Rachel Hendrick

October 22, 2015

ED 434
What standards will this assignment meet?
Quality Standard II: Teachers establish a safe, inclusive and respectful learning environment for a diverse
population of students.
Quality Standard III: Teachers plan and deliver effective instruction and create an environment that
facilitates learning for their students.

Culturally and Linguistically Diverse Education

8.22 (2) (c) implement effective teaching strategies, which include a wide variety of linguistic experiences
for second-language students.
8.22 (3) The educator of linguistically diverse students is knowledgeable about language teaching
methodology and instructional techniques for teaching a wide range of linguistically diverse students, K-12,
founded on scientifically-based research and proven and effective applications; content based strategies;
identification, selection, evaluation, design and adaptation of appropriate instructional materials; and child
and adolescent literature from various cultures, and is able to:
Culturally and Linguistically Diverse Education: 8.22 (3) (c) plan and implement instruction so that it is
systemic, sequential, well-articulated, and delivered in an engaging environment. 8.22 (3) (d) select and
utilize instructional materials and resources that are age, grade level, and language proficiency appropriate,
aligned with the curriculum, English language proficiency standards, and English language arts content
standards, to maintain and/or improve student achievement.

INCLUDE (this info should be the text on your webpage):

Grade level: 3rd grade

Content Area: Social Studies/ Standard 1. History
Colorado Academic Standard:
Concepts and skills students master: 1. People in the past influence the development
and interaction of different communities or regions.
a. Describe the history, interaction, and contribution of the various peoples and
cultures that have lived in or migrated to a community or region (DOK 1-2)
WIDA Standard: The features of Academic language in the WIDA Standards
Dimension Performance Criteria Features Discourse Linguistic

Overview of Activity (explanation/instructions) - Be detailed enough for a substitute

to use this in your absence:
Teacher- Begin lesson by introducing the topic and concept of immigration.
Teacher response (using wait time strategy) (Bruner): Class, what are your
understandings about the term, immigration? What do you think the term means? How
does the term connect to our previous lessons learned on history?
The teacher will address the question multiple times and allow the students processing
time. The teacher will also incorporate the building in thinking and processing time
strategy to allow the students time to think before asking for an oral response. (Bruner)
Teacher response: Before I ask for your ideas and thoughts on this term, I want you to
write down some notes such as bulletins or pictures on what your understandings are on
immigration.
Allow the students about 2 minutes to write down their understandings.
Teacher: Now since you have written down some ideas and thoughts, I want you to turn
and talk to a partner and share your understandings and thoughts.
The teacher will repeat the questions asked at the beginning so that students can share
with each other the specific questions being asked.
Teacher: What are your understandings about the term, immigration? What do you
think the term means? How does the term connect to our previous lessons learned on
history?
Allow the students about 2 minutes to turn and talk with partners.
Teacher will then call on the students to address each question and their own knowledge
and understandings of the concept of immigration. The teacher will write the students
ideas on the board as a visual aid for the class. The teacher will then write down the
actual meaning of immigration on the board and how it is connected to previous lessons
on immigration.
Definition: Immigration- moving to a foreign country to make a new home.
The teacher will also address the meaning and also the history of immigration such as the
immigration in different time periods, the experiences of current immigrants in the U.S.
and the ideas and conceptions about immigrants. The teacher will really incorporate that
the portrayal of immigrants in the media is not always accurate and sometimes overgeneralized, and influences peoples conceptions and associations with immigrants. The
teacher needs to make sure that this addressed, so that the environment and discussion on
this topic is comfortable for all students. Especially when it comes to the activity they are
going to be doing.
After the students have a clear understanding of the topic of immigration, they will move
into doing an oral history activity on the topic of immigration.
Objective:
Students in this age group will be focusing on comparing different immigration
experiences and stories through an interview with a family member. Students will be able
to compare and contrast the stories of immigrants arriving in the past to recent
immigrants. Students will develop oral history writing skills, including note-taking using
sticky notes and conducting an interview.
Activity:
Teacher response: After learning about the basic knowledge about immigration, today
we are going to do an activity in order to really study in depth the history of immigration
and the variety of stories that are incorporated in this concept. Each and every one of
you will be interviewing a family member at home about immigration.

Teacher will hand out an interview that the students will take home and interview one of
their family members. After passing out the interview to each student, the teacher will
then go over the interview and each question that needs to be addressed. (Interview
attached at the end)
After the teacher has gone over the whole interview and each question that needs to be
addressed. The teacher will imply the next part of the activity.
Teacher response: After you have completed the interview with a family member at
home, you will be bringing the interview to class and orally share your interview with
other students in a small group
The teacher will then talk about what is expected from the students when they share their
own interview and the students roles for the interview process. The teachers job will be
to set up the interviews in a well-designed group work structure. The group work will
incorporate clear and explicit expectations, the oral talk and language will be essential to
the task, and the students will understand the boundaries and rules of listening in order
for the students to feel safe and comfortable when sharing their interviews. (Gibbons)
Student roles and expectations during oral presentation of interview:
1. Begin with one student orally sharing their own interview
2. The other students that are listening, must take notes such as bulletins or pictures
on the sticky note provided for each students interview.
a. Student will write notes on the following questions:
b. Question 1
c. Question 2
d. Question 3
3. After all the students have shared their own interview, they will then compare and
contrast the different experiences and stories of immigration.
4. Students will be expected to take notes such as bulletins or pictures on a sticky
note on the comparison and contrasting discussion taking place in each small
group on immigration.
After the students have completed the group work by orally presenting each
interview, written down notes on each interview, discussed immigration and the
comparisons and contrasts of each story and experiences and written down notes on
these differences and commonalities, the students will then practicing interviewing
their own peers in their groups. The students wont use the same interview that they
used for their family members, but instead interview the questions addressed by the
teacher at the beginning of the lesson.
Teacher response: When you have finished your oral group work on the interviews
and completed all the student roles and expectations during these presentations, you
will practice interviewing each other on the topic of immigration. Instead of using the
interview from your family member at home, I want you to just address the following
questions:
1. What is the definition of immigration using your own words?
2. What are your thoughts and ideas of what immigration is?
3. How does immigration connect to the previous lessons taught on history?
Students will then practice interviewing each other on these essential questions and
will also be expected to take notes on a sticky note on what their peers answers are
for each question. Allow students about 10 minutes to practice orally interviewing
each other. At the end of the lesson, the teacher will then wrap up the activity by
calling on a couple of students to share:
1. Some of the interviews on a family member at home

