Unit Plan
Social StudiesWeek 1
Monday: Objective: Introduce the students to the topic of the Unit and to start learning about the earliest immigrant communities in the US. Standards: SS 10.3.4 Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and the union movement. S 11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe. Assessments: No official assessments today but students are expected to listen and take notes while researching their primary source documents. Instruction: I will inform the students about The general tasks, and final products associated with our research project. Students will receive a lecture on both Irish and Italian immigration into the U.S. during the late 19th and early 20th centuries. Student Activity: Students will take notes during the lectures on Irish and Italian Immigration. Students will also be looking at political cartoons about Irish immigrants in the early period of the United States. Students will be analyzing the cartoons to see what they tell about the Irish immigrant experience in the early 19th century. Students will also read a primary source document entitled "The Italians in Chicago" and the anti Immigration Act of 1924. Wednesday: Objective: In the previous class the students learned about the struggles of the early Irish and Italian immigrants into the U.S. and will continue upon that theme by looking at the struggles of Chinese, Jewish, and Mexican immigration in the U.S. Standards: SS 10.3.4 Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and the union movement. SS 11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe. Assessments: No official assessments today but students are expected to listen and take notes while researching their primary source documents. Instruction: I will deliver three mini lectures on Jewish immigration, Chinese immigration, and Mexican immigration. In between each lecture the students will be looking a primary source documents pertaining to those three immigration groups. Student Activities: Students will take notes during the lectures on Jewish, Chinese, and Mexican Immigration. Students will also be looking at government posters aimed at assimilating Jewish immigrants. Students will also be looking a political cartoons portraying the anti-Chinese sentiment Americans felt in the 19th and 20th centuries. Lastly the Students will be looking at photos and letters from members of the bracero program to better understand the difficulty Mexican immigrants had to face during the 1940's-1950's. Friday: Objective: In the previous class the students learned about the struggles of Jewish, Chinese, and Mexican immigrants in America. We will continue on that theme by looking at immigration into the U.S. since the 1960's. Standards: SS 10.3.4 Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and the union movement SS 11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe. Assessments: No official assessments today but students are expected to listen and take notes while researching their primary source documents. Instruction: I will give a short lecture on the history of immigration into the U.S. since the 1960's. After the lecture I will lead the students in looking at Presidents Lyndon B. Johnson's remarks at his signing of the Immigration and Nationality Act of 1965. Student Activities: Students will take notes during the lecture and the analysis of Lyndon B. Johnson's remarks. Students will then work in their groups to analyze current political cartoons concerning immigration. Week 2 Tuesday: Objective: In the previous class the students learned about immigration into the U.S. since the 1960's. Today the students will take a closer look of what they learned by looking at data and statistics dealing with current immigration and ancestry in the United States. In addition to this the students will be taking a mock citizenship test to see if they would qualify to become a U.S. citizen. Standards: SS 10.3.4 Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and the union movement. SS 11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe. Assessments: Students will turn in their citizenship test and notes taken on the statistics of current immigration and ancestry in America. Instruction: I will model for student how to look at statistical data and analyze it for what it is telling us about the conditions and issues Immigrants face. Then I will instruct the students to analyze the rest of the data in their packets on their own. Student Activities: After the students have analyzed all the statistical data on current immigration and ancestry in America they will take a mock citizenship test. The mock citizenship test is taken to show the students how difficult it is to become a citizen in the United States. Thursday: choose topic/issue Objective: In the previous class the students took a closer look at the statistics behind immigration in the United States. Today the students will be introduced to the many issues concerning immigrant communities in the modern day. At the end of the period the students will have chosen an issue to cover in their PSA project. Standards: SS 10.3.4 Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and the union movement. SS 11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe. Assessments: No official assessments today but students are expected to listen and take notes while researching their primary source documents. Groups will inform the teacher about what issue in immigration they want to research by the end of class. Instruction: I will deliver a short lecture to the students concerning some of the major issues concerning current immigration into the United States. Student Activities: After the students have listened to the lecture they will take the rest of the period in the computer lab looking into the many issues concerning