Social Studies: Tuesday’s Lesson Plan

Group Members/Group Name: Jessica Sedalor and Patricia Rivera

Thematic Unit Theme: Time, Continuity, and Change
Lesson 2 Title: Why Are You Going to America?
Grade Level: 2nd Grade
Group Weebly space address: Http://secondgradeadventurers.weebly.com/
Lesson Length (ie. 30 minutes): 60 Minutes
Rationale for Instruction As students have already seen, immigration has always been a part of American history; in fact,
immigration to America began before the country was established. The founding of America brought
new hopes and dreams for many people throughout the world. Since then, individuals and families have
regularly immigrated to America to purse new beginnings, seek new opportunities, and escape vices
from their homelands. Students should begin to develop an understanding of the push and pull factors
that influenced groups of people, between 1892-1954, to emigrate to America. This will enable the
students to begin understanding why people would leave everything they have ever known and endure a
hard trip across the ocean.

NCSS Theme/Next NCSS THEME:

Generation Sunshine State Time, Continuity, and Change: Human beings seek to understand their historic roots and to locate
Standards/Common Core themselves is time. Knowing what things were like in the past and how things change and develop helps
Standards (LAFS/MAFS) us answer important questions about our current conditions.

SOCIAL STUDIES
SS.2.A.2.5
Identify reasons people came to the United States throughout history.

SS.2.E.1.1
Recognize that people make choices because of limited resources.

LANGUAGE ARTS
LAFS.2.RL.1.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding
of key details in a text.
Learning Objectives  The student will correctly use the word push to explain 2 reasons why immigrants may feel they
need to leave their home country.

 The student will correctly use the word pull while stating 2 reasons that immigrants would
choose America as their new home.

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 Social Studies: Tuesday’s Lesson Plan
 The student will demonstrate his/her understanding of key details from a story by answering the
questions who, what, where, when, why, and how with 80% accuracy.

Student Activities & NOTE: The teacher will evaluate the I Know, I Wonder charts that the students filled out the day before.
Procedures Any wonders that students wrote, that relate to today's lesson, will be marked down and directly
Design for Instruction addressed during this lesson plan.

Vocabulary
The unit on immigration can prove to have some challenging words for second grade students. To help
students navigate through the vocabulary, encourage the students to record their words in Alpha-boxes-
throughout the unit. (Click here for student Alpha-box.) Possible vocabulary words that you may want
to bring your students attention to are bolded in Red throughout the lesson plans. (ESOL)

At the beginning of class:

 Remind students that they should have their Alpha-boxes out on their desks in case they need to
record new vocabulary words.
 Go over two vocabulary words from yesterday: Immigrant and immigrate by:
1. Reminding students of the definitions for each.
2. Using the words in a sentence.
3. Having students explain each of the words to their partners and use them in their own
sentences.

ANTICIPATORY SET:
 Ask students if they have ever lived somewhere else.
o How did they feel during and after their move to their new home? (excited, sad, afraid,
happy)
o Did they move to a different House? city? State? Country?
o What made them decide to move?
o How did they feel about moving to a new and unfamiliar home/place?
 Next, ask students to think of a place that they might like to move to when they get older.
o Record student answers on the board.
o Discuss reasons why they chose their locations.
o What would be the positive and negatives of moving?
 Create a T-chart on the board and record the pros and cons that students provide for moving to a

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 Social Studies: Tuesday’s Lesson Plan
new home.
 Explain that just like we might have reasons to move somewhere new, immigrants do too. Some
immigrants are “pushed” to move from their homelands to new places; others are “pulled.”
o Define push and pull in terms of driving factors for immigration.
 "Push” factors encourage or motivate immigrants to leave their homes and/or
families and move to a new country.
 "Pull" factors draw people to leave their homelands in search of something better
or desired. (National Park Service).”

INSTRUCTIONAL INPUT AND PROCEDURES:

Write the following on the board:

 Why did people choose to immigrate to America?
 Why were people leaving their homeland to come to America?

1. Tell students that they will be exploring the different reasons why people have chosen to
emigrate to America. That is, the different push and pull factors that lead them to leave their
homelands.
2. Explain that people immigrated to America at different times and for different reasons. Today,
they will focus on a period of immigration that took place about 100 years ago.
3. Point to the Atlantic Ocean on a map/globe and tell students that they will focus on people
coming across the Atlantic Ocean-into the New York Harbor, but that people also emigrated from
countries on the other side of America- those people traveled across the Pacific Ocean from
places like china and Japan

* ESE/ESOL ACCOMMODATIONS:
 Visual references and gestures will be used.

