Social Studies: Monday’s Lesson Plan

Group Members/Group Name: Jessica Sedalor and Patricia Rivera

Thematic Unit Theme: Time, Continuity, and Change
Lesson 1 Title: A land of Immigrants
Grade Level: 2nd Grade
Group Weebly space address: Http://secondgradeadventurers.weebly.com/
Lesson Length: 60 Minutes
Rationale for Instruction The first known migrants to the Western Hemisphere were the Native Americans. They were believed
to have come over from Asia. Many years after the arrival of the Native Americans, around 1492,
European immigrants began to migrate to the Americas. Students should begin to develop an
understanding of America as a land inhabited by immigrants from diverse places and recognize that they
are either descendants of immigrants, or, they are immigrants themselves.

NCSS Theme/Next NCSS THEME:

Generation Sunshine State Time, Continuity, and Change: Human beings seek to understand their historic roots and to locate
Standards/Common Core themselves is time. Knowing what things were like in the past and how things change and develop helps
Standards (LAFS/MAFS) us answer important questions about our current conditions.

SOCIAL STUDIES
SS.2.A.2.1- Recognize that Native Americans were the first inhabitants in North America.

SS.2.G.1.4- Use a map to locate the countries in North America (Canada, United States, Mexico, and
the Caribbean Islands).

LANGUAGE ARTS:
LAFS.2.W.1.1- Write opinion pieces in which they introduce the topic or book they are writing about,
state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to
connect opinion and reasons, and provide a concluding statement or section.
Learning Objectives  The student will be able to state who the first people in America were.

 The student will be able to define what an immigrant is and explain how immigration is
connected to him/her in at least one way.

 The student will be able to name at least 3 countries that immigrants were coming from between
1892-1954.

Modified 2/18 – Van De Mark from document created by L. Spaulding

 Social Studies: Monday’s Lesson Plan
Student Activities & UNIT PRE-TEST
Procedures Have the students play an immigration Scoot Game with the following questions: Immigration Scoot
Design for Instruction Game.

Directions:
1. The student’s desks should be placed in a large circle.
2. Place one question card on each of the desks and provide students with a Task Card Recording
Sheet.
3. Each student will begin the game at his/her own desk.
4. Students will stand in front of their desks, read the question on the Task Card, think about the
question, and then write their answer to the question on their Task Card Recording Sheet.
5. The student’s answers should be written in the box designated for that question; i.e., if the
question card says # 6, the student will write his/her answer in box # 6.
6. Students will remain at their desk with the question until they hear the word “SCOOT!” Once
the students hear “SCOOT!” they will each move to the desk that is directly to their left. (For
example, if a student is starting at card # 10, they will move to the desk that is immediately to
their left- if the cards are laid out in order, this card will be # 11.
7. This process will continue until all students have had a chance to answer each question.

* ESE/ESOL ACCOMMODATIONS:
 Provide extra thinking time and/or allow students to work with partners.
 Provide visual aids and simplify questions to the appropriate ELLs’ level; i.e., if student is
a beginning English learner provided him/her with simple yes or no questions or either-or
questions.

ANTICIPATORY SET

My World
1. Pass out a My World activity sheet to each student.
2. Tell the students that they are to draw and color a picture of our world in the box labeled “Picture
1”
3. Explain to them that they can use only 1 color crayon for it.
4. Stop students after 5 minutes of drawing and ask them to get out their color crayon boxes.
5. Tell them to draw a second picture of our world, in the “Picture # 2” box using different colors
of their choice. (8 minutes).
6. Once the students have completed their second picture, ask them to think about what picture they
like best and why.
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 Social Studies: Monday’s Lesson Plan
7. After providing students some think time, ask them to raise their hands if they liked their first
picture best. (Note: There will likely be few, if any, students who choose this first picture.)
8. Next, ask students to raise their hands if they liked the second picture best. Call on 2-3 students
to share why they liked the second picture more than the first.

The Crayon Box That Talked

1. Have students watch The Crayon Box That Talked.
2. After the story is complete, ask the students to share why it is important to respect and appreciate
all the different kinds of people in the world.
3. Explain to the students that our classroom, our town, and our country are very similar to the
crayon box in the story. That is, “we are surrounded by people who are different than us, but,
when we can appreciate each person for who they are, our world is a much kinder and colorful
place. Just like our pictures were better when we used all of our Crayons, our world is better
when everyone is a part of it (For the Love of Learning).”

