Title of Lesson: Telling our Immigration Stories through Art

Name: Francesca Lipari

Grade: 3
READINESS
I. Goal(s)/Objective(s)/Standard(s)
A. Goal(s) Students will become aware of the uniqueness of the heritage of their fellow
citizens through learning about their origins in immigration.
B. Objective(s) Through creating artwork as a part of a lesson, students
will identify what countries their families immigrated from and a way in
which that country's culture is integrated with ours.
C. Standard(s)
NCSS: Strand 1 (Culture), Strand 8 (Global Connections)
3.1.9 Define immigration and explain how immigration enriches community.
3.6.2 Create artwork that communicates personal ideas and experiences.

II. Materials: Computers for all students, access to family history database, index cards, coloring
materials, Immigration Art Project sheets for all students
III. Anticipatory Set: Do you all remember when we first started talking about immigration how
I told you about how my grandma immigrated to the United States from Italy? I created
something to show people where my family came from, and how we have things from that
country in the United States now. Let me show you what I mean.
(I will have two index cards mounted on colorful construction paper. One index card will have a
colored picture the Italian flag, since my family emigrated from Italy. The other index card will
have a colored picture of food from Italy that we now eat in the United States. I will explain the
symbolism of both cards, and tell the students that they will make their own to show the
immigration history of their own families. I will show the picture below to discuss how we will be
using these cards to make a class tapestry.)

V. Purpose: This will help you to understand immigration on a personal level, learn more about
yourself, your family, and your classmates.
PLAN FOR INSTRUCTION
I. Adaptations: Students who will have trouble gathering the information will
be paired up with project buddies to assist them.
II. Lesson Presentation (Input): I will have given students an assignment the night before this
lesson to help them gather some of the information they might need. Students will be given a
sheet of questions to ask their parents, and students will record the answers they get. Questions
will include:
Do you know what country our family members immigrated from? How do you know?
Do we have any parts of the culture of that country as a part of our family? (Examples
could be specific foods, language, music, or faith/religion)
Do we have any pictures or objects that tell our familys history?
List the names of all of the family members that you know about. Specifically the names
of grandma, grandpa, great grandma, great grandpa, and so on.
Students will be responsible for using this information and the information they find through
guided research to create their part of the art project. I will guide the students research by
teaching them how to use a public database for finding information about family history. I will
also give them a sheet about what information they should try to find out (see other document).
III. Guided Practice (Output): Students will work through the instructions sheet attached as
guided by the teacher. After each student shows me their completed work, they will get the
materials to complete their art project.
IV. Review Learning Outcomes and Closure: All students will get to give a very short
explanation of what they created one at a time as they come up to add their work to the class
tapestry. This procedure will be very structured so that transitions between students will not
waste a lot of time. Students will have a set order, and this order will be displayed on the board,
so that they know who is going next. The student after the present presenter will be on deck in
order to shorten transition times.

I will discuss how all of these different kinds of people and cultures make our community
together.
V. Independent Practice/Extending the Learning: I will call each student up during an
independent work time later in the day and prompt him or her to discuss how immigration
enriches a community.
PLAN FOR ASSESSMENT
Formative: Successful completion of the art activity, short presentation of
what they did for the art activity, discussion during independent practice
Summative: Creative choice project at the end of the unit that demonstrates
understanding of immigration.

EVALUATION
Self-Answer Questions
1. How many students achieved the objective? For those that did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Blooms Taxonomy
b. Gardners Multiple Intelligences
7. How does the art experience support the Social Studies lesson?