Grade:4thgrade

ContentArea/Subject:SocialStudies
Topic/UnitofStudy:History:Immigration
Materials:

7Ipads
Projector
Computer
DiaryEntryPages
WhiteBoard
DryEraseMarker
Tape
Pencil
Crayons/markers

Standards:
KansasCollegeandCareerReadyStandardsforHistory,Government,andSocialStudiesK12
4thGradeKansasStandardsforHistory,GovernmentandSocialStudies

FourthgradestudentswillfocusonthesimilaritiesanddifferencesacrossKansasandtheregionsofthe
UnitedStates(Northeast,Southeast,Midwest,Southwest,andWest)topromotegeographicand
historicalawarenessandciviccompetency.
o Standard1History:Studentswillrecognizeandevaluatethesignificantpeopleandeventsthat
shapedKansasandtheotherregions(Northeast,Southeast,Midwest,SouthwestandWest).

KCCRSSL.4.4

Reportonatopicortext,tellastory,orrecountanexperienceinanorganizedmanner,usingappropriate
factsandrelevant,descriptivedetailstosupportmainideasorthemes;speakclearlyatan
understandablepace.

Objective(s):

Studentswillbeabletoidentifyreasonswhypeopleleavetheircountry,whatitmeanstobean
immigrantandEllisIsland.
StudentswillrecognizeandevaluatethesignificanteventsthatshapedtheNortheastRegionthrough
studyingEllisIslandthroughtheinteractiveEllisIslandtour.
StudentswillinterpretoralhistoriesfromimmigrantsthatrecalltheirexperiencesatEllisIsland.
Studentswillbeabletoreportontheseoralhistoriesbydiscussingthemwiththeclass.
StudentswillcreateadiaryentryfromtheperspectivesoftheimmigrantsgoingthroughEllisIsland.

(Anticipatory)Set:

Theteacherwillexplaintothestudentsthattheteacherwillasksomequestionsandifthequestionappliesto
youthenyoustandup.Theteacherwilltellthestudentsthatthisisasilentactivityandthatthereshouldnotbe
anytalking.Aftereachquestiontheteacherwilltellthestudentsthatstooduptostandbackdownforthenext
question.
1. Haveyouevermovedtoanewplace?
a. Raiseyourhandifyoufeltscaredorsad
2. Haveyouevervisitedorlivedinaplacewherepeopledidnotspeakyourlanguage?
a. Raiseyourhandiffeltlost,outofplaceorunsure
3. DoyouknowofanyonethathasmovedfromadifferentcountrytotheUnitedStates?
4. Doyouknowwhatbeinganimmigrantmeans?
5. DoyouknowofEllisIsland?
Thesequestionswillgivetheteacherinformationofhowmuchthestudentsknowaboutimmigrationandwill
getthemupandmoving.

InstructionalPhase:

Input;Modeling;CheckingforUnderstanding;GuidedPractice;Closure
PurposefuluseofBloomslevelsforquestioning;Considerationoflearningstylesandmultipleintelligences

I:Nexttheteacherwilltellthestudentstogobacktotheirdesks.Theteacherwillaskeachtablegroupto
getonewhiteboardoutwithadryerasemarker.Theteacherwillaskthestudentstobrainstormwiththeir
groupswhatitmeanstobeanimmigrant.Theteacherwillgivewaittimeandthenaskeachgroupwhatthey
cameupwith.ThenextquestionIwillaskiswhataresomereasonswhyimmigrantsleavetheircountry?I
willgivethemtimetodiscussthisandthenwewilldiscussthisasaclass.ThelastquestionIwillaskthem
iswhatisEllisIsland.Iwillletthemhavetimetodiscussthiswiththeirgroupandthenwewilldiscussasa
class.IwillthenintroducethemtotheactivityIwillthengetontotheinteractiveEllisIslandSite
(http://teacher.scholastic.com/activities/immigration/tour/stop10.htm)onthecomputerwhereitisprojected
sotheycansee.
M/CU:Iwillintroducethemtothissiteandshowthemwhattheywillbedoingfortheiractivity.Each
groupwillgetadifferentstop.Iwillshowthemhowtodotheactivityatthe1ststop.Iwillreadthefirst
passageandlookatthepicturesonthewebsiteatthefirststop.Iwillaskthestudentsafterwehaveexplored
the1ststopwhatwouldIwritedown.Theconstructionpaperisdividedintotwofoursectionsthatwillshow
thestory,photos,audioandvideo.Thestudentswillsummarizetheinformationforeachsectionifthey
haveallthesections.Iwillsplitthestudentsintosevengroupsbypullingsticks.WhenIcalltheirnumber
theywillstanduptoseewhoisintheirgroup.Iwillthenaskthemtogetwiththeirgroupandtheperson
withthemostblueonwillcomegettheirIPADwiththeinteractivelessonpulledupatthecorrectstopsoit
iseasytonavigateandIwillalsohandthemthecorrectconstructionpaperthatgoeswiththatstop.
GP:Theywillthendotheirstopbysummarizingtheinformationfromtheprimaryresourcesattheirstop.I
willgivethemabout15minforthemtocompletethisactivity
Closure:Afterthetimeisup,Iwillaskthestudentstoturntheirattentiontotheboard.Sincewealreadydid
thefirststop,IwillpresentitbutthenIwillcallupthegroupstopresenttheirinformationtotheclass.Iwill
tellthemthatthepresentationsarelessthenoneminuteandthatyoujusttellusthemostbasicinformation
aboutit.Aftertheyaredonepresentingtheinformation,therewillbeatimelineontheboardthatshowsall
thestopsfrom110.Iwillthenexplaintheirindependentactivity.

DifferentiatedInstruction:

ModificationsforAdaptiveLearners:
None:Thereisastudentthathasdownsyndromeintheclassfor
hershecandomostofthisbysimplydoingtheactivitieswiththe
otherstudents.Shewillnotbetheonetopresenttheinformation.
WhenwedoourindependentworkIwilljustallowhertodrawa
pictureofaperspectiveofsomeonethatwentthroughEllis
Islandandnothavetowrite.
Thereisanotherstudentinourclassthathassevereanxietyand
behaviorswhenitcomestowriting.Therealteacherwantshim
todothesamethingsastheotherstudents.Hehasabehavioral
planinplace.Iwillfollowthebehavioralplantheyhavesetup.

ExtensionActivitiesforGifted/Talented:
None:Therearenotgiftedstudentsinthisclass.

IndependentPractice/Assignment:

IwillexplaintothemthatthereweremanydifferentemotionsandexperiencesatEllisIsland.Iwillaskthemto
chooseonestopandwriteadiaryentryfromtheperspectiveofanimmigrantgoingthroughthatstop.Afterthey
havewrittenadiaryentryIwillinstructthemtodrawapictureofwhattheimmigrantseesatthatstop.

AssessmentofLearning:

Discussionsduringtheinstructionalperiodwhendiscussing,immigrant,EllisIsland,andthereasons
whypeoplecameovertotheUnitedStates.
ThestudentspresentationoftheirindividualstopsontheEllisIslandInteractiveTour
Thestudentsdiaryentriesanddrawings