* ESE/ESOL ACCOMMODATIONS:
 Read aloud includes visuals and words from story (captions).

Vocabulary
The unit on immigration can prove to have some challenging words for second grade students. To help
students navigate through the vocabulary, encourage the students to record their words in Alpha-boxes-
throughout the unit.
1. Pass out Alpha Box handout to students to keep in their social studies notebook. (Click here for
student Alpha-box.)
2. Have students keep out alpha-box handout for next activity.

**Possible vocabulary words that you may want to bring your students attention to are highlighted in
red throughout the lesson plans. (ESOL)

INSTRUCTIONAL INPUT AND PROCEDURES:

Have students do a Think-Pair-Share with the question: “How do you think America came to be so
diverse?”
 Discuss ideas that students present and introduce students to the following words:

Alpha-box
1. Write immigrant on the board.
2. Ask the students if they have ever heard of the word immigrant before.
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 Social Studies: Monday’s Lesson Plan
3. Define “immigrant”- a person who comes to live permanently in a foreign country.
4. Have students write the word and definition in the “I” box on their alpha box worksheet.
5. Ask students if they know someone who is an immigrant or if any of them are immigrants
themselves.
6. Explain that immigrants are people who move to another country to live. That is, they
immigrate. Give students examples of immigration. Use personal stories of immigration and/or
of others that you know who have immigrated.
7. Invite students to share their own examples, ideas, or ask questions about immigration. Allow
students to share about their own families’ countries of origin and write student responses on the
board.
Alpha-box
1. Write the following words on the board: descendants and ancestors.
2. Have students write these words on their alpha-box handout.
3. Ask them if they know what these words mean and write a short definition of the words on the
board.
a. descendants- a person, plant, or animal that is descended from a particular
ancestor.
b. ancestors- a person, from whom one is descended, beyond their grandparents.
2. When you come to the words in the story, turn and point to the definition on the board to help
remind the students of what the words mean.
3. Tell the students that you are going to share a story with them about America and that these
words (descendants and Ancestors) will be in the story.

Story:
Use a pre-recording of yourself, or someone else, telling the following story and play it for the students.
Make sure to read slowly through the story when you record so that you have time to point to each of
the items on the map/globe.
**While playing the recording, use a detailed map/globe as a visual aid for the students and point to the
places and features on the map that the story is referring to; i.e., the Atlantic Ocean, “the great river …”
 RECORDING:
“There was once a very beautiful land. It was bordered on the east by the Atlantic Ocean, on the west
by the Pacific Ocean. In the east, much of the country was covered in trees and small mountains. A
great river ran north to south through the middle. And in the west, prairies, deserts, and enormous
rugged mountains alternated across the landscape. All this land lacked was a human population.
Then, thousands of years ago, no one knows exactly how many thousands, a group of people
entered North America, traveling across a land bridge between Asia and Alaska. This land bridge is
under the Bering Sea now. Gradually, the first people in the beautiful land worked their way southward
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 Social Studies: Monday’s Lesson Plan
and eventually settled throughout North and South America, including the area that would one day
become the United States. The descendants (point to word on board) of these first people to travel to
the U.S. are considered Native Americans, because they lived in the U.S. for thousands of years before
Europeans arrived in North America.
Because their ancestors (point to word on board) lived in the United States for so many
thousands of years, Native Americans are not considered immigrants. All other people in the United
States, however, are either immigrants themselves or are descended from immigrants. Immigrants are
people coming from another country to live in a new one. President Kennedy and others have called
America a “Nation of Immigrants.”
· Pause and ask the students: What do you think this means? Why do you think that they would call
it a “Nation of Immigrants? Do you know what a nation is?
Continue the story: "About five hundred years ago, immigrants from other parts of the world, especially
Spain, England, and France, began settling in the United States. We will not be studying a time quite
that long ago, however, we are going to learn about people that immigrated to the United States around
100 Years ago (BHH, 2005).”

