Immigration to America; Life in America.

Adapting to Change

Lesson 8

Monica DiStefano

45 Minutes

Goal: Provide a deep understanding about the cultures, experiences, ancestry,

opportunities and processes that accompany immigration

Lesson Preparation
I. Learning Objectives
a. The student will be able to identify four different countries that the immigrants
left during the period of immigration to Ellis Island
b. The student will be able to understand the prospective of the challenge and
change experienced by immigrants.
II. Standards by Discipline & Content Themes
a. Standard - 6.1.4.C -Illustrate what individuals or organizations give up when
making a choice.
b. Content Themes-
i. Time, Continuity & Change
1. NCSS.1.2.b ...have learners apply key concepts from the study of
history such as time, chronology, causality, change, conflict, and
complexity to explain, analyze, and show connections among the
patterns of historical change and continuity
ii. Individuals, Groups and Institutions
1. NCSS.1.5.a ...help learners understand the concepts of role, status,
and social class and use them in describing the connections and
interactions of individuals, groups, and institutions in societies

III. Academic Language

Students will be introduced to the following vocabulary before the lesson so they can
make connects when it is mentioned during the lesson.
a. Arrival- when the immigrants get to America
b. Identification Cards – the cards that gives all the information on the immigration
Concepts-
i. Changes and Challenges related to immigration
ii. Immigration

Skills-
i. Locate place on a map
IV. Technology, Materials, Resources
a. Identification Cards provided by the teacher
b. Smart Board
c. Exit ticket
d. Map (shown at the bottom of the lesson plan)
e. Background information sheets based on their certain immigrant
f. Dinner party sheet provided by the teacher

Instructional Delivery
V. Anticipatory Set
a. Good morning boys and girls, now that we have discussed the different
advantages of living in America. We are now going to talk about what an
immigrant’s life was like when they arrived in America. Can anyone guess what it
was like for the immigrants? Challenging, successful, or even an easy transition?
b. The teacher will then introduce the vocabulary words arrival and also
identification cards to the students using the smart board so that all the students
can participate
c. The teacher will show the word and definition on the smart board and then use it
in an example connecting it to life in America.
d. The teacher will first start with the vocabulary word arrival and then use it in a
sentence such as “ The usual arrival time to Ellis Island was around noon”
e. The teacher will then explain to the students that arrival is when the immigrants
will come to Ellis Island.
f. The teacher then will explain the word Identification Card. The teacher will
change the picture on the smart board to an Identification Card
g. The teacher will then use the word Identification Card in a sentence. For
example, the teacher says to the students, “ Once the immigrant arrives to Ellis
Island, he or she will be given an identification card with all of their information”
h. The teacher then will introduce the immigrants based on the map.

VI. Instructional Activities

a. Displayed on the Smart board there will be a map showing the students all
different areas the immigrants have come from. Places of examples are France,
England, Poland, and Italy etc.
b. The teacher will then ask the different students if they have had family come over
from different countries to America
c. The teacher will find different and similar connections to each student’s
experience.
d. Then each student will be given a different identification card
e. On each identification card, it will give detailed information on the name of the
passenger, where they were born, date of birth, color of their eyes, name of the
port they arrived in, date they were admitted into the United States
f. The students then will be given directions about the dinner party activity they will
be going
 g. During the dinner party activity, the student will be able to have twenty minutes
to talk to another peer about their immigrant. During this time, the student will
share information as the name of their immigrant, the county they are coming
from, why they are coming and also what is their main purpose of coming to
America.
h. While the other student is telling the other student this information, the other
student will be filling it out on the chart provided to them by the teacher
i. After about twenty minutes is up, then the student will trade telling and also
writing. The students will follow the same process of telling the same information
such as the first student has done.
j. Once another twenty minutes is up, the teacher will then give instructions to each
student about switching partners, they will be have 5 different partners for this
activity.

VII. Closure
a. The will have an exit slip and on the exit slip they must include some details
about their immigrant and the information provided on their identification card.
The student must be able to also provide three facts they have learned about the
other immigrants they learned about.

Meeting All Learners

VIII. Differentiation
a. In order for all the students to understand their background information given to
them about their immigrant. The teacher will provide multiple ways such a
worksheet, a video and also using visuals to give the student background on their
immigrant. This way all different types of learners can use a method that works
best for them while understanding the background information.

IX. Accommodations
a. While helping the students with IEPs/ 504s, the teacher will meet one-on one with
each student to make sure they understand what they are suppose to do with their
immigrant. For example, make sure they understand of their background
information in order for the student to successful role-play their immigrant.
X. Modifications
a. Instead of having the student being able to identify where the immigrants are
coming from, the modification for the one student is that they will only have to
give three details about one specific country where that immigrant is coming
from.

Meeting Objectives
XI. Assessments
a. Formative- the students will be given a world map to complete and also label four
different countries that they have learned about
b. Summative- the students will be given an exit ticket and also write the challenges
and changes examples by three people met at the dinner party
Materials Used In Lesson- ( Background information to understand immigrants)

Video for students to understand background information :

https://www.youtube.com/watch?v=yMaKzQBtJyk
(Sheet given to students by the teacher for the Dinner Party)

Name:______________________ Date:___________________

Name of Name of the Language Age Country Main purpose

student immigrant of coming to
America

(immigrant charts provided by the teacher)