S3+Fuller+Kimberly

=Stage 3 Plan Learning Experiences and Instruction=

// **Note:** **Each lesson must consider the TPACK framework.** // (How are you using technology as a teacher? How are your students using technology?) Aural: Verbal: Physical: Logical: Social: Solitary**: [|Recipes4Success Lesson Library]. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources. - =Facet 1= //**Why**//-Everyone is connected or effected by immigration. You have a heritage that is special. //**What**//-Students draw on concepts and processes from history to develop historical perspective and understand issues of community and change in the community, Maine, USA and the world. 2**.//Hook//**- Read Aloud __Who Belongs Here__ By Margaret Knight. This will get the students thinking about their heritage and how our country's diversity is due to immigration from all over the world. Use world map to show students where different countries are located. 3.//**Equip-**// Students will know how to locate the country of their heritage on a world map and a route immigrants may have taken to get to the USA. Resource- Smart board Software //**Explore**//- Individually, students will use Smart board Software and draw an immigration route on a map of the world.//**Experience**//- Students will pair up, share maps and research online sources about immigrants' experiences while traveling those routes to America and record on a graphic organizer interesting things they learned and share their maps and graphic organizers with the class. 4. **Rehearse, revise-** Students will get the chance to share their maps with a partner and explain the immigration route using country and ocean names. **Rethink, Refine-**Students will have an opportunity to write/illustrate about at least three new learnings and place them on a class "Learning Mural". 5 **Evaluate**- Map, graphic organizer of things learned, share out (teacher anecdotes) 6.**Visual: Exploring maps and using them to show immigration routes, class Learning Mural Aural: Read Aloud Verbal: Sharing maps with class Physical: Drawing on maps, illustrating learning Logical: Following steps on Smart board Software Social: Think, Pair, Share Solitary**: **Create maps individually** 7.Students will be able to use geographical tools to show immigration patterns during the late 1800's-1920's Product: Map created by using Smart board Software Time frame: 2 days of the 6 week unit || =Facet 2=
 * 1. (W)** **Where** (Students understand that....), **Why** (Real Life), **What** (MLR)
 * 2. (H)** **Hook** (Engage)
 * 3. (E)** **Equip** (Content - Students will know...), **Explore** ([|Graphic Organizer]), **Experience** ([|Cooperative Learning]), and Resources (Include Web resources)
 * 4. (R)** **Rethink, Revise, Rehearse,** and **Refine** (Feedback, [|Checking for Understanding])
 * 5. (E)** **Evaluate** (Formative Assessment)
 * 6. (T) Tailor** (use the seven [|Learning Styles])
 * Visual:
 * 7. (O)** **Organize** (Students will be able to ...), Product (Technology), and Timeframe
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.//**Where-** Students will understand that:// people have immigrated throughout the world overtime for many reasons

//**Why**//-Immigrants have similar reasons for leaving their homelands and have similar experiences when immigrating, However, as individuals they have unique experiences as well. //**What**//-Students draw on concepts and processes from history to develop historical perspective and understand issues of community and change in the community, Maine, USA and the world. 2**.//Hook//**- Explore Immigration Interactive Website depicting various children and their immigration experiences. 3.//**Equip-**// Students will describe the various reasons why immigrants choose to leave their homelands. //**Resource-www.scholastic.com Experience**//- Students will work in small reading groups and read a historical fiction story about an immigrant's experience. The books are written from a child's perspective. Students will discuss the book and take notes using a graphic organizer that will assist when completing a story map.. 4.**Rehearse, Revise**-Students will pair up and share story maps, get feedback and add details if needed 5 **Evaluate**- Story map, graphic organizer of things learned, share out project (teacher anecdotes and project criteria. 6.**Visual: Exploring immigrant website, reading story, creating story map and project Verbal: Group discussions of book and sharing projects Physical: Creating projects Logical: Following steps of story map, planning project and following through Solitary**: **Write story maps individually, and create project individually** 7.Students will be able to describe the various reasons for immigration i.e. war, poverty, famine, oppression and opportunity Product: Story Map Project Time frame: Due to book length this project will take 10 days of the 6 week unit utilizing language arts time and social studies time. ||  ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.//**Where-** Students will understand that:// people have immigrated throughout the world overtime for many reasons
 * 1.//**Where-** Students will understand that:// people have immigrated throughout the world overtime for many reasons
 * Rethink, Refine-**Students will complete a final story map based on their particular book. The students will use a graphic organizer from Read Write Think Site.

