Name Maria Date Diaz

Elements of a Good Lesson Plan HUMAN SYSTEMS

URL link to the lesson plan reviewed is: https://www-
tc.pbs.org/independentlens/newamericans/pdfs/tna1_youhaveto.pdf

Title:You Have to Live in Somebody Elses Country to

Understand
Author: Patty Litwin
Overview what the lesson is about (Is an overview provided?)

No overview is provided.
(Background information needed by the teacher to learn about the topic) (Is
there additional background provided?)

There is no background information provided but there is a section titled Related Resources
where links to slideshows, videos and interactive websites relating to immigrants or New
Americans. Unfortunately the links for Life 360: The Immigrant Experience, The City/La
Ciudad and Taxi Dreams: Meet the Cabbies aren't working.

Grade Level (For what grade level(s) is this lesson appropriate?)

No specific grade level is suggested

Amount of Time needed to teach (How long will it take to teach this lesson?)

There is no time estimate provided, but since the lesson plan revolves around one
activity I would assume 1 class period should suffice.
Materials Needed (Are the materials needed by the teacher listed? Are the materials needed by the
students listed?

The following list is provided: Materials

Chalk and chalkboard, or chart paper and markers
The poem "You Have to Live in Somebody Else's Country to Understand"
Homework assignment but there is no explanation to the Homework Assignment
anywhere in the lesson plan. Also not mentioned but you will need a participant who
speaks a second language that most of the students in the class dont.
(Key Terms list of vocabulary that the student needs to learn or will learn as
a result of doing this lesson) (Is there a list of vocabulary that students are to learn? Know?)
None provided
 Standards and Skills addressed (Are a specific set of standards, such as the National Geography
Standards or others identified? Area specific skills identified, like map skills?

There is a link to national content standards, but the link doesnt work. However I
think this lesson plan addresses standards 12&13 (explanation in the evaluation).
Objectives: By the end of this lesson, students should be able to . . . (How many
objectives are there for this lesson? What are the key Blooms objectives?)

Objectives suggest students will analyze the contents of a poem about immigration,
and reflect and connect it to their personal experiences in order to recognize and
empathize with new Americans feelings and experiences.
Under Objectives the lesson plan states:
Students will:
Reflect (Application) on personal emotions associated with being an outsider
Recognize (Knowledge/comprehension)newly-arrived Americans' feelings and
experiences
Empathize with new immigrants who encounter alienation and isolation living in a
new land (Product) This is a goal cant teach empathy directly nor assess it.
Analyze (Analysis) a poem about immigration (Content)

Procedures (Are specific instructions for teaching the lesson given? Are they numbered? Divided into
opening, developing, concluding? Written to the teacher what the teach should do and say?)

There is a specific area designated to procedures there are 9 numbered steps, not
divided into any specific categories. The instructions are written to the instructor and
contain specific instructions on what to do and say.
They provide sample discussion questions and a few directions that can be directly
read off the text.
Opening the Lesson
Steps 1-2 open the lesson. Guest reader will introduce her/himself to the class in
second language. Have students close their eyes and listen quietly. Have guest read
You Have to Live in Somebody Else's Country to Understand.
Developing the Lesson
Steps 3-6 develop the lesson. Have guest give these instructions in second language:
"Please take out a piece of paper and complete this journal assignment in five
minutes. Describe a time when you felt like an outsider, or when someone made
judged you without knowing you and/or being aware of your circumstances.
 Then repeat the instruction in English indicating that this is for the benefit of those
who are non-native speakers of the guest's second language. have students discuss
their reaction in groups. These sample questions are provided:
How did you feel when they did not understand the language?
What did you want to do when the reader begin to recite in a language with which
you were unfamiliar?
Were you able to pick up on any aspect of the poemcadence, emotiondespite not
knowing the language?
For those who might have understood the language, how did the poem make you feel?
What was your thought about classmates who could not understand the poem? How
might you have helped them?
How might the teacher and the reader have helped you to understand the poem?
Bring the discussion together and ask them the following: Based on this activity,
what are some of the issues immigrants face when they arrive somewhere new?,
bring guest into the discussion.
Concluding the Lesson
Steps 7-9 conclude the lesson.
Handout/read poem in English, conduct a discussion and ask students to write a
response. Step 9 has to do with a homework assignment that is not explained.
.
Assessment (Summative) how you know that the student has achieved the
objective(s) (Is the specific assessment provided? Are ideas provided for Formative Assessment given?)
There are no formal or informal assessments provided for this lesson.
If Rubric used to assess it should be provided. (Are guidelines for how to grade
or a rubric provided.)

