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Immigration Debate Lesson Plan

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NEVADA STATE COLLEGE TEACHER PREPARATION PROGRAM LESSON PLAN FORMAT Description of Classroom: Government, 17-18 year old High School Seniors, 17 male 17 female. Background: Students understand the foundations of American government, the constitution and structure of our government. Content Objective(s): Students will evaluate the controversial issue of illegal immigration in America. They will analyze deportation or amnesty and tell me why that argument is better for America. Language Objecti
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  N EVADA  S TATE  C OLLEGE TEACHER PREPARATION PROGRAMLESSON PLAN FORMAT Description of Classroom: Government, 17-18 year old High School Seniors, 17 male 17 female. Background: Students understand the foundations of American government, the constitution and structure of our government. Content Objective(s): Students will evaluate the controversial issue of illegal immigration in America. They will analye de!ortation or amnesty and tell me why that argument is etter for America. Language Objective(s): Students will listen, read, write and s!ea# a out $mmigration in America. Common Core State Standards (Mat ! L# Content) and$or %evada &o'er Standards ('it standard numbers referenced): %elated Standard& '1(.)*-1+. - /amine the rights of citiens and how these rights are !rotected andrestricted.%elated Standard& '1(.)*-1+.8 - /amine the res!onsi ilities of local, state, and national citienshi!.%elated Standard& '1(.)*-1+.7 - Analye and evaluate the role of citien !artici!ation in civic life. e *ocabular: Amnesty, de!ortation, alien, resident alien, illegal immigrant, refugee and nonresident alien. Best &ractices: (put an X next to those that you address in your lesson) &reparationScaffolding+rouping Options  X  Ada!tation of content0odeling  X  hole 'lass  X  2in#s to ac#groundGuided !racticeSmall grou!s  X  2in#s to !ast learning  X  $nde!endent !ractice3artners4Strategies incor!orated5er al scaffolds  X  $nde!endent  X  3rocedural scaffolds ,ntegration of &rocesses#pplication#ssessment  X  2istening  X  Hands-on  X  $ndividual  X  S!ea#ing  X  Authentic 60eaningful  X  Grou!  X  %eading  X  2in#ed to o ectives  X  ritten  X  riting  X  3romotes engagement  X  9ral -eacing Strategies: :irections, summary, de ate and coo!eration. .arm /p #ctivit:    Students will loo# over their summary of their !articular argument a out de!orting or giving amamnesty to illegal immigrants in America. $n their summary for amnesty or de!ortation of immigrants, they are to relate the de ate to their family history and why either de!ortation or amnesty their lives. Lesson Se0uence: After the class reads over their argument, the teacher will e/!lain the directions of the de ate. ith . . three rounds 6the main arguments, re uttal, and closing statements students will all !artici!ate to de ate the to!ic of illegal immigration in America. The argument for de!ortation will go first thenamnesty. After oth sides state their main arguments, re uttal and ma#e their closing statements to the udges, the udges will decide which argument is etter for America. ;or a closing, the teacher will e/!lain the im!ortance of a democracy government, immigration !olicies and how illegal immigration effect all Americans. #ccommodations: Any student who needs e/tra hel! will e assisted y the teacher. Any student who finishes early can hel! other students, or read the te/t oo#. Supplementar Materials: Teacher directions, immigration de ate handout and te/t oo#. 1evie' #ssessment: Students will e graded out of <= !oints on their half !age argument and their !artici!ation in the de ate. 1eflection: :iversity in lesson !lanning is essential for all students> needs to e met. As the de ate of immigration has een a !o!ular to!ic in current !olitical discussion and students live with the outcome of immigration !olicy in their daily lives, an illegal immigration de ate would fit !erfect into my class lesson. Students were to research, write, discuss, and devise a !olitical and !ersonal o!inion on either de!orting or granting amnesty to illegal immigrants. The differentiated instruction of the !rocess to  !re!are and !resent the de ate will e a le to meet students in a variety of ways. The grou!ing of the students s!lit the class in half y where their seats were. ?e/t time $ teach this lesson, $ will choose the grou!s ased on their level of social a ility, and learning level. 9ne class had most outgoing students on one side of the de ate which resulted in a stronger side. $t is im!ortant to meticulously decide grou!s for a diverse grou! of students on each argument. The students were engaged throughout the lesson. To have a out 17 students on each side, engagement was not 1==@. $ assessed students on  !artici!ation and their argument they turned in. To get 1==@ of students to e engaged, it is im!ortant to continue uestioning to all students throughout the research !rocess. 'lass y class $ discovered y giving them real-life e/am!les of how illegal immigration effects them in more ways than they may first realie, more and more students got more !assionate a out the de ate. The lesson was enlightening, engaging, moving and diverse. $ was very im!ressed with the reactions from the students in their e/citement and engagement in the lesson. $ would e eager to do this lesson again in future classes of mine with a few adustments. ;orm& ==<*BCB+=1( '
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