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Des Moines Area Community College *

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101

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Psychology

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Feb 20, 2024

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UPPER IOWA UNIVERSITY Lesson Plan Format-Revised June 2020 UIU Student Name____Jessica Berk________________________________________________ Classroom Teacher (for FE and Student Teaching Only)_____________________________________________ School_____________________________________________________________________ Date __10/16/2020_Grade Level/Content Area_______Third Grade_______________________ TITLE OF LESSON TO BE TAUGHT What is immigration?____________________________ Remember, you can refer to the Lesson Plan Format Handbook for additional information. I. Set Learning Outcomes AND Objectives to explicitly align with Iowa Core and National Standards (Step LO & O) Everything in this stage of your lesson comes from your unit organizer. · Iowa Core State Standards: SS.3.16. Describe how people take risks to improve their family income through education, career changes, and moving to new places. · National Standards: (as guided by instructor) · Learning Outcomes (for the unit): o The student will know why people migrate to the United States. o The student will be able to differentiate the difference between push and pull factors of migration. o The student will understand the choices immigrants have when moving to another country. · Essential Questions (for the unit): o Broad and based on standards o What would compel people to move to a new country? · Objectives/Learning Targets (for the lesson): o Specific and measurable  Code with cognitive, affective, psychomotor  The student will be able to describe the difficulties immigrants faced when entering the United States. · I Can Statements: Objectives stated in student-friendly language o I can use reasoning and evidence to hypothesize the stress immigrant experiences when moving to the United States. · Bloom's Levels and/or Depth of Knowledge (DOK) o For the entire lesson

o Depth of Knowledge- Each grouping of tasks reflects a different level of cognitive expectation, or depth of knowledge, required for the student to complete the task or respond acceptably. o DOK 1 – The student will use evidence from the class demonstration to hypothesize how immigration into the United States impacts an immigrant. II. Materials Needed (e. g. video, simulation, graphic organizer, equipment, etc.):  White Board  Timers  Pencil  Notebook paper  Transition Trivia  Neil Diamond Coming to America Music Video  Lesson 4 - Immigration Rules  Lesson 4 - Immigration Teacher Guide  Lesson 4 - Immigrant Identities  Lesson 4 - Rubric  Lesson 4 - Student Self Assessment  Roller Coaster Countdown Video III. Summative Assessment Everything in this section comes from your assessment plan. · Explain how students' achievement of learning outcomes and objectives/learning targets will be assessed at the end of this lesson.  The students will write a reflection of what they observed during the Waiting In Line Game. The students will identify the stress immigrants faced during the process of immigration and provide reasoning to support their answer. · Summative Assessment Development: What, from this lesson, will appear on your unit summative assessment? What will it look like on the assessment?  Students will identify the stress or difficulty an immigrant could face when entering the United States.  Students will be able to hypothesize how the stress of moving to the United States can affect an immigrant. · What levels, on Bloom's and/or DOK, are being assessed? o DOK 1 – The student will use evidence from the class demonstration to hypothesize how immigration into the United States impacts an immigrant. · What data are you going to gather that will tell you how well the students mastered your outcomes in Step LO & O?  Lesson 4 - Rubric

 The teacher will evaluate the Waiting In Line reflection using Lesson 4 - Rubric  The Waiting in Line Game will be assessed based on the student identifying stress they observed during the game to relate to the immigration process, providing a reason/evidence to support their idea.  The student will complete a Lesson 4 - Student Self Assessment at the end of the lesson to share their concerns about the learning and identify areas they need further understanding. · Differentiation/Universal Design for Learning (UDL): How will you differentiate for all learners OR use UDL for the summative assessment?  Students who would not like to participate in the large group activity can watch from their desk and work and a reporter, taking note of what they observe. Any reporters will share their findings with the class at the end of the activity. · Adaptations: What individual accommodations and modifications will be used for summative assessment for specific students?  Students requiring additional assistance will be paired up with a partner for the active lesson activity. IV. Procedure o (Explain in as much detail as necessary, each teacher and/or student action needed to achieve the desired results for each of the steps below. If possible, include time estimates for each action/step.) Throughout the process, the teacher will demonstrate competence in classroom management. What will happen that demonstrates the teacher establishes, communicates, models, and maintains standards of responsible student behavior? What are the classroom procedures and routines that support high expectations for learning? As you write your lesson, pretend you are writing it so a substitute could teach the lesson. o Access Prior Knowledge (Step APK) Explain in as much detail as necessary how to introduce the lesson to engage and excite the students in the learning. There should be a component to access prior knowledge and an interesting way to pique the students' interest in the topic. How are you going to get your students engaged in the new content that you are going to learn? How will you determine if you have activated the appropriate background knowledge for the ANI portion of your lesson? Will you discuss a picture, view a video clip, read an excerpt from a book or article? Could you pose a question that will engage the students in a discussion? Remember, that you should use the primary source set resources along with other reputable sources to help you design this section. Good teachers spend lots of time researching to help them create engaging lessons.

