Indiana Wesleyan University

Immigration Concepts
Social Studies--2007 ACEI Standards
Student: Francesca Lipari
IWU Supervisor: Professor Karr
Teaching Date: 3/4/16

School: Riverview Elementary

Co-op Teacher: Mr. Riegler
Grade Level: 3

READINESS
I. Goal(s)/Objective(s)/Standard(s)
A. Goal : Students will become aware of the uniqueness of the heritage of their fellow citizens through
learning about their origins in immigration

B. Objective(s) After a whole group lesson, students will describe immigration and why it is good
for our community
C. Standard(s)
NCSS: Strand 1 (Culture), Strand 9 (Global Connections)
IAS: 3.1.9 Define immigration and explain how immigration enriches community.
ISTE: N/A
II. Materials & Management:
A. Materials: Students white boards and markers, access to technology usage, trail mix ingredients in bags,
large bowl, childrens literature featuring immigration, PowerPoint, PowToon presentation
(https://www.powtoon.com/online-presentation/dces1T4Xptw/immigration/), Post-its, quizzes

B. Time: 30-45 minutes

C. Space: Students will be at the large group carpet area for most of the lesson. We may do
wiggle breaks if students begin to get squirmy from sitting. Students will return to their normal
seats for the trail mix activity and independent practice.
D. Behavior: I will give Riegler rockets to students who go beyond expectations. I will take away
Riegler Rockets from students that are not following expectations. In addition, eating the trail mix at
the end will be a privilege that the students will have to earn. The class will earn this if they are
able to have quiet transitions and are listening when I am talking without too many warnings. I will
keep track of how many times I need to regain control of the class using tally marks on the white
board. If the class reaches 15 tally marks before it is time to eat the trail mix, they will not be able
to eat the trail mix.
E. Technology: Google Maps, PowerPoint, PowToon Presentation https://www.powtoon.com/onlinepresentation/dces1T4Xptw/immigration/, YouTube video https://www.youtube.com/watch?
v=h8pQL80Jko4
III. Anticipatory SetI want you all to get to know me a little better. Something that is very important to
me is my family, so I am going to talk about one of my family members- my grandma. Lets do a

brainstorm of names we might call our grandma. (brainstorm and write responses on the board)
I actually call my grandma, nonna, which is the Italian word for grandma. My nonna moved to
the United States from Italy over 50 years ago. (Use Google Trek from Italy to the United States,
and pictures of my nonna as visuals)
Do any of you know which countries your families came from? (See if any students respond, if
they do, mark the locations on the Google map so that we can see what countries out class
came from)
Our families came from many different countries. My family, specifically my nonna, has a lot of
great things that she has shown me. She cooks amazing homemade Italian food like spaghetti
and meatballs. She is also a great person who believes that her family is very important. (Use
pictures as visuals) Many people from many different countries have come to the United States
and made our lives better because of what they brought with them. When people have moved
from other countries to the United States, that is called immigration, and that is what we are
going to talk about today.

IV. Purpose: Today we are going to talk about immigration. For us, immigration means when people
move from other countries to the United States. This is our objective for what I want us to learn, repeat this
with me, I can describe immigration and why it is good for our community.
PLAN FOR INSTRUCTION
V. Adaptation: (ACEI 3.2)
A. Remediation For students who do not meet the objective, I will give them a sheet reviewing the
content we covered in this lesson (definition of immigration, why it is important). The review sheet
will include lots of pictures and simple phrases to improve understanding. Next, I will read a story
about immigration in order to further model what immigration is like and how immigrants bring
different things to our country. Finally, I will have students verbally explain to me the answers to the
two questions in independent practice.
B. Enrichment I will bring in childrens literature about immigration for students who finish their
quizzes earlier or would benefit from additional information and experiences.
C. ELL I will read the directions/two questions during independent practice aloud so that any
students who struggle with English will be able to understand what is expected.
D. Exceptional Needs- There are several students who are in the process of being identified with
exceptional needs in my classroom. These students will most likely need to express their answers
orally during independent practice.
VI. Lesson Presentation: (ACEI 2.4) (ACEI 3.3) (Use PowToon Video to present this content)

