My Fakebook
"As Americans, were are all products of immigrants".
Tabitha Steen
Assignment 2B
MAT 670
National University
Tabitha Steen
4th Grade
History and Social Studies
Lesson/Activity
Photo is of my 2nd Great-Aunt Leona in 1944.
California Common Core State Standards
Learner Outcomes
Discuss immigration and migration to California between 1850 and 1900, including the diverse composition of those who came; the countries of origin and their relative locations; and conflicts and accords among the diverse groups (e.g., the 1882 Chinese Exclusion Act).
Describe rapid American immigration, internal migration, settlement, and the growth of towns and cities (e.g., Los Angeles).
- The child will be able to work collaboratively and successfully within their small heterogeneous group.
- The child will be able to properly research key historical facts and details, from accredited sources, via the internet.
- The child will be able to express their findings through a Fakebook Page Presentation.
- The child will be able to place themselves in the life of an American immigrant who migrated to California between the years of 1850 and 1900.
- The child will be able to explain how they came to California, their country of origin, where they settled, and any adversity that they faced.
Graphic Organizer
Graphic Organizers help to guide students through learning in a visual form. It allows them to organize their thinking process and reflect on their learning progress.
Goals and Objectives
KWL Chart
The student will complete a KWL Chart during individual practice.
"W"
What do you want to know?
The Students will think about what knowledge they would like to have about California immigrants of the 1850s-1900s. They will then document it on their KWL Chart.
"L"
What have you learned?
After the assignment completion, the students will think about what knowledge they have learned regarding California immigrants of the 1850s-1900s. They will then document this information on their KWL Chart.
Fakebook requirements:
"K"
What do you already know?
The Students will think about what knowledge they currently possess about California immigrants of the 1850s-1900s, and document it on their KWL Chart.
- Profile picture
- Completed "About" section
- Minimum of 5 postings (including photos and text)
- Minimum of 5 comments on peer's pages
- Response to all comments on your page
The Want section of the KWL Chart will affect learning by allowing students to pre-think and formulate a plan about what they want and need to know regarding their topic. This will set them up for success in their research portion of the activity.
The Know section of the KWL Chart will affect learning by offering the students an opportunity to reflect on their previous knowledge and bridge previous learned information.
The Learned section of the KWL Chart will affect learning by allowing the students an opportunity for lesson reflection. Helping them to cement their newly acquired knowledge into long-term memory. Proper reflection is a crucial component to learning.
Assessments
Accommodations
Assessment of the KWL Chart will be done in the form of a summative assessment. The students will submit their charts at the completion of the activity for the teacher to determine if self-learning and personal learning goals were reached.
1/3 Model, ELL, and SPED.
Teacher will reflect on Fakebook activity and lesson through the form of various assessments. The teacher will then use these assessments to determine if the students successfully reached the learning goals and State Standards for the lesson, and what modifications should be made for future instruction.
Formative assessments are less formal and more fluid throughout the day and various lessons. These provide key insights to each student, their behavior, and their everyday development and rational/way of thinking. Anecdotal records are a great way for the teacher to keep his or her observations and notes organized.
Teacher observation during explicit teacher instruction, guided collaborative practice, and teacher observation during independent practice activities.
Anecdotal record keeping during guided and collaborative practice activities, and anecdotal record keeping while reviewing the students’ journals.
Teacher/student discussion during explicit teacher instruction, teacher/student discussion during guided collaborative practice and independent practice activities.
Summative assessments are a more detailed evaluation of the individual students development and progress. Often times providing the teacher with physical work to keep in a portfolio demonstrating the student’s growth.
Performance based assessment during the collaborative practice activities.
1/3 Model: Low-Achieving, Average, and High-Achieving Students
Modifications for Low-Achieving Students:
- Working collaboratively in a small group setting will help students to build off of and seek assistance from other students/peers.
- The incorporation of the SDAIE Strategies.
Modifications for High-Achieving Students:
- Working collaboratively in a small group these students can take on the role of group leader, building self-esteem and becoming an academic role model.
Teacher Reflection
Reflection is a key component to learning, not just for students but for the teacher as well.
The Teacher will reflect on the lesson and activity to ensure all students are reaching their full potential as learners.
The teacher will also reflect on the efficiency of the lesson and activity.
Based on these reflections the teacher can determine if and what modifications, accommodations, and adaptations need to be made to the lesson plan.
Modifications for Special Needs Students
Instruction and learning activities can be modified accordingly to best suit the needs of a child with a disability.
For example: a Deaf or Hard of Hearing child.
- Incorporating additional visuals, effective modeling, and graphic organizers.
- Have a Deaf or Hard of Hearing guest come in and volunteer, offer guidance
- Implement bridging and the importance of the lesson and it's relation to the 'real world' (technology bridges the gap between the hearing and non-hearing world).
Modifications for English Language Learners
Follow the SDAIE (Specially Designed Academic In English) Model
- Clear, organized goals and directions
- Incorporate Modeling: offer examples
- Include Bridging: make meaningful connections
- Incorporate Contextualization: use of realia and visuals
- Include Schema Building: use of advanced organizer
- Incorporate Text Re-presentations: review and reflection
- Collaborative work