Author:
Melody Casey
Subject:
English Language Arts
Material Type:
Lesson Plan
Level:
Upper Primary
Grade:
4
Tags:
  • GEDB
  • Global Education
    License:
    Creative Commons Attribution Non-Commercial
    Language:
    English

    Education Standards

    GEDB Immigration "I am . . .": Classification (Lesson 3 of 10)

    GEDB Immigration "I am . . .": Classification (Lesson 3 of 10)

    Overview

    This lesson will continue to support students' investigation of the world by identifying word connections from the unit's vocabulary in their graphic organizer (lesson 1). They will work collaboratively in teams to classify the words by the subtopics: cause, effect, challenges, emotions and hopes. This is a 1 hour per day/2 day lesson. This lesson was developed by Tsianina Tovar as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.

    Lesson Plan

    Description:

    This lesson will continue to support students' investigation of the world by identifying word connections from the unit's vocabulary in their graphic organizer (lesson 1). They will work collaboratively in teams to classify the words by the subtopics: cause, effect, challenges, emotions and hopes. This is a 1 hour per day/2 day lesson.

     

    Content

    Student Engagement/Motivation

    Day 1 and Day 2-(5 minutes)

    Teacher will...

    -ask students the following question to trigger their prior knowledge about "Classification" from Lesson 2:

    "What does classification mean?" Students should respond with words such as, "grouping" or "chunking together." "Yes, classification means grouping words together based on similarities."

    -return students' Fluency Folders and ask:

    "Who can give me an example of how the words are classified on the Fluency Vocabulary Sheet?"

    -allow time for student responses and support their understanding.

    -review the parts of speech: adjective, noun, verb, adverb and prepositional phrase.

     

    Learning Targets and Criteria for Success

    The Language of Social Studies

    Speaking-

    Formative Framework

     

    Standard:

    Day 1 & 2

    Learning

       Targets              

    SL. 4.1b, c; 4.2; 4.6

    W. 4.8

     

    L. 4.1, SL. 4.1 Students will engage effectively in collaborative discussions, building on others' ideas and expressing their own clearly.

    L. 4.2 Students will demonstrate command of the conventions of standard English such as capitalization, punctuation, and spelling when writing.

    SL. 4.6 Students will discuss using appropriate academic conversation appropriate to task.

    W. 4.8 Students will gather relevant information from digital sources; take notes and categorize information.

     Criteria for Success

     

    I can classify information from my graphic organizer with a partner using appropriate conversation skills, etiquette and starters and response cards.

    I can observe information from my Defining Map to clarify information by classifying words into a chart.

     

    WIDA Standards

    Range Levels:

    1(low)-6(high)

    1-Entering

    2-Beginning

    3-Developing

    4-Expanding

    5-Bridging

    6-Reaching

     

    Speaking Classification Task-

    1-Organize and identify real-life immigration events/examples (e.g., feelings, causes, places) in groups.

    3-Categorize real-life immigration events/examples and give reasons for categorization using general and some specific vocabulary in small groups.

    4-Compare features of historical immigration from current day examples using specific and some technical vocabulary in small groups. (e.g., “In the early 1900s, people immigrated because ______ while today people migrate because of _____.")

    5-Discuss and explain relationships among real life immigration events/examples using technical vocabulary.

    SWBAT...

     

     

    • classify information.
    • work collaboratively with a peer.
    • show conversation etiquette when sharing their opinion orally with a partner or group.
    • practice having academic conversations using conversation sentence frames.
    • problem solve how to classify words with a team/group.
    • use their resources to explain and write their responses.

     

    Supplies/Resources

    Day 1:

    1) Markers

    2) Timer/stopwatch  

    3) Pencils and colored pencils

    4) Fluency Folders (Introduced in lesson 2.)

    5) Defining and Classification Combination Map-(Introduced in Lesson 1. See photos below of completed samples by students and teacher.)