Alright Mega Storm, lets start off with the basics. What does it even mean to be an immigrant?
(Have students write down immigrant on the board as it is spoken in the presentation)...For
example, my nonna was an immigrant from Italy who came to the United States. Turn to your
partner and tell them what it means to be an immigrant. (Allow time for this and then cold call
on a few students to tell me What does it mean to be an immigrant?).
So what exactly is immigration, Mega Storm? (Make sure all students write down definition of
immigration ).
INPUT: Direct instruction and checking for understanding Turn to your partner and tell them

what immigration means without just reading the definition off of your boards. (Allow time for
this and then cold call on a few students to tell me What is immigration?).
Input Modeling/Modeled Practice So I mentioned earlier that my nonna was an immigrant.
She moved from Italy to the United States. She brought things with her from Italy, and shared
many things with the people here. My nonna brought her homemade food and love of family with
her from Italy. ((Write food and love of family (beliefs) on the board as the beginning of a
list of what people share when they immigrate.))
Another thing that immigrants share with their new country is different music. (Write music on
the board) This is an example of music that people from a country called Cuba listen to (Show
Cuba on map, play video). When people from Cuba moved to the United States, they brought
their music with them, and now we listen to it too.
Checking Understanding Accomplished during the several think, pair, share activities in
the lesson.
Guided Practice Now we are going to do a think pair share. Immigrants bring many things
with them and share them in their new countries. We have already seen a few examples (point to
the board). Lets think silently for a few seconds if we can come up with any more examples

(allow a few seconds). Now pair with your partner and discuss your ideas, then I will have a few
partners share.
(Allow students to add to the list after their discussion. If students do not get it, I will add more
components of culture as acceptable answers. Examples of additional things that could end up
on the list would be clothes, religion, language, stories)
These are some great examples of things that immigrants might share with their new countries.
Now we are going to do an activity to see how valuable it is to have these things from many
different countries.
Students will be making trail mix to show how our country is better when it has lots of different
things (ingredients) put together. I will give each student a small cup of one of the 5 ingredients
in the trail mix. I will say, Every student who has a cup of cheerios can start our trail mix, and
students will add their cheerios to a big bowl labeled our community. I will say, These
cheerios are great on their own, but it would be nice if we had something else to add to make it
a little more interesting. Lets add something fruity. I will then allow the students with dried fruit
to add their ingredient to the trail mix. I will continue this process until the trail mix is complete. I
will say, This trail mix actually shows us why immigration is a good thing. All of the ingredients
are good on their own, but they are better when we put a bunch of different ones together. So
just like our communities are good just the way they are, they are better when we have different
types of beliefs/foods (list things from the list we made earlier) in one place for us to experience.
Immigration allows us to have good variety (a group of things that are different) because people
from different countries share different things with us.
Closure I will have students think about the best thing they learned today. I will ask What was
your take away from today? What was the big idea that we learned? Students will all write this
on post-its and stick them to the board. I will read a few key ones aloud. If students finish early,
they may look at the childrens literature selection about immigration.
Independent Practice (ACEI 2.4 & ACEI 3.3) Quiz that asks the questions: What is
immigration?, Why is immigration a good thing?, and How is trail mix activity a good
example of what makes immigration good? Students will get trail mix as they take their quizzes.
If students finish early, they may look at the childrens literature selection about immigration.
PLAN FOR ASSESSMENT (ACEI 4.0)
Formative: Participation in activities/brainstorming. Responses during the several think, pair, share
activities. Quiz during independent practice.
Summative: Creative choice project at the end of the unit that demonstrates understanding of
immigration
REFLECTION AND POST-LESSON ANALYSIS
1.
2.
3.
4.
5.
6.

