Pre-Planning:
OBJECTIVE
What will your students be able to do?
Students will be able to understand the
process for immigrants traveling through Elis
Island into the United States by answering text
dependent questions and engaging in
discourses with one another.
PREREQUISITE SKILLS
What will your students need to know to
master the grade-level objective?
• Explain who an immigrant is?
• What are the varying views about
immigrants in the United States?
Preplanning
ASSESSMENT
How will you know whether your students have made progress toward the objective? How and
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Lesson Plan Template
Revised April 13, 2017
CONNECTION TO ACHIEVEMENT GOAL
How does the objective connect to your
achievement goal?
The objective connects to students
achievement goals because it enables
scholars to have extended practice with
asking and answering questions. Scholars will
be able to expand their understanding of
immigrants and how the US is composed of
many diverse people by engaging in
conversation with each other. As students
discuss a topic with real world application,
scholars will be able to see how what they are
learning in the classroom is very applicable to
the world around them. Students’ level of
comprehension will also be addressed as they
work towards referencing the text to answer
text dependent questions that will expand
their understanding of immigrants. Scholars
will engage in authentic discourse with one
another as they discuss the topic of
immigrants and how these individuals play a
fundamental role in the global word.
DIAGNOSTIC
How will you assess students’ mastery of
these foundational skills?
I will listen in on students’ conversation as
they provide responses to the discussion
questions.
-Immigrants are people who leave another
country to move to a new one.
-Immigrants come to countries for different
reasons.
1
JMunn 3/11/2018 3:55 PM
Comment [1]: One of the common core state
standards for reading is asking and answering
questions (Common Core State Standard
Initiative, 2015). Although this is a lower level
task, my students benefit from practicing this
skill because I teach several English Language
Learners as well as students that are currently
reading below level. Practicing this standard will
help scholars engage in academic discourse,
which will aid them in their comprehension of
the passage “Ellis island”. Aside from this ELA
standard, students also practice one of the
National Council for Social Studies standard by
discussing how people create and change
structures of power, authority and governance
as it relates to people entering the United States
(n.d.). Students learned that during certain
periods, the number of people immigrating to
the US was high. Because of this, the
government changed the laws and begin to
deport certain individuals, while still allowing
certain individuals to enter and stay in the US.
This lesson helped my scholars to see how
immigrants have long been a part of the US
history. These strategies helped me to engage
my scholars by not only developing their
understanding of an important topic, but by also
making them a vital part of the class discussion.
Scholars were able to explore vocabulary
dealing with democracy. Students not only
discuss the term “immigrants” and
“immigration”, but they also discussed terms
such as “deportation, poverty, political
persecution”. By exploring these social issues, I
was enabling my students to become well
rounded citizens that may one day make
meaningful contribution to their community.
JMunn 2/12/2018 9:44 PM
Comment [2]: The raising the bar
questionnaire pushed me to think about ways I
can begin to teach my students to think about
“all citizens”. As an introduction to the lesson,
students were able to share their background
with peers in the class. Scholars were able to
see that their classroom is made of many
diverse people, including immigrants from
various countries (Liberia, France, Nigeria,
Nepal). Students did not only deepen their
understanding of how our world is made of
many diverse people, but they also saw that our
classroom is very diverse as well.
Students cultural background and interest were
highlighted as we discussed students that were
immigrants and hat they experienced when they
relocating to the United States
Preplanning
when will you assess mastery?

Students will provide a written response to the following questions:

1. Why did immigrants come to America in the 20th century? Are the reasons similar to JMunn 3/11/2018 3:57 PM
why people immigrants to the US now? (2pts-answer both parts of the question) Comment [3]: I was able to integrating
-countries were experiencing hard times (food shortage, widespread poverty, political speaking and listening activities to connect
persecution) history to students life by first giving students
time to write their response down to the
-Yes, the reasons are similar. People immigrant now to better the lives of themselves assessment question before putting them in
and their family (escape poverty, get a better education). Others however immigrant to groups to discuss their response.
simply reconnect with their families and friends.
Scholars to discuss rights of citizens and how
2. What are your views about immigrants coming to the US? Explain referencing we each have a responsibility to ensure that
humans basic rights are being met (despite
evidence from the text and your own personal experience. (2 pts-answer question & whether they are immigrants or not).
provide support).
JMunn 3/11/2018 3:57 PM
Comment [4]: During students independent
writing time, they were encouraged to think
about opposing views in order to create counter
arguments that will help strengthen their own
views (instructional focus five-citizens
expressing their views).

