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GV Daily Lesson Plan Student Name: Course Title; Semester: Middle School Methods Title of Lesson:Sven Svenson/Dialoguing Total

Lesson Time:90 min Grade(s): 7th/8th This lesson is lesson 4 of 5 Subject Area: Language Arts

Learning Goals: Unit: Students will see that journaling offers us a unique opportunity to understand ourselves and others throughout history. Easily accessible, journals and diaries give us a day-to-day account of real, relatable people and offer an immediate medium to record and reflect on the events that make up our lives. Lesson: I can read historical diaries as a way to understand how other young people felt about events. I can dialogue with topics and people to learn about my learning process. Curriculum Standard(s): Iowa Core: Students will be able to: Use knowledge of purpose, audience, format and medium in developing written communication. Read for a variety of purposes across content areas. Learning Objectives and How Assessed: Learning Objective(s) Student will be able to: 1. Analyze advertisements effect on possible immigrants. 2. Create a photo journal depicting the journey across the Atlantic. 3. Identify key concepts/events within the reading 4. Summarize the reading effectively and efficiently 5. Dialogue with a text in order to learn more about their own understanding

Assessment Plan Formative/Summative 1. Small Group/class discussion 2. Small group/class presentation 3. Reading sheet assessed for concepts/class discussion 4. Reading sheet assessed for concepts/class discussion 5. Students journals

Materials Needed: New Zealand Advertisement, Immigration photos, Immigration statistics, classroom jigsaw set of Sven's diary, The Golden Door: Immigration Documentary Part 1 Youtube.com

Lesson Procedure

Detail/clarification

Time

Before the Lesson: 1. Identify students with unique needs 2. Design and deliver preassessments 3. Adjust assessments and/or objectives based on preassessment results

Students will be grouped for their jigsaw readings based on their level of readiness, with longer readings given to students who are more ready at the time of the lesson. Students who are more advanced may also be given additional materials that were not included in the selected readings or asked to help students who are struggling with the material. 5 min

During the Lesson: 1. Introduction/Anticipatory set/Activate prior knowledge Atlantic Advertisement Turn to Put up advertisement for immigrating on the your partner share projector/powerpoint (depending on availability). Ask students to turn to their partner and discuss the advertisement. What is the advertisement for? Would you go? Why or why not? 2. Discuss the ad as a classwhy Discuss ad as a class would/wouldn't it work? Who has ancestors who may have responded to such an ad? 3. Have students get into their jigsaw groups Students group in first stage from the previous class and hand out jigsaw groups and create photo photo packets. Ask the students to journals pretend that they are one of immigrants in the pictures. Consider how they must have felt. What were their hopes? What were their fears? What did they find when they got here? Have students arrange the photos in the order they believe they were taken and caption them as a group, creating a photo journal of their journey. Share photo journals 4. Have students share their photo journals and their thoughts about what the journey must have been like with the rest of the class. 5. Introduce the topic of immigration: Using Youtube video: The Golden Door This is a well made student productionwhich gives student a reference for what they can do and how they pull things together to make presentations. Stop video at 4:26 and pull up PDF from Ellis Island.org detailing the arrivals of immigrants. Discuss the trends that are present,

5 min

10 min

5 min

The Golden Door/Immigration Statistics

8 min

emphasizes that the countries listed are only those with the most people who immigrated that year. Stop and highlight 1907. Hand out Reading Worksheets Intro Swen Magnus Swensson 6. Hand out reading strategy worksheets. 7. Teacher centered: In 1907 Swen Magnus Swensson likely saw an advertisement similar to the one we read at the beginning of class. He had family that had already decided to make the journey, and now it was his turn. He packed his belonging and began a long journey that took him to Salt Lake City and eventually to Wisconsin, where he lived with his wife, also a Swedish Immigrant. What kind of information could Swens journal give us that we might not get from history books? 8. Have students reflect and fill out the Predict section of the worksheet. 9. Have students break into their first set of jigsaw groups and hand out selections from Swens journal. Tell students that they will responsible for discovering at least 3 important events/points in their entries as well as the tone of their entries. After reading their entries they can discuss them with their first group and decide what is most important for the rest of the class to know, filling out the worksheet. Jigsaw Groups will read: Group 1: Oct 18, Oct 19, Oct 20 Group 2: Oct 21st, Oct 23, Oct 26 Group 3: Oct 27, Oct 30, Oct 31, Nov 1 Group 4: Nov 4, Nov 6, Nov 7 10. Once groups finish, have students reform their final jigsaw groups, teaching their entries in chronological order, with each of the students filling out the worksheet as their peers teach. After groups finish teaching, each group will be responsible 10 min 5 min

Fill out Predict on worksheet

Jigsaw Swens Journal students will fill out their worksheets in groups

Student groups create 30 word summaries

15 min

for writing a summary of the journal in thirty words or less. 11. Once students have finished their 8 min summaries, have groups share with the Share summaries/Discuss journal class and discuss the journal: What was surprising about the journal? What did you notice that we wouldnt get in a history book? What benefits are there to a source like this? What do we have to be careful of?(Prompt responses on stereotypes and prejudices if necessary). 12. Have students write their post reading Fill out Reflect on worksheet response on their worksheet and turn it in. 5 min individually 13. Introduce dialoguing journaling: What is dialogue? (Wait for responses and discuss 5 min Introduce dialoguing as necessary) Yes, we see it in books when someone talksbut this is dialogue as well. Im talking and you are responding, creating a kind of conversation. Sometimes when we read something new it is helpful to act like we are talking with the author, asking them questions and getting answers from the text. Swens journal looked different from the other diaries we have read so far. How? (Wait for responses/discuss as necessary) Did it feel like he was telling us a story, inserting his feeling in with the factual events? What other diary that we have read is it most similar to? (Multiple answers possible, must most will say Sally because of the length of the entries) If I were to try to dialogue with C.W.s diary it might look like this Demonstrate on board Why was everyone so sick? C.W. = There were no doctors, and no time to get well. If anyone got sick it was hard to get better. Why werent you more worried about your best girl? C.W.= I was worried, but there were so many other things going on I couldnt deal with it. I Students Dialogue had to focus just to stay alive. Dialogue assignment outside of -- Lets try to have a conversation with Swen, class using our knowledge about Swens experiences to answer the questions as best we can. 14. Have students attempt their own dialogue with Swen in their journals, using at least 5 exchanges (10 lines) between them and Swen. As students are working, walk

around and monitor progress. Tell students that for homework they will need to find another topic or class that they create a dialogue entry forwith at least 3 exchanges. They can choose to use their history class or even a new math or science concept. Remind them that the most important part of learning the journaling techniques is how they are utilized outside of the classroom.

3 min

After the lesson: 1. Evaluate the lessons success with students. What evidence do you have that the lesson was successful? What worked and what didnt, and why? 2. Record advice on lesson changes for yourself for when you do this lesson in future years. References: The Golden Door: Immigration Documentary Part 1 Youtube.com by amarto U.S. Imigration statistics Annual Reports of the Commissioner General of Immigration, 18921924, Washington, D.C. Swensson, Swen Magnus; Jarvi, Ramond, ed.; Strombeck, Rita, transl. An emigrants journey to America in 1907. Swedish-American Historical Quarterly, 1989, 40(4)L184-207. Reflection on Student Learning:

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