ED 345 Calvin College Lesson Planning Form

Teacher: Rachel Haverkamp

Date: 11/1/17
Subject/ Topic/ Theme: Refugees

I. Objectives
What is the main focus of this lesson?
Students will learn about refugees, a specific type of immigrant.
How does this lesson tie in to a unit plan? (If applicable.)
This is the sixth lesson in the unit. Students have learned about immigration and the reasons why people choose to move to a new
community in a different country. This lesson will explore people who move to seek refuge.
What are your objectives for this lesson? (As many as needed.) Indicate connections to applicable national or state standards. If
an objective applies to only certain students write the name(s) of the student(s) to whom it applies.

Objectives:
- Students will be able to recall push and pull factors
- Students will be able to compare and contrast immigrants and refugees
- Students will be able to infer the feelings of book characters and make predictions about the story

Standards:
- CCSS.ELA-LITERACY.RL.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the
text as the basis for the answers.
- CCSS.ELA-LITERACY.SL.3.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and
expressing their own clearly.
- K-4 Benchmark 111-A.2.1 Understand the purposes of government

II. Before you start

Students are able to define immigrant and provide reasons why people choose to immigrate.
Prerequisite knowledge and skills.

Formative: Students will collaborate to come up with a definition of refugee. They will answer
questions and make predictions about the book(s)
Assessment
(formative and summative) Summative: Students will complete a Venn Diagram comparing immigrants and refugees

Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION STRATEGIC AFFECTIVE
Multiple Means of Representation Multiple Means of Expression (Action) Multiple Means of Engagement
Options for Perception
Information is presented verbally, written
in words and numbers, through maps, and
through pictures in the books)
Options for action/interaction
Students discuss refugees and related
themes as a whole class and with their
neighbors.
Options for recruiting interest
Students are engaged by visual
representations (maps, info written on the
whiteboard), picture books, and the Bible
(video as an extension).

Options for Language/Symbols Options for Expression Options for Sustaining Effort & Persistence
New vocabulary (refugee) is added to the
word wall

Options for Comprehension Options for Executive Function Options for Self Regulation

Whiteboard/marker
Map of Syria
Stepping Stones by Margriet Ruurs
Materials-what materials (books, The Journey by Francesca Sanna
handouts, etc) do you need for this Projector/computer for YouTube video
lesson and do you have them? Facts sheet
Bible

Students will begin this lesson at the rug and then move to their table spots.
Do you need to set up your
classroom in any special way for
this lesson? If so, describe it.

III. The Plan

Time Parts The description of (script for) the lesson, wherein you describe teacher activities and student activities
Motivation Activate prior knowledge
(Opening/ - We know that an immigrant is someone who moves to a new country.
Introduction/
Engagement) - We know that immigrants come for many different reasons
o Push factors
o Pull factors
Today were going to think about a specific type of immigrant called a Refugee.
- What do you know about refugees?
o Turn & talk
o Ask for student responses
 The dictionary defines a refugee as a person who has been forced to leave their
country in order to escape war, persecution, or natural disaster.
- What do you notice is different between our definition of an immigrant and this
definition of a refugee?
o Forced
Does a refugee leave the country because of push factors or pull factors?
- Push factors
Read Stepping Stones by Margriet Ruurs
- Comprehension questions:
o How do you think Rama felt during this journey? Why?
o The end of the book says, the lucky ones, thats what they call us. Why
are they the lucky ones? Wouldnt they be unlucky because theyve been
forced to leave their country?
Not everyone can leave the country; sometimes people try but
dont make itthey either get stopped or die along the way
Did you know there are refugees fleeing their countries today?
- Many of them come from a country called Syria
- Show map
o Point out where Syria is and the countries that Syrians are fleeing to
o There has been a war going on in Syria since 2011.
Development o Different groups of people want to be in charge
o The fighting has ruined homes, schools, and roads; and its not safe for
families to stay
Lots of people have left Syria. Exactly how many?
- Have students read slips of paper (Ryan, Christopher, Molly)
o 5.1 million people have fled Syria as refugees
o 6.3 million Syrians have been displaced within the country
o Half of those affected are children
- What are they trying to escape?
o Violence
o Bad living conditions (no doctors, no clean water, no schools)
o Danger
o War
- What are they hoping to find by moving to a new country?
o Peace
o Health care
o Clean water
o Schools
o Safety
 - Does the Bible say anything about refugees?
o Psalm 23:4: Even though I walk through the darkest valley, I will fear no
evil for You are with me.
o God cares for the refugees too
o A lot of people have donated money to help the refugees, and thats one
way we can show kindness and love to refugees. But, a lot of 3rd graders
dont have money to give. One thing that we can do, however, is pray for
them.
Dear Lord, Psalm 46:9 says that You make wars cease to
Closure
the ends of the earth. Help the people who are fighting
with each other in Syria to stop, so children and families
can go home and have peace and safety. Lord, we trust in
You.
- Read The Journey by Francesca Sanna if time
- YouTube video extension:
https://www.theguardian.com/global/video/2016/dec/09/kids-
refugees-questions-whats-it-like-to-have-no-home-video

Your reflection on the lesson including ideas for improvement for next time: