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The following is an overview of the content to be learned.

Subject area(s): Social Studies- History Standard- Daily life and Chronology Indicator Lesson topic: Daily Life and Family History Grade Level: 2 Time allocation: Day three of a ten day unit, 50 minute instructional period Standard and Indicator History Standard Students use materials drawn from the diversity of human experience to analyze and interpret significant events, patterns and themes in the history of Ohio, the United States and the world.

Indicator Place a series of related events in chronological order on a time line. Use historical artifacts, photographs, biographies, maps, diaries and folklore to answer questions about daily life in the past. Instructional Objective After reading Coming to America, the students will write an imaginary journal entry of their travel to America using two travel conditions or two facts about Ellis Island. Teaching Strategies Strategies Lecture Rationale for the Strategy This strategy allows for the entire class to be able to hear the same directions and is a way to start a lesson so everyone gets the same instructions at the beginning. This strategy allows students to work together, share their ideas with one another and helps students become more involved. This strategy allows students to begin to work in class which is beneficial because if they are having trouble I will be there to help so they understand what is asked of them. If they go home and do not know how to do something they may be learning the wrong way and have

Small Group

Seat Work

more trouble down the road. Grouping Strategy Lecture Type of Grouping Large group, whole class together without grouping. Rationale for the Grouping Keep the class together so they hear the same thing at the same time and all receive the same directions. For this activity I will be separating by counting off, either a 1 or a 2 with a few exceptions. This way students get the same information, but while one group is doing on the computers the other will be listening to a story and then switch to save time. Im keeping students in their own seats to do their seat work so they do not get to social because it is the end of the lesson. This way I can see if the students have any questions with their work.

Small Group

Split into small groups sometimes by random, counting off numbers, ability, students who work well together, students that can offer help, etc.

Seat Work

Grouped in their seats as a large group.

Accommodations for Specials Needs Student Autistic Lecture This student will be placed in the front of the room to help from distractions in the room. Small Groups In small groups place in a group with students he feels comfortable with. Seat Work Allowed more class time to finish work. Also will have a schedule the student will follow so they know when things are due. I will break down large amounts of information into smaller sections and allow extended times to help with comprehension of the new material. For seat work I will

Severe Learning Disability

This student may be sat in the front of the room so they can stay focused and offered more directions

During group work the student will be placed in cooperative groups with patient students who will be able to peer tutor.

Emotionally disabled This student will have

The student will be

a cue or signal to let me know if something is bothering them, and they need some time to sit in the hallway. ADHD This student will be provided with class notes and be provided more one-on-one instruction as shown needed.

placed in small groups that have patient students. When possible I will play tranquil music to relax the students. During group and partner projects and assignments the student will be paired will a patient and helpful student to help with instructions.

allow more time if necessary so student does not feel pressure and anxiety to finish their work quickly. The student may be allowed extended time on homework and projects we will be doing in class. Scaffolding will be important so that there is not a learned helplessness in the class. During seat work offer a snack if they are hungry to help concentrate on their school work. To accommodate for a student who is recently enrolled I would offer preassessments to see where they are in their learning from their previous school.

Economically Disadvantaged

Recently Enrolled

English Language Learner

Make sure all students have a lunch for the day or make sure they are on the free and reduced price lunches program. Introduce to a student before class to sit by and then a way to introduce everyone could be through an activity such as show and tell so students can see that they may have common interests and is a way to make friends. A way to accommodate these students would be to offer oral assessments and read reading the test aloud.

Place student in group with students helpful students that would be able to help if the student needed help with the work. Mixing up groups for class work and implementing a peer mentorship program will help new students so they have a friend and feel excepted and not out of place.

The student can be placed with a peer mentor that can aid as a tutor for better instruction during work.

Racial Diversity

To accommodate and embrace the diversity would be to discreetly incorporate examples

Racial diversity can be accommodated in the classroom by if there is a

They may be allowed extended time and given books on tape. During assignments and tests offer more visuals and pictures to aid in their comprehension of what is being asked. During seatwork make sure the student understand what is being asked and make

of information from other cultures into everyday instruction.

holiday/celebration the student does not take part in, then, they should be given the option to opt out of the celebration.

accommodations if necessary.

