GCU College of Education

LESSON PLAN TEMPLATE

Section 1: Lesson Preparation

Teacher Candidate Amy Gair

Name:

Grade Level: 4th grade

Date: November 15, 2018

Unit/Subject: Reading/Social Studies

Instructional Plan Title: Ellis Island/Immigration Mini Unit – day 3 of 5

Lesson Summary and During small group rotations (4 different small groups of students),
Focus: students will rotate between four stations. This lesson is a continuation of
an ongoing immigration lesson; this is day 3 of 5. The skills we are
focusing on are using technology to learn about immigration, comparing
and contrasting immigration stories, and research the history of
immigration.

Classroom and Student 5 students with an IEP

Factors/Grouping:
5 students are Title 1 reading
4 students receive speech
2 students receive OT
2 students with 504’s
No ELL students
No students with Gifted Abilities

For this lesson, I have students grouped according to their reading ability
and we will rotate stations making sure the students who will be leaving
for Title 1 and Special Education will only miss the stations that are

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LESSON PLAN TEMPLATE

independent work that can be completed at another time.

National/State Learning Standard: 8.3.4.B.

Standards: Locate historical documents, artifacts, and places critical to United States
history.
Standard - CC.1.2.4.D

Compare and contrast an event or topic told from two different points of
view.

Standard - CC.1.2.4.G

Interpret various presentations of information within a text or digital

source and explain how the information contributes to an understanding
of text in which it appears.

Standard - CC.1.4.4.M

Write narratives to develop real or imagined experiences or events.

Specific Learning Students will use web technology to access immigration history.
Target(s)/Objectives: Students will develop an understanding of the concept of immigration.
Students will compare and contrast immigration stories.
Students will use graphs and facts to respond to several research-based
questions and activities.

Academic Language Immigration

Immigrants

These words have been discussed throughout this week and will be reviewed
during the small group rotations.

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Resources, Materials, Virtual tour link – http://teacher.scholastic.com/activities/immigration/tour/

Equipment, and
Technology: Virtual tour worksheet

Meet Young Immigrants link –

http://teacher.scholastic.com/activities/immigration/young_immigrants/
Meet Young Immigrants worksheet

Pack Your Bags! – Journal writing worksheet

Orange folder materials

Pencils for each student

iPads for each student

headphones for each student

Section 2: Instructional Planning

Anticipatory Set Time

Needed
We will briefly review the virtual tour that we are taking. We completed the introduction and
stops 1 & 2 the previous day. On the T.V. I will show the map we are using and point out those
10
parts of the tour. We will also discuss our vocabulary terms and then break into our small
minutes
groups. I will ask if there are any questions before we break into our small group rotations.

Multiple Means of Representation Time

Needed
 The first rotation, students will sit with me and their iPads to continue their 15
virtual tour of Ellis Island using the scholastic website minutes
http://teacher.scholastic.com/activities/immigration/tour/. We will continue the
tour started the day before. The stops today are 3 and 4. Students will read the
descriptions, answer questions, and view pictures.
 Students will work together with me to complete the questions asked about stops
3 and 4 using the Virtual tour of Ellis Island worksheet.
 If there is time during our rotation they can listen to audio, if not they can listen
on their own time

Explain how you will differentiate materials for each of the following groups:

 Students with special needs:

Students, who have a difficult time reading, will be given support by peers and myself.

 Early finishers (those students who finish early and may need additional

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resources/support):
Students who finish early, which would be the whole group since we are working
together, can explore audio and more photographs of the two stops.

Multiple Means of Engagement Time

Needed
 The second rotation, students will work either independently or in their small
group using scholastic website to complete “Meet Young Immigrants” 15
worksheet minutes
http://teacher.scholastic.com/activities/immigration/young_immigrants/ per
rotation
 If working together the Think-Pair-Share strategy will be used in small groups.
 This worksheet will be collected and reviewed as a formative assessment.
 The third rotation, the students will be working on their orange folder. This
folder is a compilation of worksheets that will assess the current skills for the
current reading unit. This folder will be collected and reviewed as a formative
assessment.

Explain how you will differentiate activities for each of the following groups:
 Students with special needs:

Students who need support reading will be offered support from peers when working in
small groups.

 Early finishers (those students who finish early and may need additional
resources/support):

Students who finish early may visit the virtual tour website to view any photographs or
audio that they did not have a chance to look at up to stop 4.

Multiple Means of Expression Time

Needed
Students will complete a journal entry “Pack Your Bags!” They will use the
knowledge of immigration that has been discussed so far this week to describe how they 15
would feel if they were moving to a new country. They need to write at least two minutes
paragraphs describing their feelings, thoughts, fears, excitement, and what they may be
looking forward to in their new country.

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Students will also take part in formative assessments throughout the lesson, “Meet Young
Immigrants”, the Virtual Tour of Ellis Island, and their orange folder. These formative
assessments will be collected and assessed to determine if I need to re-teach or re-direct
learning.

Explain if you will differentiate assessments for each of the following groups:

 Students with special needs:

Students who struggle with writing can use sentence starters that will be made available
on the white board.

 Early finishers (those students who finish early and may need additional
resources/support):

Students who finish early may visit the virtual tour website to view any photographs or
audio that they did not have a chance to look at up to stop 4.

Extension Activity and/or Homework Time

Needed
This lesson will continue for two more days until all stops of the virtual tour have been
completed. 2 more 1
hour
sessions

Rationale/Reflection
 Think-Pair-Share promotes engagement, communication, and collaboration
because all students get a chance to share their ideas or answers. This is
beneficial to students because they get to put their ideas into words, and hear and
discuss the perspectives of others.
 I am using small groups based on reading ability to allow for students to work
together with peers and brainstorm ideas. Grouping by ability also allows for me
to easily manage their rotations so the students who leave for pull out services
will be able to get their group work completed and just need time to catch up on
independent work. At times, the independent work can be completed in their pull
out service time.

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GCU College of Education
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Diane,
These are the worksheets I am using for my lesson. I did make some modifications; I changed
a question and cut off part of one to make the lesson more adaptable for my students. I left
them to get copied and have not received them to scan and attach. I am attaching these so you
have an idea as to what will be completed in each rotation.

© 2018. Grand Canyon University. All Rights Reserved.

GCU College of Education
LESSON PLAN TEMPLATE

© 2018. Grand Canyon University. All Rights Reserved.

GCU College of Education
LESSON PLAN TEMPLATE

© 2018. Grand Canyon University. All Rights Reserved.

GCU College of Education
LESSON PLAN TEMPLATE

© 2018. Grand Canyon University. All Rights Reserved.