Student: Francesca Lipari

School: Riverview Elementary

IWU Supervisor: Professor Karr
Co-op Teacher: Mr. Riegler
Teaching Date: 4/15/16
Grade Level: 3
Lesson Title: Immigration Concepts, Part 2: Examples of Modern Immigration
Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies: DSS LESSON PLAN
2007 ACEI Standards
READINESS
I.
Goals/Objectives/Standard(s)
A. Goal(s) : Students will become aware of the uniqueness of the heritage of their fellow
citizens through learning about their origins in immigration
B. Objective(s)Through completing the stations and corresponding packet, students will
identify and describe culture and the uniqueness of differing stories as elements of
immigration.
C. Standard(s):
NCSS: Strand 1 (Culture), Strand 9 (Global Connections)
IAS: 3.1.9 Define immigration and explain how immigration enriches community.
ISTE: N/A
II.
Materials & Management
A. Materials: Construction paper and art supplies for cards, stations packets for all
students, selected literature about immigration
B. Time: Approximately 1 hour
C. Space: Students start in their seats, then rotate to the 4 stations located in different
areas of the classroom
i. Have signs for stations that say go to __________ station next
D. Behavior: Adults will be dispersed in the room to offer proximity to the students. There
will only be 3 groups rotating through 4 stations, so it should be easy to monitor the
students. I will also follow Mr. Rieglers behavior system of dropping clips. In order to
ensure utmost respect to the classroom guests, I will allow the classroom guests to give
out rocket dollars, but I will take away rocket dollars if I get reports of poor behavior.
When the students are with the classroom guests, they should be sure to be good
listeners and be respectful.
E. Technology: Classroom laptops open to
http://www.pbs.org/independentlens/newamericans/culturalriches.html
III.
Anticipatory Set

The practicum day prior to this lesson, I will review the basic concepts of immigration to
the students by going over what we did and learned in our previous lesson. I will tell
them that we have 2 people coming for the next lesson who emigrated from other
countries to the United States. Students will be responsible for writing potential
questions to ask our classroom guests about their experiences with immigrations. These
questions will be included as a part of the interview station of todays lesson.

Students will do a think pair share to review the basic concept of immigration again
immediately before the lesson. Students will write their answers to the question of
discussion (What is immigration?) on their whiteboards as a part of sharing and hold
them up. This will allow me to check and make sure that the students still can describe
what immigration is.
IV.
Purpose: We already learned the basics of what immigration is. Now we are going to look
at more examples of immigration in order to understand it on a deeper level. We will also
get a better idea of the effects of immigration on culture.
PLAN FOR INSTRUCTION
III.Adaptation to Diverse Students

A. Remediation Students should meet the objective as long as they fill out the
stations packet appropriately. If students do not do this, I will have them work with a

peer to help them finish or change whatever they need. I will then assess their
understanding informally by asking about what they got out of the experience.
B. Enrichment Extend the learning for students who are interested by providing
opportunities for further inquiry (ie. watch a documentary, political action for
refugees, etc.)
C. ELL I will provide both written and oral directions for all parts of the lesson. I also
bolded key words in the written directions in order to make what the students are
supposed to do clear. The directions will also include pictures to enhance
understanding.
D. Exceptional Needs- Students with different strengths, weaknesses, and levels of
ability will be grouped together. This grouping will allow students who struggle to
have additional support from their groups. There will also be plenty of adults (Myself,
Mr. Riegler, and classroom guests to help promote student understanding of the
content). The directions will also include pictures to enhance understanding.

(ACEI 3.2)

IV.Lesson Presentation (Input/Output)

INPUT: Explanation of each center as students follow along in their stations packets. I will then send off
students in their groups to their first stations. See attached stations packet for a brief description of
what students will be doing at each of the 4 stations.
(ACEI 2.4)
(ACEI 3.3)
OUTPUT: Students will go through each station and complete the corresponding steps in their packets.
V.Check for understanding: Informal assessment through observation of the students at their various
stations. I will question as many students as possible about the work they are completing and
the discoveries they are making. I will also be able to see through the completed packets
whether or not the students have met the objective.
VII. Review learning outcomes / Closure: Students will discuss similarities and differences they found
during the literature station in a guided grand conversation about how stories of immigrants
have some common characteristics, but are unique in many ways
PLAN FOR ASSESSMENT

A. Formative: Informal questioning and observation of students. Packet from the stations.
B. Summative: Creative choice project at the end of the unit that demonstrates
understanding of immigration.

