Seaford School District, Seaford, DE

Lesson Topic:
Family and Immigration
Standards Addressed in this Lesson:
CCSS.ELA-LITERACY.SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions (one-on-
one, in groups, and teacher-led) with diverse partners on grades 11-12 topics,
texts, and issues, building on others' ideas and expressing their own clearly and
persuasively.
CCSS.ELA-LITERACY.RH.11-12.9
Integrate information from diverse sources, both primary and secondary, into a
coherent understanding of an idea or event, noting discrepancies among sources.
Learning Goals/Target for this Lesson
Students will know Students will be able to do
 Why people migrate  Speak in small groups about reasons
 The challenges immigrants immigrants move
face  Evaluate the major reasons
 How education plays a role immigrants move
in the lives of immigrants  Analyze the influence of their parents’
education and knowledge in their lives
Lesson Essential Question: (What question—from your Student Learning Map and/or your Learning
Goals/Target and based on your grade-level standards—will direct and focus the learning in this individual
lesson?)

What are the challenges of immigrants in the U.S.

Activating Strategy: (How will you hook students at the beginning of the lesson and activate and/or build
the necessary prior knowledge?)

Students watch a spoken word by Wyclef Jean.

Students answer the following questions.
1. How can we stop immigrant stereotypes?
2. How does Wyclef Jean connect with the audience?
3. What values are common within immigrant communities?
Students will share answers with a partner and then aloud.

Key Vocabulary to preview and vocabulary strategy: (What content-specific vocabulary will
students need to know in order to make meaning of the learning in the lesson and what strategy will you use to guide
students to understanding?)
Mudarse
Emigrar
Desafio
Autoestima

Lesson Instruction: (How will you provide instruction and/or specific learning experiences which lead
students to the understanding necessary to respond to each assessment prompt? What will be the sequence of these
learning experiences? Does the level of thinking/learning required by the students increase throughout the lesson?)

Adapted from Learning-Focused Lesson Plan (Next Generation of Learning-Focused) 1

Seaford School District, Seaford, DE
Learning Activity 1: 5-3-1 Graphic Organizer: (What
graphic organizers or other
organizational tools will you use to
help students organize their learning?)
Students will brainstorm 5 reasons they think
cause people to migrate.
Then they work in a pair to come up with the 3 Students will use their daily
best. Then the pair joins with another pair to come notes sheet to follow along
up with the 1 most important. with the lesson.

Assessment Prompt for LA 1: Teacher will walk Throughout the lesson I will
around the room and listen to discussions as well as walk around and make
read and correct Spanish writing. Students will share notes on student writing.
aloud for a comprehensive list of important factors.
Learning Activity 2- Write Pair Share

The students will respond to 3 questions about

their upbringing.
Students will then pair up with a student from a
culture different from their own.
They will interview each other and answer the
following questions:
1. How did your parents help you with
homework in elementary school?
2. Have your parents participated in school
events?
3. Is parental participation important for you?

Assessment Prompt for LA 2: (Is the level of

thinking/learning required by the students increasing as the lesson
progresses?)

Students will share their partner’s answers aloud. Teacher

will walk around and check for grammatical inaccuracies.

Summarizing Strategy: (How will students summarize what

they have learned as a result of the lesson to provide evidence of their
understanding, in relation to the lesson essential question? Examples:
Exit Ticket, 3-2-1, Answer the EQ, writing-to-learn exercise, etc.)

Students will look at the graph on the board and place a sticky note at
the highest level of education completed by their immediate family.

Then, students will look at the data and respond to 2 of the 4 questions.

What surprises you about the data?

What conclusions can you draw from the data?
How would this look different if we only asked ELL students?
How would this look different if I were to ask a Spanish I class?

Adapted from Learning-Focused Lesson Plan (Next Generation of Learning-Focused) 2