Wesleyan College Lesson Plan Template - Revised 1/2/2014

Educating Exemplary Teachers

Name: Antiqua Johnson

Date: 11/3/14

Title of Lesson: Harriett Tubmans Journey: Resisting Slavery

Grade Level: 5th
Time Frame: 45 minutes - Lesson #2

EDU: 390

Rationale / Purpose for Lesson:

It is important for students to thoroughly understand historic figures and their struggles, achievements, and
historic events. Students should use proficient readers strategies to gain a thorough understanding of the
information about such historic event presented in text.

Summary of Lesson: (Brief description of the lesson)

The students will practice the questioning reading comprehension strategy
to understand Harriet Tubmans journey to the underground railroad.
STANDARDS
SUBJECT AREA STANDARDS
IRA/NCTE/NSTA/NCTM/NCSS
(Circle the one that applies)

GEORGIA COMMON CORE

STANDARDS OR GEORGIA
PERFORMANCE STANDARDS

1. Students read a wide range of

literature from many periods in many
genres to build an understanding of
the many dimensions (e.g.,
philosophical, ethical, aesthetic) of
human experience.

1. SS5H1 The student will explain

the causes, major events, and
consequences of the Civil War.
b. Discuss how the issues of states
rights and slavery increased tensions
between the North and South.

2. Students apply a wide range of

strategies to comprehend, interpret,
evaluate, and appreciate texts. They
draw on their prior experience, their
interactions with other readers and
writers, their knowledge of word

2. CCSS.ELA-Literacy.RL.5.10
By the end of the year, read and
comprehend literature, including
stories, dramas, and poetry, at the
high end of the grades 4-5 text
complexity band independently and
1

meaning and of other texts, their

word identification strategies, and
their understanding of textual
features (e.g., sound-letter
correspondence, sentence structure,
context, graphics).

proficiently.

3. Students conduct research on

issues and interests by generating
ideas and questions, and by posing
problems. They gather, evaluate, and
synthesize data from a variety of
sources (e.g., print and non-print
texts, artifacts, people) to
communicate their discoveries in
ways that suit their purpose and
audience.

3. ELACC5RF4: Read with

sufficient accuracy and fluency to
support comprehension.
a. Read on-level text with purpose
and understanding.
c. Use context to confirm or selfcorrect word recognition and
understanding, rereading as
necessary.

Learner Outcomes / Objectives (What do I

ASSESSMENTS/ EVALUATIONS

want students to learn and be able to do?)

(How will I know that students have achieved my

objectives/outcomes) Include copies and/or

(Use active verbs---BLOOMS Taxonomy)

Stem: Students will be able to. . .

descriptions of assessments.

a.students will be able to

comprehend events and historic
figures encountered in a reading
through the use of questioning.

a. students will produce questions as

a guide and purpose for locating and
implying information in a reading
selection.

b. students will be able to discuss

characteristics of a journey.

b.students will be able to verbally

provide details and events of a
journey through the use of
background knowledge and new
information gained in a selected
reading.
2

RESOURCES/MATERIALS/SETTING, AND GROUPS What will I need to teach this lesson

and where will I teach it? If groups are incorporated, how will they be selected and utilized?

Growth of a Nation Social Studies Textbook

Questioning Harriet Tubmans Journey Graphic Organizer
What is a Journey Graphic Organizer
Post- it Sticky Notes
MOTIVATION How do I increase students interest in the lesson and activate prior knowledge?
How do I set a purpose for the lesson?

Opening (Motivation/Anticipatory Set/Hook/Building or Activating Schema):

We are focusing on journeys for this unit. What are some characteristics of a journey?
What do we already know about journeys? What are we trying to learn about journeys?
(Allow the students to respond) In social studies we are going to focus on Harriet
Tubmans journey. What do we already know about Harriet Tubmans journey? We are
going to read our textbooks to learn more about her journeys (refer back to the questions
in reference to what is attempted to be learned about Harriet Tubmans journey).
Remember we must use our proficient readers strategy to understand more about this
journey. What comprehension strategy are we using to better understand Harriet
Tubmans journey?

PROCEDURES OF THE LESSON How will my students become engaged in the learning process?
What is the best way to use technology to enhance instruction or student presentation of their work?- (Detailed Step-by-

Step Sequence)

1.Opening- (before) the teacher will encourage and expect for students to independently
and collaboratively review the information taught in the previous lesson(s) about the
characteristics of a journey, the use of questioning as a comprehension strategy, and
influence students to generate more questions about the text that will be experienced
during this lesson.
2.Read Aloud- (during) the teacher will conduct a read aloud modeling a few questions
about the text. The teacher will place more responsibility on the students to generate and
produce questions about the text. As the teacher read aloud he/she should stop during the
reading and ask students to ask questions about the text. The students are expected to
produce at least three questions in reference to the text during the reading experience.
3.Closing- (after) the teacher should ask students if they have any additional questions
after the reading experience. Is there something that the students are still puzzled about?
The teacher should encourage the students to add these questions to their list of questions.
The students will provide their questions indicating whether or not the questions were
answered in the story and support material for their reasoning. The students will be
3

encouraged to use the information in the text to form conclusions about the questions that
were not answered in the text.
4.Extending- the students will reference back to the journey graphic organizer adding
details and knowledge gained from the reading experience. The teachers will ask questions
to guide the students thoughts about Harriet Tubmans journey in comparison and
contrast to the journey to America and other journeys that students present.
ACCOMMODATION (How will I adapt the lesson to meet the requirements of any special needs
learners, gifted learners, and culturally and linguistically diverse learners?)

There are 11 inclusion students and a co-teacher in this class, and as a result, I will have to
be thorough and precise in my instructions, use guided questions and allot the students
more time to respond and perform.
Differentiation: Address how you will modify any parts of your lesson in at least ONE of
the following areas:
Content
Process
Product
The teacher should begin
It is important to follow a
The students will be asked to
and transition throughout step by step process with
give an attempt to ask
the entire lesson by
this group of students. No
questions verbally and on postproviding and supporting
steps in the process should
it sticky notes. Not all students
background knowledge.
be omitted. When
will be expected to present
The teacher should
transitioning from one
their questions aloud, however
provide a solid base and
process or concept to
all students are expected to
assure that the students
another the teacher should produce questions in reference
are fully aware of the
check to assure the
to the reading.
material and concepts that students are aware and
are being introduced and
fully understand the
performed.
expectations held.
Closure: (How will I end the lesson smoothly?)- (e.g., reflections, brief discussion, questioning, etc.)
The students will reproduce a copy of the graphic organizer displayed on the overhead
projector onto a piece of notebook paper. The students will place their sticky notes in the
appropriate column of the graphic organizer and tell whether or not the question was
answered in the text. The students will also provide the evidence needed to support their
conclusions.
HOMEWORK: If homework is assigned, it should be a reinforcement of the classroom assignments.
It should not be a new skill or one that the students are unable to complete.
NO HOMEWORK

Question

Was the question

answered in the
Text?

Answer

Supporting
Details