SIOP Lesson Plan 2

History of Immigration in America: 1880-today

Name: Emily Bauer and Jonathan
Geense

Class: Intermediate Listening and Speaking

Unit Theme: Immigration

Standards
Summarize a written text read aloud or
information presented in diverse media and
formats, including visually, quantitatively, and
orally. (CCR Listening and Speaking, Anchor 2,
Strand C)
Summarize the points a speaker makes and
explain how each claim is supported by
reasons and evidence. (CCR Listening and
Speaking, Anchor 3, Strand C)

Lesson Topic: History of Immigration

in America: 1880 - today

Content Obj.
Understand timeline of
immigration in America
Identify key dates and events
in U.S. immigration history
Analyze impact of policies
and events on immigration

Language Obj.
Report on events chronologically
Listen and record details
Take notes based on reading
Practice creating sentences with passive voice

Key Vocabulary: establish, process,

exclusion, declare, amend, pass, modify,
border patrol, mandate, ineligible, deport,
illegal immigrants

Materials:
Adapted timeline of US immigration
history that can be differentiated for
learners
Pieces of paper with years and events
on them

SIOP Features
Preparation
X Adaptation of content
X Links to background
__ Links to past learning
__ Strategies incorporated

Scaffolding
X Modeling
X Guided practice
X Indep. Practice
X Comp. Input

Group Options
X Whole class
X Small groups
X Partners
__ Independent

Integration of Processes
X Reading
X Writing
X Speaking
X Listening

Application
X Hands-On
X Meaningful
X Linked to obj.
X Promotes engagement

Assessment
X Whole class
X Small groups
__ Partners
__ Independent

Content and Language

Objectives (note: either
written on board or said
orally)
CO: Today we will
examine a timeline of
immigration in American
history and make careful
note of key dates and
events.

LO: Take notes on key

dates and events
associated with a specific
date. Use the notation
form: YEAR Event

LO: Practice the passive

voice. Use this form
In YEAR, Event/Subject +
past participle.
In 1892, Ellis Island was
opened.

Lesson Sequence and Activities

Description
1. Warm-up: Teacher draws line on
board with tick marks. Ask,
What do you think this is?
a. Teacher tries to elicit
timeline
2. Discussion questions: What
type of information is found on
timelines? How do we use
timelines as a learning tool?
Students discuss in pairs
3. Pre-listening vocabulary
preview:
a. Matching exercise with
words and definitions on
board
4. Mini-lesson/review on notetaking
a. Teacher reads first item
in timeline, demonstrates
note-taking form Year
Event
b. Teacher reads second
item, class tries on their
own
5. Listening: teacher instructs
students:
a. On the first reading, just
listen to the passage.
b. On the second reading,
take notes on key dates
and events associated
with a specific date.
6. Activity: Teacher hands out
small groupings of paper in
which each piece has a year or
event listed from the reading.
Students work in small groups to
put timeline together using their
notes. Students can be put into
groups depending on reading
level if needed.
a. Once groups have
timeline put together,
Teacher models form for
passive voice using
example from students
b. Groups put years and
events into passive

Review/Assessment

Listen for
comprehension of
questions and make
mental note of who is
familiar / not familiar
with topic.

Ask students to come

to board and draw a
line connecting word a
definition. Ask class to
correct as needed.

Teacher checks
together with students

Monitor groups ability

to create passive
voice. Provide
feedback and
correction when
needed.

Collect list of
sentences for
evaluation.
Listen for
comprehension and

voice.
c. When finished, students
read one year and one
event. Correct as
needed.
7. Wrap up questions: Which is the
most important event? Which
event had the greatest impact
on immigrants?

critical thinking on
topic

Differentiation and Support: The Timeline group activity has been modified for learners of low
intermediate, mid intermediate, and high intermediate levels. Additionally, learners of varying
listening skills can be grouped together to hit the zone of proximal development and scaffold
their learning.