KTIP Pilot Project Lesson Plan Format

KTIP Pilot Project Lesson Plan Format

Name:____Shannon Robbins________ Date:_December 4, 2020_ Age/Grade Level: __3^rd_

# of Students: _0_ # of IEP Students: _0_ # of GSSP Students: _0_ # of LEP Students: _0_

Subject: _____Social Studies_____ Major Content: _Culture and Society_ Lesson Length: __1 week__

Unit Title: ___Immigration/Cultures__ Lesson Number and Title: ___Virtual Field Trip_______

Context

§ The goal of this lesson is to get the students familiarized with the way the first immigrants came to America and the journey was like.

§ We will have already talked about immigration and what it is. They will have seen the expanding quantity of immigrants coming to America during the early years of immigration and explored their own heritage and roots; making their own family tree. The will have learned about culture, beliefs and America’s incorporation of them into its own culture.

Objectives

§ The students will discover the different cultures of America and where people come from. They will be able to show an understanding of the different cultures and beliefs.

Connections

This lesson connects to these Kentucky Programs of Studies:

§ SS-P-CS-U-4 Students will understand that a variety of factors promote cultural diversity in a community.

o This will be explored in the teaching of the melting pot/salad bowl concepts and what American culture is made of.

This lesson connects to these Kentucky Core Content areas:

§ SS-EP-2.1.2 Students will study a variety of diverse cultures locally and in the world today and explain the importance of appreciating and understanding other cultures.

o This will be done with looking at cultures within the US and outside of it in today’s world. The virtual field trip has them look at a particular country to find out about it and what it would be like migrating to the US.

Resources, media, and technology

§ They will be able to participate in the lesson by accessing the virtual field trip from the following website address: http://www.geocities.com/shannonrobbins3/vft.doc. The will need their notebooks to record any information they find out when on the virtual field trip.

§ The websites used in the virtual field trip are as follows:

o http://www.ellisisland.org/genealogy.ellis_island.asp

o https://www.cia.gov/cia/publications/factbook/index.html

o http://www.cantonpl.org/kids/country.html#AtoZ

o http://www.pbs.org/independentlens/newamericans/index.html

o http://www.unitedstreaming.com/search/assetDetail.cfm?guidAssetID=SFA6109D-A441-4182-AE27-7F0C8930D9F5

o http://learning.loc.gov/ammem/ndlpedu/features/immig/vocabulary.html

o http://publicprograms.ala.org/newimmigration/materials/readinglist_children.html

Procedures

§ Each student will have access to his own computer in the lab, so they can find their separate information.

§ Before they begin their field trip, I will explain the assessment/assignment that will follow the session that day, emphasizing that it will be their assessment of what they learned through out the unit.

§ The will receive the rubric and instructions in paper format and the link (http://www.geocities.com/shannonrobbins3/ap.doc) to the electronic one. They will be notified that this will be worked on in class and outside of class. I will then let them begin their field trip.

§ They will explore and learn, while I patrol the lab to make sure they stay on task and in case they have any questions.

§ Once they have completed the trip, they can begin researching until everyone has finished their field trip experience.

§ They are to have gathered some data as they moved through the field trip’s stops. This information will be useful to them later on as they begin the assessment project.

§ Before we leave this subject area, I will mention that their homework is to start brainstorming ideas for their stories and will begin the writing process on Monday in Language Arts.

Assessment Plan

§ The assessment for this unit will be that the students are to write a story about their journey as though they are immigrants coming to America. They are required to show what they learned through out this unit.

Here are the requirements:

Title Page with Title

-be creative

Illustrations

-drawn by you

Writing Process

-correct and efficient

-turn in rough draft with final

-peer editing in class before you can type final

-will check use of brainstorming ideas before begin rough draft

Neatness

-final draft typed

-will be done in class

Organization

-does not jump around

-easy to follow

-sequential

Spelling/Punctuation

Creativity

-include four facts other than what was told in class (give reason why you are coming to America as one)

-interesting

-detail

Focus on Assignment

-stays on topic but also gives other information that helps the flow of the story and bring the reader in

Content

-describe at least two events that occur during the journey

-they were on a ship for months after all, a lot can happen!

