3.+Five+Day+Unit+Plan

Teacher(s) Name: ___Antoinette Stewart__  __Thematic Unit Theme/Title/Grade Level:__ Immigration/Second Grade__ Wikispace address: __http://ucfgr2immigrationssp09.wikispaces.com/__ Daily Lesson Plan Day/Title: __Day 1: Introducing Immigration     || · The student will understand immigration and the importance of it.  · The student will determine the reasons for immigration. <span style="font-size: 11.5pt; font-family: 'Garamond','serif';"> ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 11.5pt; font-family: 'Garamond','serif';">The student will describe the importance of Ellis Island to the immigrants entering the country. ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="background: white none repeat scroll 0% 0%; font-size: 11.5pt; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial; font-family: 'Garamond','serif';">The student will summarize information from the text in an illustration. <span style="font-size: 11.5pt; font-family: 'Garamond','serif';"> ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 11.5pt; font-family: 'Garamond','serif';">The student will use primary and secondary sources to gain insight on immigrant experiences. <span style="font-size: 17.5pt; font-family: 'Garamond','serif';"> || <span style="font-size: 17.5pt; font-family: 'Garamond','serif';"> || <span style="background: white none repeat scroll 0% 0%; font-size: 11.5pt; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial; font-family: 'Garamond','serif';">LA.2.1.7.3: The student will summarize information in text, including but not limited to main idea, supporting details, and connections between texts. <span style="font-size: 11.5pt; font-family: 'Garamond','serif';"> <span style="background: white none repeat scroll 0% 0%; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial;">SS.2.A.2.5: Identify reasons people came to the United States throughout history. SS.2.A.2.6: Discuss the importance of Ellis Island and the Statue of Liberty to immigration from 1892 - 1954. SS.2.A.1.1: Examine primary and secondary sources. SS.2.A.1.2: Utilize the media center, technology, or other informational sources to locate information that provides answers to questions about a historical topic. <span style="font-size: 17.5pt; font-family: 'Garamond','serif';"> || ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> **//<span style="font-size: 11.5pt; font-family: 'Garamond','serif';">What best practice strategies will be implemented? //** ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> **//<span style="font-size: 11.5pt; font-family: 'Garamond','serif';">How will you communicate student expectation? //** ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> **//<span style="font-size: 11.5pt; font-family: 'Garamond','serif';">What products will be developed and created by students? //** <span style="font-size: 17.5pt; font-family: 'Garamond','serif';"> || <span style="font-size: 11.5pt; font-family: 'Garamond','serif';">* Steps 1-5 will be completed during Language Arts block. Step1. Ask students what they think about when they hear the word immigration. Step2. Explain that we will be creating a graffiti wall based on their images of immigration. <span style="background: white none repeat scroll 0% 0%; font-size: 11.5pt; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial; font-family: 'Garamond','serif';">Step3. <span style="font-size: 11.5pt; font-family: 'Garamond','serif';">Students will then be given his/her "brick" and be instructed to draw what comes to mind when they think of immigration. Step4. We will have a five to ten minute discussion on why they drew some of their pictures. I will give some feedback but not too much because this activity will be used to determine the student's prior knowledge of the subject. <span style="background: white none repeat scroll 0% 0%; font-size: 11.5pt; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial; font-family: 'Garamond','serif';">Step5. <span style="font-size: 11.5pt; font-family: 'Garamond','serif';"> I will read aloud //Coming To America// by Betsy Maestro. Step6. After reading the book, the class will discuss some of the reasons for immigration, why Ellis Island was so important, and what things they think immigrants had to go through when arriving in America. <span style="background: white none repeat scroll 0% 0%; font-size: 11.5pt; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial; font-family: 'Garamond','serif';">Step7. <span style="font-size: 11.5pt; font-family: 'Garamond','serif';"> If the class is equipped with a projector/smart board then I will put up an interactive tour of Ellis Island to give the students further understanding of its structure and purpose. If the technology is not available, students will be allowed to go (in groups of 3-4) to the computers and go through the tour themselves. Step8. While the groups are doing the tour the rest of the class will be making their journals for Day2. using 8.5x11'' paper and these instructions: Instructions for folding your own book: 1. Fold paper in half (hamburger style). 2. Fold paper again (hamburger style). 3. Fold paper in half the other direction (hot dog style). 4. Unfold paper twice, until it is back to step one. 5. Starting on the folded side, cut along the fold line. 6. Unfold paper, cut should be right down the middle (hot dog fold). 7. Fold paper in half (hot dog style). 8. With cut side up, push ends together. You should see the book forming. 