tlp_10_ipeters_teacherside

=Inmaculada's Lesson Page Teacher Side=

Inmaculada's Teacher Lesson Page (Student Side)


 * Lesson Title:** Never Look Back


 * Author:** Inmaculada S. Peters


 * Unit Title:** TBD


 * Grade Level(s):** 3


 * Age Levels(s):** 8-9


 * Subject Area:** Social Studies & English Language Arts

How did immigrants imagine freedom as they interpreted the founding documents?
 * Essential Questions:**


 * Unit Goals:**

Students will understand the importance and the role of the founding documents to immigrants entering the United States in the early 1900's.


 * Objectives:**


 * Students will be able to examine an excerpt from Mary Antin's book relating to the experience of immigrating to America
 * Students will be able to identify examples of discrimination from the story
 * Students will be able to compose a personal narrative in which they interpret the feeling of a new immigrant coming to this country


 * Curriculum Standards:** 3.6 Identify the Declaration of Indepence, Constitution and Bill of Rights as key American documents


 * Materials/Resources:**
 * The Promised Land Book by Mary Antin
 * Chelsea Historical Society Web Site
 * Map of the City of Chelsea
 * Ben's Guide to the U.S. Government

Four to five, 40 minutes lessons
 * Timeframe:**


 * Student Foundational Skills:**


 * Access to computers
 * Grade level writing and reading skills
 * Ability to interpret information from primary sources
 * Ability to work in small groups successfully

Students will break into groups. Provide students with different pictures of where Mary Antin Family lived in Russia and in Chelsea. ([|www.olgp.net/chs/] ) Students will discuss their observations within their groups. Provide students Venn diagrams so they can complete activity one (compare & contrast activity.) [|ps10-ipeters-worksheet1.docx] Students will continue working in groups. Allow students to explore the Ben's website guiding them through this website and asking them questions as they navigate through it. Ask students for some of the most important points of each founding document. Teacher will help students write on chart paper what each founding document meant for immigrants. Students will present their findings to the whole class**.** [] Students will break into groups. Present a map of Chelsea to students in which they can find where Mary Antin lived. Students should also find where they themselves live today. City of Chelsea with the location of its churches, schools and principal industries, 1892 Map of the city of Chelsea from actual surveys, 1887 After completing the activity above, provide students with an excerpt from The Promised Land book. Each group will read the same excerpt. Review and discuss the passage read in class. Students will begin writing their personal narratives. An example is that I might write about a time when I went to the post office and needed help filling out a paper to send a registered letter because I could barely read or speak English. I remember asking the woman behind the counter to help me, but she raised her voice and looked at me with anger.
 * Learning Activities and Organizational Notes:**
 * Day1**
 * Day 2**
 * Day 3**
 * Day 4**


 * Lesson Assessments:**
 * Informal assessment through observation
 * Personal narratives that meet the guidelines of the student's rubric


 * Teacher Notes:**

Since we are creating an unit, it would be helpful to teach Hope's lesson before mine so the students have some background knowledge in citizenship. Teacher should work with the struggling readers to assure understanding.

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