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Molloy Lesson Plan

Immigration in New York: The Irish Nation Newspaper Article


Student: Taylor Napolitano Professor: Professor Moroney
Course: EDU 521 02- Technology for Inclusive Classroom Date: June 4th, 2015
Grade: 4th Topic: Immigration in New York State Content Area: Social Studies

Instructional Objective
After reading and discussing the Irish Potato Famine that was a leading factor to immigration,
students will examine and research documents from this era and create a newspaper article
placing themselves in this time period discussing the Irish Potato Famine in length.

CCLS / NYS STANDARDS AND INDICATORS


Common Core Learning Standards- Social Studies
4.7 a- Immigrants came to New York State for a variety of reasons. Many immigrants arriving in New York City
were greeted by the sight of the Statue of Liberty and were processed through Ellis Island.
- Students will trace the arrival of various immigrant groups to New York State in the mid- 1800s, 1890s,
1920s, mid 1990s and today.

Common Core Learning Standards- English Language Arts


CCSS. ELA- Literacy W.4.7
- Conduct short research projects that build knowledge through investigation of different aspects of a
topic.
CCSS. ELA- Literacy. Sl. 4.1
- Engage effectively in a range of collaborative discussions with diverse partners on grade 4 topics and
texts, building on others ideas and expressing their own clearly.

ISTE Students Standards


2. Communication and Collaboration
-Students use digital media and environments to communicate and work collaboratively, including
at a distance, to support individual learning and contribute to the learning of others.
4. Critical thinking, problem solving, and decision making
- Students use critical thinking to plan and conduct research, manage projects, solve problems, and
make informed decisions using appropriate digital tools and resources.

MOTIVATION
The students will perform a quick write where they will be given a minute to write all that they
have learned thus far about the immigration to New York. Following this activity, the students
will have the opportunity to pair and share their responses to compare and contrast what their
peers wrote. Following the activity, the students will watch a video focusing on the Irish Potato
Famine and discussing how it was a leading factor to immigration to New York. As the students
watch the video, they will be given a recording packet which will allow them to retrieve
information that will support their production of their newspaper articles.
Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11
Revised 8/7/13
*edTPA academic language

MATERIALS
1. The Irish Potato Famine and its Effects on Migration introductory video
a. https://www.youtube.com/watch?v=U-k9FNxXn7s
2. The Irish Potato Famine Video Note Taking Worksheet
a. Modified Video Note Taking Packet
3. The Irish Potato Famine Newspaper Article Template
4. The Research Recording Sheet
5. Research Resources
a. Bartoletti, S. (2001). Black potatoes: The story of the great Irish famine, 18451850. Boston, MA: Houghton Mifflin.
b. Irish in Ireland. (2014, October 16). Retrieved June 16, 2015, from
http://www.bbc.co.uk/scotland/education/int/hist/immigrants/irish_in_ireland/inde
x_irish_ireland.shtml
c. The History Place - Irish Potato Famine: Introduction. (2000). Retrieved June 16,
2015, from http://www.historyplace.com/worldhistory/famine/introduction.htm
d. Napolitano, T. (n.d.). The Leading Factors to Immigration Glogster. Retrieved
June 17, 2015, from http://immigrationinny.weebly.com/the-leading-factors-toimmigration-glogster.html

STRATEGIES
Throughout the lesson, the students will be encouraged to participate in paired discussions where
they will share their findings and thoughts about the impact the Irish Potato Famine had on the
Irish culture and how it was a leading factor in the immigration to New York. The students will
adhere to the direct instruction aspect of the lesson where I will introduce review the Irish Potato
Famine where they will help fill in a web listing describing factors of the famine and how it was
prominent to the history of immigration. As the students perform their research, they will be
assigned a partner where they can work together to explore the various resources to find
information that will support their success in becoming a successful newspaper writer for The
Irish Nation newspaper.

ADAPTATIONS

The students with specific requirements will be given a modified note taking packet for
the Irish Potato Famine video. The students will be given a graphic organizer that will
provide visual aids to allow the students to understand what they are looking for while
allowing them to right phrases and certain words rather than writing in great length. This
modified packet will meet the needs of the students who are English language learners as
well as for the students who have a visual learning style with specific needs.
Students who also struggle with strenuous reading will be provided resources where the
font is enlarged and not as long to support their success in the writing of their newspaper
article for The Irish Nation.

Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11


Revised 8/7/13
*edTPA academic language

Another accommodation will be allowing the students who may be English language
learners will be permitted to use the voice to text application allowing them to speak their
ideas where they can take their thoughts and put it into words supporting their research
on the Irish Potato Famine.

