LESSON PLAN TEMPLATE FOR THE AGENDA FOR EDUCATION IN A DEMOCRACY

Name: R. Garrett Peters

Date: 10/21/14

Unit Essential Question: Why do people migrate within a country?

Lesson Topic: Migration
Class: AP Human Geography
PLANNING THE LESSON
With Democracy and Social Justice at the Center of Instruction
Focusing on the National Network for Educational Renewal (NNER) Mission the 4-Part
Agenda for Education in a Democracy
EQUAL ACCESS
ENCULTURATION
NURTURING PEDAGOGY
STEWARDSHIP
To Knowledge
In Democratic Society
Safe and Caring for All
of the Mission
What are you and your students doing today to advance the 4-Part Mission? Connections:
With which part(s) of the Agenda does this lesson connect most clearly? And how?
Through this lesson students will be enculturated in democratic society by furthering their
understanding of its people and the factors that push and pull them to move within the United
States. Migration within the United States creates the various regional cultures that exist
throughout the country.
STANDARDS (www.cde.state.co)
Content:
2.2- Explain and interpret
geographic variables that
influence the interaction of
people, places, and
environments.

Literacy and Numeracy:

Use logic and rhetoric to
analyze and critique ideas.

Democracy and
21st Century Skills:
Demonstrate intellectual
curiosity by creating a
migration story.

OBJECTIVES
Content:
SWBAT interpret and evaluate
migration within the United
States by creating a story
based on the roles they will
have been given.

Literacy and Numeracy:

SWBAT display literacy skills
by writing a short story based
on migration roles the have
been given.

Democracy and
21st Century Skills:
SWBAT apply logical
reasoning and analytical skills
by developing rationale for
migration of characters in
their stories for the purpose
of demonstrating critical
thinking skills.

ASSESSMENTS What is your evidence of achieving each objective? How will students know
and demonstrate what they have learned in each of the areas, all of the objectives?
Content:
The story will evaluate their
interpretation of migration
within the United States

Literacy and Numeracy:

Students written story will
evaluate their literacy.

Democracy and
21st Century Skills:
Students will display their
ability to utilize critical
thinking via their written
story.

Literacy and Numeracy:

Migration
Urban/Suburban/Rural

Democracy and
21st Century Skills:
Counterurbanization

KEY VOCABULARY
Content:
Interregional Migration
Intraregional Migration

HIGHER ORDER QUESTIONS for this lesson

Content:
Why is it important to study
migration patterns within a
country?

Literacy and Numeracy:

Why should one know how to
write coherently?

Democracy and
21st Century Skills:
Why is critical thinking a
necessary tool in the 21st
century?

LESSON FLOW
This is the actual planning of the lesson activities.
Time:
9:30- 9:45

Anticipatory Set Purpose and Relevance:

Students will be given a scenario on a piece of paper. They will then decide, given
their role, where they would migrate within the U.S., the city, the suburbs, or the
country.

Time:
9:30- 9:45

Pre-Assessment:
Students will display their background knowledge about migration within the
United States during the anticipatory set.

Time:
9:46- 9:55

Building Background:
Link to Experience: Have any of you (students) ever moved? If so, where from?

Time:
9:56- 10:06

Link to Learning: Are these moves comparable to migration patterns within the
U.S.?
Activity Name:
On the Move
Anticipatory Set:
Further examine the context of the roles you have been given. Students will
write a brief story based on their given role, providing context and setting to the
given circumstance.

Time:
10:0710:30

Instructional Input: Includes: input, modeling and checking for understanding

Teacher will explain activity to students then have a student repeat the activity
back to them so they are certain of understanding.
Directions:
Students will create and write a story individually, based on the roles that they
received. They will include where they moved to and from, as well as why they
moved (push and pull factors).
Models of Teaching:
Direct Instruction and Discussion

SIOP Techniques:
Discover Learning, Role Playing/Simulation
Guided Practice:
Teacher will circulate around the room to answer any student questions and
make sure that students are on task and participating.
Reading , Writing, Listening, Speaking:
Students will be listening to instruction and one another, speaking about their
roles, reading their roles, and writing their stories.
Checking for Understanding:
Teacher will periodically check in with students to ensure they are grasping
activity and concepts.
Questioning Strategies:
Try to illicit material from students by asking questions.
Independent Practice:
Writing a story.

Time:

Accommodations, Modifications, and Student Adjustments:

Accommodations will be met as needed. I am not privy to and IEPs or things of
that nature.

Time:

Review and Assessments of All Objectives: How will you and how will the
students know they have achieved the objectives of the lesson?
Content:
By writing their stories.
Literacy and Numeracy:
By writing their stories.
Democracy and 21st Century Skills:
By writing their stories.

Time:
10:3110:46
10:4710:50

Closure:
What will you and the students do at the end of the lesson or after a chunk of
learning to synthesize, organize and connect the learning to the essential
question(s)?
Students will be asked to share some of their writing.
Ask essential question to unit. Also evaluate the lesson on a ticket out the door.

Time:
Next Class

Next Step:
Unit Test on migration.

Post-Lesson Reflection ( For the Teacher)

1. To what extent were all objectives achieved?
2. What changes would you make if you teach the lesson again?

3. What do you envision for the next lesson?

4. To what extent does this lesson achieve the Mission of the Agenda for Education in
a Democracy? To what extent does this lesson achieve the 21st Century Skills?