Social Studies Friday Lesson Plan

Group Members/Group Name: Patricia Rivera, Jessica Sedalor

Thematic Unit Theme/Title/Grade Level: Immigration, Immigration to America in 1892-1954, 2nd Grade
Group Weebly space address: http://secondgradeadventurers.weebly.com/
Daily Lesson Plan Day/Title: Friday, How does immigration relate to us and what were the contributions of immigrants?
Lesson Length: 45 minutes

Rationale for Instruction Students should be able to develop an understanding of the concept of immigration, compare and
contrast immigration stories of the past with the present. Students should also understand the
contributions of different cultures and their traditions to be able to relate to one another.

NCSS Theme/Next NCSS Theme

Generation Sunshine State People, Places, Environment: Students are aware of the world beyond their personal locations. They
Standards/Common Core should be able to create their spatial views and geographic perspectives. Social, cultural, economic, and
Standards (LAFS/MAFS) civic demands require such knowledge to make informed and critical decisions about relationships
between people and their environment.
Culture: Humans create, learn, and adapt to culture. Cultures are dynamic systems of beliefs, values,
and traditions that exhibit both commonalities and differences. Understanding culture helps us
understand ourselves and others.

SOCIAL STUDIES
SS.2.G.1.2
Using maps and globes, locate the student's hometown, Florida, and North America, and locate the state
capital and the national capital.

SS.2.A.2.8
Explain the cultural influences and contributions of immigrants today.

LANGUAGE ARTS
LAFS.2.W.3.8
Recall information from experiences or gather information from provided sources to answer a question.
Learning Objectives ● Students will be able to explain cultural influences and contributions of immigrants today with
90% accuracy.

● Students will be able to identify and locate their hometown with 100% accuracy.

Modified 2/18 – Van De Mark from document created by L. Spaulding

 Social Studies Friday Lesson Plan
● Students will be able to identify North America, the state capital and national capital with 90%
accuracy.

Student Activities & Vocabulary

Procedures The unit on immigration can prove to have some challenging words for second grade students. To help
Design for Instruction students navigate through the vocabulary, encourage the students to record their words in Alpha-boxes-
throughout the unit. (Click here for student Alpha-box.) Possible vocabulary words that you may want
to bring your students attention to are bolded in Red throughout the lesson plans. (ESOL)

Ask students if they have any family traditions? (such as holidays, music styles, clothing, beliefs,
foods)
● Jot them down on the board as the students answer.

Explain to students that immigrants have come over for many years. They have brought over with them
many traditions, including food, clothing, music, art, language, etc. In the story that they will watch,
they will see how a young boy comes to America with two last names. This is an example of traditions
different families have.

Show students read aloud:

René Has Two Last Names https://youtu.be/MP0qjzj6oEE
● After they have listened to read aloud ask students:
○ What is different about his name from your name? (he has two last names)
○ Where is Rene from? (El Salvador)
○ Where did his two last names come from? (Colato from Italy, Lainez from Spain)

Tell students they will now explore different cultures from different countries. Immigrants have come
from all over the world to the United States and have brought their traditions with them.
https://www.teacherspayteachers.com/Product/A-Day-in-the-Life-Cultures-Reading-Research-Pack-
976153
● Students will work in pairs. I will assign pairs in the beginning of the activity.
● Each pair will be assigned a country.
○ Australia
○ China
○ England
○ France
Modified 2/18 – Van De Mark from document created by L. Spaulding
 Social Studies Friday Lesson Plan
○ Germany
○ India
○ Italy
○ Japan
○ Mexico
○ Spain
● For each country, the students will read a letter from a native of that country. It will explain
what some of what their traditions are like in that country. (see worksheet:
https://www.teacherspayteachers.com/Product/A-Day-in-the-Life-Cultures-Reading-Research-
Pack-976153)

* ESE/ESOL ACCOMMODATIONS:
● Students will work with partners.
● Students may be given extra time if needed.
● Students may use dictionary when reading letter from other country.

Each group will receive a graphic organizer that they will complete after reading the letter. This graphic
organizer includes:
○ Language
○ Country/Capital
○ 3 Interesting Facts
○ Flag
○ Holidays
○ Foods
○ Clothing

We will discuss as a class some of the information that the students have discovered while reading the
letters.
● What country did you explore?
● What foods did they mention?
● What type of clothing?
● How do you say hello?