 Reiterate the story for the students and remind them that the Native Americans are the only
people in America who are not considered to be immigrants- all other people are considered
immigrants or “descendants” of immigrants.
o Ask: Why are Native Americans not considered Immigrants?
o Remind students of what the words descendant and ancestor mean.

Immigration Map
1. Show the class the immigration map that represents the migration routes (Animated video of
migration routes or visual).
2. Point out that all immigration routes began in central Africa and then spread out from there,
eventually moving into Northern Hemisphere.
3. Point to what is now known as America and tell the students that it is the country in which they
live. Tell them that it is part of North America.
4. Next, ask the students to turn to their partners and answer the following question:
o “How are you connected to immigration?” (Listen to the students’ conversations to check
for student understanding.)
1. After having the students share with their partners, have students share as a class. Follow up by
telling students that each one of them are either immigrants themselves, or descendants of
immigrants- unless they are Native American.
2. Tell the students that they will be learning more about immigration this week and that they will
be focusing on immigrants that were coming to America about 100 years ago. We will focus on
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 Social Studies: Monday’s Lesson Plan
answering the questions who, what, where, when, why, and how.

Exploration Station
Have students explore places where immigrants were coming from, during the years 1892-1954, by
setting up “Exploration Stations.”
1. During this activity, students will visit each of the stations in assigned groups. Groups should be
3 to 4 students per group.
2. Each station will be labeled and will provide background information about the following
countries: Germany, Sweden, Russia, Italy, and Ireland.
3. At each station students will be provided the name of the country, 5 facts about the country, and
the location of the country on a map.
4. Students will explore the information as a group, discuss what 2 facts about the country they like
best, and record their information on the Immigration Station worksheet- provided at each
station; each student will fill out his/her own worksheet, but they will work as a group to
complete them.
5. Once students have completed their Exploration Stations, the students will participate in a
collaborative conversation with their group members.
6. Tell the students that they will be discussing which country they were most interested in and
provide 2 reasons why they were most interested in that country.
7. Remind the students that they will need to be respectful of one another during their group
discussions.
8. Give each group 1 cup and explain to the students that the person who is talking should be
holding the cup. Anyone not holding the cup should be sitting quietly and listening to what the
speaker is saying. If students would like to talk, the students should wait for the speaker to finish
speaking and then ask if they may have the floor. Each student will have a turn to share.

**The teacher should model what a good conversation looks like and post the following conversation
starters on the board:
1) I agree because…;
2) I disagree because…;
3) Can you tell me more…;
4) What makes you think that…?

* ESE/ESOL ACCOMMODATIONS:
 Students can be paired with classmates that can assist him/her during the activity.
 Pictures of facts will be presented to provide visuals for the student and/or information can
be provided in students’ native language.)
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 Social Studies: Monday’s Lesson Plan
 The teacher will be circling the classroom to answer questions and provide support to
groups when they need it.
 The teacher will circulate the room and listen to the ongoing discussions that the students
are having. (S)he will provide students with support and/or suggestions, as needed.

I Know, I Wonder Chart

1. Students will list at least 3 things they know about immigration and 3 things they wonder
or want to learn about it.
 Students will complete the chart using complete sentences.

* ESE/ESOL ACCOMMODATIONS:
 Students may present what they know about immigration in picture format, simple
sentences/words, and/or verbally with the teacher.

Writing Response:
1. Students will write a short opinion piece stating which country they are most interested
in. They will be picking from the 5 countries they explored today.
1. Include an introduction sentence that states the topic.
2. State their opinion.
3. Supply 1-2 reasons why they hold this opinion using the word ‘because’ as they
write.
4. Provide a concluding statement.
2. Inform students of the above requirements.

* ESE/ESOL ACCOMMODATIONS:
 Student will use sentence frames to develop his/her writing response. Depending on
students’ English proficiency, teacher may want to work one-on-one, or in a small group,
with student.

Remind Students:
1. America is a land of immigrants and we are all connected to immigration in some way.
a. Native Americans are the only people not considered immigrants.

