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Alexa DAuria

Setting: Urban/P.S 86

Grade/Subject Area: 5th Grade/Social Studies


Time: 11-1pm

Class Description: Ms. Paranacs 5th grade, gifted and talented class is composed of 30
students, 11 boys and 19 girls. Nineteen students are Hispanic, four are African
American, and seven are Asian. Five students are ELLs and one student has Aspergers. A
few students are at-risk. The students reading levels are based on Fountas and Pinnell.
They range from V-X.
1. Purpose (concepts- Essential Questions):
When did the Great Migration occur?
Where specifically did African Americans travel to in the North?
How did it affect the Northerners?
What happened in the South that caused African Americans to migrate?
What were the hardships and triumphs that African Americans faced
during the Great Migration?
2. Vocabulary and Key Terms
Cessation
The grandfather clause
Jim Crow Laws
The Cotton Curtain
The Mason-Dixon line
Propaganda
Discrimination
The Harlem Renaissance
3. ObjectivesAs a result of this lesson, students will be able to
Collaborate with peers to determine why African Americans migrated to
the North
Share their assignment with the class
Summarize a section of the article
Write three diary entries about their personal experience before, during,
and after their migration to the North
Organize ideas and sequence of events throughout the Great Migration
4. Common Core Standards
Social Studies Core Curriculum Standards for Grade 5
Content Understandings
History of the United States, Canada, and Latin America
Concept/Theme Culture
Different ethnic, national, and religious groups, including Native
American Indians, have contributed to the cultural diversity of
these nations and regions by sharing their customs, traditions,
beliefs, ideas, and languages.
Concept/Theme Empathy

Different people living in the Western Hemisphere may view the


same event or issue from different perspectives.
Concept/Theme Interdependence
The migration of groups of people in the United States, Canada,
and Latin America has led to cultural diffusion because people
carry their ideas and ways of life with them when they move from
place to place.
Concept/ThemeChange
Key turning points and events in the histories of Canada, Latin
America, and the United States can be organized into different
historical time periods. For example, key turning points might
include: 18th-century exploration and encounter; 19th-century
westward migration and expansion, 20th-century population
movement from rural to suburban areas.
Industrial growth and development and urbanization have had
important impacts on Canada, Latin America, and the United
States.
Common Core ELA Standards Grade 5
CCSS.ELA-LITERACY.RI.5.2
Determine two or more main ideas of a text and explain how they are
supported by key details; summarize the text.
CCSS.ELA-LITERACY.W.5.1
Write opinion pieces on topics or texts, supporting a point of view with
reasons and information.
CCSS.ELA-LITERACY.W.5.3
Write narratives to develop real or imagined experiences or events using
effective technique, descriptive details, and clear event sequences.
5. Pre-assessment
Prior to this lesson, the students have begun to learn about World War I,
specifically why the U.S went to war, and who were our allies and who were the
central powers. The students have taken a break from learning about the war to
learn about the Great Migration, which was happening in the United States during
the war. The students are able to provide reasons why the migration occurred,
identify when it occurred, and the locations involved. The students have written
an essay with a partner about why the migration occurred, who was involved,
where and when it took place, what hardships and triumphs the African
Americans faced during this time, and how they overcame this difficult time.
6. Lesson Presentation:
a. Set-induction

The teacher will divide the class into 10 groups of three students.
Each group will be responsible for reading a section of the article on the
Great Migration and sharing an overview with the class, including
interesting facts, by taking notes on a piece of chart paper. The teacher will
hang up each paper around the classroom and each group will share what
they wrote.
b. Procedure
The teacher will inform the students that today they will be writing
a biography about their own experiences during the Great
Migrationbefore, during, and after.
The students will be given worksheets with the directions on top
and space to write below.
c. Closure
The teacher will select three students, one for each section (before,
during and after), to share what they wrote.
7. Materials
Article:
http://www.inmotionaame.org/print.cfm;jsessionid=f83070053143067488
6949?migration=8&bhcp=1
Pencils
Chart paper
Markers
Assignment worksheet with directions
8. Follow-Up Activity/Assignment
The students will exchange their diaries with a partner. The students will
write a letter to their partner about what they liked about their diary entry and
what they could improve upon/add more detail.
9. Evaluation/Assessment
Teacher evaluation checklist of Diary Entries:
+ The student wrote about the experiences of a fictional character before, during
and after the Great Migration. The student included sufficient detail from both
readings. The student used appropriate punctuation and spelling.
The student wrote about the experiences of a fictional character before, during
and after the Great Migration. The student included some detail from the readings.
The student had a few punctuation and spelling mistakes. The student will be
encouraged to edit their work.
- The student wrote about the experiences of a fictional character before, during
and after the Great Migration. The student was missing key details from the
readings. The students had many punctuation and spelling mistakes. The student
will be encouraged to edit their work.
10. Differentiated
This lesson was designed for a number of different learning styles based
on Gardners multiple intelligences. Verbal/linguistic learners and ELLs are able
to listen to a read aloud and participate in reading. Visual learners, especially
ELLs, can use the charts and enlarged print to understand each section of the

article. Interpersonal learners are able to have a grand discussion with the class
about vocabulary terms, as well as discuss each section of the article with a small
group. Students who are ELLs or at-risk will be paired with higher level students
to encourage higher order thinking. Intrapersonal learners are able to write
creative pieces on made-up experiences during the Great Migration. Students are
responsible to show what they know about the Great Migration, using specific
details from the book and article. Students are able to use the word wall, book,
and article to help brainstorm their writing. This lesson is appropriate because
students work together to gain knowledge and then write diary entries on their
own ability level.
11. Resources
The Great Migration by Jacob Lawrence
http://www.corestandards.org/ELA-Literacy/
http://www.inmotionaame.org/print.cfm;jsessionid=f830700531430674886949?
migration=8&bhcp=1

Names: ________________________________

Date: _____________

The Great MigrationDiary Entries


Before the Migration (concerns, feelings about the move, why move?)

During the Migration (Where are you going? How will you get there? Who
will you go with? Whats it like? What are the hardships?)

After the migration, while in the North (What did you do? How did you
feel? How were you treated?)