Advance Organizer To introduce the lesson I will engage the students in an activity that will be fun for the students so they will take an interest in the new lesson plan and it will also show me what they can remember about chronology and daily life from their previous year in first grade. I will have the students create their own personal calendar. They will label each month in the correct order and draw a picture that represents either a holiday in that month that they celebrate, a new holiday they have learned about, or a picture representing the weather for this month. They will be able to take their calendar home to have their parents help them add family members birthdays to their personal calendar. Next I will have the students play a game that will require them to be in two teams and will send up one student from each team to answer a question. I will show each student a picture and they will have to hit the buzzer and answer whether the picture is from the past or present and what details from the picture gave it away. Once all the students have had a chance to play they will return to their seats and I will explain that we will be learning how to place events in order on a timeline similar to the way we know January comes first and December comes last on a calendar. Also that while learning about timelines we are going to be learning about America, and our ancestors. When learning about our ancestors we will be going over how the past and present differ and how things have changed. At the end of our lesson we will be able to create our own family trees and it is a fun way to learn about our family and our country. To assess the students readiness for the lesson I will watch as they label their calendar and see if they understand Sunday to Monday, and label the months in the correct order. Also I will assess by hearing their answers to determining if a picture is from the past or present.

Activity One and Transition Description of Activity For activity one I will have the students stay in their seats during lecture so they hear the directions for activity two. I will have the class controlled and quite so everyone can hear the directions. I will separate the students into two groups by giving them the number one or two while keeping in mind the students with special needs should be in a group that they will benefit from. I will have the students in group one move to the desks in the front of the room and group two go to the carpet. Time Allocation: 5 minutes

Transition to Activity Two: I will call group two to go to the carpet first so that way group one may used the seats in the front of the room. Once everyone is sitting quietly in group two I will call group three to move to the front of the room. Activity Two and Transition Description of Activity (Group 1): I will have set up through the SmartBoard a video I want the students to see about Immigration, and what immigrants went through coming to Ellis Island from the website http://teacher.scholastic.com/activities/immigration/tour/ . To keep them engaged I will have a short worksheet containing a few questions from the video. (Group 2): I will be reading Coming to America: A Story of Immigration. I will ask questions as we go along to keep the students engaged and see if they have any questions. Once both groups are done we will switch and group two will go watch the video and group one will come to hear the story. Time Allocation: 20 Minutes Transition to Activity Three: I will ask students from group two, who were watching the video second, to move back to their seats quietly. Once they are sitting I will have group one at the reading carpet to go back to their seats and get a pencil out. Activity Three Description of Activity Three While the students are in their seats I will explain the directions for their seat work. I will supply each student with two pieces of paper with a letter format to fill in. One is rough draft one is for the final draft that can be competed at home if they run out of time They will be creating a pretend letter about their travel to America and it will be sent to their family they left. In their letter they are to write to a family member and will have to explain how they got here, how it felt getting examined before entering the country, if they were scared starting a whole new life and any other thoughts or feelings they want to add. Time Allocation: 20 minutes Questions to assess students learning and/or apply what was learned: They will answer the following questions in their letter: 1.) How immigrants came to America 2.) What kind of examinations were done to immigrants before entering America 3.) What it was like starting a new life/ Why people came to America Closure

To summarize this lesson I will give students a handout of the dates Ellis Island and Angel Island were used and reasons why people came to America along with other important information from the video and book used in class. I will have a quick discussion with the class if they know where their family is from and mention we all are immigrants from somewhere. I will also mention that we will have someone come speak to us about family heritage. Assessment 1. Traditional Assessment I will use information from this lesson in a traditional assessment at the end of this unit plan in a multiple choice/short answer test. 2. Authentic Assessment The letter they write about their travel to America I will use as authentic assessment and keep in their portfolio. Materials: SmartBoard Coming to America: The Story of Immigration Video from internet and worksheet Handout of information Letter format paper (rough draft and final draft)

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