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o TSW be transitioning back in the room from recess o TTW give directions to the class as they walk back inside from recess. o TTW say, "When we get back to the classroom after putting our coats away in your locker, I would like you to meet me at the carpet. I will turn on a trivia video while we get ready to begin our social studies lesson." o TTW lead students back to class. o TTW begin Transition Trivia when she returns to the classroom. o TTW allow students three minutes of transition trivia. o TSW return coats to lockers and move to the carpet. TSW shout out their answers as trivia questions are displayed. o TTW say, "Today we are going to begin discussing the difficulties immigrants face when coming to the United States." o TTW write on the board BORDER PATROL "What do we know about the word I just wrote on the board?" o TSW raise their hand to be called on. o TTW call on a student, "Yes, Jeremy, what do we already know about border patrol? TSW answer with statements such as "they stop people from sneaking into the U.S." or "We have to show them we live here to cross the border." o TTW write each idea on the board. o TTW state, "It's important to remember that border patrol is a part of the government that is designed to keep our country safe and to help those who are coming in or out of the country." o TTW continue, "Today we are going to have an interactive lesson about how the process of entering the U.S. affects an immigrant." o TTW say, "In our last two lessons, we got a pretty good understanding of the difficulties immigrants face when deciding to move to the U.S. Today, we are going to consider how the process of moving to the U.S. affects immigrants." o TTW ask students, "I would like to start our lesson by asking a class question." o TSW listen for directions. o TTW instruct students, "We learned that overall, the decision to move to a new country could be stressful and a hard decision for some immigrants to make. If you think the process of entering the United States is fairly easy and less stressful, please calmly and quietly walk to the window when instructed to do so."

o TTW continue, "If you think that, perhaps, entering the United States and gaining entry continues to be stressful, please stand by the door." o TSW wait for the instruction to move. o TTW say, "You may quietly and calmly move… now". o TSW walk to the location appropriate for their response. o TTW continue, "We are going to take a tally. We have four who think the process will be stressful, and 15 who think the process is fairly simple and easy to navigate." o TTW continue, "Thank you for being respectful of that activity. Please return to your desk, and we will begin with Today's interactive lesson." · Formative Assessment: How will you use formative assessments to determine whether each student is learning the intended outcomes? What will you observe the students doing in this stage of the lesson? What questions will you ask? How will you use the results of the assessment to plan future instruction?  The class will brainstorm ideas about what border patrol is.  The class will play "four corners" using two corners to reflect if they think the entrance process is stressful or straightforward. · Classroom Management Strategies: How will you create learning that encourages positive social interaction, active engagement, and self-regulation for every student?  Students will have reminders to walk and use quiet voices. · Differentiation or UDL: How will you differentiate instruction (Content, Process, Product, or Environment) or use UDL (Multiple means of Representation, Engagement, or Expression) to design for diverse learners?  Students can choose to sit at their desks and write on a paper if they think that immigrants' entrance is an easy process. · Adaptations: What individual accommodations, modifications, and/or Specially Designed Instruction (SDI) will be used for instruction for specific students?  Students who need additional support from the teacher to help ensure they understand the opening question and decision. The teacher will ask a friend to help talk with the student and encourage them to choose which answer they think is the truest. o Acquire New Information (Step ANI) Explain in as much detail as necessary how the students will learn new information based on the objective/learning target. There should be more than one way for the students to learn the new information. There should also be some sort of graphic organizer for them to gather information learned in an organized fashion.