Immigration. The students will be expected to inform the teacher on what issue their group wishes to cover in their PSA project. Week 3 Monday: Objective: Discuss the PSA video assignment & research computer lab time Student Activities: Students will use thier time in the computer lab to do research about their chosen issue in immigration. Wednesday: Objective: Research computer lab time Student Activities: Students will use thier time in the computer lab to do research about their chosen issue in immigration. Friday: Objective: Research computer lab time or move on to filming the PSA video Student Activities: Students will use thier time in the computer lab to do research about their chosen issue in immigration. If students have done enough research on their topic they will start to film their PSA video. Week 4 Tuesday: Objective: Computer lab time & finish filming the PSA video Student Activities: Students will use thier time in the computer lab to do research about their chosen issue in immigration. If students have done enough research on their topic they will continue to film their PSA video. Thursday: project due/ Showing in class |
English 2Week 1
Monday: Lesson 1 Objective: Introduce students to the unit and generate interest in the topic. Standards: ENGCC RI10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELD Standards: Bridging 4. Adapting language choices Adjust language choices according to the task (e.g., group presentation of research project), context (e.g., classroom, community), purpose (e.g., to persuade, to provide arguments or counter‐arguments), and audience (e.g., peers, teachers, college recruiter) (Found Poem Lesson). 1. Exchanging information/ideas Contribute to class, group, and partner discussions, sustaining conversations on a variety of age and grade‐appropriate academic topics by following turn‐taking rules, asking and answering relevant, on‐topic questions, affirming others, and providing coherent and well‐articulated comments and additional information (Lit Circle Groups). Assessments: No official assessments today but students are expected to listen and take notes on their packet papers. Instruction: I use a Prezi presentation to introduce the unit and go over what will be covered and discussed in the unit. I take students to check out The House on Mango Street by Sandra Cisneros. Student activity: Students listen and watch the introduction to Immigration unit Prezi presentation. Students go to library and check out The House on Mango Street by Sandra Cisneros. Wednesday: Lesson 2 Objective: After listening to the audio-book and following along in their books as a class students will be able to work in their small groups and complete their prep work for their group discussions. Students will then have their group discussions and write up their reflections. Standards: ENGCC RI10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELD Standards: Bridging 4. Adapting language choices Adjust language choices according to the task (e.g., group presentation of research project), context (e.g., classroom, community), purpose (e.g., to persuade, to provide arguments or counter‐arguments), and audience (e.g., peers, teachers, college recruiter) (Found Poem Lesson). 1. Exchanging information/ideas Contribute to class, group, and partner discussions, sustaining conversations on a variety of age and grade‐appropriate academic topics by following turn‐taking rules, asking and answering relevant, on‐topic questions, affirming others, and providing coherent and well‐articulated comments and additional information (Lit Circle Groups). Assessments: Students will show their learning through completion of their group assignments. Instruction: We listen to the novel together. I ask a few guiding questions to begin engaging in the text then let them break into their small groups. I walk around and monitor progress and offer help and further guidance with their group activities. Student Activities: Students read along and listen to audio.Then answer guided questions about the reading. Then they split into their small groups and assign the roles for the day. Students then work on finishing their individual group assignments before engaging in their small group discussions. At the end they write up their group reflection. Friday: Lesson 3 Objective: After listening to the audio-book and following along in their books as a class students will be able to work in their small groups and complete their prep work for their group discussions. Students will then have their group discussions and write up their reflections. Standards: ENGCC RI10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELD Standards: Bridging 4. Adapting language choices Adjust language choices according to the task (e.g., group presentation of research project), context (e.g., classroom, community), purpose (e.g., to persuade, to provide arguments or counter‐arguments), and audience (e.g., peers, teachers, college recruiter) (Found Poem Lesson). 