iTeachAZ

Lesson Plan Template (Direct Instruction)

Teacher: Ashley Chayrez

Subject:
Social Studies

Common Core State Standards:

PO 4. Formulate questions that can be answered by historical study and research.

PO 7. Analyze cause and effect relationships between and among individuals

and/or historical events
(6.RI.1) Key Ideas and Details 1. Cite textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text.
ELP:
B-3: using a pre-writing plan (e.g., graphic organizer, KWL chart, log) to develop a
draft with main ideas.
Objective (Explicit):

SWBAT discuss in depth why refugees flee their country for a

better life as well as define appropriate vocabulary needed for the unit.
Evidence of Mastery (Measurable):
Students will demonstrate evidence of mastery by using informational text to
summarize their understanding of refugees.
Sub-objectives, SWBAT (Sequenced from basic to complex):
To activate prior knowledge, the unit will start with a discussion on what the
students know about where they came from.
Are your ancestors from a different country?
What led your family to the US?
With these questions, I will relate the topic back to their personal life.
We will also discuss current events in the US today, referring to the Syrian refugee
issue that is present.
Key vocabulary:
1. Multicultural: of, relating to, or
representing several different
cultures or cultural elements
2. Race: a group of persons related
by common descent or heredity.
3. Foreign: of, relating to, or derived
from another country or nation; not
native
4. Immigrating: to come to a country
of which one is not a native,
usually for permanent residence.
5. Poverty: the state or condition of

Materials:

KWL Chart
Social Studies notebook
Pencil
Article:
https://newsela.com/articles/onem
illion-migrants/id/13836/

having little or no money, goods, or

means of support; condition of
being poor.
6. Refugee: a person who flees for
refuge or safety, especially to a
foreign country, as in time of
political upheaval, war, etc.
7. Discriminating: to make a
distinction in favor of or against a
person or thing on the basis of the
group, class, or category to which
the person or thing belongs rather
than according to actual merit;
show partiality
8. Population: the total number of
persons inhabiting a country, city,
or any district or area.
9. Sanctuary: an especially holy place
in a temple or church.
10.
Terrorism: the use of
violence and threats to intimidate
or coerce, especially for political
purposes.
Opening (state objectives, connect to previous learning, and make
relevant to real life)
Activating student interest, I will begin the lesson by asking the students where
their ancestors came from and discuss further.
We will also tie into current Syrian refugees in the US.
I Teacher Will:
n
The teacher will start the

s
lesson with having a class

t
discussion with the class

r
asking questions about their
u
family and where they come
c
from. This question will act as
t
a hook.
i
Explain to the class what a
o
refugee is
n
These are people who have
a
been pushed out of their home
l
country for different reasons
and have settled in the US for
I
protection, safety, and
n
freedom.

Student Will:
Be engaged and active in discussion
Fill out the K part of the KWL
Fill out the W part of the KWL

p
u
t

Hand out KWL chart

Assist the students in KWL by
doing the K and W as a
whole class.
Where have you heard the
word refugee? The news?
What do you know about
refugees?

Differentiation Strategy
To accommodate certain students, there will be a KWL template to follow. The
teacher will also have a version of the chart up on the smart board where the
teacher will keep a chart as well. While doing this chart together, the students
will be able to follow along and have a better understanding of using the KWL
chart throughout the entire unit.
G
u

i
d
e

P
r
a
c
t
i
c
e

Teacher Will:
Have a word bank on the board with
the necessary vocabulary for the
unit.
Have the students do a four box
job in their social studies notebook.
Provide a template for the four box
job on the board.
The four box job will consist of the
students separating their paper into
four parts.
One box will hold the word and
definition.
The second box will be where the
students will draw a picture.
The third box will be for the students
to use it in a sentence.
The fourth box will be where the
students make a real life connection
to the word.
Have the students share their real
life connections as a group.
One connection from each group will
be shared with the whole class.

Student Will:
Complete the four box job in
their social studies notebook.
Share their real life connections
with their group.
Nominate one real life connection
from their group to share with the
class.

Differentiation Strategy
For ELL support, the students will have a template for their four box job
visible on the board as well as a word bank to show the proper spelling of each

word. The students will also have the chance to verbally express their real life
connections to the vocabulary needed for this unit.
I
n
d
e
p
e
n
d
e
n
t
P
r
a

c
t
i
c

Teacher Will:

Hand out this article that

relates back to current events
and current refugee issues in the
world today.

https://newsela.com/artic
les/onemillion-migrants/id/13836/

Encourage the students

to share their ideas with their
groups.

Spark discussion about

the article as a whole class to
wrap up the lesson.

Student Will:
Read the article Over 1 million people
sought refuge in Europe this year
Write a paragraph summary that
explains the main idea of the article
using two key details from article.
Write an additional paragraph stating
their opinion of their article and their
thoughts on refugees fleeing their home
country.
Should be done in their social studies
notebook.
Share their ideas with their social
studies groups.

Co-Teaching Strategy
While this whole unit is designed for co-teaching, on this day, the co-teachers
will be present to keep the students on task with their work. The teachers will
also be available for assistance if needed by the students.
Differentiation Strategy
The students will have the chance to verbally state their opinion of the article,
as well as summarize orally what the article was about.

Closing/Student Reflection/Real-life connections:

In closing, the students will be able to fill out the L section of their KWL chart as
an exit ticket for the day. What did they learn about refugees? The students will
summarize the significance of this unit by having a discussion with one another on
why refugees come to America and flee their country. This unit is designed to also
tie in current events, as we will discuss the current Syrian refugee issue that is
present today. Along with this discussion, the students will be able to write in their
social studies notebook how they view refugees in the US. The students will be
engaged because they will have the chance to tie in what has happened in history
to what is currently happening in the world today.