SAU School of Education Lesson Plan Template and EDU 350 Lesson Plan & Implementation Rubric

Henrys Journey!
Name(s): Mary Sramek and Julie Moyer
Grade Level: 4th
Materials Required:
Henrys Freedom Box
KWL chart for each student
Paper
Unspoken
One Push Box
One Pull Box
Strips of push and pull factors
Bag of erasers!

Time Allotted: 45 minutes

Subject: Social Studies

Michigan Content Expectations

G4.0.1
Use a case study or story about migration within or to the United Stated to identify push and pull
factors (why they left, why they came) that influenced the migration.
RF.4.3
Describe in depth a character, setting, or event in a story or drama, drawing on specific details in
the text (e.g., a characters thoughts, words, or actions)
Objective(s):
Students will use Henrys Freedom Box to evaluate migration within the United States and identify
and list three push and pull factors (why they left, why they came) that influenced migration. (Level
6/Evaluation)
1.

2. The student

will give examples from the text to describe an event in the story using at least one detail
from the text. (Level 2/Comprehension)
Student friendly version objectives:
1. I CANlist push and pull factors that influenced migration in the United States.
2. I CANuse the text to describe events in a story.
Assessments:
During the input, there will be a brief questioning to check for the understanding of push and pull
factors. (Formative)
What pushes you to do your homework? What pulls you to do your homework?

SAU School of Education Lesson Plan Template and EDU 350 Lesson Plan & Implementation Rubric

If the students are not able to successfully explain what could push and pull them to do their
homework they will be given different examples. Pushing is when you leave something you
dont want and pulling is when you are going to something that you do want.
Throughout input, guided practice, and independent practice the students will be filling out a KWL
chart. This will help to track where the students came from (what they knew before the lesson), and
compare it to the information that they gathered from the lesson (what they learned). If the student is
unable to list something new that they have learned then we can go back and reread parts of the text.
(Summative)
The summative assessment happens during the independent practice. The students will write
and describe one push factor and pull factor from Henrys Freedom Box. With each factor
there should be evidence from the text.
The students will separate three pairs of push and pull factors into the corresponding boxes. The
students should be able to correctly identify 2 of the three pairs of factors to show comprehension.
(Formative)
The students will write one push and pull factor in the story. With each factor they will have an example
from the text. (Summative)

Instructional Procedure: What information do students need to accomplish the objective?

1

Anticipatory Set: 3 minutes

a The lesson will open with discussion questions about slavery and what the students know
about the topic.
i What is slavery?
b When our nation was younger, some parts of the country were not equal and used slaves
to work faster and to make more products. Sometimes these slaves tried to escape their
masters (the men who owned the people). These slaves would get help from people who
believed in equality (at this point stop and make sure they understand what equality
means. If not use the root word equal and relate it back to math).
c Because they were unequal, they would travel using the Underground Railroad (At this
point we will stop to discuss and clarify what the Railroad is by asking what they think it
is). While some used the railroad, there was one slave named Henry Box Brown who
used a different form of transportation.
d Remind the students that while we are learning about escaping slavery:
i We are taking a journey with an escaping slave. So we arent caught escaping we
have to keep our voices really low (say this in a whisper). Only one person can
talk at a timethis means that we are at a conversation zero when someone else
is talking.
ii It is our job is to learn together. Learning comes from trying so we will all try our
best and participate when we are asked.

SAU School of Education Lesson Plan Template and EDU 350 Lesson Plan & Implementation Rubric

State Purpose and Objective of Lesson: 2 minutes

a Today we are going to be looking at Henrys Freedom Box and going along with him on
the journey he chose to take to freedom. We are focusing on the events in the story and
why he is making the decision that he is making (push and pull factors).
i This is important because Henrys journey is a huge part of our history as a
country. The story is based on Henry Box Brown, a real African American who
was once a slave.
b Today we are going to use the details from the text and the pictures to make inferences
about Henry and his trip while we read.
i Paying attention to the details in the text can teach us a lot about slaves, how they
lived, how they were treated, and the decisions that they made because of this.

