Lesson Plan Template

Teachers:
Mallory Potthof
Standard:

Subject:
Social Studies, Language Arts

(5.RI.3) Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical,
scientific, or technical text based on specific information in the text.
E-1: writing a narrative that includes a main idea, characters, and a sequence of events using appropriate transitional words (i.e.,
first, next, last), with instructional support.
PO 1. Identify the opportunity costs (i.e., separation from family, indentured service) associated with expeditions to the New
World.

Objective (Explicit):
Students will be able to connect with the emotions in the readings and past activities.
Students will be able to write a reflection and explain why they felt a certain way when reading a passage.
Students will be able to recognize the hardships immigrants went through during their journey and the
history behind the families that were separated.
Sub-objectives, SWBAT (Sequenced from basic to complex):
Students will be able to write complete sentences
Student will be able to connect text to their real life
Students will be about to think critically about historical events to understand the emotions that
accompanied Irish immigrants on their journey.
Evidence of Mastery (Measurable):
Students will be able to connect with three emotions that were expressed through the readings and explain them
with quotes and primary sources on a worksheet.
Key vocabulary: Immigration, Family separation, hardships,
Materials: Poster board, markers, worksheet,
Coffin ships, emotions
Journey box and past class readings
Opening (state objectives, connect to previous learning, and make relevant to real life)
Students will be able to recognize emotions in text, and connect it to their own emotions and feelings. Students
will explain why Irish immigrants had those emotions and when they had the same emotions.

Instructional Input

Teacher Will:
To transition in to social studies the teacher will
instruct students to take out their social studies
journals and a pencil, and put away all other
materials. Then the teacher will ask students about
the readings that were read on Wednesday. While
discussing the readings ask students questions like
how do you think they felt in that situation? and
What would you have done if you were them?. After
a whole group discussion ask students to write in
their note books three words that describe the
feelings of Irish immigrants in America. Then asking
volunteers to share their words as the teacher writes
them on the board for the entire class to write down.
While writing the words down the teacher asks
questions like Why do you think they were
disappointed? and What or who made them feel
that emotion?.
Co-Teaching Strategy/Diferentiation
Supportive

Student Will:
Put away all other materials other than a pencil
and their social studies notebook. Then students
will recall the readings from the day before and
think about the emotions in the readings, sharing
their thoughts. Then students will write in their
notebooks silently three words that accurately
describe the emotions in the readings and share
with their reasoning.

Guided Practice

Teacher Will:
The teacher will direct students to get into groups of
two or three and compare their emotion words
together. Once the groups have had 5 minutes to
think and compare with each other, the teacher will
ask students to turn their attention to the board for
instruction. Then the teacher will describe the
assignment asking for students to find one emotion
word they connect with the most and think of three
examples or events that they have learned about in
the unit and write them on one side of the poster

Student Will:
Get into groups of two or three with inside voices
and start to discuss the emotions they wrote down.
They students will then turn their attention to the
teacher while instructions are being given for the
poster board lesson. Then students will work
quietly on following the instructions and picking
one emotion accompanied with three examples of
that event that they believed caused that emotion.
Students will use quotes, pictures and artifacts to
show the events. Then students will prepare the

Independent Practice

board. Then the group should think of three ways

that event and the accompanying emotions could
have been avoided, and how they could have been
mended on the other side of the board. The teacher
will ask students to describe their emotion they
chose on the back along with all of the group
members names. The teacher will then circulate the
room and help students who are stumped. The
teacher will allow 25 minutes for students to finish
their boards and then they will be able to present
them to the class and hung around the room.
Co-Teaching Strategy/Diferentiation
Supportive co-teaching

other side of the board by writing the social

justices that could have happened instead of the
events that did. Students will write the ways that it
could have been prevented or fixed. To finish the
assignment each group will present and then
watch and listen to their peers present their
emotion.

Teacher Will:
Hang out a worksheet with four diferent emotions
on it labeled: Disappointment, sadness, anger,
defeat, and hopelessness. The teacher will ask
students to write two complete sentences of events
that they can connect those emotions to in the
readings from the previous lesson. The teacher will
ask students to think critically about each individual
in the readings and use names or descriptions when
connecting a character with an emotion.

Student Will:
Quietly work on the worksheet, using complete
sentences and sitting quietly working
independently. Once the students are finish they
can turn in the paper and work on homework or
read silently till their peers are finished.

Co-Teaching Strategy/Diferentiation
Supportive co-teaching

Closing/Student Reflection/Real-life connections:

Students will use this lesson to relate the feelings to real life situations and understand the emotions behind the
events that Irish immigrants went thought and how they have felt the same emotions in diferent situations.