Alexa DAuria

Setting: Urban/P.S 86

Grade/Subject Area: 5th Grade/Social Studies

Time: 11:15-12:15pm

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):
What struggles and triumphs did African Americans face during the great
migration?
o What was the great migration?
o Where did African Americans travel from and where did they travel
to?
o Why did jobs become available for African Americans in the North?
o What types of jobs did African Americans have in the South?
o What types of jobs did African Americans have in the North?
o Do you think this transition was easy for them?
o Why migrate?
o What happened in the South?
o How could African Americans afford to migrate?
o What type of transportation did they use to travel North?
o What it easy to leave?
o What is segregation?
o How did African Americans find out about the North?
o What hardships did African Americans face in the South?
o What were the living conditions like in the North?
o Did Northerners welcome the migrants with open arms?
2. Vocabulary and Key Terms
Migration
Segregation
Triumph
3. ObjectivesAs a result of this lesson, students will be able to
Write about the triumphs and hardships that African Americans faced
during the Great Migration
Collaborate with their peers to discuss the Great Migration
Identify the reasons why African Americans migrated from the South to
the North
Analyze the pictures in the story to relate to the authors and African
Americans personal experiences
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 s
ame 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.RL.5.2
Determine a theme of a story, drama, or poem from details in the text,
including how characters in a story or drama respond to challenges or how
the speaker in a poem reflects upon a topic; summarize the text.
CCSS.ELA-LITERACY.RL.5.6
Describe how a narrator's or speaker's point of view influences how events
are described.
CCSS.ELA-LITERACY.SL.5.1
Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 5 topics and texts,
building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.5.2
Summarize a written text read aloud or information presented in diverse
media and formats, including visually, quantitatively, and orally.

CCSS.ELA-LITERACY.W.5.2
Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
CCSS.ELA-LITERACY.W.5.4
Produce clear and coherent writing in which the development and
organization are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 1-3 above.)
CCSS.ELA-LITERACY.W.5.9
Draw evidence from literary or informational texts to support analysis,
reflection, and research.
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.
6. Lesson Presentation:
a. Set-induction
The teacher will present the book The Great Migration to the class.
The class will discuss what the word migration means. Using the cover
of the book, the students will determine the race of those who traveled
during the Great Migration.
b. Procedure
The teacher will read aloud the book The Great Migration.
The teacher will pause at pages to discuss the terms: ravaged, boll
weevil (use picture to determine meaning), spoil, barren, abolished,
segregation, disdain, and triumph.
The teacher will place index cards with these words to the word
wall.
The teacher will tell the students to turn and talk with a partner
about the significance of repeating the phrase And the migrants
kept coming? throughout the book.
The class will discuss their thoughts and the teacher will
brainstorm their ideas on the Smartboard using a web.
The teacher will pair up the students.
The students will work with a partner to write an essay using
guided questions.
The teacher will circulate the classroom to facilitate students
thinking and clarify any confusion.
The students will use a checklist to ensure that they answer each
question in their essay.
c. Closure
The class will discuss the answer to each question. The teacher will
collect the students essays and hang them on the writing wall with their
self-checklist and teacher rubric.
7. Materials

 The Great Migration by Jacob Lawrence

Word wall
Vocabulary on index cards
Smartboard
Paper
Pencils
Partner checklist
Teacher rubric
Rings to hang writing
Assignment worksheet with directions
8. Follow-Up Activity/Assignment
The students will exchange essays with another group and use the same
self-checklist to make sure that they answered each question.
9. Evaluation/Assessment
Partner Checklist:
What struggles and triumphs did African Americans face during the great
migration?
________ What was the great migration?
________ Where did African Americans travel from and where did they
travel to?
________ Why did jobs become available for African Americans in the
North?
________ What types of jobs did African Americans have in the South?
________ What types of jobs did African Americans have in the North?
________ Do you think this transition was easy for them?
________ Why migrate?
________ What happened in the South?
________ How could African Americans afford to migrate?
________ What type of transportation did they use to travel North?
________ What it easy to leave?
________ What is segregation?
________ How did African Americans find out about the North?

________ What hardships did African Americans face in the South?

________ What were the living conditions like in the North?
________ Did Northerners welcome the migrants with open arms?
Teacher Rubric:
4- students answered each question with detail, and made 0-2 spelling or
grammatical errors
3- students answered at least 10 questions correctly and made 1-2 spelling or
grammatical errors
2- students answered 5-10 questions and made 2-3 spelling or grammatical errors
1-students answered 0-5 questions and made more than 3 spelling errors
10. Differentiated
This lesson was designed for a number of different learning styles based
on Gardners multiple intelligences. Verbal/linguistic learners are able to listen to
a read aloud and visual learns can use the pictures through the book to understand
what the story is about. Interpersonal learners are able to have a grand discussion
with the class about vocabulary terms, as well as discuss the purpose of the book
with a partner. These students are also able to work with a partner to write an
essay about the Great Migration. Students who are ELLs and at-risk will benefit
from the pictures throughout the reading, and will be paired with a non-ELL
partner to write the essay. These students will be encouraged to use the word wall
to help them with their writing. This lesson allows for higher order thinking. It
also ensures accountability for answering each question on the worksheet and
working with a partner. The checklist allows students who are at-risk to know
what to expect.
11. Resources
The Great Migration by Jacob Lawrence
http://www.corestandards.org/ELA-Literacy/

Names: ________________________________

Date: _____________

The Great Migration

Essential Question: What struggles and triumphs did African Americans face
during the great migration?
Use these questions to help you think about and answer the essential
question:
What was the great migration?
Where did African Americans travel from and where did they
travel to?
Why did jobs become available for African Americans in the
North?
What types of jobs did African Americans have in the South?
What types of jobs did African Americans have in the North?
Do you think this transition was easy for them?
Why migrate?
What happened in the South?
How could African Americans afford to migrate?
What type of transportation did they use to travel North?
What it easy to leave?
What is segregation?
How did African Americans find out about the North?
What hardships did African Americans face in the South?
What were the living conditions like in the North?
Did Northerners welcome the migrants with open arms?