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Learning Objectives
What will students know and be able to
do at the end of this lesson? Be sure to set
significant (related to NGSS Themes,
CCSS, and NGSSS), challenging,
measurable and appropriate learning
goals!
NCSS Theme/Next
Generation Sunshine State
Standards/Common Core
Standards (LAFS/MAFS)
List each standard that will be addressed
during the lesson. Cutting and pasting
from the website is allowed. You must
have a minimum of 3 standards that
represent multiple content areas identified
in this portion of the lesson plan.
These can be downloaded from the
Florida Dept of Education
www.cpalms.org/homepage/index.aspx.
In order to embrace a culture of diversity in the classroom, elementary students should begin to
understand how various cultures became present in the United States. In order for students to
understand situations in diverse ways and why people in different times and places view the world
differently, students should learn about immigration and the difficult process that many immigrants
endured in coming to America seeking the American Dream. Students will begin to understand how
immigration shaped the nation and how our country became as diverse as it is today.
After listening to a read-aloud of the picture book Dreaming of America: An Ellis Island Story, and
viewing the pictures, the student will be able to recall various facts about Annie Moore, the first
immigrant to enter America through Ellis Island, and her familys long, difficult journey in a cramped
cabin.
*During a literature circle with four other group members in which students take on the roles of
discussion director, connection maker, summarizer, word wizard, and passage picker, the student
will gain a deeper understanding of the text, identify reasons why people came to the United States
and understand the reasons why people understand and view situations in different ways.
NCSS Theme: Time, Continuity, & Change Social studies programs should include experiences that
provide for the study of the ways human beings view themselves in and over time, so that the learner
can:
1. demonstrate an understanding that different people may describe the same event or situation in
diverse ways, citing reasons for the differences in views;
2. compare and contrast different stories or accounts about past events, people, places, or situations,
identifying how they contribute to our understanding of the past;
3. demonstrate an understanding that people in different times and places view the world
differently.
SS.2.A.2.5 Identify reasons people came to the United States throughout history.
LAFS.2.RL.1.3 Describe how characters in a story respond to major events and challenges.
LAFS.2.RL.2.5 Describe the overall structure of a story, including describing how the beginning
introduces the story and the ending concludes the action.
LAFS.2.RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a
Katelynn Arroyo SSE 6115
Resources/Materials
Assessment
Exceptionalities
What accommodations or modifications
do you make for ESOL, Gifted/Talented
students, Learning/Reading disabilities,
etc.
These accommodations and/or
modifications should be listed within the
procedures section of the lesson plan as
well as in this section of the document.
No
Somewhat
What was the best thing about how the group worked together? __________________________
______________________________________________________________________________
______________________________________________________________________________
Did the group have any problems? If so, how did you solve them? ________________________
______________________________________________________________________________
Katelynn Arroyo SSE 6115