How will you teach the new content to the students? Are you going to read a book and have a discussion? Will you examine a primary source document? Will you watch and discuss video clips? Will the students engage in some research? Think about how you will guide the students through this. What discussion will you have in relation to the Learning Outcome section of the lesson? This is a time to teach and engage in meaningful conversation with the students. Remember, that you should use the primary source set resources along with other reputable sources to help you design this section. Good teachers spend lots of time researching to help them create engaging lessons.  TTW start the lesson. "Today, we are going to try a new lesson format. Rather than reading from a book, we are going to act out the learning. This is called an interactive lesson, and we have a few rules we will need to go over."  TTW ask the students, "Please give me a thumbs up if you think we can be respectful and follow directions today."  TSW give a thumbs up.  TTW state "First I am going to pass out some role cards. I will explain what each card means after everyone has their role card.  TTW pass out a Lesson 4 - Immigrant Identities to each student  TTW state "Everyone just received an Immigrant identity card. Each card identifies a country of origin, as well as some facts about each character's life."  TTW get the cup of student names. "I am going to draw three names for students to represent our border agents. If you do not want to be a border agent, say no, thank you, and I will draw another student."  TTW draw three names for border agents and ask them to come to the front of the room.  TTW instruct the class "Border agents decide who can enter the country and enforce the rules. Border agents, please take this Lesson 4 - Immigration Rules sheet to your desk and read over the rules silently. You will be responsible for enforcing the rules during our interactive lesson."  TSW return to their desk and read the immigration rules.  TTW continue "I am now going to draw two lawyers. The lawyers will assist immigrants and help them navigate the system."  TTW draw two names and ask the students to come to the front of the room.  TTW ask the students to take the Lesson 4 - Immigration Rules to their seat and read the rules silently to understand their job.

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 TTW continue "You will be taking on the identity of someone in the immigration system. Unless you are a border agent or lawyer, you will be taking on the role of someone hoping to immigrate to the United States. Please take a moment to read over your card, so you are familiar with your character's facts."  TTW aks "My border agents and lawyers, can you give me a thumbs up if you feel ready to go or a thumbs down if you need a few more minutes to prepare."  TSW give a thumbs up.  TTW explain "Very well. Let me explain our 'game board'. The front of our room, closest to the whiteboard, represents the United States. The back half of the room represents the rest of the world.  TTW continue "This portion of the room by the window is our 'waiting area'.  TTW share "Immigrants will line up across the back of the room and will take turns speaking with a border agent."  TTW tell the students, "Immigrants, you must be familiar with your facts because you will have to decide which fact you want to tell the border agent to gain entry into the United States. You can only provide one fact each time you meet with a border agent."  TTW explain, "Some of you will enter into the country with no problem at all, others may have a waiting period before they can enter, while some of you may not be able to enter the country no matter how you answer."  TTW share "Immigrants can approach a lawyer for help if they are unsure of how to enter the country. However, lawyers cannot do anything about wait times."  TTW ask "Please raise your hand if you have any questions."  TSW raise their hand and ask any questions they may have.  TTW answer any questions they can.  TTW will instruct the class, "Can I please have my immigrants form a line at the back of the room."  TSW move to the back of the room.  TTW ask "Can I please have my border agents please spread out across our border."  TSW spread out along the border.  TTW ask "Lawyers; I would like you to take a seat at each side of our kidney table in the back. If your services are needed, an immigrant will come to you."  TSW move to the kidney table at the back of the room.  TTW continue "You will have about ten minutes to cross the border. Immigrants, we will start at this end. One at a time, you will go to a