Instructional Input/Direct Instruction: 20 minutes

a TTW discuss the vocabulary word slavery.
i What is slavery?
ii I.e. Slavery: When one person owns another to use for labor.
b The students will be given a KWL chart. TTW will explain that the chart is used to write
what we know, what we want to know, and what we have learned.
i We will write an example together using the definition of slavery that we just
established.
ii We use this in the beginning of the lesson, the middle, and the end of the lesson.
c TSW be given time to use the KWL. TTW explain that this is a chart that tracks learning.
The first box is for what we already know, the second box is for what we want to know,
and the last box s for the end where we can write what we have learned.
d TSW us the KWL chart and talk with their groups about what they know about slavery.
i They will write down what they know about slavery and the migration of slaves.
They will write what they want to know and if they are done writing what they
know about slavery they are to write what they know about how people escaped
slavery.
ii The students and the teacher will come together and discuss what we all know
about slavery and write a class KWL chart. (KWLHIGH YIELD
INSTRUCTION/AVID)
iii On the KWL the student will draw a picture to match their understanding of
slavery as they see it. (DRAW THE WORD/IDEAHIGH YIELD
STRATEGY)
e TTW transition the conversation into a conversation about what migration is.
i Migration: When a person or persons move from one place to another within the
same mass of land. If a student were to move to Indiana, or if someone moved
from Florida to Michigan, it would be considered migration. (USE REAL
LIFE/RELATABLE EXAMPLESHIGH LEVERAGE PRACTICES)
ii When a slave escaped from their owner, they would attempt to migrate North.
This means that they are runaway slaves.
f TTW explain that these slaves chose to run away because they didnt like being owned by
other people. This is called a push factor, or a reason why someone is pushed to do
something. Its like when someone leaves Michigan in the winter because its coldthey
are being pushed away by the cold.

SAU School of Education Lesson Plan Template and EDU 350 Lesson Plan & Implementation Rubric

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Slaves ran to the North because there were things there that they wanted. These are called
pull factors, or things that pull someone somewhere. Like the person who leaves
Michigan because its coldthey go to Florida because it is warm. They are leaving one
place to go somewhere there is something that they want.
i These factors influence our decision-making and the decisions of the characters in
the books as well as people from the past, people like Henry.
1 Check For Understanding: What pushes you to do your homework? What
pulls you to do your homework?
TTW then transition into the purpose for reading. We are going to look for why the
character leaves, what he wants from the North, and how he got where he was going.
Henrys Freedom Box involves a slave who is migrating. Today when we read we are
going to be watching for the push and pull factors and the different events that affect the
migration of one of the characters.
TTW show the students the book cover of Henrys Freedom Box under the ELMO. Tell
them that this is a book about slavery and how someone is migrating north to escape
from Slavery.
When looking at the cover, TSW will discuss the title and TTW ask questions about what
could be happening in the book.
i Point out the Caldecott awardthe award for outstanding pictures.
ii Remind them that this is based on a true story.
iii The title is Henrys Freedom Box. What do we think this can tell us about what is
happening in the story?
iv From the title, who do you think is going to be migrating?
v How do you think he is going to get there?
vi From the picture and background knowledge, why do you think this character is
going to be leaving?
TTW tell the students that while we read, they need to write 3 ideas about slavery they
hear on the back of the KWL chart.
While the teacher is reading the text, TSW be allowed to write down facts that they learn
about slaves in their KWL chart section where it asks what they have learned.
i Possible answers:
1 Slaves didnt get to have a birthday.
2 Slaves were sold away from their families.
3 Slaves were hurt when they didnt do what they were told fast enough.
The book Henrys Freedom Box will be read aloud to the class. Periodically we will be
stopping to ask questions specifically about the push and pull factors in the book.
i How does Henry feel when?
ii Why does Henry want to leave?
iii What parts of his life do you think that he is trying to escape?
iv How is Henry planning on getting North?
v What potential problems could he run into by shipping himself North in a box?
vi Why did Henry?
vii What about the North makes him want to go there?

SAU School of Education Lesson Plan Template and EDU 350 Lesson Plan & Implementation Rubric

When we are finished reading we will take a moment and briefly discuss the push and
pull factors for Henry going North. One of his push factors could be that he was a slave
and the pull factor for going North was that he could be free there.
i Freedom and slavery are opposites and sometimes we are leaving a place for the
opposite conditions that we are actually in.
ii The students will have time in groups to create a T-chart of push and pull
factors.