9. Fold all sides flat until you have your 8-page book. 10. Now you are ready to fill the pages. Enjoy! Step9. After each student has completed his/her book, we will label the pages for the appropriate days/countries as a class. Students can decorate them as they please. Step10. I will close the lesson with telling the students to remember what they learned on the tour for when they discuss Ireland tomorrow. I will pass out the letters to the parents and the students’ agenda for the week at this time. (There is no post assessment for this day; the post assessment that correlates with the pre-assessment will be completed on Friday.) || <span style="font-size: 17.5pt; font-family: 'Garamond','serif';"> || <span style="font-size: 11.5pt; font-family: 'Garamond','serif';">Coming to America by Betsy Maestro <span style="background: white none repeat scroll 0% 0%; font-size: 11.5pt; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial; font-family: 'Garamond','serif';">Constr <span style="font-size: 11.5pt; font-family: 'Garamond','serif';">uction paper cut into rectangles <span style="background: white none repeat scroll 0% 0%; font-size: 11.5pt; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial; font-family: 'Garamond','serif';">http://teacher <span style="font-size: 11.5pt; font-family: 'Garamond','serif';">.scholastic.com/activities/immigration/index.htm http://www.emilymartin.com/takeit.htm || <span style="font-size: 11.5pt; font-family: 'Times New Roman','serif';"> **//<span style="font-size: 11.5pt; font-family: 'Garamond','serif';">How will student learning be assessed? Authentic/Alternative assessments? //** There is no post assessment for this day; the post assessment that correlates with the pre-assessment will be completed on Friday. The discussion during class can count as an assessment for comprehension of the content. <span style="font-size: 17.5pt; font-family: 'Garamond','serif';"> || ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 11.5pt; font-family: 'Garamond','serif';">The story telling can be made into a digital story telling to help ESE students, ELL students, and visual learners. ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 11.5pt; font-family: 'Garamond','serif';">Gifted/talented students are able to use free time to continue research on immigrants using the computer and approved websites. ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 11.5pt; font-family: 'Garamond','serif';">Daily agenda for students with learning disabilities. ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 11.5pt; font-family: 'Garamond','serif';">Students with fine motor skills will be allowed to answer the question "what do you think of when you hear immigration?" orally. <span style="font-size: 17.5pt; font-family: 'Garamond','serif';"> || || Teacher(s) Name: _ __Tira Glover__ _ Thematic Unit Theme/Title/Grade Level: __Immigration/Second Grade__ Wiki space address: __http://ucfgr2immigrationssp09.wikispaces.com/__ Daily Lesson Plan Day/Title: __The Wrap Up__ || - The student will be able to understand and identify the causes of immigration by going over the graffiti board. -The student will incorporate communication skills by writing thank you notes/letters to the interviewee's. -The student will present their information from their interviews to their peers. -The student will use maps and globes to identify where they currently are in relation to where the person they interviewed may have immigrated from.
 * **<span style="font-size: 17.5pt; font-family: 'Garamond','serif';">Learning Objectives **
 * //<span style="font-size: 11.5pt; font-family: 'Garamond','serif';">What will students accomplish / be able to do at the end of this lesson? //**
 * **<span style="font-size: 15.5pt; font-family: 'Garamond','serif';">NCSS Themes/Sunshine State Standards **<span style="font-size: 11.5pt; font-family: 'Garamond','serif';">
 * //<span style="font-size: 13.5pt; font-family: 'Garamond','serif';">List the overall theme and then each standard. Cutting and pasting from the website is allowed. //**
 * **<span style="font-size: 15.5pt; font-family: 'Garamond','serif';">Student Activities & Procedures **
 * //<span style="font-size: 13.5pt; font-family: 'Garamond','serif';">Teacher Activities/Student Activities //**<span style="font-size: 13.5pt; font-family: 'Garamond','serif';">
 * **<span style="font-size: 13.5pt; font-family: 'Garamond','serif';">Resources/Materials **
 * **<span style="font-size: 17.5pt; font-family: 'Garamond','serif';">Assessment **<span style="font-size: 17.5pt; font-family: 'Garamond','serif';">
 * //<span style="font-size: 11.5pt; font-family: 'Garamond','serif';">Are you using a rubric? //**
 * //<span style="font-size: 11.5pt; font-family: 'Garamond','serif';">Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes //**<span style="font-size: 17.5pt; font-family: 'Garamond','serif';"> || <span style="font-size: 11.5pt; font-family: 'Garamond','serif';">For the pre-assessment students will illustrate their views/ideas on/about immigration. The final product, which will be completed on day 5, will be a graffiti board of the class' work.
 * **<span style="font-size: 15.5pt; font-family: 'Garamond','serif';">Exceptionalities **
 * //<span style="font-size: 13.5pt; font-family: 'Garamond','serif';">What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc //** || ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 11.5pt; font-family: 'Garamond','serif';">Some booklets will be prepared for students who cannot make them because of physical impairments.
 * **<span style="font-size: 15.5pt; font-family: 'Garamond','serif';">Discussion Notes ** || <span style="font-size: 11.5pt; font-family: 'Garamond','serif';">Important Questions:
 * 1) <span style="font-size: 11.5pt; font-family: 'Garamond','serif';">What makes you think of this (drawing) when you hear immigration?
 * 2) <span style="font-size: 11.5pt; font-family: 'Garamond','serif';">Do you think that it was easy being an immigrant in a new country?
 * 3) <span style="font-size: 11.5pt; font-family: 'Garamond','serif';">What are some of the reasons that people would move to a new country?
 * 4) <span style="font-size: 11.5pt; font-family: 'Garamond','serif';">Why do you think most immigrants came through Ellis Island?
 * //<span style="font-size: 11.5pt; font-family: 'Garamond','serif';">Remember //**<span style="font-size: 11.5pt; font-family: 'Garamond','serif';">to pass out the letter to the parents explaining the week’s activities and the students’ agenda for the week.
 * ** Learning Objectives **
 * What will students accomplish / be able to do at the end of this lesson? **

