Stetson University Department of Education Daily Lesson Plan

Name: Carly Swanson Date: 1/29 Time: 9:15-9:45

Big Idea/Topic: Immigration Grade/ Subject: 2nd/Social Studies

Lesson Structure: Direct Instruction

Standards: (CCSS/NGSSS)
SS.2.A.2.7: Discuss why immigration continues today.

Instructional outcomes/objectives(s): (Clear objectives written in the form of student learning)

Students will identify 3 reasons why people might choose to leave their own countries to come to live in the United States.

Language Objective(s): (Must include language skill/domain and function, may contain grammar, where appropriate)
Students will write a list of 3 reasons immigration continues today.
Students will listen to student immigrant interviews.

Key Vocabulary (academic/content-defined in kid friendly terms) Instructional

Immigration- the process of moving to a new country, with plans to live there Materials
Continue- to keep happening
Meet Young
Immigrant- a person who comes to a country with plans to live there
Immigrants
Green Card- an identity card that says you live in the U.S.
Ukraine- a country close to Russia Google Slides on
Sierra Leone- a country in Africa Immigrants

H.O.T.S./Bloom’s Taxonomy Graphic Organizer:

Knowledge: Students will list 3 reasons immigration continues today. Worksheet (17 copies)

Lesson Portion: Pacing ESOL Support

 How will you introduce the lesson, activate prior knowledge, motivate students For each level EL at
to learn? each instructional step.
 How will the lesson develop or proceed? What steps will you follow? What are
the students expected to do?
 Highlight differentiated strategies.
 Box Higher Order/High Quality Questions in lesson.

Introduction/Building Background: (Link to Prior Knowledge) B:

EQ: Why does immigration continue today? I: What is the word for
a person who leaves
What does immigration mean?
their country to move to
the process of moving to a new country, with plans to live there
3 min another country?
What does continue mean? immigrant
to keep happening A:
I heard that you all did some very cool projects about where your family is from and how
they moved to the USA. Today we are going to learn about why families still move to the
USA.
First, we are going to meet some immigrants that are not too much older than you!
Who is an immigrant/ What does immigrant mean?
a person who comes to a country with plans to live there

Instructional Steps: B:
Stetson University Department of Education Daily Lesson Plan

Whole Group Instruction: Introduce each immigrant, play snip of the video (on power I: Where is Asya from?
point) Where is Gabriela
Why did Asya/Gabriela move to the US? from? (accept one
How did that make you feel? It is ok to feel sad. 8 min content word answer to
What were some of the differences between the other countries we learned about and the mainstream questions
USA? asked) (when writing
If you had been Asya/Gabriela would you have wanted to move to the US? Why? Luis may only get 2
How are these interviews similar to the stories about immigrants you read last week? reasons)
A:
Guided Practice: Together we are going to think of few reason a person might immigrate
to the USA. (choose to leave their own countries to come to live in the United States)
Think about what you just learned in the videos and what you know from last week. First
think about it in your head (wait time) Turn to a shoulder partner, and share. (call on 2
students to share)
3 min
Independent Practice: On your own I want you to think of at least 3 reasons why
immigration continues today and write them on your paper.

Go back to desks and fill out worksheets. (Luis and maybe Serenitii will have sticky notes
next to their paper so if they need a word spelled I can quickly write it for them)

Once the worksheet is completed come back to the carpeted and discuss answers with
peers. (Students who finish early will then discuss these issues deeper with peers, I will 6 min
ask questions to help spark discussion: What causes the issues that lead people to leave
their country? Why do they choose to come to America?)

Content/Procedural Closure: B:
I: One content word
Content: Together we are going to make a list of some reasons why immigration
answers
continues today. List 3-5 examples on chart paper. We will continue with this tomorrow.
5 min A:
Procedural: Go back to your tables, table leaders get out your center folders. Send
students to centers.

ESE Modifications CPLAMS Access Points ESE Accommodations

http://www.cpalms.org/Standards/AccesspointSearch.aspx
(identify access point, if needed) Lewis may need some
Independent: individualized attention
Supported: during the Independent
Participatory: Practice (sticky note
with word spelling or
Assessment of Student Learning: redirecting towards
(congruent with instructional objectives) work)
Objective 1: List on the worksheet

Post Lesson Analysis

Lesson Adjustment: (How are you re-teaching objectives for mastery based on formative assessment? Include evidence.)
Most of my students did very well on the formative assessment and showed their mastery of the information. One of my
students needs re-teaching on the difference between why immigration occurred in the past and why immigration continues
today. I could do this by talking to her individually during the next lesson and reinforcing the difference between the past and
what is currently happening with immigration.

Reflection on Teaching: (Analyze and evaluate your lesson and class management.)
I used the behavior management system used by the CT and there were no behavior issues. I could have done a better job
covering more of the information that was in my lesson plan and calmed down a little bit and been more relaxed.
Stetson University Department of Education Daily Lesson Plan

Addressing Summary Statements: (Select one Domain from your summary statement completed in EDUC 393. Describe
how you progressed, or not, toward improving your practice within that Domain. Include a statement on how your efforts
impacted, or not, students’ learning experiences.) Complete this box after the 2nd social studies lesson, the 2nd math lesson, the
2nd reading lesson, and one lesson within the science unit.

Response to Feedback: (To be completed after post-observation meeting: Review and consider provided feedback.
Describe how you will implement next steps going forward. Explain how these next steps will impact students’ learning
experiences.)
Over all I did well. I could have pushed a few of my students to produce more work. I need to get to know my students a little
better to know when I can push and when they are done. I need to do a slightly better job of sticking to my lesson plan. I did a
good job of teaching naturally and talking to my students using language and concepts they understand.
Content Summary (One to two paragraphs describing the content to be presented. Do not restate lesson. Show what YOU
know about the content supplemental to lesson. )
People immigrate:
 To escape persecution
 To escape conflict or violence
 To find a place to stay after their home was destroyed by a natural disaster
 To seek better healthcare
 To escape poverty (being poor)
 To offer more opportunities to children
 To be with family
 For an education
 For jobs
 For marriage
Immigrants support US economic growth. Immigrants and refugees are entrepreneurs, job creators, taxpayers, and consumers.
They are less likely to commit a crime than a US citizen. Half of immigrants in the USA own a house. In 2012, 40.7 million
people in the US were immigrants.