4th Grade Lesson Plan

[Alejandra Jimenez]

 

Main Concept: California an ongoing changing state.
Objective	Students will discuss the trends of California immigration between 1850 and 1900 using an online encyclopedia creating a graphic organizer listing details and immigration details in groups of three.
Key Grammatical Structure(s)/	Prefixes: (im) Immigration, immigrant.
Key Vocabulary	Immigration, immigrant, diverse, origin, relative, location, conflict, diversity.
Materials	T-Chart, charting paper, markers 3-different colors, computers, wi-fi, highlighters, pencils.
Content Area/ CA State Standard	Social Studies 4.4 (3) Discuss immigration and migration to California between 1850-1900, including the diverse composition of those who came: the countries of origin and the relative locations; and conflicts and accords among diverse groups. Reading:  RI1, RI6, RI7, RI9, W8, W1b, W6, W7, SL1, SL2, SL3, SL4, RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL8, RL9 RI1, RI2, RI3, RI4, RI5, RI6, RI7, RI8, RI9.
Content Area Grade Level	Fourth Grade
Lesson Outline
Introduction:	Today we will discuss another Korean immigrant group to California. I will preceed to show the world map to show students the location of Korea, California, Pacific Ocean, and the United States, Amarican Continent, and Asia Continent.
Assessing Prior Knowledge: Students will share with their group of three the Korean neighborhood, shops, businesses, writing, restaurants about the Korean community near by our school.   Setting the Stage:  Students will search using Library of Congress website to look for articles about Korean immigration during the 1850-1900.
Directed Lesson  Teacher will show primary resources from the First Korean Baptist Church in Los Angeles. We will do close reading based on Korean American Immigration in order to build and comprehend and apply academic vocabulary.
Independent Study Students will work independently searching on the Library of Congress articles, pictures, art, maps, copies of Korean immigrant documents. Students will read, annotate on the article, highlight important information they will find in the articles.   Guided Practice Students will work in groups of three students and they will evaluate information of the articles using the strategy “Keep it, Junk it, and Cloud it” to assess information, vocabulary, and secondary resources. Students will share specific details about Korean immigration, type of jobs Koreans held, family life, pictures of Korean people during this time.
Student Evaluation
1. Students will construct two T-charts in order to present their findings during their research, evidence, and finding conclusions based on their discussions and evaluation of information about Korean immigrants 1850-1900.
Homework/Follow-up Assignment

 

A debate will follow up students discussions and presentations using articles, and secondary resources to support their claims about Korean immigration.

 

 

[Author]

Posts