DIFFERENTIATION OF INSTRUCTION
Objective: After, the students finish recording their findings from the introductory video
discussing the Irish Potato Famine, the students will perform their research with their assigned
partners on the Irish Potato Famine to begin to build information to support their newspaper
articles on the Irish Potato Famine for The Irish Nation newspaper.
Tiered Content:
Tier I
Students will be provided with a source where specific information is highlighted and bolded
where they will be given a graphic organizer to organize their information before writing their
newspaper articles. The students will be provided with specific sentence starters to support their
writing. [Students have highlighted information as well as a graphic organizer to visually
represent the information necessary to create their newspaper articles].
Tier II
Students will read be asked to choose two of the three sources where they will be asked to
complete a sequential graphic organizer for each resource used to organize their thoughts and
ideas sequentially. The students will also be given a space where they can write key vocabulary
terms, specific illustrations and key information such as dates to support their newspaper articles.
[Students have guidance as to what should be their focus as they answer questions before writing
the newspaper article. They will be encouraged to include concrete information to support the
depth of their knowledge in regards to the Irish Potato Famine in order of sequence].
Tier III
Students will read three or four of the listed resources where they will need to cite and recall
information from all of the resources used to support their writing of their newspaper article
discussing the era of the Irish Potato Famine. [Other than directions, students are to work with
their assigned partner to find resources but will accomplish their articles independently using
specific information cited form the various texts used discussing the Irish Potato Famine].

DEVELOPMENTAL PROCEDURES
1. Key Questions/Activities
o Essential Question: How has immigration shaped cultural growth and
development in New York State?
The Leading Factors to Immigration: Why did various families around the
world leave their homes behind to travel to New York?
Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11
Revised 8/7/13
*edTPA academic language

1. Students will watch an instructional video introducing them to the Irish Potato
Famine as they record essential information and facts to support their
understanding (What are five new facts that you were taught through this video?
Identify four new vocabulary terms that were introduced to you? List three
questions you have regarding the Irish Potato Famine. Illustrate two pictures
supporting your findings from the video introducing you to the Irish Potato
Famine/ Modified Version- list Questions, feelings, statements and ideas you
found or have on the Irish Potato Famine from the video.)
2. Students will perform research on the Irish Potato Famine, based on the listed and
recommended resources, to create their own newspaper article for The Irish
Nation newspaper article (Students will complete the three Ws worksheet to
support their article as well as completing one of the graphic organizers for the
research activity based on the modifications.)
3. Students will create their own personal newspaper article discussing the Irish
Potato Famine which will be published for newspaper titled The Irish Nation.
i. The students will be asked to take clear and concise notes
throughout the introductory video about the Irish Potato
Famine.
ii. Following this activity, the students will be asked to share their
thoughts and findings with their peers.
iii. Students will inquire and ask their fellow peers questions to
ensure that they are building partnerships as they learn from
each other.
iv. Students will need to respond to various questions involving
the students to perform the necessary research to support their
newspaper article.
v. Students will work in partnerships to perform the necessary
research while accessing their higher level thinking throughout
the process.
vi. Students will create and incorporate the information found
throughout their research as they apply it to their writing pieces
focusing on the Irish Potato Famine and how it was a leading
factor to the migration to New York.

ASSESSMENT

Students will work in partnerships to evaluate and discuss the resources provided finding
key information to implement into their newspaper article.
Students will successfully perform research acquiring concrete and clear information
about the Irish Potato Famine to support their writing.
Students will use create a newspaper article including information cited from the primary
sources used to conduct their research.
Students will include nonfiction text features into their newspaper article supporting the
focus of the Irish Potato Famine.

Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11


Revised 8/7/13
*edTPA academic language

Newspaper Article: The Irish Nation: The Irish Potato Famine


Teacher Name: Ms. Napolitano

Student Name: ________________________________________

CATEGORY
Layout Headlines &
Captions

Articles Purpose

The article has a headline that


capture\'s the reader\'s attention
and accurately describes the
The article has a headline that
content. All graphics have
describes the content. All
captions that adequately describe
graphics have captions.
the people and action in the
graphic.

The article has at least one


headline that accurately
describes the content. Most
graphics have captions.

Articles are missing or do


not have adequate
headlines. Most graphics do
not have captions.