||
 * ** NCSS Themes/Sunshine State Standards ** List the overall theme and then each standard. Cutting and pasting from the website is allowed.

|| -SS.2.A.2.5: IDENTIFY REASONS PEOPLE CAME TO THE UNITED STATES THROUGHOUT HISTORY -LA.2.4.2.4: THE STUDENTS WILL WRITE COMMUNICATIONS INCLUDING FRIENDLY LETTERS AND THANK-YOU NOTES. -LA.2.5.2.4: THE STUDENT WILL LISTEN POLITELY TO ORAL PRESENTATIONS BY CLASSMATES -SS.2.G.1.2: USING MAPS AND GLOBES, LOCATE THE STUDENTS HOMETOWN, FLORIDA, AND NORTH AMERICA, AND LOCATE THE STATE CAPITAL AND THE NATIONAL CAPITAL || // Teacher Activities/Student Activities // · What best practice strategies will be implemented? · How will you communicate student expectation? · What products will be developed and created by students? || - ** Step 1: //__Anticipatory set:__// **// Ask the students what they now think immigration is? // Review their previous answers from the graffiti board so that they can see how their answer may have differed. Ask the students to share their answers at their tables with their table members. //Ask the students; what they think changed their opinions about immigration?// Have them share the answers with their table. -**Step 2: Modeling/Demonstration:** Pass out the individual maps to each student, and using the map on the wall, have each student locate Florida, where we currently are, and then have them locate where the person that they interview are from. Also they can locate their peer’s interviewee as well. Discuss with them how near or far they are in relation to their interviewee. // - //** Step 3: //__Modeling/Demonstration:__// **// Read Aloud: What I Like About Me by Allia Zobel-Nolan. - //** Step 4: ** Then ask the students to say one thing that they like about themselves within their groups, after everyone responds let the students know that although we may all have come from different places we each have important qualities that everyone can benefit from. //-//**Step 5:** //Ask the students to discuss with their groups, which day was their favorite and why.// // - //** Step 6: ** Have the students do a quick write on which day/group of immigrants were the most interesting to them and why //-//**Step 7:** Collect recipes from the students that will go into the class recipe book. Then pass out the rubric form to each student and using a copy of the rubric on a projector, **__model/demonstrate__** how to appropriately fill out the form. //(A sample will be provided) -//**Step 8:** The students will present their interviews at their tables in small groups and fill out the rubric form for each of their group members, the teacher will circulate the room and listen in on the interviews and collect all rubrics when each group is finished. -**Step 9:** Now have each student compose a thank you note, card, or letter to the person that they interviewed.
 * Student Activities & Procedures

