McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.

Revised August 2015

Teacher: Madeline Keever Date: 9/28-10/01

Title of Lesson: Effects of Immigration Cooperating Teacher: Stacey Luck

Core Components
Subject, Content Area, or Topic
8th Grade Civics and Economics

Student Population
1A: 23 1B: 23
5A: 26 5B: 25
Learning Objectives
8.1.3 Identify the effects of immigration

Virginia Essential Knowledge and Skills (SOL)

Ce.3a The student will apply social science skills to understand citizenship and the rights, duties,
and responsibilities of citizens by describing the processes by which an individual becomes a citizen
of the United States;

Materials/Resources
Warmup notebooks, writing utensils, promethium board, Unit one slideshow, textbook
High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return

Identifying Similarities & Differences 45%
X Summarizing & Note Taking 34%
X Reinforcing Efforts & Providing Recognition 29%
X Homework & Practice 28%
X Nonlinguistic Representations 27%
X Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
X Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE RETURNS
YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
X Practice by Doing 75%
X Discussion 50%
X Demonstration 30%
Audio Visual 20%
X Reading 10%
X Lecture 05%
Safety (if applicable)

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Time
Process Components
(min.)
10 *Anticipatory Set
min TTW place the instructions for the warmup on the promethium board.
The instructions will inform students to open up their textbooks to pages 12 and 13.
TSW View the “Analyze Maps and Graphs” activity
TSW answer question a in their warmup books. TSW write their responses in complete
sentences, using proper sentence structure, capitalization and punctuation.

> *State the Objectives (grade-level terms)

1min I can explain fundamental principles of American constitutional government.

35 *Instructional Input or Procedure

min TTW ask, “What is immigration?” “What is an immigrant?”
TTW define the two as, “An immigrant is a person who comes to America from another
country, immigration is a process.”
TTW ask, “Look at the map in the corner of the room and point to the United States.”
TTW ask a student to stand and go point to the U.S.

Warmup Activity Overview

TTW draw attention to the difference between continents and countries and do a quick
review of basic geography.
TTW ask a student to point to certain continents on the map.
TTW ask the students to point to Asia and Europe on the map in their textbook.
TTW ask, “Is the map showing the difference between Asia, Europe and Africa” “What do
we notice about Africa on this map?”
TSW see that Africa has lots of countries in one continent.
TTW ask, “Why is Australia not on your map?” “Because there is not much immigration
from there.”

TTW review the bar graph on pages 12 and 13, that measure the amount of immigration
from certain countries.
TTW ask one student to use the bar graph to analyze the map.
TTW ask the students’ who interpreted the bar graph correctly to raise their hands.
TTW ask the students’ who did not raise their hands if they understand the graph better
now.

Textbook
TSW turn to Chapter One, Section Two.
TTW preview the textbook title, headings, and keywords from the textbook.
TTW ask, “What are the key terms?” and then give a brief overview.
TTW review what an exclusion law is.
TTW ask a student to read the main idea.

10min *Modeling
Schoology Assignment Overview
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 TTW instruct TS to open ‘Schoology’, open the social studies folder, go to materials and
choose an activity.
TSW choose from two topics from unit one, either citizenship or Fundamental Freedoms.
TS can choose between a handmade brochure or a google slideshow. Instructions are listed
beneath each assignment.

15 *Check for Understanding

min.
Study Guide and Unit one Review
TTW instruct TS to open their binders to their Unit one study guide.
TTW pass out the comprehensive study guide and instruct the student to place it in the
front of their social studies section in their binder.
TSW take out their unit one study guide.
TTW pull up the Unit one slideshow on the promethium board and briefly go over each
slide.

15 *Guided Practice
min. Throughout the independent practice TTW pace the classroom and guide any students who
need assistance.
45 *Independent Practice
m Textbook Reading Activity
in TTW divide the class into groups of three and assign each group a paragraph, beginning at
the red headings, in the textbook.
TSW read the paragraph together and one student will open their chrome book and create a
google slide based on the section.
TTW instruct the students to include relevant pictures and blue subheadings in their google
slide.
TTW give the students 30 section to find a group of three.
Once TS find their group the teacher will assign a red heading paragraph to each group.
TS will work independently in their group to read section and create a google slideshow

n/a Assessment
The google slide activity is an informal assessment that measures students’ ability to
synthesize content from the textbook and work in groups.
2 min *Closure
TTW review homework and expectations before dismissing students.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

The lesson accommodates various learning styles but not all learning styles. Students who struggle
with paying attention to the teacher narrate a slideshow may struggle with the review section.
However, they have been given access to all information to review later at their convenience.

TTW ensure that all students, regardless of learning level are participating in the group project.
Student who work better independently will have a chance to show their work in the review
assignment that is due on Tuesday.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
Classroom Management Issues (optional)

Lesson Critique. To be completed following the lesson. Did your students meet the
objective(s)? What part of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Date

Signature

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015