(ACEI 4.0)
REFLECTION AND POST-LESSON ANALYSIS
1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Blooms Taxonomy
b. Gardners Multiple Intelligences
7. Is there a way I can assess students mastery of the objective other than through the
stations packet?
Revision Date: August 25, 2015
2007 ACEI Standard

Readiness

Goals
Objectives
Standards

Anticipatory Set

Purpose

Plan For
Instruction

Adaptation to
Diverse Students
ACEI Standard 3.2

Lesson Presentation
Social Studies
ACEI Standard 2.4

Lesson Presentation
ACEI Standard 3.3

Check for

Needs Improvement
1
Lesson objectives are
poorly written and/or
have little or no
connection to learning
goals or standards.
Little connection
exists between
objectives and lesson
activities and
assessments.
The anticipatory set is
missing or has little or
no connection to the
goal or content of the
lesson.

Emerging
Competence 2
Lesson objectives are
correlated with
learning goals and
standards. The
connection between
objectives and lesson
activities and
assessments is weak
or unclear.

Competent 3

Outstanding 4

The lesson plan

contains objectives
that connect goals
and standards with
lesson activities and
assessments.

The lesson plan contains

clearly stated content
objectives. Objectives are
logically connected to
appropriate goals and
standards and are
consistent with lesson
activities and assessments.

The connection
between the
anticipatory set and
lesson objectives and
content is weak or
unclear.

The anticipatory set

is clear and direct
and focuses students
attention on the
lesson.

The statement of
purpose is ambiguous
or worded so
generally that the
connection with the
content of the lesson
is not apparent.

A statement of
purpose is included in
the lesson, but has
little power to
motivate students and
capture their
imaginations.

The statement of
purpose is clearly
connected to the
content of the lesson
and is presented in
terms that are easily
understood by
students.

The anticipatory set

connects the current lesson
with previous and future
learning and focuses
students minds and
attention on the days
lesson.
The statement of purpose
has the power to capture
the imaginations of
students and motivate
them to accomplish the
expected learning.

Needs Improvement
1
Few or no instructional
opportunities are
included. Any
instructional
opportunities are not
developmentally
appropriate or
adapted to diverse
students.

Emerging
Competence 2
Instructional
opportunities are
provided in this
lesson; however, they
are not adapted to
diverse students.

The candidates
lesson plan suggests
that he or she is not
familiar with the
themes, concepts, and
modes of inquiry
drawn from the
academic fields of the
social studies.
The candidate does
not demonstrate
understanding of the
major concepts and
modes of inquiry from
the social studies, and
does not promote
elementary students
ability to make
informed decisions as
citizens of a culturally
diverse democratic
society and
interdependent world.

The candidates
lesson plan suggests
emerging familiarity
with the themes,
concepts, and modes
of inquiry drawn from
the academic fields of
the social studies.
The candidate
demonstrates limited
understanding of the
major concepts and
modes of inquiry from
the social studies, and
minimally promotes
elementary students
ability to make
informed decisions as
citizens of a culturally
diverse democratic
society and
interdependent world.

The lesson
presentation does not
encourage elementary
students
development of
critical thinking and
problem solving.

The lesson
presentation includes
little provision for
students
development of
critical thinking and
problem solving.

Little or no provision is
included to check for
student understanding
or to reteach concepts
that elude students

A guided practice
3
section is included in
the lesson plan, but
the connection with
the lesson

Competent 3
Instructional
opportunities are
provided in this
lesson. The
opportunities are
developmentally
appropriate and/or
are adapted to
diverse students.
The candidate
demon-strates an
under- standing of
the themes,
concepts, and modes
of inquiry drawn from
the social studies in
his or her lesson
plan. He or she
develops experiences
to help elem.
students learn about
major social studies
concepts. The
candidates lesson
plan demonstrates an
understanding of the
major concepts and
modes of inquiry
from the social
studies, and enables
stu- dents to learn
about the major
themes that integrate
knowledge across the
social students and
helps them become
productive
participants in a
democratic society.
The lesson
presentation includes
at least one teaching
strategy that
encourages
elementary students
development of
critical thinking and
problem solving.
The lesson plan
includes a plan and
the means to check
for student
understanding of the

Outstanding 4
Specific instructional
opportunities are provided
in this lesson that
demonstrate the
candidates understanding
of how students differ in
their development and
approaches to learning.
The instructional
opportunities are adapted
to diverse students.
The candidate
demonstrates in-depth
knowledge and
understanding of how the
major concepts and
themes of social studies
are integrated across
academic fields in his or
her lesson plan.
The candidates lesson
plan demonstrates an indepth understanding of the
social studies and a
significant ability to help K6 students learn the
essential concepts and
become productive
participants in a
democratic society.

The lesson presentation

includes a variety of
teaching strategies that
encourage elementary
students development of
critical thinking and
problem solving.
Plans to check for student
understanding of the
content are an integral part
of the lesson, and include
frequent questions and