Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher: Mr. Craig Travis

Subject/ Topic/ Theme: History (Immigration/Urbanization)
Grade: 9th
I. Objectives
How does this lesson connect to the unit plan?
This is the introductory lesson about immigration and urbanization

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional

Define key vocab words- steerage, immigration and urbanization

R, Ap

Comprehend what caused immigrants to come to America

U, E, An

Create an account of how immigrants came to America

C

Common Core standards (or GLCEs if not available in Common Core) addressed:
GLCE-
6.1.4 Population Changes- Use census data from 1790-1940 to describe changes in the composition, distribution, and density
of the American population and analyze their causes, including immigration, the Great Migration, and urbanization.
6.1.1 Factors in the American Industrial Revolution- increase in labor through immigration and migration
6.3.1 Social Issues- Describe at least three signicant problems or issues created by Americas industrial and urban
transformation between 1895 and 1930 (e.g., urban and rural poverty and blight, child labor, immigration, political
corruption, public health, poor working conditions, and monopolies).
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.) *remember, understand, apply, analyze, evaluate, create
II. Before you start
Identify prerequisite Having an understanding of the material covered in the previous unit (Industrialization)
knowledge and skills. Being able to identify countries/continents in the relation to the United States (Europe and Asia)

Pre-assessment (for learning):

Formative (for learning):

Outline assessment Ask questions about immigrations and what the students know (the whos, whens, wheres)
activities Formative (as learning):
(applicable to this lesson) Have them create their own definitions in small groups; share; compare and contrast
Use pictures of immigrants and have them discuss what they notice (Asians dressed as Americans...)
Summative (of learning):

Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Action
Engagement Representation and Expression

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What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
As this is the introduction, my I will have the definitions for There will be opportunities for
expectations are low and this is immigration and urbanization in the students to give their ideas and
going to be a lot of me talking. I PowerPoint(PP) presentation as opinions based on what I say- I will
have to focus on speaking clearly appears in their book as well as the ask them for their feedback
and evenly. definition from Merriam-Webster. I
will read them to them but they will The students will write out
There will be student involvement see it in the PP as well definitions in small groups and then
in the form of feedback to my share with the class and compare
questions as well as small group Based on these examples, these their ideas and understanding to
work where the students make their students will make their own other students
own definition for the word definitions
immigration The students will examine different
The PP will ask them questions in kinds of pictures and point out
Talk about immigration as it applies which we will then discuss it. The things that they notice (cramped
to the world today but ensure they questions will be Why did people living conditions; immigrants
understand it in the context of want to come to America? and dressing to adjust to the culture).
1880-1920. Starting off by How did people get to America? They will have the chance to share
discussing the wall and peoples There will be pictures so students what they expect immigrants to
opinion on immigration can give a can see what it was like. look like at this point in time
point of reference for how Discussions will be done so the
immigration was viewed then students can talk about what they
see in the pictures (conditions,
appearance)
Text books (students; teachers edition for me)
Notebooks for personal notes and writing out definitions (students)
Writing utensils (students)
Projector to display PP (me)
Laptop connected to projector to display PP (me)

Ideally, two tables set together side by side; four students at each set of tables, 2 students per table; all
How will your classroom facing toward the front screen/front of the class
be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Begin by asking students if theyve been to NYC, Students share what they know about immigration
Motivation Chicago, LA, Detroit, etc.; focus on areas called and what they think about it. If theyve traveled to
(opening/ Little Italy, Greektown, and Chinatown; certain cities that have areas with the names
introduction/ transition to immigration as we know it today and mentioned; I ask the questions, they raise their
engagement) acknowledge the criticism Pres. Trump faces for hands in response and we talk about it, listen to
his policies on immigration (5 min.). I dont want each others experiences.
this to get out of hand nor do I want students with
varying opinions to get offended or aggressive
toward one another. Its a tough topic that needs to
be acknowledged but immigration as its viewed
today is not the focus of this lesson; just something
to use to set a foundation
Development
(the largest I transition into immigration to America between
component or 1870 and 1914. The PP will say that and have two Students will take notes if they choose but
main body of pictures; one of immigrants standing in line otherwise focus on the pictures. They will
the lesson) (assumedly to enter an immigration station and go participate in pointing out what sticks out to them
through customs circa 1910), the other a picture of in these pictures and share their opinions when
New York city from about the same time. We will asked about words. They will share what they know
talk about how the immigrants look. I will ask the about certain topics or experiences. They will work
students what they notice about the immigrants in small groups to define the key terms.
clothing and their belongings. We will talk about

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 how the city looks; the people, the items being
displayed, the amount of people and the way the
buildings are built.
The second slide asks what is immigration?
Again, there are two pictures- one shows people in
line at Ellis Island. The other shows Asian men
dressed in suits and hats, very American in
appearance. The students will be asked why the
Asian men look the way they do and what they
would expect them to look like.
The third slide will have the definition of
immigration as it appears in their books and as
defined by Merriam-Webster.
The fourth page will ask what is urbanization?
and have two pictures- one of NYC and the other a
rural area of California. We will talk about what
makes these pictures examples of urbanization. The
fifth slide will give the text books and Meriam-
Websters definition of urbanization. This is where
the students will give their ideas about what
immigration means, define it, in small groups and
then compare their answer to each others
(40 minutes)

Closure I will conclude by briefly discussing the causes of
(conclusion, why people wanted to come to America by
culmination, describing the two pictures on the sixth slide and
wrap-up) mention this will be what we talk about the next
class. Reading will be assigned. (5 minutes)
The students will see the pictures shown about why
people wanted to come to America, use that in
conjunction with what they read and be prepared to
discuss it with the rest of the students the next time
the class meets.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
I did not get the full 50 minutes to teach as expected. Earlier in the week, an assembly forced the schedule to be adjusted and
a test on the previous section had to be given before I could begin teaching on the new unit. I could have done more with the
definition project as well. Just having the students write it out and share it could have been done differently (write it out on
the board; notice the similarities and differences between each groups definition/description)

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