border agent. If you are denied entry at any point in the process, please walk to the back of the line and wait for your next turn. If you need an attorney, please wait for your turn patiently as well."  TTW instruct students, "During the game, I thought it would be appropriate to play the song Coming to America Music Video by Neil Diamond will be playing. The song talks about the journey immigrants take traveling to America. The music video will be playing on the whiteboard and shares pictures of immigrants at various stages of their journey to America. While you are waiting at any period of the interactive lesson, it will be a great visual to help you see what immigrants experienced during the process."  TTW remind students, "When the music stops, it is so important to the lesson that you freeze where you are and listen for directions. We will be observing and discussing the results as a class."  TTW ask "Does anyone have any questions before we begin?"  TSW not have any questions.  TTW set the timer for five minutes. "Please keep in mind that this lesson is an observation. The goal of the game is to understand the stress or lack of stress; immigrants face when immigrating to the United States."  TTW share "The game starts now."  TTW start the timer and observes gamed play using Lesson 4 - Immigration Teacher Guide .  TSW attempt to enter the U.S. through the mock border patrol.  When the timer goes off, TSW freeze in there places.  TTW thank the students, "Great job, students! I am impressed with how well you executed the activity, and everyone stopped when they heard the time go off."  TTW continue "Let's see where everyone ended up. We started with 14 immigrants trying to enter the U.S. After 10 minutes we had four who entered the United States, five who are in the waiting area, and six who are in their home country."  TTW write the results on the whiteboard.  TTW ask "By a show of hands, who is surprised by the results of this activity?"  TSW raise their hand.  TTW ask "Brian, why are you surprised?"  TSW answer "I didn't think it would be so hard to go to the U.S. I tried three times and finally had to ask the lawyer. He said I couldn't cross because I was emigrating from Afghanistan."  TTW ask "Why did you want to move to the U.S.?"  TSW answer "Because I wanted to move my son away from the war."

 TTW ask "Would someone else like to share their experience?"  TSW raise their hand.  TTW call on a student.  TSW answer "I was from France, and I was denied entry too. I wanted to move to the U.S. because I wanted to start my own business in the United States. But when I finally got to talk to the lawyer, she said I wasn't eligible to move to the U.S."  TTW respond "Very interesting. Was anyone surprised at how easily they entered? Did anyone get to enter the first time they tried?"  Two hands go up.  TTW call on one of the students.  TSW answer "Yes, I got in the first time because I am very famous all over the world for my figure skating skills."  TTW ask "And where did you come from?  TSW answer "I came from Russia."  TTW ask "Was anyone successful at crossing the border after having to wait for five minutes?  One student raises her hand and is called on.  TSW "I was able to get approval to enter on my first question, but I had to wait five minutes before I could enter the U.S. side."  TTW ask "And what was the fact you shared, and what country did you come from?  TSW answer "I am from Mexico, and I have a college degree and found a job as a teacher in the U.S."  TTW respond "We are going to move together at the carpet to continue our discussion. Please drop any papers you may have off at my desk and find your seat.  TTW ring the chime.  TSW place their papers on the teacher's desk and find a seat on the carpet.  TTW continue "I am impressed with how maturely you handled that exercise. With a show of hands, who feels they learned something with the Waiting in Line game?"  TSW raise their hands.  TTW ask "I have a question for one of the border agents. Did you ever feel uncomfortable rejecting someone who wanted to immigrate?"  TSW raise their hand to be called on.  TSW answer "Yes, I did when Kenny tried to come through. He was trying to protect his son and get him away from the war, but I couldn't let him cross, and I couldn't tell him why he couldn't cross."  TTW ask "For those who had a wait time, how did it feel to sit in the waiting area and watch people cross with no problems or wait?"

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 TSW raise their hand.  TSW answer "not very well. I didn't know why I couldn't cross right away, and they could. Especially since I heard Alex gave the same fact I did when I crossed, but yet I still had to wait."  TTW resonds "Excellent observation. Even though you had the same life fact, the same back story, you were not given the same opportunity based on where you came from."  TTW continue "I have one more question to ask you before we move on. Everyone to your feet, stand up."  TSW stand up and wait for directions.  TTW respond, "If you think that the process of moving to the U.S. is easy and stress-free, please stand at the back of the room. And if you think the process to move to the United States continues to be stressful for immigrants when they try to enter, please come to the front of the room."  TTW give the prompt, "Please move to your spot now. Stress-free to the back of the room. Stressful, please remain at the front."  TTW count down from five.  At the end of the countdown, all of the students are at the front of the room, indicating they believe the immigration process is stressful for immigrants.  TTW respond "very interesting that earlier we had a 4/15 vote in favor of it being stress-free, but after our interactive activity, we have a unanimous vote that the process is stressful for immigrants."  TTW continue "We will have a two-minute roller-coaster countdown as we return to our table spots. When you get to your seat, you will need to get out a lined piece of paper and a writing utensil."  TTW remind students about roller-coaster transitions. "When we do a roller-coaster transition, how do we act with our bodies?  TSW answer "We sit in our seat and move safely, staying in our own space."  TTW remind students, "Yes. Remember to stay in your own space and act safely. You will have two minutes to move to your table spot."  TTW begin the roller-coaster countdown video. Roller Coaster Countdown Video · Formative Assessment: How will you use formative assessments to determine whether each student is learning the intended outcomes? What will you observe the students doing in this stage of the lesson? What questions will you ask? How will you use the results of the assessment to plan future instruction?  The teacher asks questions to get the student to think and reflect on their observations during the interactive lesson.

