Lesson Plan Title Day 5 of 5Key ConceptsThe Immigration Experience: Review and ReflectionsLesson goal(s) (global, overarching) U,K*Specific Objectives – Each student will: (observable, demonstrable) SInstructional Materials NeededRoom arrangementAccommodationsTimeIntroduction:Groupwork Activities L, TPoster Activity TSummative Assessment [Homework]Template Lesson Model for Winter 07Lesson Plan Title Day 5 of 5 Key ConceptsThe Immigration Experience: Review and Reflections Co-teachers: Lauren Locke and Richard Lasso- Immigration- Xenophobia - U.S. foreign policy Lesson goal(s) (global, overarching) U,K*1. To explore how immigration legislation has affected different social groups across time 2. To encourage student to think critically about the relationship between immigration, xenophobia, and nativism 3. To gain practice in discussing and debating controversial issues Specific Objectives – Each student will: (observable, demonstrable) S1. Students will be able to identify inherent policies aimed at excluding specific groups of people at different times 2. Students will write/draw about how cartoons, pictures, and other forms of media contribute to an anti-immigration sentiment 3. Students will demonstrate collaboration and interaction skills by formulating their own U.S. immigration policy Standards addressed (EALRs) G1. The student examines and understands major ideas, eras, themes, developments, turning points, chronology, and cause-effect re-lationships in United States, world, and Washington State history. 2. Understand events, trends, individuals, and movements shaping United States, world, and Washington State history Core Questions Q1. What are some of the experiences immigrants go through as they emigrate to the U.S.?2. How do your ideas or feelings about immigration compare with both U.S. immigration policy and mainstream views?3. How can critically thinking about American policy and sentiment toward immigration provide insight into the larger idea of U.S. foreign policy? Learning Targets SKnowledge mastery: Define/explain major immigration legislation—1924 Quota Act, 1996 IIRIRA, operation liberty shieldSkills: Ability to collaborate with peers to develop an immigration policy and present their conclusions to the classReasoning proficiency: Ability to make inferences about the relationship between immigration and xenophobia Dispositions: Ability to examine attitudes and values toward immigrants and immigration policy Rationale USince its inception, the U.S. has been divided in its sentiments and policies toward immigration. Exploring some aspects of the immigrant experience will personalize an often dehumanized debate.InterdisciplinaryGeography: Movement of people History: Immigration policies Art: Drawing picturesConstructivist Teaching and Learning Observation ChecklistIntroduction/Pre-assessment: 6Direct instruction: 10, 14Groupwork activity: 2, 4, 8, 9, 13, 19 Poster activity: 1, 7, 8, 13, 17Instructional Materials Needed Room arrangementLaptop: PowerPoint Slides, video Handouts: Cartoons, poems, pictures, biographiesMaterials: Markers, poster papersTwo sets of tables in the back of the roomTwo sets of tables in the front of the roomAccommodationsELL student: Handout PowerPoint presentation ahead of time Provide with graphic organizer for direct instructionTime What the teacher does: What the students do:2 min.9:00-9:02Introduction: 1. Welcome/Bridge from last week 2. Go over agenda for the day/Rationale1. Participate in recapping previous lesson2. Seek clarification as needed10 min.9:02-9:12Immigration Legislation: L1. Direct instruction: PowerPoint presentation on major laws affecting immigration1. Actively listen to the lecture and ask questions, possibly take notesGroupwork Activities L, T1Template Lesson Model for Winter 0725 min.9:12-9:371. Provide students with an overview of the two stations and divide students into groups. Include what they are supposed to do and what they are expected to turn in. *Double check with ELL student*2. Dismiss students to respective stations. Monitor student participation. Ask questions or engage students, as needed. 3. Ask students if there is anything they would like to share with the whole class. 1. Seek clarification as needed 2. Students will spend 10 minutes at each station. -Station 1: Experiencing immigration *Students examine various forms of media. *Students also “take” the citizenship test, both the current one and new pilot test. *Reflect on their feeling through art. -Station 2: Video and discussion *Students watch video. *Reflect through a small group discussion and through art. Guiding questions available if students have trouble starting the conversation.3. Volunteer responses, drawings, or questions. 13 min.9:37-9:50Poster Activity T1. Pass out and go over poster assignment: “Creating an immigration policy”2. Recap lesson concepts and goals3. Pass out and go over homework 4. Bridge into tomorrow’s lesson1. Students discuss possible options, make a decision, create poster, and present. 2. Seek clarification as needed3. Active listening 4. Seek clarification as neededFormative Assessment(s) *Small group work (peer evaluation) *Check-in after direct instruction *Whole group presentations Summative Assessment [Homework] Conduct a community survey to see how residents respond to the following ten statements regarding immigrants. Try to ask at least 3 different people. If possible, try to ask people that are not in your family or close friends. Once you get the answers write a paragraph or two on how your answers compare to those of the people you surveyed. In your reflection be sure to address why you think your responses were similar or different than those of the people you surveyed.1. There are too many immigrants coming to the United States. 2. The U.S. government should put more Immigration and Naturalization Service border patrol agents on the border with Mexico. 3. Illegal
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