|| || // - // What I Like About Me by Allia Zobel-Nolan -Rubric for presentations -Pencils -Paper -Student Maps || · How will student learning be assessed? Authentic/Alternative assessments? · Are you using a rubric? · Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes || -Each student will complete a rubric form for the members at their tables during the presentation. -The students will complete the graffiti board activity and that will be used as a post-assessment.
 * ** Resources/Materials **
 * ** Assessment **

|| What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || -For students with ADHD, praise will be given to positive action. Simple directions will also be given. -For students with visual impairment, a buddy will be assigned for the web quest, and for the potato griddle cake activity. -For students with a hearing impairment, buddies will be used again. -For students with physical impairments, accommodations for testing will be given, such as handwritten answers, typed answers, oral answers. -For students who are ESOL, directions are also simple and easy to learn, multiple pictures will be used. -For students who are gifted, higher order thinking questions challenge them. || -The recipe book will be completed over the weekend and presented to the students on Monday.
 * ** Exceptionalities **
 * ** Discussion Notes ** || -One week before this lesson, make sure to go over rubrics and how to use them with your students.

||

__Teacher(s) Name: _Whitney Rattray_ Thematic Unit Theme/Title/Grade Level: __Immigration/Second Grade __Wiki space address:__ http://ucfgr2immigrationssp09.wikispaces.com/ = __Daily Lesson Plan Day/Title:__ Day 4: Sweden =

-The students will relate to a child who has recently immigrated to America through discussion and writing. -The student will identify weather difference between Sweden and the U.S. -Students will gain knowledge on immigration through personally done interviews. ||  ||
 * =Learning Objectives=
 * What will students accomplish / be able to do at the end of this lesson?** || -The Student will develop an understanding for the swedish culture.
 * **NCSS Themes/Sunshine State Standards** List the overall theme and then each standard. Cutting and pasting from the website is allowed. || -SS.2.G.1.4: Use a map to locate the countries in North America (Canada, United States, Mexico, and the Caribbean Islands).

-SS.2.A.1.2: Utilize the media center, technology, or other informational sources to locate information that provides answers to questions about a historical topic. -SS.2.A.3.1: Identify terms and designations of time sequence. -LA.2.3.1.1: The student will prewrite by generating ideas from multiple sources (e.g., text, brainstorming, webbing, drawing, writers notebook, group discussion, other activities) -LA.2.1.7.3: The student will summarize information in text, including but not limited to main idea, supporting details, and connections between texts; ||  || //Teacher Activities/Student Activities// · What best practice strategies will be implemented? · How will you communicate student expectation? · What products will be developed and created by students? || //Step 1: Anticipatory Set:// //In a class discussion setting ask students what they know about Sweden? Include questions based on their thoughts of the way people dress, history, foods etc.// Step 2: Modeling/ Demonstration: Conduct a picture walk based upon the book Silent Movie __by Avi. Have students follow along. Step 3: Ask students to predict based on pictures what the book is about (write discussed thoughts on board). Step 4: Read aloud the book Silent Movie. Step 5: Compare views students had before the reading to their thoughts afterwards. (Write on board). Step 6: Students will write ideas as a journal entry as modeled on the board, plus an additional paragraph based on their own personal thoughts on Sweden. Step 7: Introduce snow globe activity. Present the globe I pre-made. Step 8: Hand out materials for assignment and directions. Before students begin discuss the weather difference in Sweden so students have an understanding of why they are creating the snow globes. Step 9: Wrap up snow globe assignment and begin presentation of interviews.__ ||
 * Student Activities & Procedures
 * ==Resources/Materials== || //-//Silent Movie by Avi

-Snow globe instructions. -Materials for snow globe: Baby food jars, glue, confetti, glitter, material for lid, and reindeer figurine.