=Facet 3= //**Why**//-Immigrants went through so much and we can relate to the feelings they must have had and it's important to acknowledge other peoples feelings and struggles. //**What**//-Students draw on concepts and processes from history to develop historical perspective and understand issues of community and change in the community, Maine, USA and the world. 2**.//Hook//**- Read excerpts from __Immigrant Children__, share photos of real children and their surroundings. Read journal entries from real immigrants. 3.//**Equip-**// Students will assume the role of an immigrant child and write journal entries based on their learning.//**Experience**//- Students will work in small reading groups and read a historical fiction story about an immigrants experience. They books are written from a child's perspective. Students will discuss book and take notes using a graphic organizer. Students will also research interactive websites on immigrant children. Resources-www.scholastic.com & www.digitalvaults.org 4.**Rehearse, Revise**, Students will share notes and create and practice their short skits based on their learning. 5 **Evaluate**- Journal entries, share out to class (skits), 6.**Visual: Exploring immigrant website, reading story, writing journal entries Verbal: Group discussions of book and working on and sharing of skits Physical: Writing journal entries, moving from group to individual work area, working out skits Logical: Following sequence of an immigrant's experiences, planning skits Solitary**: **Write journal entries** 7.Students will assume role of an immigrant while writing journal entries and performing skits. Time frame: 3 days of the 6 week unit ||  || =Facet 4=
 * Consider the W.H.E.R.E.T.O. elements**. **(L)**
 * || 1.//**Where-** Students will understand that:// people have immigrated throughout the world overtime for many reasons
 * || 1.//**Where-** Students will understand that:// people have immigrated throughout the world overtime for many reasons
 * || 1.//**Where-** Students will understand that:// people have immigrated throughout the world overtime for many reasons
 * Rethink, Refine-**Students will write three journal entries depicting why they left their homeland, their journey to America and what their life is like in America after arrival. Students will work in groups to create a short skit based on their journals.

//**Why**//-Everyone has a story and it's important to hear those stories in order to gain understanding. //**What**//-Students draw on concepts and processes from history to develop historical perspective and understand issues of community and change in the community, Maine, USA and the world. 2**.//Hook//**- Share a video of me retelling an immigrant's story (that has been read aloud previously to the class) using visuals I created that represent important things about that immigrant's life. 3.//**Equip-**// Students will tell a story about an immigrant's life. //**Experience**//- Students will read an immigrant story, create visuals to go along with the story. Students will video tape each other telling the story using the visuals. 4.**Rehearse, Refine-**Students will view video and have an opportunity to improve their retelling. 5 **Evaluate**- Video, share out to class, criteria sheet (tapes may be used in final project) 6.**Visual: Watching videos, creating visuals Verbal: Retelling stories Physical: Creating visuals and video taping Logical: Sequencing of story, steps to video taping Solitary**: **Reading and creating visuals.** 7.Students will assume role of an immigrant while retelling an immigrant's story. Time frame: 3 days of the 6 week unit ||  || =Facet 5= //**Why**//-Our country is rich with traditions from cultures from all over the world. Immigrants have brought their foods, music, celebrations and religions to the United States which makes this a special and diverse country. //**What**//-Students draw on concepts and processes from history to develop historical perspective and understand issues of community and change in the community, Maine, USA and the world. 2**.//Hook//**- Listening to some ethnic music while enjoying chips and salsa. 3.//**Equip-**// Students will recognize some of the interesting things the immigrants brought with them to the United States. Resources-http://history.ky.gov/sub.php? blog.massfolkarts.org/blog/index/php/category/music/ www.jaha.org/edu/discovery/community/peoplingpa02.html //**Experience**//- Students will brainstorm foods, music, holiday traditions and religions they are aware of (KWL). Then they will research online sources for more information. Students will choose a country and find specific examples on-line of food, music, traditions and religions. They will download images into a file and print to share with the class. They will use their files for the final unit project. 4.**Rethink,Revise**- Students will place these images on our "Learning Mural" and add text for each image. 5 **Evaluate**- Share images with class, "Learning Mural" 6.**Visual: Searching for images on-line, looking at classmates images, "Learning Mural" Verbal: Retelling stories Physical: Searching, printing, creating items for the "Learning Mural" Logical: Sequences of selecting images and downloading into a file. Solitary**: **Searching on-line, writing text for "Learning Mural"** 7.Students will recognize that many cultures exist within the United States and how they influence our country. Time frame: 2-3 days of the 6 week unit || =Facet 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * || 1.//**Where-** Students will understand that:// immigrants have had similar and different experiences whether they immigrated in past or in the present.
 * Rethink,Revise**- Students will video tape after refinements.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||  ||
 * 1.//**Where-** Students will understand that:// immigrants and their cultures have had a tremendous influence on our country.

//**Why**//-It's important to know who has come to our country and from what countries. It's important to know why people immigrated at certain times in history and continue to immigrate today. //**What**//-Students draw on concepts and processes from history to develop historical perspective and understand issues of community and change in the community, Maine, USA and the world. 2**.//Hook//**- Read an article about Cambodian immigrants who came to Mexico, Maine and are part of our community today. Discuss how their experience was similar and different from those we have researched so far (Venn Diagram). 3.//**Equip-**// Students will compare immigrant experiences from the past and present. //**Experience**//- Students will read immigration stories of past and present on the Scholastic Site. Students will compare the stories. They will write their comparisons on a graphic organizer of the Read Write Think site. Resources- www.scholastic.com www.readthinkwrite.org 4.**Rethink,Revise**- Students will share graphic organizers with a partner and get feedback, make changes/ add details if needed. 5 **Evaluate**- Share out to class, graphic organizers, criteria sheets 6.**Visual: Searching for images on-line, looking at classmates graphic organizers, "Learning Mural" Verbal: Sharing graphic organizers Physical: Searching, printing, creating items for the "Learning Mural" Logical: Following steps of the graphic organizers Solitary**: **Searching on-line, writing comparisons** 7.Students will compare an immigrant's experiences past and present. Time frame: 2-3 days of the 6 week unit = = ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * .//**Where-** Students will understand that:// immigrants have and continue to come to America. In the past they were mostly from Europe and currently most immigrants are from Asia, Africa, Central and South America.

2004 ASCD and Grant Wiggins and Jay McTighe