Lesson Plan Format 1
What is immigration?
Grade Level: 2nd Bilingual and non
Time Needed: ~1 hour
Subject Area: Social Studies
Topic: Immigration
Standards addressed in this lesson:
NCSS Standards-
MMSD Standards-
Essential Questions:
What does immigration mean?
Who immigrates?
Why is it important?
Materials Needed:
My Name Is Yoon by Helen Recorvits
The Color of Home by Mary Hoffman
Painted Words by Aliki Brandenberg
My Diary from Here to There/Mi diario de aquí hasta allí by Amada Irma Pérez
Objectives:
Prep:
· Search as many children’s books on immigration that are at an appropriate level for your children that you would want to use for this lesson.
Lesson Context:
Children will be getting introduced to the term immigration. This lesson is an introduction to immigration and will encourage children to investigate for themselves what immigration is. By the end of the lesson the students should know some things on immigration based on books and what they would still want to know. A KWL chart will be used and filled out throughout the entire unit.
Lesson Opening:
Procedures:
· Tell students that you have chosen books on immigration and that they will help better explain what immigration is.
· Have students partner up and send them to read as many books possible from the library collection. If students are Bilingual and only read Spanish instruct them to look at the pictures of various books unless they are printed in Spanish. They should be able to make a connection with the similarities of the pictures in most of the books. This can also pertain to students with lower reading levels but you should try to encourage them to read and to look at the pictures as well.
Closing:
· Have students discuss with their partners similarities of the books and what they noticed they all contained.
· Fill out column one and two once again and discuss.
Assessment:
Informal-
· Look to see if the students are finding similarities in the books.
· Check if the students are taking charge of their own learning.
· Discussion comments and responses.
Formal-
· What is written on the KWL chart
What is immigration?
Grade Level: 2nd Bilingual and non
Time Needed: ~1 hour
Subject Area: Social Studies
Topic: Immigration
Standards addressed in this lesson:
NCSS Standards-
- Students will learn about different groups represented in our country.
- Students will make global connections by studying different immigrant groups
MMSD Standards-
- Students will acknowledge individual differences
- Students will recognize and respect that individual differences are important to self and others.
Essential Questions:
What does immigration mean?
Who immigrates?
Why is it important?
Materials Needed:
- Chart paper
- Markers
- Children’s Books on Immigration/Immigrating(small classroom library)
My Name Is Yoon by Helen Recorvits
The Color of Home by Mary Hoffman
Painted Words by Aliki Brandenberg
My Diary from Here to There/Mi diario de aquí hasta allí by Amada Irma Pérez
Objectives:
- SWBAT figure out what immigration is based on their investigations in children books
- SWBAT make book to book connections
Prep:
· Search as many children’s books on immigration that are at an appropriate level for your children that you would want to use for this lesson.
Lesson Context:
Children will be getting introduced to the term immigration. This lesson is an introduction to immigration and will encourage children to investigate for themselves what immigration is. By the end of the lesson the students should know some things on immigration based on books and what they would still want to know. A KWL chart will be used and filled out throughout the entire unit.
Lesson Opening:
- Draw a KWL Chart on chart paper with the title Immigration (KWL chart is divided into three columns. First column is titled Know. Second column is titled Want to know. Third column is titled What we learned.)
- Fill out the column one and two on the KWL chart based on students responses and questions.
Procedures:
· Tell students that you have chosen books on immigration and that they will help better explain what immigration is.
· Have students partner up and send them to read as many books possible from the library collection. If students are Bilingual and only read Spanish instruct them to look at the pictures of various books unless they are printed in Spanish. They should be able to make a connection with the similarities of the pictures in most of the books. This can also pertain to students with lower reading levels but you should try to encourage them to read and to look at the pictures as well.
Closing:
· Have students discuss with their partners similarities of the books and what they noticed they all contained.
· Fill out column one and two once again and discuss.
Assessment:
Informal-
· Look to see if the students are finding similarities in the books.
· Check if the students are taking charge of their own learning.
· Discussion comments and responses.
Formal-
· What is written on the KWL chart