-Paper, staples, and pre-made journals. -Student interviews. || · How will student learning be assessed? Authentic/Alternative assessments? · Are you using a rubric? · Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes || //For the pre-assessment students will write a journal entry based upon their thoughts on Swedish immigration. Students will write a post-assessment journal entry after class examples have been made and snow globes have been created.// ||  || What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || -Pre-made snow globe jars will be made for students who are physically unable to do so on their own. -During the reading I will be pointing at pictures and main topics for my ESOL and visual learners. -The buddy system will be used purposely during discussion time for my hearing impaired students. ||  || - Have pre-made journals and snow globes made the day before class. - Ask many questions to get desired feedback from students on topics. ||  ||
 * **Assessment**
 * ==Exceptionalities==
 * ==Discussion Notes== || -Make sure to send a letter home to parents discussing what will be taking place on day 4.

Teacher(s) Name: _Amanda Laufer_ __Thematic Unit Theme/Title/Grade Level:__ Immigration/Second Grade __Wiki space address:__ http://ucfgr2immigrationssp09.wikispaces.com/ = __Daily Lesson Plan Day/Title:__ Ireland =

-The student will explore the Potato Famine through an interactive activity during a webquest. -The student will construct what they know about potatoes and Ireland through cooking with a recipe from the country back in the late 1800's. -The student will relate what it was like to be an Irish immigrant boy during a webquest. || || SS.2.A.2.6: Discuss the importance of Ellis Island and the Statue of Liberty to immigration from 1892 - 1954. SS.2.A.2.5: Identify reasons people came to the United States throughout history. SS.2.A.1.2: Utilize the media center, technology, or other informational sources to locate information that provides answers to questions about a historical topic. LA.2.4.1.2: The student will compose simple stories, poems, riddles, rhymes, or song lyrics. || //Teacher Activities/Student Activities// · What best practice strategies will be implemented? · How will you communicate student expectation? · What products will be developed and created by students? || -Step 1: (Anticipatory set) Ask the students- Have you ever been to Ireland? What are some things that come to your mind when you think of Ireland? -Step 2:(Modeling/Demonstration)Read the book aloud: //Dreaming of America// by Eve Bunting. Ask the students in a whole class discussion what they think it would be like to be the first person immigrating from a country to Ellis Island. Some specific questions to ask: Would you feel excited being the first immigrant on Ellis Island? What things would you tell the media when they ask you how the trip was? <span style="background: lime none repeat scroll 0% 0%; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial;">(*Done in language arts block*) -Step 3: The class will take part in a potato griddle cake cooking activity. Three aides will be needed to keep everything organized. [|Potato Griddle Cake Recipe] [|.] Before the activity begins, explain why potatoes were so important to most Irish people (the Irish that were poor depended on eating potatoes because it was cheap and easy to grow). -Step 4: Students will journal in their immigration book under Ireland. After finding where Ireland and its capitol is on the map, the students will journal why they think the potato famine happened in Ireland and how that affected immigration to America. -Step 5: Complete the webquest activity in the computer lab. Turn in answers in the drop off box! Ireland Webquest Ireland Webquest Answers || || //-Dreaming of America// by: Eve Bunting -Potato Griddle Cake Recipe [] -Potato Griddle Cake ingredients (raw potato, mashed potato, flour, milk, egg, salt and pepper) || · How will student learning be assessed? Authentic/Alternative assessments? · Are you using a rubric? · Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes || For the pre-assessment, the students will write in their journal entry why they think the potato famine happened in Ireland and how that affected immigration to America. For the post-assessment, the students will be completing the webquest activity. The answers to this will be counted for the post-assessment. || What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || -For students with ADHD, praise will be given to positive action. Simple directions will also be given. -For students with visual impairment, a buddy will be assigned for the webquest, and for the potato griddle cake activity. -For students with a hearing impairment, buddies will be used again. -For students with physical impairments, accommodations for testing will be given, such as handwritten answers, typed answers, oral answers. -For students who are ESOL, pictures are used in the webquest, and the griddle cake activity is hands on. Also, the book has pictures. Directions are also simple and easy to learn. -For students who are gifted, higher order thinking questions challenge them. || -Three weeks before ask parents to volunteer on this day to help with the recipe. -One day before, have students bring in all necessary ingredients. - REMEMBER: This is the first day locating a country in their journal. Allow mistakes and encourage students to ask for help! ||
 * =Learning Objectives=
 * What will students accomplish / be able to do at the end of this lesson? ** || -The student will represent where Ireland is on the map by circling the country and capitol.
 * **NCSS Themes/Sunshine State Standards** List the overall theme and then each standard. Cutting and pasting from the website is allowed.
 * Student Activities & Procedures
 * ==Resources/Materials ==
 * **Assessment**
 * ==Exceptionalities==
 * ==Discussion Notes== || -One week before this lesson, make sure you go over what a webquest is. MAKE SURE you explain every step so most students will understand.

