TGC Fellow Unit Template *

Prepared by: Sonja Kosanovic School/Location: East Leyden High School, Franklin Park, IL
Subject: Special Education English III, American Literature Grade: 11 Unit Title: First Settlers Time Needed: 4 weeks
Unit Summary: Students will be learning about the Pilgrims and why they left England. They will examine the perspectives of those in
England, the Pilgrims, and the Native Americans. They will examine and reflect on their own perceptions of immigration and why
people leave their countries of origin. They will make connections to the modern day issue of refugees and create a campaign of
awareness.

Stage 1 Desired Results

ESTABLISHED GOALS:
1. Describe the reasons the Pilgrims
came to the colonies and why people
leave their countries/places of origin.
2. Read/research and build knowledge.
3. Recognize and express their own
perspectives in immigration and
determine how that has changed
based on exposure to a variety of
texts and media.
4. Select and use appropriate
technology, media, and literature to
share insights, findings and concepts
with diverse audiences.
5. Reflect on how effective reading,
writing, listening, and speaking
contribute to their capacity to
advocate for and contribute to
improvement locally and globally.
Transfer
Students will be able to independently use their learning to(real world purpose)
T.1 investigate the world beyond their immediate environment;
T.2 recognize and respect perspectives;
T.3 reflect on their perspectives and any changes in their beliefs;
T.4 communicate their ideas effectively with a diverse audience.
Meaning
UNDERSTANDINGS ESSENTIAL QUESTIONS
Students will understand E.1 Why did the Pilgrims make the decision to
U.1 the Pilgrims experience as they left their leave England and what were the
homes, made the voyage and settled in Plymouth consequences of that action?
U.2 it doesnt matter what the place of origin is, E.2 Why do people leave their countries of
people will go to great lengths and sacrifice origin?
much to seek and create a better life for E.3 What challenges do they face as
themselves and their families; immigrants?
U.3 the Pilgrims were the first immigrants here, E.4 How can we embrace change and
but we are all descendants of immigrants (except challenges?
for Native Americans).

Global Competencies:
Acquisition
1. Investigate the world beyond their
Students will know (Content) Students will be able to (Skills)
immediate environment. 1. why the Pilgrims came to the New S.1 articulate their own beliefs and
2. Recognize perspectives other than World; understandings;
his/her own. S.2 reflect on these beliefs;
 3. Communicate ideas effectively with
diverse audiences.
4. Take action to improve conditions.
Assessment
Assessments FOR Learning: (ex: kwl chart,
exit ticket, observation, draft, rehearsal)
1.Journal with values line-up
2.Small group discussion
3.Word sort
4.KWL of Pilgrims
5.Jigsaw (Royals, Pilgrims, NA)with non-fiction
discussion sheet
6.Agree/Disagree/Unsure Discussion related
to refugees
7.Edpuzzle with questions
Assessment OF Learning: (ex: performance
task, project, final paper)
1.Socratic SeminarFreedom
2. what hardships they faced S.3 conduct research on current conflict in the
before/during/after they left home; world (such as Syria);
3. that conflict in the world exists today S.4 communicate what is happening to the
forcing people to make difficult choices refugees (ex: Syrian, Libyan);
S.5 Raise awareness about a global issue in a
to leave their countries and what have
thoughtful manner.
been the consequences for people as a
result of these choices.
Stage 2 - Evidence
Evaluation Criteria (Learning Target or Student Will Be Able To)
1. Student will be able to respond to a prompt in 3-4 sentences.
2. Students will be able to understand terms as they relate to Pilgrims, Native Americans and
Royals.
3. Students will be able to individually complete the KW of a KWL and will come together as a class
to share. Eventually, the L will be completed.
4. Students will be able to read and discern important information to share with their groups and
create thoughtful discussion questions.
5. Students will be able to share their opinions/beliefs in an appropriate manner.
6. Students will be able to listen thoughtfully and respectfully to their peers whose opinions may
differ from their own.
7. Students will be able to answer questions related to visual and written material to describe the
reasons the Pilgrims came to the colonies and the effect that had on the 3 groups (Pilgrims, Native
Americans, Royals).
1. Students will be able to construct thoughtful questions and responses to diverse opinions.
2.Saw/Fear/Did visual representation for
Pilgrims in small groups (thinglink)
3.Student choice for public awareness
campaign for refugee crisis done in small
groups (posters, glogster, public service
announcement, tweets, youtube video,
thinglink)
4.Padlet responses 1:1:1 (learned, connection,
question)
2. Students will be able to empathize with the Pilgrims circumstances and that of refugees in crisis
today.
3. Students will be able to read/view for information discerning important information and take
notes to reflect this.
4. Students will be able to select and use appropriate technology, media, and literature to share
insights, findings and concepts with diverse audiences for a public awareness campaign.
5. Students will be able to reflect on how effective reading, writing, listening, and speaking
contribute to their capacity to advocate for and contribute to improvement locally and globally.