4-Square
1. Hand out a set of 4-Square Vocabulary charts for each student.
2. Explain that the words push and pull have different meanings in the Social Studies context and
walk students through creating a 4-Square chart for both words. Students will follow along as
the teacher demonstrates.
3. Encourage students to help fill in the charts.

* ESE/ESOL ACCOMMODATIONS:

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 Social Studies: Tuesday’s Lesson Plan
 When thinking of possible sentences for the words, have students use Think-Pair-Share
strategy. Assign partners to work with.

Push and Pull Factor Picture Sort

1. Give each student a Push and Pull Factor Picture Sort and a printout of labeled push and pull
factor pictures.
2. Explain: There are different push/pull factors that influenced the immigrant’s decisions to come
to America. Inform students that they will be exploring the different factors today.
3. Go over each of the pictures on the Picture printout with the students.
o Students will use the definitions on their 4-Square Vocabulary charts to help guide them.
(ESOL)
o Students will work independently while they cut out the pictures, sort them, and glue
them onto the Push/Pull Factor Sort.
4. Once all students have had time to complete the activity, go over the answers as a class and
provide explanations for why each item is in the category it is in.

* ESE/ESOL ACCOMMODATIONS:
 While the students are working independently the teacher can pull a small group of
students back that may need additional support. Students may be assigned a partner.

Welcome to America- Immigration Lapbook/Info booklet

1. Provide each student with a Welcome to America- Immigration Lapbook and a Welcome To
America- Immigration Information booklet. (The teacher should pre-cut and staple books.)
2. Point out that the immigrants in the reading passages will be coming to America for the same
push/pull reasons that the students saw in the Push and Pull Factor Picture Sort.
3. Tell students that they will fill out the pages in the Immigration Lapbook that correspond with
the passage that they are assigned. Place students in groups of 3 and assign the group to a
passage. (Each group will have a different reading. Teacher should try to place students with the
country that they said they were most interested in when they completed their Writing Response
yesterday.)
o Germany
o Sweden
o Ireland
o Italy
o Russia.
*Readings are in their Immigration Information booklets

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 Social Studies: Tuesday’s Lesson Plan

* ESE/ESOL ACCOMMODATIONS:
 Teacher will work with a small group of students to provide extra reading support and help
highlight key ideas. Accept short answers and/or pictures.

4. Once students have completed the activity, have each group present the following:
o Why did people from this country immigrate to America?
 Discuss the various reasons why immigrants migrated, in terms of push and pull
factors, and point out that in many countries people were starving because there
was not enough food. In Italy, there were limited resources of coal, soil and land.
These are examples of people having to make hard decision, like moving to
America, because of the limited resources available to them in their homelands.
o What 3 facts did you choose in the story?
4. Use overhead projector for student presentations. All other students will fill in their booklet
pages as each group presents.

* ESE/ESOL ACCOMMODATIONS:
 Teacher will help student(s) highlight the facts and reasons in each of the passages as
groups present.

6. Follow up by allowing time at the end of group presentations to answer questions and discuss all
misconceptions as they occur.
7. We will discuss as a class some of the information that the students discovered about the countries
and people as they read. Teacher will practice answering the following questions with the students:
Who? What? When? Where? and Why?
 When: The teacher will remind students that they are studying materials about situations that
happened about 100 years ago.
 Who were the people the students read about?
 Where were they from?
 Why might they emigrate?
 What facts did they find while they were reading?

Show Read aloud:

The Blessing Cup, by Patricia Polacco
1. Give each student a 5ws graphic organizer and explain/demonstrate what students will do with it.
o They will fill it out during the read aloud.
2. After read aloud ask students:
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 Social Studies: Tuesday’s Lesson Plan
o Who was this story about? (Anna and her family)
o What was going on? (Jews were unwelcome and being forced to leave.)
o When did the story take place? (When the Tsar was in power.)
o Where were they from? (Russia)
o Why did they feel the needed to leave their homeland? (It was unsafe for them and they
were being forced to leave.)
o How did they get to America? (By boat.)

* ESE/ESOL ACCOMMODATIONS:
 Assign student a partner to work on the 5ws worksheet with. Allow beginning and
intermediate students to document their answers with words and/or pictures. Pause read
aloud periodically to point out and summarize main points in the story.

E Pluribus Unum- Out of Many, One

1. Have students complete E Pluribus Unum- Out of Many, One
2. Turn in for teacher evaluation.
Assessment Unit Pre-Assessment: Have the students play an immigration Scoot Game with the following questions:
Immigration Scoot Game

Unit Post-Assessment: Have the students play an immigration Scoot Game with the following
questions: Immigration Scoot Game

Daily Lesson Plan Assessment:.