<span style="font-size: 13.5pt; color: black; font-family: 'Times New Roman',serif;">__Teacher(s) Name:__ <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">Jacquelyn Johnson __<span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 13.5pt; color: black; font-family: 'Times New Roman','serif';">Thematic Unit Theme/Title/Grade Level: __<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';"> Immigration/Second Grade __<span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 13.5pt; color: black; font-family: 'Times New Roman','serif';">Wiki space address: __<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">http://ucfgr2immigrationssp09.wikispaces.com/ __<span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 13.5pt; color: black; font-family: 'Times New Roman','serif';">Daily Lesson Plan Day/Title: <span style="font-size: 18pt; color: black; font-family: 'Times New Roman','serif';"> __Day Three/ Italy || ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">Students will understand Italy, and why immigrants left for the Unite States. ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Students will be able to identify the original currency of Italy and know the current currency the Euro. ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Students will identify the struggles of Italian families once in America. ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Students will construct a chart, summarizing the information that they learned on Italy. ||
 * **<span style="font-size: 18pt; font-family: 'Times New Roman','serif';">Learning Objectives **
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">What will students accomplish / be able to do at the end of this lesson? **<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">
 * **<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">NCSS Themes/Sunshine State Standards **<span style="font-size: 10pt; font-family: 'Times New Roman','serif';">List the overall theme and then each standard. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 10pt; font-family: 'Times New Roman','serif';">Cutting and pasting from the website is allowed. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">

|| ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 12pt; color: rgb(45, 46, 46); font-family: 'Times New Roman','serif';">SS.2.A.2.8: Explain the cultural influences and contributions of immigrants today. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">SS.2.A.2.5: Identify reasons people came to the United States throughout history. <span style="font-size: 12pt; color: rgb(0, 51, 153); font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 12pt; color: rgb(45, 46, 46); font-family: 'Times New Roman','serif';">SS.2.A.1.2: Utilize the media center, technology, or other informational sources to locate information that provides answers to questions about a historical topic. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 12pt; color: rgb(45, 46, 46); font-family: 'Times New Roman','serif';">LA.2.5.2.1: The student will interpret information presented and seek clarification when needed. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> || //<span style="font-size: 10pt; font-family: 'Times New Roman','serif';">Teacher Activities/Student Activities //<span style="font-size: 10pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 10pt; font-family: 'Times New Roman','serif';">What best practice strategies will be implemented? <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">  <span style="font-size: 10pt; font-family: 'Times New Roman','serif';">How will you communicate student expectation? <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">  <span style="font-size: 10pt; font-family: 'Times New Roman','serif';">What products will be developed and created by students? <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 10pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> || ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Step 1: (Anticipatory set) Ask the students: Who here can recap for the class, what is Immigration? What are immigrants? Who here has heard of Italy? What is the first thing that pops into your head when you think of Italy? (Write these answers to these questions on the board) ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Step 2: (Modeling/Demonstration) Together we will fill out the K (know) and the W (want to know) of a KWL chart, on Italy. I will create a big chart on the board and the students should be copying it, on their own sheet of paper. ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Step 3: Read Aloud Italian Immigrants __by: Ann M. Todd.__ __ ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Step 4: Direct the students to the wedding cookie recipe. (Explain to the students that Immigrants brought recipes and traditions from their country to America when they immigrated. They never stopped their traditions. Example: I would bake a cake for my birthday no matter where I am in the world.)Let the students try the classic Italian wedding cookies from the (immigrant recipe), that I brought in from the book. ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Step 5: I will show the students an example of Italian currency (then and now). ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Step 6: We will discuss the history behind the pizza which originated in Italy, and the recipes were carried over to the United States when individual immigrated. Once in America little pizzerias were opened. I will have each student make a personal pizza using the Lunchables pizza kit. (This can be saved and eaten for lunch.) ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Step 7: Each student should fill out what they learned the L (learned) in the KWL chart. I will ask volunteers to share and write answers on the chart on the board. ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Step 8: If time permits I would like to show an example of virtual Bocce game- <span style="font-size: 12pt; color: blue; font-family: 'Times New Roman','serif';">[] <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">. ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Step 9: If time permits or students finish work early let them flip through __The Young Chef's Italian Cookbook __by: Crabtree Publishing Company. (In this book are real Italian recipes.__ || <span style="font-size: 10pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 10pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> || ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Italian Immigrants __<span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> by: Ann M. Todd.  ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;">  __<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">The Young Chef's Italian Cookbook __<span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> by: Crabtree Publishing Company. ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Italian currency (then and now) ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Paper ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Pencils ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">White board ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Dry erase markers ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">I will be providing the cookies from home. ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Lunchables Pizzas: pizza crust, tomato sauce, cheese ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Computer with projector ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 12pt; color: blue; font-family: 'Times New Roman','serif';">[] <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">. <span style="font-size: 10pt; font-family: 'Times New Roman','serif';"> __ ||  <span style="font-size: 10pt; font-family: 'Times New Roman','serif';">How will student learning be assessed? Authentic/Alternative assessments? <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">  <span style="font-size: 10pt; font-family: 'Times New Roman','serif';">Are you using a rubric? <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">  <span style="font-size: 10pt; font-family: 'Times New Roman','serif';">Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> || <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">For the pre-assessment the class as a whole will complete the K and W part of a KWL chart on the white board and copy it onto their own individual papers. For the post-assessment the students will fill in what they learned throughout the lesson. First, on their own paper, and then we will share ideas as a whole. The charts will be collected and graded. || <span style="font-size: 10pt; font-family: 'Times New Roman','serif';">What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> || ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">For students with ADHD, praise will be given to positive action. Simple directions will also be given. ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">For students with a hearing impairment, buddies will be used. ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">For students with physical impairments, accommodations for testing will be given, such as rather than handwritten answers, typed answers, oral answers will be accepted. ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">For students who are ESOL, pictures are used in the books, there are many visuals in the lesson and I will allow the use of buddies/partners. ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">For students who are gifted, higher order thinking questions will challenge them, and I will have extra activities on immigration to be accomplished in case they finish early, such as the game and picking out their favorite recipe in  ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;">  <span style="font-size: 10pt; font-family: 'Times New Roman','serif';">The Young Chef's Italian Cookbook <span style="font-size: 12pt; font-family: 'Times New Roman',serif;">__.__ || ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">At the beginning of the year I will send out a permission form for the students to eat in my class, asking for any specific food allergies that the student may have. ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> **<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Remember: __**<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Check the permission forms to make sure none of the students will be in jeopardy due to food allergies. If this is a factor bring in another option for that particular student to create. <span style="font-size: 10pt; font-family: 'Times New Roman','serif';"> ||
 * <span style="font-size: 10pt; font-family: 'Times New Roman','serif';">Student Activities & Procedures
 * **<span style="font-size: 14pt; font-family: 'Times New Roman','serif';">Resources/Materials **
 * **<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Assessment **<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">
 * **<span style="font-size: 14pt; font-family: 'Times New Roman','serif';">Exceptionalities **
 * **<span style="font-size: 14pt; font-family: 'Times New Roman','serif';">Discussion Notes ** || ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">One week prior to this lesson I will ask parents for donations, towards the lunchables or allow them to send them in with their student prior to the lesson.