Majority of the article


Some parts of the article
The article does not
90-100% of the article
establishes a clear purpose in establish a clear purpose in the establish a clear purpose in
establishes a clear purpose in the
the lead paragraph to
lead paragraph to demonstrate the lead paragraph and does
lead paragraph to demonstrate a
demonstrate clear
a clear understanding of the
not show a clear
clear understanding of the topic.
understanding of the topic.
topic.
understanding of the topic.

Articles Supporting
Details

The details in the article are


clear, effective, and vivid
throughout the entire article.

Knowledge
Gained

All students in the group can


accurately answer all questions
related to the topic in the
newspaper and used technical
processes to create the
newspaper article.

Spelling and
Proofreading

No spelling or grammar errors


remain after one or more people
(in addition to the typist) read and
correct the newspaper.

Who, What,
When, Where &
How

All articles adequately address


the 5 W\'s (who, what, when,
where and how).

Use of Primary
Sources

Reading of primary source


material was thorough.

The details in the article are


The details in the article are
clear and pertinent throughout clear and pertinent within some
majority of the article.
parts of the article.

The details in in the article


are neither clear nor
pertinent.

All students in the group can Most students in the group can Only several students in the
accurately answer most
accurately answer most
group appear to have little
questions related to the topic questions related to the topic in knowledge about the facts
in the newspaper and used the newspaper and used some and the technical processes
technical processes to create technical processes to create
used to create the
the newspaper article.
the newspaper article.
newspaper article.
No more than a couple of
spelling or grammar errors
remain after one or more
people (in addition to the
typist) read and correct the
newspaper.

No more than 3 spelling or


grammar errors remain after Several spelling or grammar
one or more people (in addition
errors remain in the final
to the typist) read and correct
copy of the newspaper.
the newspaper.

Majority of the article


Some parts of the article
adequately address the 5 W\'s adequately address the 5 W\'s
(who, what, when, where and (who, what, when, where and
how).
how).
Reading of primary source
material was fairly thorough.

Reading of primary source


material was incomplete.

The article does not


adequately address the 5
W\'s (who, what, when,
where and how).
Reading of primary source
material was not done.

INDEPENDENT PRACTICE
Following the performed research, the students will be asked to take their recorded information
from the primary resources to create their own newspaper article written about the Irish Potato
Famine. The students will be asked to imagine themselves in this era where they are writing as if
they were present during this crucial time period which left a lasting effect on immigration to
New York.

FOLLOW-UP: DIRECT TEACHER INTERVENTION AND ACADEMIC


ENRICHMENT
Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11
Revised 8/7/13
*edTPA academic language

Direct Teacher Intervention


The students will perform the direct intervention with the teacher to review the concept
web created initially following the introductory video to the lesson. Following the review,
the students will be asked to
The student, under direct intervention with the teacher, will use a United States puzzle
map to help the student reinforce state locations and shapes.
The teacher and student will, together, work on an interactive CD-ROM to practice the
parts of a friendly letter during a specific help session.
Academic Enrichment
The student will write a diary entry placing themselves in the era of the Irish Potato
Famine as if they were a child who was apart of the struggle and how they would feel and
what their struggles would be.
The students will be asked to design an ad for The Irish Nation newspaper advertising
families to follow the migration to New York.

Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11


Revised 8/7/13
*edTPA academic language

TEACHER REFERENCES
Bartoletti, S. (2001). Black potatoes: The story of the great Irish famine, 1845-1850. Boston,
MA: Houghton Mifflin.
Irish in Ireland. (2014, October 16). Retrieved June 16, 2015, from
http://www.bbc.co.uk/scotland/education/int/hist/immigrants/irish_in_ireland/index_irish_ireland
.shtml
The History Place - Irish Potato Famine: Introduction. (2000). Retrieved June 16, 2015, from
http://www.historyplace.com/worldhistory/famine/introduction.htm
Napolitano, T. (n.d.). The Leading Factors to Immigration Glogster. Retrieved June 17, 2015,
from http://immigrationinny.weebly.com/the-leading-factors-to-immigration-glogster.html

Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11


Revised 8/7/13
*edTPA academic language

The Irish Nation


The Irish Potato
By:
Famine
________________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________

__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
___________________
__________________
Molloy College, Division of Education, ___________________
Rockville Centre, NY 11571- 04/19/11
Revised 8/7/13
*edTPA academic language
___________________

Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11


Revised 8/7/13
*edTPA academic language

Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11


Revised 8/7/13
*edTPA academic language

Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11


Revised 8/7/13
*edTPA academic language

Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11


Revised 8/7/13
*edTPA academic language

Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11


Revised 8/7/13
*edTPA academic language

Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11


Revised 8/7/13
*edTPA academic language