    Student Sample                                 

     

    Teacher/Classroom Sample (whole group)

     

    6) Two (2) pieces of chart paper: one for each small group and one for whole group to create Classification Maps-(See photos below.)

    Color-code subtopics as follows: Cause: red, Effect: purple, Challenges: green, Emotions: blue, Hopes: orange

    Student Sample (small group)

     

    Teacher/Classroom (whole group)

     

    7) Conversation Scripts and Writing Tasks for Classification Task-(See attachment and photo below.)

    These are sentence frames that promote an effective conversation when classifying words about immigration by the five subtopics. Make them into cards. (See photo below.)

    Photo of Conversation Scripts    

     

    Card examples below are printed on  color-coded cardstock and laminated.      

                      

    Photo of  Writing Tasks #1 and #2             

    8) One set of Conversation Etiquette Cards per group (Introduced in Lesson 1)-(See attachment and photo below.)

     

    Resources:

    Marzano , Robert J., et al. Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement. ASCD, 2001.

     

    Learning Tasks and Practice

    Lesson 3: At-A-Glance 

     

    Day 1

    Day 2

    Objective

    I can classify information from my graphic organizer with a partner using appropriate conversation skills.

    I can write a sentence with 3 details using a sentence frame. 

     

    Essential Questions 

    • How were the experiences of immigrants factors in their immigration?
    • How did immigration to the U.S. bring challenges to immigrants and their new way of life?
    • How is the concept of hope uniquely interpreted by people, depending on their experience?

     

    Conversation  Prompt

    "Justify why you classified words together using the word 'because'."

    "State a subtopic and its details."

     

    Writing Prompt

    "_____________, ___________ and ____________ are similar because _______________."

    Alternative: Give students Writing Task #1 and/or #2 from Conversation Scripts and Writing Task Attachment.

                            Not applicable

     

          

     

    Day 1-2: Fluency Folders is a Beginning Activity (Introduced in Lesson 2): (15 minutes)

    Today is the second day using the Fluency Folders. Once established, this activity takes about 6-8 minutes.

     

    Students will complete the Fluency Folders entrance tasks by doing the following:

    -practice Fluency Vocabulary List sheet.

    -independently write a simple sentence (in the Writing Log section) using one vocabulary word from each grammar column on the Fluency Vocabulary List.

    -reread their writing and double check for spelling, punctuation and capitalization.

     

    As students are reading and writing, the teacher will... 

    -do an individual timed read with 2-3 students.

    -document the time on the folders to monitor each student's progress.

    This strategy allows for one-on-one support to observe each student's reading fluency and pronunciation.

     

    When students finish the reading and writing task, the teacher will...

    -call on a "Student A" to share their sentence.

    -write one student's sentence on the Sentence Writing poster as an example. (Lesson 2)

    As the teacher is writing the sentence,

    -call on "Student B" to repeat the sentence shared by "Student A." If "Student B" needs it repeated, he or she may say, "Can you repeat that please?"

    Teacher will...

    -define 1-2 new words on the Vocabulary Defining poster and explain 1-2 cognates on the Cognates poster-(Both posters were introduced in Lesson 2.

     

    Day 1-Classification: (10 minutes)

    Teacher will...

    -return students' Defining Map and Classification Combination Map. (Started in lesson 1.)

    -post Classroom Defining Map and Classification Combination Map. (Started in lesson 1.)

    -say, "Today you and your group are going to classify the words from your Defining Maps."

    "Let's look at our classroom Defining Map. What words go together or can be grouped together based on similarities?" 

    -prompt students with an example, if needed, by asking, "What does sad and scared have in common?"

    -ensure understanding by providing ample examples.

     

    This activity will be reinforced by the following activities:

     

    Conversation and Writing Task: (30 minutes)

    Teacher will...

    -group 3-4 students together and give them a set of Conversation Etiquette Cards to reinforce the skills introduced in Lesson 1.

    -give each group a set of the five Conversation Script cards (causes, effects, challenges, emotions and hopes).