Each student will receive a Venn diagram worksheet. We will complete this as a class once everyone
has completed their graphic organizer for their country.
● Each individual will complete the Venn diagram comparing their life in the United States to the
life of a person in another country.
Modified 2/18 – Van De Mark from document created by L. Spaulding
 Social Studies Friday Lesson Plan
● We will conclude the activity by discussing what is different and what is alike.
● Ask students:
○ Do we have those foods here in the United States?
○ Have we seen someone dress like that in the United States?
○ What other traditions have we seen in the United States that may have come from
another country?

We will now discuss where we are from and where we live.

● Students will complete a Me on the Map booklet.
● As a class, we will identify and fill in the blanks for the following:
○ North America
○ United States
○ Florida
○ State Capital
○ city we live in
○ street name
○ house number
○ room
○ “me” template

Once students have completed their Me on the Map books, they can save it in their social studies
notebooks.

* ESE/ESOL ACCOMMODATIONS:
● Students will have a visual to go with the labels in the booklets.

Unit Post Test:

Students will complete scoot game to assess their knowledge on complete unit.

Directions:
1. The student’s desks should be placed in a large circle.
2. Place one question card on each of the desks and provide students with a Task Card Recording
Sheet.
3. Each student will begin the game at his/her own desk.
4. Students will stand in front of their desks, read the question on the Task Card, think about the
question, and then write their answer to the question on their Task Card Recording Sheet.
Modified 2/18 – Van De Mark from document created by L. Spaulding
 Social Studies Friday Lesson Plan
5. The students’ answers should be written in the box designated for that question; i.e., if the
question card says # 6, the student will write his/her answer in box # 6.
6. Students will remain at their desk with the question until they hear the word “SCOOT!” Once
the students hear “SCOOT!” they will each move to the desk that is directly to their left. (For
example, if a student is starting at card # 10, they will move to the desk that is immediately to
their left- if the cards are laid out in order, this card will be # 11.
7. This process will continue until all students have had a chance to answer each question.

* ESE/ESOL ACCOMMODATIONS:
● Provide extra thinking time and/or allow students to work with partners.
● Provide visual aids and simplify questions to the appropriate ELLs’ level; i.e., if student is
a beginning English learner provided him/her with simple yes or no questions or either-or
questions.
Assessment Unit Pre-Assessment: Have the students play an immigration Scoot Game with the following
questions: Immigration Scoot Game (page 81-83).

Unit Post-Assessment: Have the students play an immigration Scoot Game with the following
questions: Immigration Scoot Game (page 81-83).

Daily Lesson Plan Assessment:

● Venn Diagram comparing life in another country and life in the U.S.
● If you were a child in…. handout.
○ Student will fill out worksheet based on what they read in the letter from a different
country.
● Scoot game for post assessment.
Resources/Materials RESOURCES
● Read Aloud
René Has Two Last Names https://youtu.be/MP0qjzj6oEE

Lainez, R. C. (2009). Rene Has Two Last Names. Arte Publico Pr.

● A Day in the Life...Cultures Activity

Modified 2/18 – Van De Mark from document created by L. Spaulding

 Social Studies Friday Lesson Plan
A Day in the Life.... Cultures Reading & Research Pack. (2018, April 09). Retrieved from Teachers Pay
Teachers: https://www.teacherspayteachers.com/Product/A-Day-in-the-Life-Cultures-Reading-
Research-Pack-976153

● Scoot Game
Welcome to America: Immigration Scoot Game. (2018, April 09). Retrieved from Teachers Pay
Teachers: https://www.teacherspayteachers.com/Product/Welcome-to-America-Immigration-
Scoot-Game-469252

MATERIALS
● Me on the Map booklet
● scissors
● glue
● pencil
Exceptionalities ESOL; Students with Learning Differences:

● Students will work with partners.

● Students may be given extra time if needed.
● Students will have a visual to go with the labels in the booklets.
● Teacher support provided if needed.
● Students may use dictionary when reading letter from other country.

Gifted/Talented:
● Students can write a letter: If You Were a Child in the... United States
● Students can write a letter: A Day in the Life of a Child in the United States. (explains activities
at school, home, on the weekends)
Additional Comments and Students can complete a “Day in the life” project. Students will take pictures of their daily activities to
Notes bring into class. Pictures can include self-portrait, of family, breakfast, dinner, doing homework, activity
after school or weekends, etc. Students will bring these pictures to class to create a letter similar to what
they read.

Modified 2/18 – Van De Mark from document created by L. Spaulding