· Classroom Management Strategies: How is the instructional time used effectively to maximize student achievement, including transitions?  The teacher will make frequent reminders to be respectful, appropriate volume, walking feet, and follow lesson directions. · Differentiation or UDL: How will you differentiate instruction (Content, Process, Product, or Environment) or use UDL (Multiple means of Representation, Engagement, or Expression) to design for diverse learners?  Students who do not wish to participate in the interactive lesson can act as reporters and take notes of the observations they notice during the interactive lesson. · Adaptations: What individual accommodations, modifications, and/or SDI will be used for instruction for specific students?  Students who need additional assistance can work with a partner to navigate the immigration system for better understanding and direct support. o Apply Declarative/Procedural Knowledge (Step APP) Explain in as much detail as necessary how the students will apply the new knowledge they learned in ANI. They should use the information in a way to deepen their learning. How will the students apply what they learned in ANI? Will they write something? Will they create something? Are they going to use technology? How will it be used? Will they present something?  TTW ask students, "Please get out a piece of notebook paper and a pencil. First things first, put your name at the top. I am passing out Lesson 4 - Student Self Assessment . You will need to complete the assessment and turn it in along with your assignment."  TTW ask "Can someone please read the learning target that is on the understanding scale?"  TSW raise their hand.  TTW call on a student, "Yes, Alondra, go ahead."  TSW read the learning target "I can use reasoning and evidence to hypothesize the stress immigrants experience when moving to the United States."  TTW continue, "Thank you, Alondra. Who thinks they understand what that means?"  TSW raise their hand.  TTW call on a student, "Ryder, what am I asking you to do for this assignment?"  TSW respond "You want us to explain why moving to the U.S. is stressful for immigrants and use examples from the lesson to be the evidence."

 TTW say "You are spot on. I want you to use what we learned Today during our interactive lesson to hypothesize how the immigration process can affect someone trying to move to the United States."  TTW say "If you are stuck or you need an idea where to start, you can whisper share with your neighbor or look at one of the books in our immigration book bin. Rember that whisper share is a whisper conversation that is thirty seconds or less."  TTW ask "Are there any questions?"  TSW not have any questions.  TTW add "You have ten minutes to write your observation and hypothesis, as well as your self-assessment. When you are done, you can turn both of those into the turn-in basket." · Formative Assessment: How will you use formative assessments to determine whether each student is learning the intended outcomes? What will you observe the students doing in this stage of the lesson? What questions will you ask? How will you use the results of the assessment to plan future instruction?  The teacher will walk around the room and ask students if they need help, quick read papers in passing to see if students are on the right track.  The teacher will use the self-assessment to understand the student's confidence in learning during the lesson. · Classroom Management Strategies: How is the instructional time used effectively to maximize student achievement, including transitions?  The teacher allows students to whisper share, a 30-second whisper conversation, to help refresh ideas from the lesson. · Differentiation or UDL: How will you differentiate instruction (Content, Process, Product, or Environment) or use UDL (Multiple means of Representation, Engagement, or Expression) to design for diverse learners?  Students will work at their desks to help with the productivity of the writing assignment.  Students who need a different work area can sit at the circle table or on the carpet by asking the teacher for permission. · Adaptations: What individual accommodations, modifications, and/or SDI will be used for instruction for specific students?  Students who need additional support will work in a small group at the teachers' table for help with writing their lesson observation. o Generalize or Summarize-Closure of the Lesson (Step GEN): Explain in as much detail as possible how the teacher and the students will generalize and summarize the learning that took place. Explain how closure is added to the lesson.

