Teachers:

Subject:
Kylie Chacon
Social Studies
Mallory Potthof
Irish Immigration - Day 4
Randi Johnson
Standard:
Social Studies:
Strand 2: World History
Concept 1: Research Skills for History
PO 3. Describe the difference between primary and secondary sources.
Strand 6: Economics
Concept 1: Foundations of Economics
PO 1. Identify the opportunity costs (i.e., separation from family, indentured service) associated with expeditions
to the New World.
English Language Arts:
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a
historical, scientific, or technical text based on specific information in the text. (5.RI.3)
Objective (Explicit):
Student will be able to complete a piece of writing with evidence based facts, dates, events, and emotions held at
the time based on the perspective of an Irish Immigrant.

Sub-objectives, SWBAT (Sequenced from basic to complex):

Students will be creative and construct with a piece of writing that they are proud of.
Students will be able to draw information from past lesson.
Students will use fact based evidence in their own pieces of writing.
Students will share and explain their pieces of work.
Evidence of Mastery (Measurable):
Students will create a piece of writing that will correctly reflect the emotions/ events/ environment that took place

from the perspective of an Irish Immigrant. This piece of writing should include facts, dates, and a sense of
realism from the primary sources that were previously covered in class. The pieces of writing can be a letter, diary
entry, poster, essay, personal narrative, etc.
Key vocabulary:
Primary sources
Irish Immigrant
Evidence based writing
Discrimination

Materials:
There will be a variety of materials depending on
the type of writing the student chooses to
complete:
Journal template (attached below)
Paper
Computer
Art supplies: markers, glue, scissors
Large paper
Access to primary Sources

Instructional Input

Opening (state objectives, connect to previous learning, and make relevant to real life)
To open this lesson the teacher will review the standard with the students, the standard will be written on the
board in the front of the classroom.
The teacher will then go over the objective, and sub-objectives with the students and make sure they have a good
understanding of what is expected of them during this portion of the lesson.
The opening of the lesson will ask students to take a couple of minutes and reflect upon what they can remember
about what was covered during day 3. The students will then be asked the question How is the information that
we covered yesterday related to Social Justice? And why is this still relevant today?
Teacher Will:

Student Will:

Teacher will facilitate discussion and ask students to

recall what they can about the previous lesson.
What are the key details that you remember about
the previous lesson?
What specific events were happening during this
time?

Students are expected to actively engage in the

group discussion.
Students will share their answers and their
personal opinions.
Students are expected to be respectful of other
students and their answers.

Who are the group of people that we are focusing

on?
What kinds of issues is this group of people dealing
with? And how do you think they are feeling during
this time?
What specific evidence leads you to believe that
this group of people feel this way?

Students will think about peers responses and

build upon others ideas or argue against in an
appropriate way.

Co-Teaching Strategy/Diferentiation
Supportive co-teaching

Guided Practice

ELL students will have visuals in front of them along with their notes/ text that was used in the previous
lesson in order for them to make connections from the language to the pictures.
Teacher Will:

Student Will:

Teacher will explain the activity that the students will

be completing:
- Students will be completing a piece of writing
from the perspective of an Irish Immigrant.
- Students will construct their piece of writing
with fact based information.
- Should include: Dates, specific events, groups
of people, facts, and emotions of people.
- Their pieces of writing should flow smoothly
and not read as a list or bullet points.
- Students may chose for themselves what type
of writing they would like to create (poem,
journal entry, essay, creative poster, etc.)

Students will be listening to teacher when the

activity is being explained.
Eyes forward
Listening ears
Not talking to other students
Not fidgeting with things on their desk.
Students will ask questions if they need something
clarified for the activity.

Teacher will instruct students to get out a piece of

paper and writing utensil that will be used for review

Students will take out a piece of paper and a

writing utensil in order to take notes as review for

to take notes and write down ideas.

Teacher will allow a couple minutes for students to
come up to the front of the class and use the
materials that have been brought in.

their piece of writing.

Students will actively participate in both the group
discussion and their personal note taking.
Students will write down relevant information.
Students will provide well thought out responses to
the teachers questions.

Teacher will facilitate a review so students will have

a starting place when writing their pieces of writing.
Teacher will encourage students to take notes at this
time as they will be reviewing relevant information
that they have previously learned.
What is the time period that we are covering?
What are some specific dates that we need to be
aware of?
And what happened on these dates?
How are the people feeling during this time?
What are some contributing factors to how these
people are feeling?

Students will then decide on the type of writing

that they want to complete for this activity.

Co-Teaching Strategy/Diferentiation

Independent

Supportive co-teaching

Teacher Will:

Student Will:

Teacher will give the students time to complete their

pieces of writing.

Students will begin to complete their piece of

writing.

As the students are working independently the

Practice

teacher will continually walk around the classroom

and make sure that students are on track.
Teacher will also answer any questions that arise
during the writing process.
Teacher will review work as the students are working
and may ask questions that contribute to further
explanations and thinking from the student.

Students will use their notes as well as their

previous knowledge and begin to compile the
information into a creative piece of writing.
Students will work diligently and are expected to
stay on task during the time given for the activity.
Students will ask questions if they need
clarification.

Co-Teaching Strategy/Diferentiation
supportive co-teaching
ELLs will be given extra support from one of the teachers that will be continuously
Closing/Student Reflection/Real-life connections:
For the closing of this lesson students will share their work with their group members.
About 10 minutes will be given for the students to explain their work.
The students will explain:
What type of writing they chose
Why?
What their piece of writing is about
What facts and pieces of evidence they included
Why they included those specific events.
Where the included emotion and feeling in their piece of writing.
Discussion will then be brought together as a whole class.
Students will be asked to share their work with the whole class.
Teacher will then facilitate discussion

What common themes did we see in the pieces of writing completed by the class?
What are some of the events that we found most people focused on?
Why do you think most people chose to focus on these topics?
What were some diferences in our pieces of work?
What is something that really stood out to you when reviewing the writings of others?
Teacher will then ask students to reflect on the following question.
Do we still see these types of issues in our world today?
The students will be asked to share their thoughts on this question.
In what ways do we see these types of issues happening?
Have these issues gotten better over the years?
How are they the same, and how are they diferent?
Why do you think we still see these issues in our world today?
Is there a solution to this problem?
What can we do in our world today to help fight these issues?
Why is it important for us to realize that these issues are still happening today?

Journal Entry