Stage 3--Learning Matrix
Monday Wednesday
Quick write: Can you
Week 1 imagine not being able to
leave your home, or go
play at the park because of
your ethnicity? Write a
short paragraph or bullet
points on how you would
feel being excluded.
Partner discussion on
quick write
Observation: Listening to
how students would feel
Class Discussion: What
Week 2 were the cause and effects
of the Chinese Exclusion
Act?
Mind Map/ Multi-Flow:
Cause and effect map
regarding the Chinese
Exclusion
Lesson Plan: Art
Week 3
Mandala’s: regarding the
emotions of people during
the Chinese exclusion
Performance Task
Week 4 Introduced
Student Observation:
Student’s will observe a
series of different
Newspaper articles from
the Chinese Exclusion
Bubble Map: “News
Article” classifying the
qualities
Check list (provided):
Week 5 based on what information
your article should have
Friday
KWL Chart: What do you
know about the Chinese
Exclusion?
Read aloud on the Chinese
Exclusion
Summary: Based on what
was read
Review: Cause and Effects
Class Discussion: Why
was immigration such a
major problem to the U.S?
Worksheet: Questions and
drawings based on
discussion
Gallery Walk: Students will
do a gallery walk on their
mandalas from the
previous day
ICA Reflection on gallery
walk
Quick Writes: “if you were
a 9 or 10-year-old Chinese
child, how would you feel if
you were living in the
1850’s, during the Chinese
exclusion?”
Computer time: Finding
research for Performance
Task
Exit Ticket: List 3-4 things
you learned during your
research time
Performance Task:
Timeline: Flowchart on
time and events during the
Chinese Exclusion
Class Discussion: Lesson
Plan: History
Video questions: watching
a short video and writing
down the 5 W’s, and facts
Brace map: on the events
in the Chinese exclusion
Vocabulary quiz: Based on
key terms from the unit
(Vocab. Introduced on first
day)
Partner grading: Vocab.
Quiz
KWL Chart: Topic- Chinese
Exclusion Act of 1850
Pair-Share: KWL
responses
Class Discussion:
-Looking deeper into the
Act and its rules
- Chinese that were
allowed in the United
States
Socratic Seminar/ Debate:
Student’s will be debating
whether or not a Chinese
person (with given
characteristics) would be
allowed in the United
States
Role Play: Student’s will be
play different roles during
the debate (government,
immigrant, activist, etc.)
Computer time: Finding
research for Performance
Task (individual or partner)
 Research group
discussion: What do you
have so far?
Exit ticket: Write down you
have any questions on the
article we will create.
Performance Task:
Week 6
Students work on their
News-paper articles
Peer-Review Checklist:
Including all elements of
News-paper
Gallery Walk: timelines, Exit Ticket: Summary on
and what is done so far how they feel so far on
their Article Project
Newspaper Articles Due Gallery Walk: Newspaper
Articles
Self-Assess/ Review:
Students will self-assess Reflection: What did you
their projects, based on the enjoy most while learning
rubric about the Chinese
Exclusion?
Exit-ticket: After assessing
your work, do you feel you
need to make some
changes with your Article?
Yes- What would you
change?
No- What do you like most
about your article, and
why?