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Name of Teacher Candidate: Hope Warren Date: 4/20/22

Grade Level:
4th Grade

Lesson Title:
Abolitionist

Curriculum Areas Addressed:

Social Studies & ELA

Time Required: Instructional Groupings:

30-45 Minutes Whole Groups
Individual

Standards: (List the GPS/CCGPS that are the target of student learning and are key to this lesson. Include the number and
the text of each of the GPS/CCGPS that is being addressed. If only a portion of a standard is addressed, include only the
part or parts that are relevant.)

SS4H4 Examine the main ideas of the abolitionist and suffrage movements.

a. Discuss contributions of and challenges faced by Susan B. Anthony, Frederick Douglass, Elizabeth Cady Stanton,
Sojourner Truth, and Harriet Tubman.

ELAGSE4W3: Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences.

As a result of this lesson students will…

Essential Question: (Essential questions should be used to guide instruction.)

- How does the outcome of the Abolitionist Movement and the Women’s Rights Movement impact society today?

Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills,
skills of the discipline. These represent the skills that will be assessed.)
- Students will be able to describe the Abolitionist Movement.
- Students will be able to describe Fredrick Douglass and Susan B. Anthony impacted the Abolitionist Movement.

Support for Academic Language

Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific
to the content area. These may be derived from the standards.)
- Abolitionist
- Slavery
- Douglass
- Tubman

Language Demands: (Language demands is defined as the specific ways that academic language (vocabulary, functions,
discourse, syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking
to demonstrate their disciplinary understanding. Identify the following way/ways that students will participate in learning
tasks to demonstrate disciplinary understanding: reading, writing, listening, or oral language.)
Reading - Some students will be brought up front to read parts of the read aloud book
Listening – Students will be listening during the read aloud and listening to the teacher during the museum and theater walk
through. They will also listen to their peers as they present their activities.
Speaking – Some students will be brought to the front to read aloud to their peers. Students will present their activity by
talking about it.
Writing - Students will have to write about their “memorial”.

Syntax: (syntax is defined as a set of convention for organizing symbols, words, and phrases together into structures, such
as sentences, tables, or graphs. Identify the supports that will be provided for students to organize the information charts,
graphs, diagrams. These must relate to the language function.)
N/A

Assessment (Each learning objective must be assessed. How will students demonstrate their understanding or the lesson’s
objectives? How will you provide feedback for the students? What type of assessment will be used? What evidence will be
collected to demonstrate students’ understanding/mastery of the lesson’s objective? What constitutes success for the
students?)

Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning objectives
listed above. Each learning objective should be assessed. DO NOT restate the learning objective.)
To identify if the learning objectives were met, students will be doing a ticket out of the door.
The questions will be
- What is the Abolitionist Movement?
- Who were the two activist we talked about today and how did the impact the Abolitionist Movement?

Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor
judgments about the learner’s degree of success on an assessment.)

The level of performance that will identify if a student succeeds will be if they are able to correctly answer both questions
(A+)
The level of performance that will identify misconception/lack of understanding will be if students write what the
movement was but are only able to write about one activist and how they impacted the movement. (B)
The level of performance that will identify if they are struggling is when students are able to write what the movement was
but were not able to write the activist or what they did to impact the movement. (C )
The level of performance that will identify if they did not meet and the information needs to be retaught is if they are not
able to answer any of the questions. (F)

Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures
including strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated
activities.)

Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson)
Book - “Before She Was Harriet”
- Read the story to the class and ask a student to come up every couple of pages to read.

Introduction:(State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly
related to the goals and objectives of the lesson, tap into prior knowledge/experiences, and develop student interest.)
- Ask students if they have ever been to the Douglas Theater or the Tubman African American Museum and discuss
 where those places are and what experiences they have had with them.

Instructional Strategies: (use a bulleted or numbered format to communicate the procedures for the lesson what the
teacher will do as well as what the student will do. Describe the strategies which will be used to support students' learning.
Knowledge of the students cognitive, social, emotional, and physical development along with their cultural backgrounds
should be evident.)
- As a whole class, discuss what they remember about the Abolitionist Movement
- Talk about what the movement was and which people they believe took part in it (Fredrick Douglas, Harriet
Tubman)
- Ask students if they have ever heard of the Douglas Theater or the Tubman African American Museum in Macon,
Ga. (Cognitive - when discussing the theater and the museum, it connects to the students’ lives because they are
places that they have access too and live close to - they are able to build a link between what they are learning and
their everyday lives)
- After the discussion, pull up both pictures and the website of the Douglas Theater
- Talk about the inside of the theater and what might the theater represent
- Pull up pictures and the website of the Tubman African American Museum
- Talk about the pictures and the website of the museum
- Talk about the importance of these two places, the people that they represent, and what might be some other places
that represent other historical figures or events (Cognitive - connection to the topics - some students relate directly
to the people due to their cultural backgrounds
- Have students get out any coloring items that they might need
- Crayons, colored pencils, markers
- Handout the worksheet
- Tell students that they will have 25 minutes to draw and write about a place they would like named after them
- For example: If they like football, they may want a stadium named after them
- After they finish drawing their picture, they have to write a short paragraph describing what the place is and how it
relates to them
- Put the timer on the board
- Allow them to start
- Walk around and answer any questions that they might have
- Once timer goes off, have students go back to their desk
- Allow time (for the students that want to), to come up to the board to present their assignment with the class.
(Emotional - students will have time to express the place that they came up with and how it relates to them. Social
- they will be speaking in front of the class and becoming more confident in their speaking.)

Closure/Wrap up: (Describe how the CONTENT of the lesson will be summarized)
After the students who wanted to present had a chance, we will discuss why those activists have those places named after
them and how they impacted the Abolitionist Movement.

Instructional Supports

Resources and Materials Used to Engage Students in Learning: (provide citations for all resources that you did not
create. Attached key instructional material needed to understand what you and the students will be doing. Examples: class
handouts, assignments, slides, and interactive whiteboard images.)

- “Before She Was Harriet” - Written by: Lesa Cline-Ransome

Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content: ( (List any
websites and sources of the materials and background information that you will need or use as a teacher to engage the
students )
N/A

Other Relevant Information

Clear Links to Learning Theories, Educational Research, and Principles of Development:

This lesson connects to John Dewey. His theories state how students should be able to learn what is relevant to them or that
could connect to them. In this lesson, they are creating a “memorial” that they would want to represent them in the future.
This is a great way for students to connect to themselves and apply it to what is being taught in the classroom.

Connections to Technology and/or the Arts:

- Tubman African American Museum
- Douglas Theater
- Students creating their own “memorial”

Description of Collaboration with Others: N/A