previouslytaughtbutneedcontinuedsupport:examine,longago,immigration
Previouslylearned:primarysources
1
Syntax
:Inoticedthat_____,Ithinkthat_______couldbetruebecause________.
2
Discourse
:
1
2
Useofavarietyofsentencetypestoclarifyamessage,condenseinformation,andcombineideas,phrases,andclauses.
Discourseincludesthestructuresofwrittenandorallanguage,aswellashowmemberofthedisciplinetalk,write,and
participateinknowledgeconstruction.
A:Whatdoyounotice?Whatdoyouthinkcouldbetrue?
B:Inoticedthat_____,Ithinkthat_______couldbetruebecause________.
4. LanguageObjective:
Whatis/arethe
languageobjective(s)
foryourlesson?(Thestudentswill
(FUNCTION)(LANGUAGERELATEDTOCONTENT)(SYNTAXAND/ORDISCOURSE)
Forexample:Thestudentswillcomparedifferenttypesofparallelogramsusingtransitionwords
suchassimilarly,differentfromorbycontrast.
Note:besuretocopyandpastethisintothetopofthelessonplanner.
Thestudentswillanalyzedifferentprimarysourcesbydiscussingandreflectingontheir
observations.
5. Whatdoesyourlanguageobjectivesoundlike/looklikefordifferentlevelsoflanguagelearners
Remembertoconsiderthelanguagedemandswhilecreatingsamplelanguagethatthestudents
mightuse.
Emerging
Expanding
Bridging
Inoticedthat_____.
Inoticedthat_____.I
Inoticedthat_____andI
thinkthat_______couldbe thinkthat_______couldbe
true.
truebecause________.
Whatquestionsdoyou
haveaboutthispicture?
6. LanguageSupport:
Whatstrategieswillyouuseduringyourlessontoteachthespecificlanguageskilland
providesupportandopportunitiesforguidedandindependentpractice?
Instruction
Askquestionsabout
whywehavea
conversationduring
groupwork
GuidedPractice
IndependentPractice
Askquestionsfromthe
Studentswillbe
languagedemandsto
expectedtoengagein
helpguidestudentsto
conversationwith
engagingin
groupmembersand
conversation
duringwholeclass
discussion