How many students achieved the lesson objective(s)? For those who did not, why not?
What were my strengths and weaknesses?
How should I alter this lesson?
How would I pace it differently?
Were all students actively participating? If not, why not?
What adjustments did I make to reach varied learning styles and ability levels?
a. Blooms Taxonomy
b. Gardners Multiple Intelligences
7. How can I help students understand how immigration applies to them?

Readiness

Needs Improvement
1

Emerging
Competence 2

Competent 3

Outstanding 4

Lesson objectives are

poorly written and/or
have little or no
connection to learning
goals or standards.
Little connection
exists between
objectives and lesson
activities and
assessments.

Lesson objectives are

correlated with
learning goals and
standards. The
connection between
objectives and lesson
activities and
assessments is weak
or unclear.

The lesson plan

contains objectives
that connect goals
and standards with
lesson activities and
assessments.

The lesson plan contains

clearly stated content
objectives. Objectives are
logically connected to
appropriate goals and
standards and are
consistent with lesson
activities and assessments.

The anticipatory set is

missing or has little or
no connection to the
goal or content of the
lesson.

The connection
between the
anticipatory set and
lesson objectives and
content is weak or
unclear.

The anticipatory set

is clear and direct
and focuses students
attention on the
lesson.

The anticipatory set

connects the current
lesson with previous and
future learning and focuses
students minds and
attention on the days
lesson.

The statement of
purpose is ambiguous
or worded so
generally that the
connection with the
content of the lesson
is not apparent.

A statement of
purpose is included in
the lesson, but has
little power to
motivate students and
capture their
imaginations.

The statement of
purpose is clearly
connected to the
content of the lesson
and is presented in
terms that are easily
understood by
students.

The statement of purpose

has the power to capture
the imaginations of
students and motivate
them to accomplish the
expected learning.

Plan For
Instruction

Needs Improvement
1

Emerging
Competence 2

Adaptation to
Diverse Students

Few or no instructional
opportunities are
included. Any
instructional
opportunities are not
developmentally
appropriate or
adapted to diverse
students.

Instructional
opportunities are
provided in this
lesson; however, they
are not adapted to
diverse students.

Instructional
opportunities are
provided in this
lesson. The
opportunities are
developmentally
appropriate and/or
are adapted to
diverse students.

Specific instructional
opportunities are provided
in this lesson that
demonstrate the
candidates understanding
of how students differ in
their development and
approaches to learning.
The instructional
opportunities are adapted
to diverse students.

The candidates
lesson plan suggests
that he or she is not
familiar with the
themes, concepts, and
modes of inquiry
drawn from the
academic fields of the
social studies.

The candidates
lesson plan suggests
emerging familiarity
with the themes,
concepts, and modes
of inquiry drawn from
the academic fields of
the social studies.

The candidate
demon-strates an
under- standing of
the themes,
concepts, and modes
of inquiry drawn from
the social studies in
his or her lesson
plan. He or she
develops experiences
to help elem.
students learn about
major social studies
concepts. The
candidates lesson
plan demonstrates an
understanding of the
major concepts and
modes of inquiry
from the social
studies, and enables
stu- dents to learn
about the major
themes that integrate
knowledge across the
social students and
helps them become
productive

The candidate
demonstrates in-depth
knowledge and
understanding of how the
major concepts and
themes of social studies
are integrated across
academic fields in his or
her lesson plan.

Goals
Objectives
Standards

Anticipatory Set

Purpose

ACEI Standard 3.2

Lesson Presentation

Social Studies
ACEI Standard 2.4

The candidate does

not demonstrate
understanding of the
major concepts and
modes of inquiry from
the social studies, and
does not promote
elementary students
ability to make
informed decisions as
citizens of a culturally
diverse democratic
society and
interdependent world.

The candidate
demonstrates limited
understanding of the
major concepts and
modes of inquiry from
the social studies, and
minimally promotes
elementary students
ability to make
informed decisions as
citizens of a culturally
diverse democratic
society and
interdependent world.

Competent 3

Outstanding 4

The candidates lesson

plan demonstrates an indepth understanding of the
social studies and a
significant ability to help K6 students learn the
essential concepts and
become productive
participants in a
democratic society.