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Lesson Plan

Lesson Plan
Leland Tulper
OTL502 Learning Theories and Modules of Instruction
Colorado State University Global Campus
Nella B. Anderson, PhD
Fall 2015

Lesson Plan

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Immigration/Migration: Latin America and the Middle East
Stage 1 Desired Results

Social Studies Standard HS Geography 3c The interconnected nature of the world, its
people and places: explain how migration of people and movement of goods and ideas can
enrich cultures, but also create tensions (DOK 1-2) (Colorado Academic Standards, 2015)
Understandings:
Students will understand that

There are many reasons why


people would want to leave one
place for another, no matter the
cost.
It is not by chance that
immigrants end up in certain
areas based upon pull factors.
People have an innate ability to
do what is best for themselves
and their families, in spite of any
repercussions that may ensue.
Almost everyone who lives in
the United States was an
immigrant or a descendant of an
immigrant.

Student Objectives (Outcomes):

Essential Questions:

Why would someone want to relocate to


another nation and possibly another
culture?
Why is there a negative stigma when it
comes to migrants in several first world
nations?
What are the long-term effects of mass
migration?
How can multiple cultures live peacefully
among one another?

Students will build relationships by

Students will know and be able to

Identify patterns in migration


over the past 30 years.
Empathize with migrants and the
difficulties they face.
Show understanding of push and
pull factors that would cause
someone to migrate.
Understand and read graphs to
see trends over time.

Working with their table partners and group


partners.
Being involved in classroom discussions.
Questioning one another.
Collaborating with graphic organizer.

Lesson Plan

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Stage 2 Assessment Evidence Directly Aligned to Content Standard

Performance Task(s):

The goal of this lesson/unit is to help students relate to immigrants and to have an
understanding of what real-world issues are going on currently.
Students will complete several different written activities including a graphic organizer, a
project, annotations, and a personal rubric.
The final project for this lesson is designed to get students to think critically and demonstrate
this through their own unique creativity.
An essay rubric will be used to assess this assessment.
Students will also be involved in classroom discussion which include cold calling of
students.

Self-Assessments

Students are given the essay rubric


prior to writing.
Feedback will be given on students
drafts.
Students will go through a Writers
Workshop during the drafting
process.
Students will peer-edit one anothers
essays.

Other Evidence (Assessments)

Formative assessment Characterization


Quiz (Warm-Up)
Post-mortem Activity (Mini-Lesson/Work
Time)
Practice TIQA paragraphs
Reading quizzes
World Awareness Service Project
Whip Around (Share Session)
Last Man Standing

Differentiated Assessment Approaches:


All IEP and ELL students will have extra
accommodations beyond what their personal plans
include. I will pull out these students for the
annotation/reading as well as give ideas and examples
of the final project. Each student will be teamed up
with an at-level student for the graphic organizer
portion of the class to feed off of one another.

Stage 3 Learning Plan Directly Aligned to Content Standard AND Assessments

Lesson Plan

Learning Activities:

Pre-assessment (warmup: 5 minutes): Why would someone want to move from one place
to another; especially if they are not welcomed?
Classroom discussion on Push/Pull factors (10 minutes): student led.
Interactive classroom discussion and PowerPoint (45 minutes).
Graphic organizer based on interactive discussion using table partners (coincides with
discussion).
Reading on two different immigration experiences done individually or small groups (pull
out IEP and ELL students) along with annotations (25 minutes).
All expectations and objectives given in a worksheet at the beginning of the lesson(s) as well
as uploaded to schoology for student use.
Formative assessment throughout based on student participation, writing using TIQA, rubric
for discussion, annotation, and quickwrite (15 minutes).

Stage 4 Feedback Strategies (Entire Unit Plan)


Students will know what they need to improve and work towards mastery by through

Rubric on discussion, annotation, and quickwrite


Learning objectives
Teacher and peer comments and feedback on written work
Teachers comments on TIQA practice paragraphs
Warmups and exit slips.
Quiz on immigration

Lesson Plan

References
Colorado Academic Standards. (2015). Social Studies Academic Standards. Retrieved
from https://www.cde.state.co.us/cosocialstudies/statestandards.
Goodwin, B & Ross, E. (2013). The Twelve Touchstones of Good Teaching. Alexandria, VA:
ASCD.

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