There is no rubric.
(Extensions modifications for different ability groups and/or grades) (Are
there ideas of how to modify the lesson for students of different abilities, ESL, different grade levels? Are additional
ideas for teaching the lesson provided?)

Homework assignment is the only extension suggested but its not attached to the
lesson.
Works Cited resources used by author to create the lesson, if not original
(Does the author of the lesson cite sources he/she used to create the plan? Are other websites provided for
additional information?)
No works cited provided, only credits besides the author is this statement that credits
the poems publisher Published in 1986 by the Anti-Defamation League for the "A
World of Difference" project.
Handouts ready to reproduce (Are all worksheets needed provided?)

No handouts other than the poem are provided.

Answer Keys (Are responses to questions provided? Are answer keys for worksheets, quizzes, etc.
provided?)

No Answer key.
(Technology Component) (Is there use of technology in the lesson? By whom teacher, student, for
research to create a product, as a resource?)

No technology component.
YOUR EVALUATION OF THIS LESSON PLAN: (Evaluate the quality of the lesson idea/lesson plan. Remember
that evaluation involves using criteria on which to base your comments. Indicate how the lesson is connected to the National
Geography Standards. Include modification you might make to teach the lesson or to make it a stronger lesson.)

Although its not explicitly stated this lesson plan addresses National geography
standards 12: The processes, patterns, and functions of human settlement because It
makes students aware of different languages and cultures that coexist in the world
and in this country. The poem itself shows the functions of human settlement or
specifically resettlement or migration. It also addresses standard 13:How the forces of
cooperation and conflict among people influence the division and control of Earth's
surface because It lets students experiences the emotions, anxiety and confusion that
can come form relocating to a different culture. Conflict often follows anxiety and
confusion. Students also understand that their language is not central and that at
anytime they may find themselves no longer the center of the conversation. It can
also make them aware of forces of cooperation that are necessary to successfully
integrate new Americans into our society. It also helps student develop a scientific
imagination and critical thinking and self expression skills.
Personally, I believe this lesson idea is a deep and powerful way to foster
growth and deep understanding of National Geography standards 12,13 and Human
systems in general. When it comes to human geography data and statistics cannot
show that behind every number is a human, just as valuable as another, and so i
believe this subject should not be generalized or studied or taught through methods
suitable for other scientific fields.
However, since this activity provides no formal or informal assessments it is not
of a quality that I would feel comfortable utilizing in its current state. To measure
growth and understanding after completing the activity I would also show the trailer
for my brown eyes if we have time. I would assign students a story from
myimmigrationstory.com, I would ask them to fill out a work sheet similar to this:
Worksheet. I would ask students to research what a day of school would be like in the
country their child is from, and state the similarities and differences they share. Then
I would ask them to write about some of the things they can do to help the student
feel welcomed and comfortable if they were to start their new life in our school. I
would create a simple rubric that would assure they had researched their topic,
included geographical terms, and connected their story to the story they were
assigned. This way students who are shy and don't like to participate in discussion can
have a safe platform in which to express themselves and their lack of participation is
not confused for disinterest. It would also allow children to show all 5 skills from
Blooms cognitive taxonomy wheel.