2. The comparison and contrast discussion they had in each group and what the
students came up with
3. The student interview on the 3 essential questions addressed by the teacher and
their new understandings and thoughts on immigration,
Scaffolding:
Students will use sticky notes to write notes such as pictures or bulletin points in
order to help remember each interview and the story or experience being shared, how
they are similar and different, and other students understandings on immigration
through the 3 essential questions addressed by the teacher. This activity can also be
used as scaffolding into later history lessons by interviewing family members in order
to understand their experiences and stories of history events that happened previously.
Differentiation: (Mc Closkey/ New Levine)
The teacher will incorporate differentiation in this lesson by paring the students in
groups by different language levels and include varying grammatical elements for
each student on their note-taking abilities and the expectations they must incorporate
in their writings.
Justification for the Activity (with citations from the readings) - Explain how this
supports students oral language development.
The overall goal of this activity and using oral language is for the students to practice
interviewing a family member and each other in order to improve oral questioning skills
and note-taking skills. Through this activity, students are able to link their own
backgrounds with the curriculum and provide historical data to structure the curriculum
through interviews on previous experiences of immigration and the understandings of
immigration today. Students are able to relate their experiential knowledge on
immigration through the people and events that have filled their lives by interviewing
family members and each other. (McCloskey/New Levine, pg119) This activity is very
effective for students, especially ELL students because they are able to orally interview a
family member and prepare an oral presentation for their group. The teacher is also
making this activity effective because the teacher is mixing various language levels for
each group and allowing the students to practice sharing content learning by orally
presenting interview, listening, and following the guidelines for student expectation and
roles during each student interview. (McCloskey/New Levine, pg120) The teacher
prepares an interview for the students and the steps involved such as concept of study,
understanding the interview, practice interview with peers, assign students roles for
interview process, interview family members, and compare and contrast experiences, and
each of these steps come from the McCloskey/New Levine social studies lesson guide.
This lesson also incorporates some of Gibbons key understandings on the effectiveness of
well-designed group work and outcomes that are beneficial for all students. In order for
the well-designed group work to be effective for students, according to Gibbons, the
activity must be clear and explicit expectations, the talk to be essential to ask, and lots of
safety in order for the students to feel comfortable. All of these items are used by the
teacher in order for the group work to be effective and follow the students learning
objectives and outcomes. The teacher also incorporates some key factors in this lesson
and activity such as negotiation of meaning, opportunities for comprehensible input and
output, build relationships, confidence in speaking in front of a group, and supports
students engagement and ownership, all of which come from the knowledge of Gibbons.
The teacher first addresses the topic of immigration and allows the students to develop a

deeper understanding and meaning of immigration, allows opportunities for

comprehensible input and output through oral interview presentations and discussion on
the similarities and differences, allows the students to build relationships though shared
experiences and stories in the group work, students build their confidence by presenting
in a small group instead of the whole class, and engages the students through an activity
that supports students own understanding of immigrating and taking ownership over their
family members stories and experiences being presented in the interview. The teacher is
also using some of Gibbons ideas and understandings such as Giving the same
instructions in several ways, use message abundancy! (pg. 54) The teacher incorporates
multiple techniques of this by addressing the essential questions throughout the whole
lesson and activity. Another idea by Gibbons that is addressed in this activity is, Its
important to make the outcome of the task explicit to students when you are setting it up
so that they understand the purpose of what they are doing. (pg58) This is used by the
teacher when she assigns the students expectations and roles to be used in each group
during the oral interview presentation. Gibbons also states the importance of group work
and that all children in the group need to be involved by one, the overall organization
structure should be such that it requires the participation of all group work, and two, the
students should each have a role to play. (pg60) The teacher uses these two concepts by
having roles and expectations of the students that are engaging, allowing each student to
orally present, and use scaffolding methods such as taking notes on each students
interview. Gibbons overall message on collaborative group work is that students often
work at higher cognitive and language levels when collaboratively working on group
tasks and through these group tasks the students are given more opportunities for
language development. (pg76) Through this lesson, the students are engaging in group
work, orally presenting interview, deepening their understanding of immigration, learning
about other shared stories and experiences, and putting it all together in order to not only
learn about this history concept, but further their language and writing development.

Artifacts All materials and documents needed to deliver your activity (instructions for students,
handouts, photographs of realia, technology, examples, etc.):

Handout with interview questions

White board- Teacher will address the meaning of immigration and also write down the 3
essential questions to help guide students on their thoughts and ideas on the topic and use
as practice for students to interview each other.
Sticky notes- Students can write notes on interviews and discussions through either
pictures or bulletin points.