3rd Grade Art Lessons 3rd Grade Art Lessons Byzantine Civilization

24-hour interval ane

Lesson Time: 60 minutes

Core Learning Goal: NCSS.3. Social Studies Programs Should Include Experiences that Provide for the Written report of People, Places and Environments. iii.i.6. Cultural patterns and their interactions inside and across places, by means such as migration and settlement, changes in customs or ideas, and in the ways people brand a living.

Students will begin to learn about immigrations through photographs and stories. They will be asked to think about the reasons that immigrants would have come up to the Us and the hardships they faced making the journey.

Focus Activity (x minutes): Show a photo of immigrants to the United States looking at the Statue of Freedom.

Ask students: Who are these people? What are they looking at?

Talk to the students about immigration. Ask them what they remember clearing is. Define it on the board: Immigration: Moving to a foreign land to brand a new home.

Reading (ten minutes): Emma's Poem: The Vocalism of the Statue of Liberty by Linda Glaser

Activity (35 minutes): Divide kids into five groups of v. Assign each child a office: recorder (each of these children will write downwards the ideas that the group comes upwardly with), time keeper (each of these children volition sit where they can see the classroom clock), spell checker (each of these children volition get dictionaries earlier activity begins and return them when it is over), reporter (each of these children will study the group'south ideas to the rest of the class), and elaborator (each of these children will answer any additional questions the class has virtually the group'due south ideas). Roles will be assigned at the beginning of the month and will rotate throughout the year.

Groups will be asked to each come up with 2-four reasons why someone would leave their homes to go to a new country (demand at least one original idea non from the book). They volition have to come to a consensus on each reason. The groups volition exist given 15 minutes to get together and come up with their lists. Subsequently the allotted fourth dimension, the class will come back together and each of the reporters will write their group's reasons upwards on the board. If groups accept similar reasons (for example: Group 1 says "they had no houses," and Group 2 says "all their stuff was burned"), class volition discuss and come with the strongest wording for that reason. The last version of the wording must have the majority of class votes (The "elaborators" may take a leading role here as they can give the class more insight into what the grouping was talking about when they came up with the thought and may exist able to sway classmates to their group'due south idea). This will keep until there is a list where each reason simply appears once. This list and the definition of immigration will be left on the board for tomorrow's lesson.

Leave Ticket (five minutes): Ask each student to write downward an answer to the post-obit question: In the story, why was Emma worried about the immigrants? (Answers to this volition prove that students paid attending to the story and also hopefully get them thinking about the difficult parts of being an immigrant, which will lead into tomorrow's lesson.)

Homework: Give each student a brown paper handbag. Inquire them: If you lot had to motion to a new land what five things would you bring? Immigrants had to exit virtually of their big belongings behind, so all 5 things have to be able to fit in the bag. Ask students to bring the filled bag dorsum tomorrow. Transport note abode to parents regarding assignment (encounter below).

Day ii

Lesson Time: hr

Before Lesson (5 minutes): Accept tabular array set up up on the side of the classroom before lesson begins. Ask each pupil to place their five homework items on the table with the chocolate-brown bag behind them. Enquire students to take their seats.

Focus Action (x minutes): Testify photo of immigrants getting checked by officers at Ellis Island.

Ask students: What is happening in this flick? Write students' answers on the board.

Reading (15 minutes): The Memory Coat by Elvira Woodruff

After Reading (10 minutes): Return to Focus Activity. Ask students what they think of the picture now. Add new answers to the board. Also, ask: What were some of the hard things that immigrants had to deal with when they got to America? Write down answers next to the list of why people would get out to come to a new state.

Activity (fifteen minutes): Students are asked to become to the homework table and place 4 items dorsum into the brown bag, leaving only 1 in front of it (possibly to be used later if in that location is "Show and Tell" time in the day). They are given 2 minutes to do this. Once they are back in their seats, add "Losing all their stuff," to the list of hardships if it'due south non already there. Explain to them that the four items they just placed in the bag didn't make information technology to America with them.

• 2 were lost on the boat.
• 1 was somehow destroyed while you lot were waiting with all the other people to get inspected.
• 1 didn't make it through inspection.

Manus out "Memory Glaze" dittoes. Now each student only has one possession and his/her "coat." They are given ten minutes to draw the belongings they "lost" on the coat. At the end of this fourth dimension, the "Retentivity Coats" are handed back in, to be displayed in the classroom.

Exit ticket (5 minutes): Ask students to write down 2-4 hard things that immigrants had to deal with.

Note to Parents

Dear Parents,

This week, in social studies, nosotros are learning about clearing. Students have been asked to make full a paper bag with four items that would exist of import enough to accept with them if they had to move to some other country. In case whatever items called have special significance to your family, I wanted to assure you that they will be returned to the students at the end of the school day tomorrow to be taken home.

Give thanks you for your involvement!

Sincerely,

Kelly Johnson

Retentivity Coat

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Source: https://kellyfjohnson.wordpress.com/public-history-work/lesson-plan-introduction-to-immigration-3rd-grade/

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