1. Exchanging information/ideas Contribute to class, group, and partner discussions, sustaining conversations on a variety of age and grade‐appropriate academic topics by following turn‐taking rules, asking and answering relevant, on‐topic questions, affirming others, and providing coherent and well‐articulated comments and additional information (Lit Circle Groups). Assessments: Students will show their learning through completion of their group assignments. Instruction: We listen to the novel together. I ask a few guiding questions to begin engaging in the text then let them break into their small groups. I walk around and monitor progress and offer help and further guidance with their group activities. Student Activities: Students read along and listen to audio.Then answer guided questions about the reading. Then they split into their small groups and assign the roles for the day. Students then work on finishing their individual group assignments before engaging in their small group discussions. At the end they write up their group reflection. Week 2 Tuesday: Lesson 4 Objective: After listening to the audio-book and following along in their books as a class students will be able to work in their small groups and complete their prep work for their group discussions. Students will then have their group discussions and write up their reflections. Standards: ENGCC RI10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELD Standards: Bridging 4. Adapting language choices Adjust language choices according to the task (e.g., group presentation of research project), context (e.g., classroom, community), purpose (e.g., to persuade, to provide arguments or counter‐arguments), and audience (e.g., peers, teachers, college recruiter) (Found Poem Lesson). 1. Exchanging information/ideas Contribute to class, group, and partner discussions, sustaining conversations on a variety of age and grade‐appropriate academic topics by following turn‐taking rules, asking and answering relevant, on‐topic questions, affirming others, and providing coherent and well‐articulated comments and additional information (Lit Circle Groups). Assessments: Students will show their learning through completion of their group assignments. Instruction: We listen to the novel together. I ask a few guiding questions to begin engaging in the text then let them break into their small groups. I walk around and monitor progress and offer help and further guidance with their group activities. Student Activities: Students read along and listen to audio.Then answer guided questions about the reading. Then they split into their small groups and assign the roles for the day. Students then work on finishing their individual group assignments before engaging in their small group discussions. At the end they write up their group reflection. Thursday: Lesson 5 Objective: Students discuss the Immigration issue they decided on in Mr. Jensen's class and share them with me. Then we finish the last day of listening to the audio-book and following along in their books as a class students will be able to work in their small groups and complete their prep work for their group discussions. Students will then have their group discussions and write up their reflections. At this point the students will have finished the short novel. Standards: ENGCC RI10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELD Standards: Bridging 4. Adapting language choices Adjust language choices according to the task (e.g., group presentation of research project), context (e.g., classroom, community), purpose (e.g., to persuade, to provide arguments or counter‐arguments), and audience (e.g., peers, teachers, college recruiter) (Found Poem Lesson). 1. Exchanging information/ideas Contribute to class, group, and partner discussions, sustaining conversations on a variety of age and grade‐appropriate academic topics by following turn‐taking rules, asking and answering relevant, on‐topic questions, affirming others, and providing coherent and well‐articulated comments and additional information (Lit Circle Groups). Assessments: Students will show their learning through completion of their group assignments. Instruction: We listen to the novel together. I ask a few guiding questions to begin engaging in the text then let them break into their small groups. I walk around and monitor progress and offer help and further guidance with their group activities. Student Activities: Students read along and listen to audio.Then answer guided questions about the reading. Then they split into their small groups and assign the roles for the day. Students then work on finishing their individual group assignments before engaging in their small group discussions. At the end they write up their group reflection. Week 3 Monday: Lesson 6 Objective: After a lesson on script writing students will be able to start drafting a script to use in their Immigration Issue PSA video projects. Standards: ENG CC W.10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. ELD Standards: Bridging 4. Adapting language choices Adjust language choices according to the task (e.g., group presentation of research project), context (e.g., classroom, community), purpose (e.g., to persuade, to provide arguments or counter‐arguments), and audience (e.g., peers, teachers, college recruiter) (Found Poem Lesson). 1. Exchanging information/ideas Contribute to class, group, and partner discussions, sustaining conversations on a variety of age and grade‐appropriate academic topics by following turn‐taking rules, asking and answering relevant, on‐topic questions, affirming others, and providing coherent and well‐articulated comments and additional information (Lit Circle Groups). Assessments: Draft of script once finished. Instruction:I will give direct instruction on how to write a script and the use a Prezi Presentation to model the steps students will be taking to complete their own drafts. Student Activities: Students listen to the lecture and observe the models and instructions. Then they start their own step by step process to complete a group script draft. Wednesday: Lesson 7 Objective: After researching information about local charities and community aid organizations student groups choose one and then begin organizing and planning their service learning/ social justice action plan to aid that charity or organization. Afterwards students continue to work on their drafted scripts for their PSA video projects. Standards: ENG CC W.10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. ENG CC W.10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. ELD Standards: Bridging 4. Adapting language choices Adjust language choices according to the task (e.g., group presentation of research project), context (e.g., classroom, community), purpose (e.g., to persuade, to provide arguments or counter‐arguments), and audience (e.g., peers, teachers, college recruiter) (Found Poem Lesson). 