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What are the big ideas that you want to review with the students? Why is what you taught them important? How does it connect to the bigger picture of your unit? · What do you want the students to take from this lesson and apply them in other contexts? How can the content learned be used in another way or transfer to other areas? Tie your essential questions and I Can statement into this. o The students can express a reasonable understanding of the immigration process and how it affects immigration entering the United States.  TTW invite students to meet on the carpet by ringing the chime.  TSW transition to the carpet.  TTW begin "I need a volunteer to be my illustrator today."  TSW raise their hand.  TTW call on a student. "Tegan, please come to the front to be my illustrator."  TSW draw and write on the board as the class reviews the lesson from the day.  TTW begin "The first thing we talked about in the lesson is border patrol. Tegan, please draw a box and write border patrol. This will be where our border agents are."  TTW ask the class, "What other parts of the entrance process did we cover today?"  TSW raise their hands.  TTW call on a student "Yes, Claire, what is another part of the entrance process you learned today?"  TSW answer "There is a waiting area for immigrants."  TTW answer "Close. In our demonstration, we called it a waiting area. In reality, the waiting area represents the time an immigrant may spend in their home country waiting for approval to enter the U.S. Some can be a couple of months, a couple of years, or even never arrive."  TTW continue "Tegan, can you please draw a clock to represent waiting time."  TTW ask "We included the border patrol and the waiting period. What is another piece of the immigration process we learned about Today?  TSW raise their hand.  TTW call on a student.  TSW answer "The U.S., some people came into the U.S."  TTW respond "Yes! The U.S.! Tegan, please draw an American Flag to represent the U.S."  TTW ask "What do some immigrants need to enter the U.S.?"  TSW raise their hand.

 TTW call on a student  TSW answer "Some immigrants need an attorney to help them navigate through the immigration process."  TTW respond "Correct! The immigration process can be very confusing, and sometimes it is necessary for an immigrant to get an attorney to help them understand what they need to do to gain entry."  TTW continue "Again, I want to thank you all for doing such a great job with the exercise and for taking it so seriously. I am amazed at how much everyone took away from the interactive lesson."  TTW continue "Please line up for specials." o Summative Assessment: The summative assessment was developed earlier based on the objectives. This is the point in which the students take the summative assessment. The actual instrument should be included as well as a scoring guide or rubric. Remember that the summative assessment must align with the objectives.  Lesson 4 - Rubric o Homework (Step HW)- if appropriate · How will the homework extend the learning? · How would extension activities apply to real life? · What adaptations will be needed for individual students? V. Teacher Reflection  I wanted to find an interactive way to teach the lesson and was excited when I found it online at Teaching Immigration with the Immigrant Stories project from the University of Minnesota. However, I struggled to find a way to differentiate the instruction outside of the group activity. If you taught this lesson to peers or students: · What did you expect the students to know, understand, and be able to do by the end of this lesson? · What went really well in the lesson? · What challenges did you face? · What would you do differently in the future? · How would you reteach concepts that students did not understand? · Reflect on how reading, writing, speaking, and listening literacy was incorporated in the lesson. · Based on the objective of your lesson, do you feel students will accomplish the learning outcome(s) of your lesson? Why or why not?

· How does your assessment plan align with the learning outcome(s) of the lesson? · What engagement strategies did you use in your lesson and why did you choose those? · How did you integrate technology into your lesson? · How did students utilize technology in the lesson? · What data will you collect from this lesson? How will you analyze it? What will be your next steps based on student performance? · How did you integrate the Gradual Release of Responsibility Model into your lesson? · Describe how students were actively engaged in the learning. If you did not teach this lesson § Use any of the above questions that your professor suggests. § What content did you learn as you prepared this lesson?  I learned how the immigration process works in regards to entry into the United States. § What are next steps in the learning?  The next steps will be discussing different areas around the state/country that immigrant groups have settled in together. § What might you do differently?  Include an interview of someone who has gone through the immigration process or is waiting to go through the process to see real-life experiences.

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