Complete the Lesson:

 Ask if anyone has any remaining questions.
 Tell students that tomorrow they will learn reasons why immigrants came to America.
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 Social Studies: Monday’s Lesson Plan
Assessment Unit Pre-Assessment: Have the students play an immigration Scoot Game with the following
questions: Immigration Scoot Game .

Unit Post-Assessment: Have the students play an immigration Scoot Game with the following
questions: Immigration Scoot Game.

Daily Lesson Plan Assessment:

Formative throughout the lesson:

1. Informal Classroom Discussions
2. Collaborative Group Conversations
3. I Know, I Wonder Chart
4. Writing Response

Resources/Materials  My World (pages 2-3):

Adkins, J. (n.d.). Coming to America (A Unit on Immigration). Retrieved March 18,2018, from
http://www.teacherspayteachers.com/product/Coming-to-America-A-Unit-on-Immigration-
591988
 Narrative Introduction:
Bringing History Home. (n.d.). Narrative Introduction to the Unit. Retrieved April 10, 2018, from
http://www.bringinghistoryhome.org/assets/bringinghistoryhome/2nd-grade/unit-
2/2_imm_narrative_intro.pdf
 Read aloud:
Derolf, S. (2016, November 07). The Crayon Box that Talked, Read to you by Storytime Girl. Retrieved
April 01, 2018, from https://www.youtube.com/watch?v=KpE3iltL8gI - Read aloud by: Best
Children's Story.
 I know, I wonder Chart:
Little's Creations. (n.d.). Know and Wonder Chart. Retrieved April 08, 2018, from
https://www.teacherspayteachers.com/FreeDownload/Know-and-Wonder-Chart-2840225
 Immigration map:
Mitomap. (2002). Human mtDNA Migrations. Retrieved April 09, 2018, from
http://www.jeffdonofrio.net/DNA/Genetic Maps/WorldMigrations.pdf
 Migration Map:
Science Insider. (2015, June 03). Animated map shows how humans migrated across the globe.
Retrieved April 01, 2018, from https://www.youtube.com/watch?v=CJdT6QcSbQ0
 Alpha Boxes:
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 Social Studies: Monday’s Lesson Plan
Southwest Educational Development Laboratory. (2002). PALS. Retrieved April 09, 2018, from
http://pals.virginia.edu/pdfs/activities/vocabulary/alpha_boxes.pdf
 Scoot Game:
Teaching in Stripes. (n.d.). Welcome to America: Immigration Scoot Game. Retrieved April 08, 2018,
from https://www.teacherspayteachers.com/Product/Welcome-to-America-Immigration-Scoot-
Game-469252

Materials:
 Alpha-Boxes
 Immigration Scoot Cards
 Task Card Recording Sheet
 My World Activity Sheet (Page 2- 3)
 Color Crayons (1 pack for each student)
 Projector
 Internet Access to The Crayon Box That Talked. By Shane Derolf
 Immigration Station worksheet

Exceptionalities ESOL; Students with Learning Differences:

 Provide extra thinking time.
 Alpha-Boxes
 Allow student(s) to work with partners.
 Provide visual aids
 Simplify questions to the appropriate level for ELLs’; i.e., if student is a beginning English
learner provided him/her with simple yes or no questions or either-or questions.
 Pre-teach vocabulary words
 Vocabulary Graphic Organizer
 Vocabulary words in Native language and English
 Allow students to use Vocabulary Graphic Organizer throughout unit- encourage them to add to
it, too.
 Gage learner and provide additional supports as independently needed.
 Incorporate as visual aids and pictures whenever possible; use tangible items in teaching.
 Demonstrate what they know in picture format, simple sentences/words, and/or verbally with the
teacher.
 Conversation starters
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 Social Studies: Monday’s Lesson Plan
 Sentence frame
 Work one-on-one or in small group

Gifted/Talented:
 Students can use the computer to research additional facts about one of the countries explored.
 Students can create sentences for each of the vocabulary words they choose to place in their
Alpha-boxes or come up with synonyms to the words.
 Students may be encouraged to hypothesize what types of reasons immigrants may have for
coming over from their country of origins- during the investigated time frame.

Additional Comments and Tomorrow, students will be learning about the push and pull factors that influenced immigrants to come
Notes to America. The countries that will be explored are the ones they learned about in today’s lesson.

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