1. Exchanging information/ideas Contribute to class, group, and partner discussions, sustaining conversations on a variety of age and grade‐appropriate academic topics by following turn‐taking rules, asking and answering relevant, on‐topic questions, affirming others, and providing coherent and well‐articulated comments and additional information (Lit Circle Groups). Assessments: Written service learning plan graphic organizer. Drafted script. Instruction: I explain the service learning/ social justice action plan and hand students a list of local charities and aid organizations to research and choose from. I instruct students on how to fill out their service learning action plan graphic organizers. Then I walk the room monitoring progress and helping students as needed. Student Activities: Students listen to explanation, research and choose their local charity or organization and start planning their service learning action plan using the graphic organizer. Friday: Lesson 8 Objective: Students will submit their scripted drafts for review and then spend some time working on their social justice action plans. They will spend time creating posters, flyers, collection boxes and other necessary materials to carry out their plans. Standards: ENG CC W.10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. ENG CC W.10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. ELD Standards: Bridging 4. Adapting language choices Adjust language choices according to the task (e.g., group presentation of research project), context (e.g., classroom, community), purpose (e.g., to persuade, to provide arguments or counter‐arguments), and audience (e.g., peers, teachers, college recruiter) (Found Poem Lesson). 1. Exchanging information/ideas Contribute to class, group, and partner discussions, sustaining conversations on a variety of age and grade‐appropriate academic topics by following turn‐taking rules, asking and answering relevant, on‐topic questions, affirming others, and providing coherent and well‐articulated comments and additional information (Lit Circle Groups). Assessments: Finished script for PSA video's and observation of progress towards the implementation of their social justice action plans. Instruction: I will collect their scripts for review. While reviewing scripts students will work on creating materials to implement their action plans. After reviewing their scripts I hand scripts back and give notes to each group on how to improve them before filming later in Mr. Jensen's class. Student Activities: Students hand in script for review and begin working on creating materials for their social justice action plans/service learning. Week 4 Tuesday: Lesson 9 Objective: Students continue working on their Social Justice Action Plans/Service Learning. Depending on their chosen actions they go around campus collecting the boxes they created full of food/clothing/books/etc. and start counting what they have and see if they made their goals or not. Standards: ENG CC W.10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. ELD Standards: Bridging 4. Adapting language choices Adjust language choices according to the task (e.g., group presentation of research project), context (e.g., classroom, community), purpose (e.g., to persuade, to provide arguments or counter‐arguments), and audience (e.g., peers, teachers, college recruiter) (Found Poem Lesson). 1. Exchanging information/ideas Contribute to class, group, and partner discussions, sustaining conversations on a variety of age and grade‐appropriate academic topics by following turn‐taking rules, asking and answering relevant, on‐topic questions, affirming others, and providing coherent and well‐articulated comments and additional information (Lit Circle Groups). Assessments: They fill out their service learning graphic organizers and turn them in. Instruction: I provide a brief instruction and review on the service learning activity and explain how to fill out their graphic organizers. I remind them of the school rules and how to be courteous to other classrooms when going out and about the room collecting their boxes and materials. Student Activity: Students listen to brief instruction then go out to father their materials and see if they made their group goal markers. Students fill out graphic organizer and turn it in. Thursday: Lesson 10 Objective: Students receive thank you notes or photos from their chosen charities or organizations and write up individual reflections about the process of giving and helping others. Standards: ENG CC W.10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. ELD Standards: Bridging 4. Adapting language choices Adjust language choices according to the task (e.g., group presentation of research project), context (e.g., classroom, community), purpose (e.g., to persuade, to provide arguments or counter‐arguments), and audience (e.g., peers, teachers, college recruiter) (Found Poem Lesson). 1. Exchanging information/ideas Contribute to class, group, and partner discussions, sustaining conversations on a variety of age and grade‐appropriate academic topics by following turn‐taking rules, asking and answering relevant, on‐topic questions, affirming others, and providing coherent and well‐articulated comments and additional information (Lit Circle Groups). Assessments: Finished one -page reflection. Instruction: I pass out thank you notes and photos to students and explain how to write their one-page reflections. Student Activities: Students look over thank you notes and photos and write one-page reflections. |