KEY POINTS
What three to five key points will you emphasize?

• Ellis Island was an immigration station in New York from 1892 to 1954.
• Over 12 million immigrants from various part of the world (Italy, Ireland, German,
Russia) entered the United States through Elis Island.
• Many countries around the world were experiencing hard time when Elis Island open,
thus a lot of people began migrating to the United States around that time.
• A lot of families left their home country and sought refuge in the United States
because of food shortages, widespread poverty, and political persecution.
• Because a lot of immigrants were migrating to the US, the government passed a law
in the 1920s that made it harder for immigrants to enter the country. Some people
were getting deported.

Lesson Cycle
OPENING (__ min.) MATERIALS

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Lesson Cycle
How will you communicate what is about to happen?
How will you communicate how it will happen?
How will you communicate its importance?
How will you communicate connections to previous lessons?
How will you engage students and capture their interest?
• A picture of Elis Island will be display on the board -Doc Camera
• I will ask students to state who an immigrant is and any facts they’ve -Picture of Elis
learned about immigrants. island
• Students will be asked whether they’ve heard about Elis Islands. If no
students have any knowledge about this, I will try to stimulate their
interest by asking if any students are immigrants or if their parents
immigrated to the United States. Students will get the opportunity to JMunn 2/12/2018 11:30 PM
share which countries their family were originally from. Comment [5]: I made the topic of immigration
• Students’ attention will be brought to the picture of Elis Island. personal by sharing my own story before asking
scholars to share if they or someone in their
Scholars will be informed that Elis Island was an immigration station
family was an immigrant.
in New York.
JMunn 2/12/2018 10:53 PM
Comment [6]: Students were eager to share a
loud. I learned that some students that
immigrated to the United States have spent less
than 1 year in the country. Scholars were able
to discuss the first standard in the NCSS-
Culture (n.d.). Students learned that although
they are similar, they are also different because
of their country of origins. Although their
background differs (migrated from different
countries), scholars learned that many
INTRODUCTION OF NEW MATERIAL (_10_ min.) MATERIALS immigrants have the same trait in common in
What key points will you emphasize and reiterate? that they are in search for a better life for
How will you ensure that students actively take in information? themselves and their families.
How will you vary your approach to make information accessible to all students?
Which potential misunderstandings will you anticipate?
Why will students be engaged/interested?
-Picture of Elis
• Students will be shown the picture of Elis island as it was in the 1900s island
and how it is currently -Elis island
• Scholars will then listen as I read aloud the short passage “Elis reading and
Island”. Scholars will then go back and reread the text and underline worksheet
important details they are learning about Elis Island and immigration.
• Students will be given 2 minutes to converse with their peers in small JMunn 2/12/2018 10:55 PM
group about the details that were of interest to them. I will then call on Comment [7]: Students practice their close
scholars to share aloud. reading skills as they learn about a social
studies topic by underlining key details and
• Students will be engaged because they will be learning about the circling unknown words.
history of the US and how immigrants played a fundamental part in
establishing the US. Students will be able to make connection to
immigrants as their parents, grandparents or themselves may had
migrated from another country to the United States. Scholars will
begin to see their connection to the global world. JMunn 2/12/2018 11:43 PM
Comment [8]: One misconception that I did
not anticipate that arise during the lesson is
students misunderstanding of the word
“country”. Scholars were trying to state that they
were immigrants because they moved from
another “state”. I asked students to restate what
makes a person an immigrant. We focused on
the word “country”, thus addressing some
students’ misunderstanding.

