Teacher's Name: Nicole Porter

School: SJSU LIBR 271A-01 Class

Grade Level of Lesson: 4^th grade

Subject: History and Social Science

Date: 07/19/09

Unit Theme/Topic: California immigration

Lesson Title/Topic:

Connecting to History Through Individual Experience

Expected Student Learning Outcomes:

What will students know and be able to do as a result of this lesson? (Be Specific)

Students will be able to...

Students will be able to discuss immigration to California between 1850 and 1900 from the perspective of the immigrant as it relates to the 1882 Chinese Exclusion Act.

CA Academic Standards Addressed:

Which California Academic Content and Performance Standards will your lesson address?

14.4 Students explain how California became an agricultural and industrial power, tracing the transformation of the California economy and its political and cultural development since the 1850s.

Materials Used:

What instructional materials and equipment/supplies will you use in this lesson?

Landed by Milly Lee and Yangsook Choi, pen/pencils, paper, pre-photocopied blank booklets to create coaching books.

Lesson Outline: (Opening, Major Activities, Transitions, Review; Closure)

Opening/Introduce Lesson

Do Now

Anticipatory Set:

• Focus Students

• State Objective

• Establish Purpose

• Hook /involve students!

• Activate prior knowledge

• Assess students

Time

45 min

25 min

20 min

Teacher/Student Actions

Monday: Assign customary in-class reading and study of 4^th grade history text chapter on immigration to California between 1850 and 1900. Assign homework vocabulary to define such as: immigrant, immigration, merchant, ceremonial, exclusion, Caucasian, and second-class.

Tuesday: Focus students by revisiting events, themes, and vocabulary from chapters through a class brainstorming session.

Main Activity: Instruction

• Explain Concept

• Refer to previous lessons

• Provide Examples

• Model

• Use a variety of instructional strategies

40 min

20 min

Wednesday: Teacher reads Milly Lee’s Landed to class. Landed is based on the true story of Sun, a Chinese immigrant boy, and his detainment experience going through Angel Island after the Chinese Exclusion Act of 1882. Have class discussion on that focuses immigration, particularly from the perspective of Sun. How did Sun feel in the examination room? When he was interrogated? What kind of preparation did Sun have before the interrogation? How long was he away from his father?

Main Activity:

Check for Understanding: Ensure students are ready for activity

• Pose Key Questions

• Ask Students to Explain Concepts

• Use active participation strategies

25 min

Wednesday: Break students into smaller groups for sharing of outsider stories. Each group works cooperatively to choose one that will be read to the whole class. Teacher poses questions that ask students to explain concepts related to learning outcomes, focusing on the immigrant perspective coming to California through Angel Island. Writing is turned in for teacher comment and review.

Main Activity:

Guided Practice: Students do task with teacher direction or assistance

• Provide monitoring

• Check for understanding

• Modify/adapt for all!

20 min

10 min

Thursday: Teacher has class review discussion of Landed, focusing on defining vocabulary as a class: identification card, humiliation, interpreter, interrogation, landed, and coaching book.

Show personal coaching book example. Explain in relation to Lee’s Landed. Ask students to brainstorm some ideas on the board. Take questions; provide further examples of types of questions might be asked. Have students take coaching books home to compare what they wrote and have them write the correct information next to what they wrote before if it varies. Stress there are no right or wrong answers, that what we are interested in is how memory functions.

Closure: (Debrief)

• Find out what your students learned

• Share work and give positive feedback

• Summarize work and behavior

• Set next steps

20 min

40 min

Friday: Have students write one paragraph on the accuracy of the coaching books created in class when compared to their actual home surroundings. Would they have to study as Sun did to get right the types of questions asked in the interrogation? Is it harder or easier to remember these aspects from our everyday home life?

Monitoring & Assessment:

How will you monitor student learning during the lesson? How will you assess student work?

Student learning is monitored through direct assessment by quiz, class discussion and participation, teacher review of writing, and teacher and peer discussion of coaching book presentation.

Modifications to Address Individual Student Learning Needs

How will you modify your instruction as needed to ensure that all students meet learning outcomes?

Students could partner up instead of working alone, like in the instance of an English language learner. Students also have the option of coming into class during a prep period, lunch or after school to work with teacher.

Follow-up

Activities/

Homework

How will you follow up this lesson with homework or other extension activities?

Students will journal about the process of creating a collage book and their thoughts on the unit. Teacher can relate to other past/future units of similar connections to history through individual stories.