Lesson Plan - Immigration in the U.S. - Home
Student: Andrew Abberton Professor: Maria Esposito
Course EDU 522 Date: December 3rd
Grade: 8 Topic: Life in the tenement Content Area: U.S. History
Instructional Objectives
After a lesson about the lives of immigrants and the living conditions of tenements, students will present on their Tenement family citing at least four facts learned from the virtual tour of the tenement apartment building.
Key Concept
Students will demonstrate their knowledge of the significance of past experiences, and the diversity of American history, as well as the importance of urbanization and diversity.
Standards and Indicators
New York State Standards Addressed
Social Studies Standard #1: History of the United States and New York
Students will use a variety of intellectual skills to demonstrate major ideas, eras, themes, developments, and turning points in the history of the United States and New York
State Key Idea 8.1c: Population density, diversity, technologies, and industry in urban areas shaped the social, cultural, and economic lives of people in cities.
¬ Students will examine the living conditions in urban areas with a focus on the
increasing population density and the impact this growth had on the social, cultural,
and economic lives of people.
-This will be evident when students complete the virtual tour of the tenement museum. Students will look at pictures, read informational background stories, and will hear audio files of a tour of a specific families experience living in the tenement museum. Students will complete the tour and will present their findings to their classmates.
National Standards Addressed:
Common Core Standards Addressed:
CCSS.ELA-LITERACY.RH.6-8.7
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
-This will be evident when students analyze the pictures and the complete 360 visual tour of the tenement that housed immigrant families during the late 1800s and early 1900s.
CCSS.ELA-LITERACY.SL.7.1.A
Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
-This will be evident as students share their research of their individual immigrant family from their completed graphic organizer. As evidence, students will use their notes taken from the virtual tenement tour.
CCSS.ELA-LITERACY.SL.7.4
Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
-This will be evident when students use their completed graphic organizer to explain and present their individual research on the Immigrant family they were given.
Motivation
Students will begin by watching and using the glogster tenement page to answer three of the five W’s (Who lived in the tenements?, Why did they have to live in the tenements?, What were the tenements like?, When were tenements possible?, How would you have felt if you lived in a tenement?). Students will watch the videos, look at the pictures, and read the text to understand and introduce the topic of tenement living.
Materials
• Glogster Tenement page-
• Tenement website and virtual tour-
• Baldizzi Worksheet, Confino Worksheet, Rogarshevsky Worksheet, Gumpertz Worksheet
• Presentation listening worksheet
Strategies
Cooperative Learning
This will be evident when students are broken up into groups, in these groups students will be present the information that they have learned during their virtual tour. Students will ask questions and complete a worksheet based on the presentations of other students.
Direct Instruction
This will be evident when students watch and read from the glogster page on the life and conditions of the tenements.
Independent Work
This will be evident when students take the virtual tour of the tenement of their immigrant family. Students will listen to the audio, look at the panoramic pictures of the tenement rooms, and read the informational background to complete their graphic organizer and prepare for their presentation.
Adaptations
Students with learning disabilities will receive extended time if needed to complete their virtual tour and the graphic organizer. Students will also be given a streamlined and annotated graphic organizer that highlights the questions that they must complete.
Students who struggle with reading comprehension and fluency will receive a reader to explain unfamiliar vocabulary or phrases within the informational background will be further explained to those students lacking language comprehension.
Differentiation of Instruction
Tier1: Students will complete the virtual tour with assistance from the teacher. Students will only be required to answer the individually highlighted questions (four in total as opposed to 7). Students will be partnered up to present to the class, students will work cooperatively to present their tenement families background to their peers. Students will have at least 3 facts from each of their peer’s presentations.
Tier 2: Students will complete the virtual tour and all of the questions on their individual sheet with little or no help from the teacher. Students will present independently about their tenement family and will need no help from a partner of the teacher to present clearly and concisely. Students will have at least four facts from each of their peers presentations.
Tier 3: Students will complete the virtual tour and all of the questions on their individual sheet independently. Students will present independently about their tenement family and will need no help from a partner of the teacher; the presentation will be graded by the teacher walking around on not only content but the correct forms of speech and the use of higher level vocabulary. Students will have at least four facts from each of their peer’s presentations and these facts will be written in complete sentences.
Developmental Procedures
Students will log on to the computers in the computer lab, each student will have access to an individual computer to complete the lesson activities.
Students will access the Glogster page and will begin by watching and using the Glogster tenement page to answer three of the five W’s. Students will watch the videos, look at the pictures, and read the text to understand and introduce the topic of tenement living. (Who lived in the tenements?, Why did they have to live in the tenements?, What were the tenements like?, When were tenements possible?, How would you have felt if you lived in a tenement?).
Each student in the class will be given a number from one to four; each number corresponds to an apartment on the tenement museum virtual tour website. Students will be instructed to go the tenement museum website () the students will go to the PLAY tab and then virtual tour.
Students will be given their graphic organizers and will be directed to their specific immigrant family that lived in the tenement museum. Students will go to the floor, read the information and background, listen to the audio file for each room, and look at the 360 photographic virtual tours. Students will navigate the three rooms and answer the questions on the individualized graphic organizer. (What do you see about the apartments? What is in the apartment? What isn’t in the apartment? Is this a place you would like to live? What effect do you think housing in tenements had on peoples lives? How would you describe tenement living?)
Students will then be put in groups of eight, with two students representing each number to discuss all four of the apartments. Students with the same number will assist each other in presenting about their apartment and the tenants that lived there. (What differences do you see between the families? What similarities? What difficulties did they all share? Were the conditions better or worse as time went on?)
While students are presenting the other students are listening and taking notes finding four facts for each floor of the tenement museum. (How many people lived in the apartment? Was there experience different from the previous families?)
Students will be given an exit slip to complete based on the information they have learned throughout the class. (3-2-1 Summarizer 3-Name 3 of the families that lived at 97 orchard street and where they came from 2-What are 2 words that would describe the conditions in the tenements 1-What is one thing all of the families had in common?)
Assessments
Students will produce four facts about each of the families through the presentations of their peers.
Students will complete the graphic organizer for their family based on the virtual tour of the tenement museum.
Students will complete the exit slip on the information they have learned about the living conditions of the tenements and the difficulties immigrants faced when coming to America.
Independent Practice
At home students will go to . At this website students will take a journey with a polish immigrant, afterwards students write about his journey answering the questions; who he was, how he got to America, why his family came here, where he landed when arriving in America, and what he ended up becoming as a boy in New York.
Follow-Up: Direct Teacher Intervention and Academic Enrichment
Direct Teacher Intervention: The student and the teacher together will work with Tenement museum website in particular the Immigration Game (), students will go to the 97 orchard section at the bottom and will listen to videos where they explain the lifestyle of the immigrants living in tenements. Afterwards the student will verbally explain the living conditions of most immigrants as well as the struggles faced by immigrants coming to America during this time.
Academic Enrichment: The students will go to . Students will choose one of the five current immigrants to the United States and will compare their experience to that of the Immigrant Family they researched during the lesson. Students will create a Venn diagram comparing and contrasting the individual experiences. Students will then be required to make 3 predictions or inferences as to why the experience is different today compared to the immigrants of the past.
Teacher References
Bryant, J. (2012). Immigration in the United States. Retrieved from
Board of Education of the City of New York (1994). Grade 8 United States and New York state history: A multicultural perspective. New York, NY: Board of Education of the City of New York.
Scholastic. (2012). Relive a Boys Journey. Retrieved February 28, 2012 from
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