Formative:
 Picture sort
 Group presentations
 Student discussion and questioning
 5ws graphic organizer
 E Pluribus Unum- Out of Many, One
Resources/Materials  The Blessing Cup Read aloud:
Blessing Cup (Amy Simpson, Trans.). (2016, January 20). Retrieved April 02, 2018, from
https://www.youtube.com/watch?v=-Kvr_ZftJ2U
 Immigration to America Lapbook & Welcome To America Booklet:
Cupcakes n Curriculum. (2014). Immigration Unit. Retrieved March 18, 2018, from

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 Social Studies: Tuesday’s Lesson Plan
https://www.teacherspayteachers.com/Product/Immigration-Unit-1532425
 Push & Pull Factor Picture Sort & E Pluribus Unum out of many-1 worksheet:
Duffys Dream. (2014). CKLA Immigration~Second Grade (Engage NY/Core Knowledge Domain 11).
Retrieved April 01, 2018, from https://www.teacherspayteachers.com/Product/CKLA-
Immigration-Second-Grade-Engage-NYCore-Knoweldge-Domain-11-3147753
 4 Square Vocabulary Sheet:
Mary's Many Makings. (n.d.). Vocabulary 4 Square Graphic Organizer. Retrieved April 01, 2018, from
https://www.teacherspayteachers.com/FreeDownload/Vocabulary-4-Square-Graphic-Organizer-
4-on-1-Page-FREE-EDITABLE-1596549
 Anticipatory Set Idea:
National Park Service. (n.d.). Push and Pull Factors I Lesson Plan. Retrieved March 18, 2018, from
https://www.nps.gov/elis/learn/education/classrooms/push-and-pull-factors-i-lesson-plan.htm
 The Blessing Cup:
Polacco, P. (2013). The Blessing Cup. New York: Simon & Schuster Books for Young Readers.
 Alpha-boxes:
Southwest Educational Development Laboratory. (2002). PALS. Retrieved April 09, 2018, from
http://pals.virginia.edu/pdfs/activities/vocabulary/alpha_boxes.pdf
 5 ws Graphic Organizer:
Teachers Helping Teachers. (n.d.). 5 ws Graphic Orgnaizer. Retrieved April 09, 2018, from
https://www.teacherspayteachers.com/FreeDownload/5-Ws-graphic-Organizer-2509205
 What’s in Your Pillow Case:
Teaching in Stripes. (n.d.). Immigration: Literacy Resources to Teach About Immigration and Ellis
Island. Retrieved April 08, 2018, from
https://www.teacherspayteachers.com/Product/Immigration-Literacy-Resources-to-Teach-About-
Immigration-and-Ellis-Island-1325595
 Scoot Game:
Teaching in Stripes. (n.d.). Welcome to America: Immigration Scoot Game. Retrieved April 08, 2018,
from https://www.teacherspayteachers.com/Product/Welcome-to-America-Immigration-Scoot-
Game-469252

Materials:
 Alpha-box
 Map/Globe
 4-Square Chart
 Overhead Projector
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 Social Studies: Tuesday’s Lesson Plan
 Pencils for each student
 Welcome to America- Immigration Lapbook.
 E Pluribus Unum- Out of Many, One
 Push and Pull Factor Sort
 Push/Pull factor picture printout

Exceptionalities ESOL; Students with Learning Differences:

 Alpha-Boxes for unfamiliar words.
 Visual references-Map/Globe
 Pointing and demonstrating
 Think-Pair-Share
 4-Square chart for additional word work and reference
 Sentence Frames
 Simplified Reading Passages
 Small group/one-on-one instruction and/or support
 The Blessing Cup by Patricia Polacco read aloud with closed captioning- preview before class
watches it, if necessary
 Push and Pull Factor Picture Sort
 Labeled picture sort
 Pictured and labeled items
 Teacher assisted highlighting
 5ws graphic organizer
 Accept answers to be oral, pictorial, or print
 Leveled questions

Gifted/Talented:
 Have students use the words on their Alpha-boxes to write a passage about what they have
learned this far in the immigration unit.
 Have students write down things that they question/wonder about immigration and have them
begin researching the answers.
 Have students read from a selection of immigration books in the classroom and share their
findings with the class.
Additional Comments and  Students are to imagine that they are immigrants preparing to move to America. They will fill a
Notes pillowcase up with items that they think they should bring.
o Students will log each item and provide an explanation for why they chose each item.

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