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Date:

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

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