DAY+3

TEACHER GUIDE
Using the song, “No Irish Need Apply”, and two other Primary Sources SWBAT to evaluate what life was like in the U.S. for Irish immigrants. SWBAT use Google Documents to collaborate and communicate with Peers. SWBAT identity the Point of View of various artists in the 1840's using an I Hear/It Means Literacy Strategy and two APPARTS Charts.
 * Content Objectives
 * Technology Objectives
 * Literacy Objectives


 * __Process__**

1) Activator Paddy Wagons
Students will read the article on the use of the term Paddy Wagons, and evaluate if it is a derogatory term. Article By answering the following question in their wiki on DAY 3.


 * Is the term, Paddy Wagon, an Irish Racial Slur?
 * What makes a slur racist or prejudiced? Does it depend on who says it? Or does it depend on who it's being said to?
 * Does it show Nativism?

Students should first copy and paste the 3 questions in their wikis and answer them on their own. As a hook, students will more than likely love to discuss if the term is nativist or not. Teacher will tie this into the Lesson for the day by saying that the term could be used as a derogatory slur, and is still used today to describe intoxicated people getting arrested in the back of a police van. Today the Lesson will be focusing on what life was like in the 1840's for Irish Immigrants that migrated to the U.S. in search of jobs and opportunities.

2) As a class, analyze the Song, "No Irish Need Apply" using an I Hear/It Means
__**Mini-Lesson:**__ Teacher will refer to today’s objectives to evaluate what life was like for Irish immigrants in the U.S. upon arrival. To do so, students will analyze the song, “No Irish Need Apply”. Students will listen to the song once as a class - just listen.

media type="file" key="Gallant_Sons_of_Erin_-_No_Irish_Need_Apply_-_2.mp3"

As a class, the teacher will ask students to look and listen again to the first Stanza of the song (The Transcription is displayed on the overhead projector). [|NoIrishNeedApplySongLyrics.doc]

We will determine as a class, led by the teacher, what the first line of the song is saying and what we think it means. We will record the the information from the first stanza in both columns of the I Hear/It Means Organizer.



Students will complete the rest of the “I Hear, It Means” using the I See/It Means procedure as follows: Individually complete the I Hear then Pair/Share using Google Documents to share their work with one another. They will decide on the best 4 I Hears to use for their analysis. They should create a Final Version that combines the agreed upon information. Their individual work should also reflect in a different color, the changes they made to their individual work. Students will individually complete the It Means on their own paper; then Pair/Share Using Google Documents again and make changes again in a different color to their own work and make changes on their Final Version.

__**Sharing/Conferring:**__ As a class we will confer, teacher will ask groups to report back from their Final Version. Teacher will clarify misconceptions and answer questions, and also make sure big ideas are pulled out. Students will revise their Final Version based on class discussion in a different color if need be.

Students will together write the Point of View of the artist using the share feature of Google Documents on their Final Version. Students will produce this one publishable I Hear/It Means with the completed POV by the end of class.
 * __Group Work/Processing:__**

__**HOMEWORK**__ Lastly, students will read the inside story to add to their analysis of the song and clarify any misconceptions. They will copy and paste the following question in their Discussion Tab of DAY 3 of their wikis:
 * What was life like in the US for Irish Immigrants based on what you heard in this song?

__**Assessments:**__
 * Completion and Revision of the Push/Pull worksheet focusing on the After Reading Agree/Disagree portion of the worksheet.
 * Completion of the I Hear/It Means POV analysis.
 * Processing Questions