ED 345 Calvin College Lesson Planning Form

Teacher: Rachel Haverkamp

Date: 10/4/17
Subject/ Topic/ Theme: The Great American Melting Pot

I. Objectives
What is the main focus of this lesson?
The focus of this lesson is to help students explore how the U.S. got the nickname The Great American Melting Pot. They will learn
that people who come from countries all over the world came to the U.S. and decide for themselves what types of things besides
just people get mixed in to the melting pot.
How does this lesson tie in to a unit plan? (If applicable.)
This is the introductory lesson to the unit Communities: Moving to America. Students will consider why our country got the
nickname The Great American Melting Pot as a precursor to thinking about immigration in the past century. Students will begin to
create ideas about our countrys diversity.
What are your objectives for this lesson? (As many as needed.) Indicate connections to applicable national or state standards. If
an objective applies to only certain students write the name(s) of the student(s) to whom it applies.
Objectives:
1. Students will be able to explain the meaning of the nickname Great American Melting Pot.
2. Students will be able to formulate a list of things (animals, art, customs, food, ideas, etc.) that come to the U.S. when
people from different countries immigrate.
3. Students will provide rationale/examples of how immigrants make communities more exciting

Standards:
- NMPED: K-4 Benchmark I-DSkills: Understand the concept of past and present.
- NMPED: K-4 Benchmark II-E: Identify characteristics of culture (e.g., language, customs, religion, shelter).

- CCSS.ELA-LITERACY.SL.3.1.D
Explain their own ideas and understanding in light of the discussion.
- CCSS.ELA-LITERACY.SL.3.1.B
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking
one at a time about the topics and texts under discussion).

II. Before you start

Students know what a community is, as discussed in the previous unit. They learned about
different types of communities: urban, suburban, and rural. Students have briefly studied
Prerequisite knowledge and skills.
geography and know the names of all the continents.

Formative:
- Students will be questioned on concepts mentioned in the School House Rock video.
- The teacher will monitor the conversations students have with their table groups
when discussing and generating ideas of the types of things that come into the U.S.
besides just people.
- Students will help create a word wall and come up with a definition for the word
Assessment
immigration.
(formative and summative)
Summative:
- Students will complete a graphic organizer to show their knowledge of things,
customs, and ideas that come into the U.S. when people immigrate.

Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION
Multiple Means of Representation
Options for Perception
Information is presented verbally, in
written form, and through song/video.
STRATEGIC
Multiple Means of Expression (Action)
Options for action/interaction
Students will work with table groups and
with the whole class.
AFFECTIVE
Multiple Means of Engagement
Options for recruiting interest
This lesson includes a School House Rock
video to engage students in the content.

Options for Language/Symbols
Together, the class will begin creating a
word wall to reinforce vocabulary
instruction.
Options for Expression
Students will be given opportunities to
express their knowledge verbally to a
small group, to the whole class, and in
written form.
Options for Sustaining Effort & Persistence
Students will be given a graphic organizer
to help them organize and keep track of
the ideas they discuss with their table
groups.

Options for Comprehension
Options for Executive Function
Options for Self Regulation
The timer will be used to keep the lesson
moving at an appropriate pace and to
allow students to monitor the amount of
time they have for a task.

Computer (internet, Chrome Cast)

Projector
https://www.youtube.com/watch?v=5ZQl6XBo64M
whiteboard/markers
Materials-what materials (books,
2 mason jars
handouts, etc) do you need for this
slips of white paper
lesson and do you have them?
slips of colored construction paper
pencils

Classroom will be in it normal setup.

Do you need to set up your Students will be placed in table groups (4 tables of 4-5 students)
classroom in any special way for
this lesson? If so, describe it.

III. The Plan

Time Parts The description of (script for) the lesson, wherein you describe teacher activities and student activities
Motivation - Great American Melting PotSchool House Rock
(Opening/ - https://www.youtube.com/watch?v=5ZQl6XBo64M
Introduction/ - How did the U.S. get the nickname Great American Melting Pot?
Engagement) - What does that nickname mean?
- Many of you come from Native American families (Navajo families) which means that if you
went way back in your family tree, your roots would be in the U.S.
- For many people, like me, if I go way back in my family tree, it wouldnt start in the U.S. It would
start in the Netherlands.

Development
 - So America is called the Great American Melting Pot because all of these people from all
different countries all over the world came into the same country
- We also need to realize that because so many people coming in with different views and
opinions, there was a lot of conflict. People had different ideas about how they wanted to use
the land, how they should treat other people, and what kinds of things they wanted to do in this
new country they came to.
- Its important for us to think about all the good things that came from people all over the world
moving to America, but its also important that we are accurate and realize that it wasnt always
easy and people didnt always treat each other with respect.
- Some people moved to America and forgot that there were other people living here that were
just as important as they were. Some people moved to America and thought this is my land, I
can do whatever I want!
- Is that a good way to think?
- There were probably a lot better ways that people could have acted when they first moved into
the country.
- But when we study history, we cant focus on just the bad or just the good, we have to focus on
both!
- There were plenty of really great things that came from all of these different people that came
into the U.S.
- When people came over, they didnt just bring themselves, right? Its not like they just came
over with their bodies and the clothes they were wearing and said, well, here I am!
- What else did they bring? What other things did they introduce to America when they came?
o Spend 30 seconds talking with table groups to come up with ideas on graphic organizer
o When timer goes off, have groups report what they came up with
o Make a giant graphic organizer on the board (idea web)
o As students offer answers, give them a slip of colored construction paper and have
them write their answer on it.
o Record any additional thoughts if needed
Students may not think of customs, religions, different ways of thinking, or
different types of food, fashion styles, knowledge, building structures
Closure - Mason jar activity
o Have each student that wrote on a slip of construction paper put it in a mason jar
(works better if they roll them up a bit)
o Compare the colorful jar to the jar filled with all white slips of paper
Which one is more colorful?
We can all agree that colors make things more exciting.
In a similar way, immigrants make our communities more exciting too
How might immigrants make communities more exciting/colorful? (what
things do they contribute?)
- Watch School House Rock video again if time
o Students may come to the front of the room and sit on the rug to watch the video if
they choose