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    Co-Taught Lesson Plan

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    This lesson plan outlines a co-taught lesson for 6th grade social studies on U.S. immigration policies. Students will reflect on their learning from prior activities on immigration stations and visas/green cards. The teachers will lead a circle discussion using questions to debrief these activities and have students compare, analyze, and evaluate U.S. immigration laws and priorities. The lesson aims to get students thinking critically about immigration policies and their civic responsibility to understand how the country works.

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    Co-Taught Lesson Plan

    Uploaded by

    api-309290535
    34 views2 pages
    This lesson plan outlines a co-taught lesson for 6th grade social studies on U.S. immigration policies. Students will reflect on their learning from prior activities on immigration stations and visas/green cards. The teachers will lead a circle discussion using questions to debrief these activities and have students compare, analyze, and evaluate U.S. immigration laws and priorities. The lesson aims to get students thinking critically about immigration policies and their civic responsibility to understand how the country works.

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    This lesson plan outlines a co-taught lesson for 6th grade social studies on U.S. immigration policies. Students will reflect on their learning from prior activities on immigration stations and visas/green cards. The teachers will lead a circle discussion using questions to debrief these activities and have students compare, analyze, and evaluate U.S. immigration laws and priorities. The lesson aims to get students thinking critically about immigration policies and their civic responsibility to understand how the country works.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    34 views2 pages

    Co-Taught Lesson Plan

    Uploaded by

    api-309290535
    This lesson plan outlines a co-taught lesson for 6th grade social studies on U.S. immigration policies. Students will reflect on their learning from prior activities on immigration stations and visas/green cards. The teachers will lead a circle discussion using questions to debrief these activities and have students compare, analyze, and evaluate U.S. immigration laws and priorities. The lesson aims to get students thinking critically about immigration policies and their civic responsibility to understand how the country works.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 2

    Kaitlyn Phillips and Brenda Cisneros

    4/24 Co-Taught Lesson Plan


    6th Grade Social Studies

    Standards
    History: Standard 1: I can analyze historical sources to ask and research historical questions.
    Geography: Standard 2: Examine places and regions and the connections among them

    Learner Outcomes and Objectives


    1. Students will be able to reflect on their learning about current immigration law and
    a. This means students will use one class period to brainstorm, plan, and draft their
    own self-portrait and, if they so choose, share it with the class.
    2. Students will be able to use similes and metaphors to convey how they feel, experience,
    and exist in the world.
    a. This means students will produce similes and metaphors about themselves and
    their experiences which they will craft into a self-portrait poem.

    Learning Target
    I can reflect on my learning by asking and answering questions about current U.S. immigration
    policies and the visa/green card process.

    Materials
    ● Social studies notebooks
    ● Immigration station completed packet
    ● Visa/green card completed activity

    Teaching the Lesson


    1. ASAB: How are your immigration station activity and your visa/green card activity
    connected? What do you notice about them? What do you wonder about them?
    2. Circle-Up debrief: Immigration Stations + Visa/Green Card Activity
    a. Everyone needs a pencil, clipboard, and their immigration station and green
    card/visa worksheets
    b. Sit in a circle on the floor
    i. Pass around the hacky sack to discuss and ask questions
    c. Questions for Discussion
    Brenda and Kaitlyn take turns asking questions like the ones below and co-facilitate a debrief of
    the learning that had taken place that week.
    i. What is a visa? What is a green card?
    ii. What is the difference between the two?
    iii. How is U.S. citizenship defined?
    iv. What are the U.S.’s priorities when it comes to immigration?
    1. Do you agree or disagree with these priorities? Why or why not?
    v. Compare your green card/visa activity to our immigration stations packet.
    How are they connected?
    vi. In your opinion, how effective are our current immigration laws? What
    could we do or change to make them more effective?

    Closure (5 min)
    Discussion about the privilege of being able to criticize and have our voice heard by our
    government; connection back to a lot of the civics work we did in Q3 by discussing our civic
    responsibility for understanding how our country works so we can have a say in how to make it
    work better.

    Differentiation
    ➢ Brenda and Kaitlyn sit in between certain students and across the circle from one another
    to discourage side-conversations
    ➢ Hacky sack encourages all voices; quieter students aren’t talked over or disregarded, and
    louder students don’t dominate the conversation

    Assessment
    ➢ Speaking and listening assessment for participation in circle
    ➢ Informal assessment of students’ higher level thinking through questioning and
    conversation

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