Stage 3 Learning Plan

Summary of Key Learning Events and Instruction ( Make this a useful outline or summary of your unit, your daily lesson plans will be separate)

Week One:
1.Students will respond to a prompt in 3-4 sentences: How would you feel and what would you do if you had to move to a totally new place
knowing you could never go back?
Students will determine where they fit in a physical continuum where one end of the room is, That would be so cool! What an adventure! To the
other end of the room, I cant even imagine moving away from everything I know and my friends and some family. They will line up by conversing
with their peers to determine where they should stand in this line. The line will divide and slide so they can discuss with a partner how they came
to this decision.
2. Students in small groups will do a word sort with terms related to the Pilgrims, Native Americans and the Royals. Groups will present their
reasons behind their sorting. Headings will not be given. Students will either take a picture of their sort or write the words on a word sort
document
3. Students will individually complete the KW of a KWL and will come together as a class to share. Eventually, the L will be completed.
4. Students will complete a non-fiction discussion sheet in jig-saw fashion using colored numbers to determine which group (Pilgrims, Native
Americans, Royals) and what responsibilities they each have.
5. Students (as a class) will read William Bradfords Diary excerpt from Of Plymouth Plantation with discussion and questions.
6. Students will revise the original word sort to see if there were any changes.
7. Students will complete the L in the KWL chart.

Week Two:
1. Students will create a thinglink in their groups with 2-3 facts, 2-3 perspectives and 1-2 opinions about respective groups. They will share these
with the class.
2. Students will create 1-2 minute vlogs of their families immigration experiences. Focus questions will be why did the family decide to leave their
country of origin and what challenges were faced. These will be shared with the class through a classroom youtube channel. (hopefully)
3. Students will respond to peer vlogs with 1 positive comment and either a connection or suggestion on notecards.

Week Three:
1.Students will respond to a journal prompt: What is your understanding of a refugee and refugee crisis?
2. Students will share opinions through Agree/Disagree/Unsure related to refugees and refugee crisis.
3. Students will view and answer questions on an aspect of the refugee crisis through edpuzzle.
4. Students will read various articles/watch videos on the refugee crisis and annotate for information.
5. Students will determine and begin work on their public awareness campaign by determining how to share the information in the school
community and taking action to prepare to share such as video announcement request (every other Friday), school newspaper article (monthly),
daily announcements, #leydenpride, Thinktank (club), and brainstorm other ways to reach our student body.

Week Four:
1.Students will continue their work on their public awareness campaign and use various media such as posters, glogster, public service
announcements, tweets, youtube video, thinglink, etc. Students will determine this.
2. Students will share their information with the USH class and invite admin.
3.Socratic seminar on freedom
4. Students will respond to a journal prompt on why change is necessary sometimes and how to accept the challenges that come as a result.
5. Students will complete a reflection on padlet: 1 thing they learned, 1 connection, 1 question they have

*Out of the awareness campaign, we will determine an action that the students would like to take on to support the refugees.

*adapted from Understanding by Design Model

TGC FELLOWS UBD Lesson Template

Lesson Title: Intro to Refugee/Refugee Crisis Subject: Special Education English III/American Lit. (approx. 12
students) Prepared by: Sonja Kosanovic

Materials Needed: Chromebooks for journal responses, journal prompt, agree/disagree/unsure signs posted in
classroom on 3 separate walls, prompts for a/d/u activity, ( unfairytales if time permits)

Global Competency: Recognize Perspectives

Where is the lesson going? Students will begin to understand what a refugee is and what a refugee crisis
(Learning Target or SWBAT) is. Students will learn about their peers perspectives toward refugees and
immigrants.

Hook: Tailored Differentiation:

Online Journal Prompt: What is your understanding of a refugee and Students will share their decisions on why
refugee crisis? Students will take the first 5-7 minutes of class to they chose to agree/disagree or why they
write and then we will share responses and provide clarification. are unsure. Students who have more
Equip: difficulty in verbal expressive language will
be allowed to restate a peers ideas in
Review the process of the activity Agree/Disagree/Unsure. A her/his own words.
statement will be read and students will physically move to the part
of the room that reflects their opinion. Each person will have the
opportunity to share/justify why they chose that position and will
also be able to change her/his position if inspired by a peers
reasoning to do so. Prior to the activity, we will review what
respectful listening looks like and sounds like so that each persons
thoughts can be acknowledged in a respectful manner.
Rethink and revise:
Discussion moderating as needed to ensure their perspectives are
heard and that they maintain respect for each others viewpoints.
Evaluate:
Students will work alone and write exit tickets on a notecard. One
side will be one question they have and the other side will be one
concern that they have. Questions and concerns will be compiled
and posted in the classroom without student names attached.

Notes:
If there is time, watch some short Unicef unfairytales such as Malak Organization:
and the Boat.
https://www.youtube.com/watch?v=MT49ghJ7aGA
Have a list of 8-10 statements prepared
for A/D/U for discussion although 5-7 will
likely be used.

Have signs clearly posted in the room with

furniture moved so students can stand in
those locations. Move any chairs out of
the way so students do not sit down. It is a
standing/moving activity.