FORDHAM UNIVERSITY

GRADUATE SCHOOL OF EDUCATION

TESOL PROGRAM

ESL Mini Lesson Plan Format

Name of Teacher: __I. Djaniants_______

Grade: _3-5__ ESL Levels: __High Intermediate to Advanced__

Topic/ Aim: Immigration

Curriculum/ Academic Areas Involved:
Standards
ESL Standards
• Standard 1: Students will listen, speak, read, and write in English for
information and understanding.
• Standard 2: Students will listen, speak, read, and write in English for
literary response, enjoyment, and expression.
• Standard 3: Students will listen, speak, read, and write in English for
critical analysis and evaluation.
• Standard 4: Students will listen, speak , read, and write in English for
classroom and social interaction.
• Standard 5: Students will demonstrate cross-cultural knowledge and
understanding.

Social Studies Standards

• Standard 1: History of the United States and New York; Students will use a
variety of intellectual skills to demonstrate their understanding of major ideas,
eras, themes, developments, and turning points in the history of the United
States and New York.
• Standard 2: World History; Students will use a variety of intellectual skills to
demonstrate their understanding of major ideas, eras, themes, developments,
and turning points in world history and examine the broad sweep of history from a
variety of perspectives.
• Standard 3: Geography; Students will use a variety of intellectual skills to
demonstrate their understanding of the geography of the independent
world in which we live-local, national, and global-including the distribution of
people, places, and environments over the Earth’s surface.

Objectives
 • Content objectives: Students will be able to identify why people immigrated in the past
and why people immigrate today.
• ESL objectives:
1. Listening: Students will develop their listening skills through discussions on
immigration, observations of videos and classmates’ presentations, and interviewing.
1. Speaking: Students will develop their speaking skills through discussions about
immigration, their PowerPoint presentations, and through their interview.
1. Reading: Students will develop their reading skills through research to develop their
presentations and their essays.
1. Writing: Students will develop their writing skills through research, short responses,
interviewing, presentations, and a compare and contrast essay.
Instructional Materials/ Resources
• Computer
Teaching Procedures
Essentially there are five parts to the research of this Immigration Unit. There is also an
introductory part to the unit that is not included in the research. In order to fully have students
participate in the research and for them to be able to conduct the research they have to
understand what immigration means. The initial part of the unit is to have students become
familiar with immigration through various activities. These activities include taking a survey,
watching documentaries, discussions that are led in class, and short written responses.
Students will use their prior knowledge, their own experiences, and what they have
learned so far in class about immigration to lead into the research unit. The first half of the
research unit requires students to pick one famous person that immigrated to the United States
through Ellis Island. With the aide of the teacher and internet resources, students will conduct
a research of the person they chose to learn more about. After collecting their data, students
will put together a PowerPoint presentation that they will present to their classmates.
The second half of the research requires students to interview someone they know that
immigrated to the United States. Students will gather information from the person they are
interviewing and use the notes they have collected on the interview and for the presentation to
write up a compare and contrast essay. Students will have to compare and contrast
immigration today and in the past.
 Students motivation will be guided by learning through the use of technology. The blog is
designed to keep students motivated to learn more about immigration and to use various forms
of resources to guide their research. Students will also have a Voki helper that appears
throughout the blog to motivate their learning experience. The unit is also designed to allow
students to work on their own pace. Those students that work quickly will be able to go ahead
to the next activity, while students who need extra time will not fill rushed to get through their
work.
Assessment and Evaluation
There will be two formal assessments. The first assessment will base students English
speaking and listening skills. This assessment will be based on the PowerPoint presentation
that the students will present to call. The second assessment will base students English reading
and writing skills. This assessment will be based on the final compare and contrast essay that
the students have to write. There will also be informal assessments throughout the unit that
will be conducted during students’ short responses, classroom discussions, and research.