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Adapting to Change
Lesson 8
Monica DiStefano
45 Minutes
Lesson Preparation
I. Learning Objectives
a. The student will be able to identify four different countries that the immigrants
left during the period of immigration to Ellis Island
b. The student will be able to understand the prospective of the challenge and
change experienced by immigrants.
II. Standards by Discipline & Content Themes
a. Standard - 6.1.4.C -Illustrate what individuals or organizations give up when
making a choice.
b. Content Themes-
i. Time, Continuity & Change
1. NCSS.1.2.b ...have learners apply key concepts from the study of
history such as time, chronology, causality, change, conflict, and
complexity to explain, analyze, and show connections among the
patterns of historical change and continuity
ii. Individuals, Groups and Institutions
1. NCSS.1.5.a ...help learners understand the concepts of role, status,
and social class and use them in describing the connections and
interactions of individuals, groups, and institutions in societies
Skills-
i. Locate place on a map
IV. Technology, Materials, Resources
a. Identification Cards provided by the teacher
b. Smart Board
c. Exit ticket
d. Map (shown at the bottom of the lesson plan)
e. Background information sheets based on their certain immigrant
f. Dinner party sheet provided by the teacher
Instructional Delivery
V. Anticipatory Set
a. Good morning boys and girls, now that we have discussed the different
advantages of living in America. We are now going to talk about what an
immigrant’s life was like when they arrived in America. Can anyone guess what it
was like for the immigrants? Challenging, successful, or even an easy transition?
b. The teacher will then introduce the vocabulary words arrival and also
identification cards to the students using the smart board so that all the students
can participate
c. The teacher will show the word and definition on the smart board and then use it
in an example connecting it to life in America.
d. The teacher will first start with the vocabulary word arrival and then use it in a
sentence such as “ The usual arrival time to Ellis Island was around noon”
e. The teacher will then explain to the students that arrival is when the immigrants
will come to Ellis Island.
f. The teacher then will explain the word Identification Card. The teacher will
change the picture on the smart board to an Identification Card
g. The teacher will then use the word Identification Card in a sentence. For
example, the teacher says to the students, “ Once the immigrant arrives to Ellis
Island, he or she will be given an identification card with all of their information”
h. The teacher then will introduce the immigrants based on the map.
VII. Closure
a. The will have an exit slip and on the exit slip they must include some details
about their immigrant and the information provided on their identification card.
The student must be able to also provide three facts they have learned about the
other immigrants they learned about.
IX. Accommodations
a. While helping the students with IEPs/ 504s, the teacher will meet one-on one with
each student to make sure they understand what they are suppose to do with their
immigrant. For example, make sure they understand of their background
information in order for the student to successful role-play their immigrant.
X. Modifications
a. Instead of having the student being able to identify where the immigrants are
coming from, the modification for the one student is that they will only have to
give three details about one specific country where that immigrant is coming
from.
Meeting Objectives
XI. Assessments
a. Formative- the students will be given a world map to complete and also label four
different countries that they have learned about
b. Summative- the students will be given an exit ticket and also write the challenges
and changes examples by three people met at the dinner party
Materials Used In Lesson- ( Background information to understand immigrants)
Name:______________________ Date:___________________