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Lesson Cycle
GUIDED PRACTICE (__ min.) MATERIALS
How will you clearly state and model behavioral expectations?
How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard?
How will you monitor and correct student performance?
Why will students be engaged/interested?

-I will utilize positive narration to highlight students that are on task and attentively -SLANT anchor
engage in the class conversation chart
-I will reference our SLANT anchor chart for behavioral expectation
-Elis island
-All students will all be able to work with their table group to answer the following reading and
discussion questions: “Think about your Family. Do you think it’s possible that any question
of your relatives came through Elis island?”
-Scholars will begin by discussing in small groups to further their understanding, JMunn 2/12/2018 11:35 PM
and will then be able to share whole group. Comment [9]: This question pushed scholars
to not simply think about their own experience,
- Students will use the arts to express their understanding of why individuals tended but that of their ancestors. I noted that several
to immigrant to the US by creating still images of the various reasons individuals of my scholars were not aware of where their
immigrated to the US (holding onto their belly to show they’re hungry; scared face family originated, so they could not say with
confidence if any of their family members
showing they are afraid of prosecution; sad face showing they miss their family) entered America through Ellis island. This
question allowed me to encourage my students
to begin conversing with their parents about
their family background in order to provide a
more knowledgeable response.

INDEPENDENT PRACTICE (__ min.) MATERIALS

How will you clearly state and model behavioral expectations?
In what ways will students attempt to demonstrate independent mastery of the
objective?
How will you provide opportunities for extension?
Why will students be engaged/interested?
• Before students begin their independent practice (answering the question -worksheet
as to why immigrants come to America), scholars will be reminded as to with questions
which voice level they will be using (level zero-silently working on your -interview
writing task by yourself). survey for
• Students will attempt to demonstrate independent mastery by remaining extended
focus as they write about their views on immigration and what they’ve practice
learned about why people immigrate to the US. Scholars will reference the
text when providing evidence as to why immigrants sought to migrate to the
US.
• I will provide opportunities for extension by enabling scholars to JMunn 2/12/2018 10:42 PM
independently completing the survey immigrants had to take before Comment [10]: Going back into the text to
receiving the OK to stay in the US. Students will write a reflection as to how provide text evident is an important skill good
readers must practice. My students were
they felt about the interview question. Were the questions that were asked
providing me with good reasons as to why
to determine eligibility to remain in the US fair? people immigrant to other countries, however at
the beginning of the discussion they were failing
to reference the text (as instructed) in order to
provide text evidence. I asked scholars to
support their thinking by reading a line from the
Ellis island passage that provided text evidence
for their response.

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Lesson Cycle
CLOSING (__ min.) MATERIALS
How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of (or
progress toward) the objective?
Why will students be engaged/interested?

-Students will be asked to share whole group what they thought was most N/A
interesting from today’s lesson. (Learned about Elis Island and that a lot of JMunn 3/11/2018 3:59 PM
immigrants entered the United States through Elis Island.) Comment [11]: Students will be given a final
th opportunity to express their views about
-Scholars will be asked to make a connection to immigrants in the 20 century to immigrants and immigration with the class after
immigrants now. Are their reasons for relocating similar or different? independently recording their thoughts down.
-Students will be given time to openly engage in discourse with one another. Students’ awareness and understanding of
Scholars will be able to independently make the connection that America is a very immigrants was peaked and scholars begin to
diverse country because it’s made of immigrants. Although we may be different make connection as to how immigrants played a
from one another, we are all in search of the same life aspiration (safety, happiness, fundamental role in the US history.
and prosperity). I was able to determine that the lesson was
-All scholars will be able to participate by either agreeing or disagreeing with success for about 80% of scholars. As I walked
statements/conclusions made by their peers. around while students wrote in their journal
independently, I noted that they were drawing
personal connection from what we discussed.

References:

Common Core State Standards Initiative. (2015). English language arts standards. Retrieved

http://www.corestandards.org/ELA-Literacy

National Council for the Social Studies. (n.d.). Curriculum standards for social studies. Retrieved

https://www.mhschool.com/socialstudies/2009/teacher/pdf/ncss.pdf

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