EdPsy 393 Lesson Plan One

Underground Railroad

Name: Christine Gootee EDEL 300 Section: _004_
Due Date: September 1 Grade Level: 4^th Grade
Lesson Topic: Underground Railroad Subject: English/Technology
Whole Group or Small Group: Whole Group

INTASC Principle(s):
The professional educator: plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

IN State Standard(s): 4.5

At Grade 4, students are introduced to writing informational reports and responses to literature. Students continue to write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of Standard English and the drafting, research, and organizational strategies outlined in Standard 4 - Writing Processes and Features. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing.

IN State Indicator(s): 4.5.4

Write summaries that contain the main ideas of the reading selection and the most significant details.

Example: Write a book review, including enough examples and details about the plot, character, and setting of the book to describe it to a reader who is unfamiliar with it..

Lesson Objective(s): Students should be able to describe the mina idea, characters, plot, and ending of 3 stories about the Underground Railroad. They will also being doing some research on the internet that can help back up what they have learned.

Materials/Media:

- Computers

- 3 books

o Moses: When Harriet Tubman Led Her People to Freedom By: Carole Boston Weahterford

o Minty: A story of Young Harriet Tubman By; Alan Schroeder and Jerry Pinkney

o The Drinking Gourd: A story of the Underground Railroad By: F.N. Monjo

- 2 websites

o www.nationalgeographic.com/railroad/kids.html

o www.whitehouse.gov/kids/timeline/railroad.html

Motivation:

I will show the student each of the books, reminding them that we have already covered each of them. They then will be able to brainstorm with their neighbor about what each otf the stories had to offer. They can use this time to review what happened in each of the stories, the plot, characters, setting, and ending of the story.

Goal for Learner: “Today students we will be writing reviews for each of the three stories that we read in class and be using technology to back what we write.”
Procedure: Identify in bold before parts of procedure that match these items

• New Information- In the stories and other lessons we have learned about the Underground Railroad and Harriet Tubman. The students will now do their own research to help write their reviews. I will give them these two websites to use during their research.
• www.nationalgeographic.com/railroad/kids.html
• www.whitehouse.gov/kids/timeline/railroad.html

• Modeling- The students and I will discuss what makes a good review. I will see what they think they should include in their book review. We will look at some book reviews. We will discuss what we thought was covered well and what was not covered well. Then, we will determine what we will use in our own book review.

• Guided Practice- I will then write on the board the topics that I wish to have the students cover in their review and research.

• They will need to identify the plot, theme, characters, and their favorite part.
• Include how the plot and theme of the story relate to the actual history of the Underground Railroad.
• Express their like or dislike of the story.
• Express if they think the author was true to the history of the Underground Railroad.

• Check for Understanding- I will ask the students if they have any last questions before hey go home to finish their project. I will make sure that they can access the websites, and are able to see the information.

• Practice/Application- The students must have the plot, theme, character, and setting covered in their review. They must also express their thought on the story. Laslty, they must used the internet resources to back their ideas.

• Closure-We will review all that we have learned about the Underground Railroad, and the information that they have learned from doing their own research.

Learning strategies: (Underline strategy in procedures sections of the lesson plan. Identify in bold print within the parts of lesson and that match these learning strategies; include 2 or more different strategies.)

Identifying Similarities/Differences Summarizing/Notetaking
Non-linguistic Representations (graphic organizers) Cooperative Learning

Generating/Testing Hypotheses Questions, Cues, Advance Organizers

Evaluation of Student Learning: (refers to objective, includes checklist/rubric)

Meets Expectations	Student described ideas well.	Students described ideas poorly.	Students did not described the concept.
Answers Personal questions	Student described ideas well.	Students described ideas poorly.	Students did not described the concept.
Used Web ideas	Student described ideas well.	Students described ideas poorly.	Students did not described the concept.

Lesson Extension: We could now go into more of the affects the Civil War had on slavery.

Annotated Bibliography:
Include one "hot" link, (hyper link) for instructional or informational resources. Include one digital image of one instructional or informational resource.

• Informational: (2 required - Do not include Marzano or Indiana State Standards)
• Instructional: (2 required - Do not include Marzano or Indiana State Standards)

- Moses: When Harriet Tubman Led Her People to Freedom By: Carole Boston Weahterford

o The story helps the students get a clear understanding of what Harriet Tubman actually did and how risky it was. The story also has great illustrations that I hope spark their imagination.

- Minty: A story of Young Harriet Tubman By; Alan Schroeder and Jerry Pinkney

o Another great children’s book that places the issues in words and ideas that they could understand.

- The Drinking Gourd: A story of the Underground Railroad By: F.N. Monjo

o Another Childrens book that deals with the underground Railroad, is perfect for students own reading.

-www.nationalgeographic.com/railroad/kids.html

- www.whitehouse.gov/kids/timeline/railroad.html

Both websites are child based and easy for the students to do their research.