Problem/Conflict

-looking for some kind of issue

-make it interesting à be creative

-has to be realistic

Solution/Resolution

-problem solved successfully

-has to be realistic

Immigration Journey Journal Rubric

CATEGORY	4	3	2	1
Writing Process	Student devotes a lot of time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works hard to make the story wonderful.	Student devotes sufficient time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works and gets the job done.	Student devotes some time and effort to the writing process but was not very thorough. Does enough to get by.	Student devotes little time and effort to the writing process. Doesn't seem to care.
Neatness	The final draft of the story is readable, clean, neat and attractive. It looks like the author took great pride in it. Typed not handwritten.	The final draft of the story is readable, neat and attractive. It looks like the author took some pride in it.	The final draft of the story is readable and some of the pages are attractive. It looks like parts of it might have been done in a hurry.	The final draft is not neat or attractive, sloppy to say the least.
Organization	The story is very well organized. One idea or scene follows another in a logical sequence with clear transitions.	The story is pretty well organized. One idea or scene may seem out of place. Clear transitions are used.	The story is a little hard to follow. The transitions are sometimes not clear.	Ideas and scenes seem to be randomly arranged.
Spelling and Punctuation	There are no spelling or punctuation errors in the final draft.	There are a few spelling or punctuation errors in the final draft.	There are several spelling and punctuation errors in the final draft.	The final draft has a lot of spelling and punctuation errors.
Creativity	The story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his/her imagination.	The story contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his imagination.	The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination.	There is little evidence of creativity in the story. The author does not seem to have used much imagination.
Requirements	All of the written requirements were met.	Almost all (about 90%) the written requirements were met.	Most (about 75%) of the written requirements were met.	Many requirements were not met.
Focus on Assigned Topic	The entire story is related to the assigned topic and allows the reader to understand much more about the topic.	Most of the story is related to the assigned topic. The story wanders off at one point, but the reader can still learn something about the topic.	Some of the story is related to the assigned topic, but a reader does not learn much about the topic.	No attempt has been made to relate the story to the assigned topic.
Action	Several action verbs (active voice) are used to describe what is happening in the story. The story seems exciting!	Several action verbs are used to describe what is happening in the story, but the word choice doesn't make the story as exciting as it could be.	A variety of verbs (passive voice) are used and describe the action accurately but not in a very exciting way.	Little variety seen in the verbs that are used. The story seems a little boring.
Problem/ Conflict	It is very easy for the reader to understand the problem that you faced and why it is a problem.	It is fairly easy for the reader to understand the problem that you face and why it is a problem.	It is fairly easy for the reader to understand the problem that you face but it is not clear why it is a problem.	It is not clear what problems you faced.
Solution/ Resolution	The solution to your problem is easy to understand, and is logical. There are no loose ends.	The solution to your problem is easy to understand, and is somewhat logical.	The solution to your problem is a little hard to understand.	No solution is attempted or it is impossible to understand.
Illustrations	Original illustrations are detailed, attractive, creative and related to the text on the page. At least four including one on Title page.	Original illustrations are somewhat detailed, attractive, and relate to the text on the page. Only three drawings.	Original illustrations relate to the text on the page. Two drawings.	Illustrations are not present OR they are not original. One or no drawings.
Title Page	Title page has a graphic, has the title, and author's name. Title is creative, grabs the eye, and relates to story and topic.	Title page has the title, and author's name but no drawing. Title is related to the story and topic.	Title page is missing two out of the three things required. Title, if present, does not seem related to the story or topic.	No title page or title.
Facts	Includes the required four facts about immigration, and/or the country you are supposed to be from.	Includes three of the required facts. See four for requirements.	Includes two of the required facts. See four for requirements.	Includes one or less required fact. See four for requirements.