Modeling:
a When we are done reading we will talk about Henrys choices and the process that he
took to get to the North (the wounds from work and the box). We will talk about the
safety of his choices and how he wanted something so much that he was willing to risk
danger and death to escape the slavery. There will be a reiteration of the push and pull
factors explaining that slavery pushed him so hard and freedom pulled on him that he was
willing to take such large risks to become free.
b The KWL chart will be completed in their groups but we will then come together as a
class and discuss what they did learn.

Guided Practice: 7 minutes

a TSW then pull out their KWL chart and work with their groups to discuss what they have
learned. The teacher and the students will come together and then finish the class chart
filling the in What I learned box with what the kids say.
b Each group of students will be give 3 push factors and 3 pull factors (On the back of the
strips will be written group 1, group 2, group 3, etc.). The strips of push and pull
factors will have one easy factor, one medium hard factor, and one more difficult
factor. TTW explain that these are different push and pull factors from Henrys Freedom
Box mixed together. Each group will be sorting the strips and deciding if they are push
factors or pull factors. When the students decide which factor a strip is, the group will
place them in the designated box.
i When the class is finished, the push and pull factors will be read aloud and talked
about (if they are right or wrong).

Independent Practice: 5 minutes

a) We will have the sentence I am leaving the classroom because I am not supposed to
be inside. I have to leave because it is time for recess. I am going outside because I am
going to play on the swings. I play on the swings because I like to swing high. on the
board and then ask them which part is the push factor and which part is the pull factor.
b) The students will write and describe one push factor and pull factor from Henrys
Freedom Box. With each factor there should be evidence from the text.

Differentiated Consideration (Adjust instruction, tools, resources or activities for

students who):
Push and Pull Factors:

SAU School of Education Lesson Plan Template and EDU 350 Lesson Plan & Implementation Rubric

o If the students dont understand push and pull factors they will be elaborated. Push
factors can be how a person is feeling (afraid, threatened, sad, etc.) or physical things
that we dont want (slavery, theyre not getting enough money, Not getting enough
food, etc.). Pull factors can also be what they want to feel (happy, relief, safe, etc.) or
physical where they are moving to get something (nicer cars, better homes, more
wages, etc.). Sometimes these factors match upwe can leave a place because we
arent making enough money and we can move to another because they will pay us
more.
o This can be accompanied by an example with the door. We will ask them what or who
makes them go out the door when they are headed to art class. This reiterates a push
and pull factor that they have happen in their everyday life.
If the students are not aware of what the Underground Railroad is we will pull out the wordless
picture book Unspoken and walk then through visuals of the railroad itself.
Students that finish their independent practice early can draw a picture on the back of their
paper that illustrates one of their push and pull factors that they talked about.
8

Closure: 2 minutes
a Before the lesson is over the students will turn to their nose partners and tell each other
two things they have learned about slavery today. They will then be told to migrate to
another classmate and share what their previous partner learned.
b Have the students assess their own knowledge of the basic aspects of slavery and the
migration. Show one finger if they couldnt explain it, show two fingers if they can
explain it to their friends, and three fingers if they could go home and explain it to their
parents.

References:
Cole, H., & Kostiw, M. (2012). Unspoken: A story from the Underground Railroad. New York:
Scholastic Press.
Levine, E., & Nelson, K. (2007). Henry's freedom box. New York: Scholastic Press.
Henry's Freedom Box lesson and activity ideas. (2010, January 1). Retrieved November 14,
2014, from http://www.the-best-childrens-books.org/Henrys-Freedom-Box-ideas.html

SAU School of Education Lesson Plan Template and EDU 350 Lesson Plan & Implementation Rubric

SAU School of Education Lesson Plan Template and EDU 350 Lesson Plan & Implementation Rubric

Vocabulary:
Slavery-When one person owns another for the purpose of forcing them into labor.
Migration-When someone moves from one part of the same land mass to another.

SAU School of Education Lesson Plan Template and EDU 350 Lesson Plan & Implementation Rubric

SAU School of Education Lesson Plan Template and EDU 350 Lesson Plan & Implementation Rubric

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