Day 4 (Assessment) Refugees Lesson Plan

Teachers: Clarissa Ramirez

Subject: Social Studies (6th Grade)

Common Core State Standards:

AZ CC PO 7. Analyze cause and effect relationships between and among individuals and/or historical events

ELP (ELL Stage IV: Grades 68 Listening and Speaking): A student at this level is able to comprehend
information shared in social and academic conversations. The student initiates and responds to conversations
using expanded vocabulary in varied sentence structures.

Objective (Explicit):

Students will be able to demonstrate their learning of Afghanistan and Vietnamese refugees by
taking on their perspective by participating is class discussions and writing a twitter conversation between
refugees and the United States.
Evidence of Mastery (Measurable):

Class Discussions and Twitter Conversation demonstrate their understanding of:

- Why refugees wanted to leave their country?
- Why they chose to come to America?
- Why they face discrimination (especially after 911)?
- What is going on today with refugees and why is it important?
Sub-objectives, SWBAT (Sequenced from basic to complex):

Students will be able to participate in a class activity discussing and reviewing key
points of the unit
Write down what they learned from the unit and any questions they still have on a
poster paper
Actively participate in creating a twitter conversation as a class
Collaborate with groups member and create a twitter conversation
Go around and leave comments on their classmates creation (twitter conversation)
Share their twitter conversation to the class
Understand and make connections of what is going on with Refugees today
Fill out an exit ticket (question: If you could ask any refugee a question from the
primary sources what would it be and why?)

Key vocabulary:

Materials:

Refugee: a person who flees for refuge or safety,

especially to a foreign country, as in time of political
upheaval, war, etc.

Race: a group of persons related by common descent or

heredity.
Foreign: of, relating to, or derived from another country
or nation; not native
Immigrating: to come to a country of which one is not a

Butcher paper
Tape
Markers,
Color pencils

Post it notes
Index Cards
Twitter and brainstorm template (30
copies)
Twitter link:
https://twitter.com/barackobama?

lang=en

native, usually for permanent residence.

Discriminating: to make a distinction in favor of or
against a person or thing on the basis of the group,
class, or category to
Terrorism: the use of violence and threats to intimidate
or coerce, especially for political purposes.

Opening (state objectives, connect to previous learning, and make relevant to real life)

The teacher will state the objective for the day so students are aware of expectations. Then
engage the students into a class discussion. Students will use their knowledge and the
primary resources from day three lesson to participate in the discussion. The teacher will
ask the students what was their favorite primary source and why. The teacher will pull up
the padlet to refresh the students on what they have learned and explored in this unit.
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Teacher Will:

Student Will:

First make sure the students are

sitting in groups of four (for sake of
time teacher will go around and form
the groups)
Assign groups a color (have a blue,
orange, green, purple, pink, and
yellow group)
Tape a piece of color butcher paper
on the whiteboard (Write in the
middle Refugees)
Explain to the students the activity
they are going to be participating in
first
Show the students the butcher paper
and instruct them that they are
going to come up and write
something they learned and if so any
questions they still have about
refugees
Ask students a questions to help
them start thinking of what they
learned from the previous lessons.
(Question: Why did Afghanistan and

Vietnamese refugees choose to migrate to

America?)
Have students discuss the question

Call up one group at a time and have

Listen and actively participate in the

review activity
Write something, they learned and
questions on the butcher paper
Participate in class discussion and listen
to their classmates
Ask questions when needed

them write on the butcher paper

Then once every group member has
written on the butcher have a class
discussion regarding what the
students wrote

Co-Teaching Strategy
Walk around to help students if they are struggling with coming up with something learned or a question.
Help keep students on task when they are waiting for their turn to write on the butcher paper.
Differentiation Strategy:

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Have a sentence frame on the board to help students come up with questions or
ideas
- What I learned from the refugee unit is
- A question I have from the unit is
Have an example of a comment and question up on the board
- What I learned from the unit is both Afghanistan and Vietnamese refugees
migrated to the US.
- A question I have from the video from the primary sources is what is the Talban?
Have a word bank of the vocabulary words up on the wall to spark ideas within the
students

Teacher Will:

Student Will:

Grab the students attention by

counting down to 5 and transition to
the next activity
Explain to the students that as a
class they will be creating a twitter
conversation between refugees and
an American citizen.
First have a conversation about what
twitter is and how it is use. (Ask the
students have what is twitter and
do you know how it works?)
Show the students an example of a
twitter conversation and how it
works. Spend some time exploring
presidents Obama twitter account so
students are clear on how it works
and how to start a conversation.
(Use this link of president Obamas
twitter account:
https://twitter.com/barackobama?
lang=en)
Show them the journey box to spark

Actively participate with brainstorming

ideas
Fill out brainstorming template
Help teacher fill out the twitter
conversation template
Listen and respect their peers ideas
Participate in class discussion
Ask questions when needed

ideas
Brainstorm with the whole class on
the board different ideas they can
write about
Provide students with a
brainstorming template to help
guide their ideas
As a class fill out a twitter
conversation template
Then read out loud their finish
conversation
Ask students Why they chose to
add those ideas to the conversation?
What can they learn from this
conversation they made?

Co-Teaching Strategy
Help write down ideas on the board and make sure students are listening by walking around
Differentiation Strategy
Provide examples and questions up on the board of things they can include in the twitter conversation
- Why refugees wanted to leave their country?
- Why they chose to come to America?
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Teacher Will:

Student Will:

Give each group an index card that

either says Afghanistan or
Vietnamese on it
Instruct the students that they will
create as a group their own twitter
conversation between the refuge
they were assigned and the United
States
Give the students about 10 minutes
to create their conversation
After the groups are done give them
a piece of tape and post it notes
Instruct the students that one
member of their group is going to
tape their twitter conversation on
the wall somewhere in the
classroom.

Listen to the teacher and follow

directions
Collaborate with their group members
and write a twitter conversation
Respect each others ideas
Participate in the gallery walk
Comment on two groups piece
Read their twitter conversation out loud
to the class
Ask question when needed

Tell the students they will have a

gallery walk where they will go
around and read their classmates
creation
Explain to the students that they will
use their post its and comment on at
least two groups twitter
conversations (they will be given five
minutes to do this)
Tell the students after the five
minutes is up that each group will
present their piece to the class

Co-Teaching Strategy

Go around and help groups with their twitter conversation when needed

Differentiation Strategy
Provide multiple options for students to demonstrate their learning
- They can draw or act out their conversation

Have questions up on the board to help students come up with ideas with their
group
Provide students a graphic organizer that has fill in the blanks to help them fill out
their ideas

Closing/Student Reflection/Real-life connections:

To wrap up the lesson the students will be given an index card. As a class we will have a short discussion about
the article they read on day one about the Syrian refugees struggling to leave Europe in 2016. The whole class will
discuss the reasons as to Why are the Syrian refugees not allowed to leave Europe? Then on the index card they
are going to respond to the question If our class was able to meet with President Obama for a day what are two
reasons you would explain to the President as to why the US should help resettle refugees? Explain your answer
This will be their exit ticket.