    -post and reference the Classroom Classification Map labeled with the five subtopics to support the Conversation Script cards.

    -remind students to use their individual Defining Map during this task.

    -give each group a piece of chart paper to create a group Classification Map.

    -give each group a set of colored markers.

     

    Introduction of Conversation Scripts and Writing Tasks for Classification:

    Teacher will say: 

    "I have given each group a set of Conversation Scripts (cards) to help you discuss how to classify the words from your Defining Maps."

    "Pick a card and decide which word from your Defining Map is a detail that describes the subtopic listed on the card."

    "You will use the sentence frames on the selected card to justify why you classified the word under that subtopic."

    Teacher will...

    -model a sentence of one subtopic, e.g., "In my opinion, tired is an emotion that people experience when they immigrate to other countries because they walk for many miles."

     

    Paired Conversation-

    Students will...

    -take turns sharing their ideas with their partner about how to classify words from their individual Defining Map using the following: 

    Conversation Prompt: "Justify why you classified words together using the word 'because'."

     

    Independent Writing: 

    Students will...

    -use their Classification Map and the sentence starters below to complete the following:

    -write 1-2 complex sentences about one subtopic using a comma and the conjunction "and" in their Fluency Folder Writing Log.

    Sentence Frame: 

    "_____________, ___________ and ____________ are similar because _______________."  or

    "I think that ______, ________ and _________ belong together because __________." or

    -use the two Writing Task Cards for advanced students. (Photo in Supplies)

     

    Teacher will...

    -collect all material from today's lesson.

    Students will...

    -continue and complete this activity on Day 2.

     

    Day 2: Fluency Folders is a Beginning Activity (Introduced in Lesson 2): (15 minutes)

    -Repeat Fluency Folders activity from Day 1.

     

    Day 2: Classification (40 minutes)

    Teacher will...

    -display the Classroom Classification Map and review the five subtopics.

    -ask students to share how they classified words listed on their group Classification Map from yesterday's lesson.

    -prompt students to use the following sentence frame: "__________ goes under the subtopic ___________."

    -write their responses under the appropriate subtopic on the Classroom Classification Map. 

    -continue with student responses until there is sufficient words on the map. 

    -return all materials from yesterday's lesson. 

    Students will...

    -repeat Paired Conversations from day 1. 

    -write additional words shared today on their group Classification Map.

    Teacher will...

    -ask students to share how they classified words listed on their group Classification Map.

    -prompt students to use the following sentence frame: "__________ goes under the subtopic ___________."

    -complete the Classroom Classification Map using students' responses.

    -have students transfer the words from the Classroom Classification Map to their individual Classification Map (Introduced in Lesson 1.)

    -collect all student materials.

     

    Collecting and Documenting Evidence of Learning

    Formative Assessments:

    Students will...

    • complete entrance task.
    • complete daily writing and speaking "exit" tasks.
    • identify vocabulary to develop and deepen understanding of word meanings.
    • write simple and complex sentences with evidence from various text.
    • use and apply new vocabulary in conversations with peers and writing.
    • create graphic organizers that identify the five subtopics of immigration.
    • demonstrate confidence and oral language skills to solve problems and think critically.

     

    Feedback/Instructional Adjustments

    Students may struggle with understanding the meaning of the following two subtopics: effects and challenges. These are abstract concepts and may need more concrete examples.

    Some subtopics are shown with multiple/interchangeable words. Causes/Reasons/Factors and Effects/Impacts

    When teaching Introduction to Conversation Scripts, it may be beneficial to explain suffixes, For example, "sad" (adjective), can be changed to "sadness" (noun).

    The Classroom Classification Map (whole group) is used as an anchor chart throughout the unit and words may be added at any time.

     

    Teacher Reflection of Learning

    Lesson 2 requires time for the teacher and students to experience productive struggle when students are practicing conversation with their peers. It is important for the teacher get out of their way and not respond too quickly with answers. Students need to rely more on their newly acquired skills, resources and strategies.