1WGU_Lesson_Plan_Template_2018 childrens Lit
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Western Governors University *
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C970
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Arts Humanities
Date
Jan 9, 2024
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docx
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LESSON PLAN TEMPLATE – 2015
GENERAL INFORMATION
Lesson Title & Subject(s):
History and arts
Topic or Unit of Study:
Underground Railroad
Grade/Level:
3
rd
Instructional Setting:
Classroom with 25 students total.1 visually impaired student, 3 ELL students. The class will
work in 5 groups of 5. (Jigsaw Groups)
STANDARDS AND OBJECTIVES
Your State Core Curriculum/Student Achievement Standard(s):
§113.14. Social Studies, Grade 3, Beginning with School Year 2011-2012.
(b)
Knowledge and skills.
(1)
History. The student understands how individuals, events, and ideas have influenced the
history of various communities.
§117.111. Art, Grade 3 2 (C) produce drawings; paintings; prints; sculpture, including modeled
forms; and other art forms such as ceramics, fiber art, constructions, mixed media, installation
art, digital art and media, and photographic imagery using a variety of materials.
Lesson Objective(s):
MATERIALS AND RESOURCES
Instructional Materials:
5 copies of If you Traveled on the Underground Railroad by Ellen Levine. Paper for each student
to record facts from each group, and KWL chart. Computer access for ELL students. Art paper,
pencil crayons or crayons or pastels or markers.
Resources:
If you traveled on The Underground Railroad by Ellen Levine, Who was Harriet Tubman by
Yona Zeldis McDonough, Almost to Freedom by Vaunda Micheaux Nelson.
INSTRUCTIONAL PLAN
Sequence of Instructional Procedures/Activities/Events (provide description and
indicate approximate time for each):
1.
Student Prerequisite Skills/Connections to Previous Learning:
Students will have a beginning groundwork of information about the Underground
Railroad. Students will know how to work in groups. Students will recognize how to
scrutinize reading materiel to determine important data. Students will have prior
knowledge of drawing, coloring, and creating original works of art.
2.
Presentation Procedures for New Information
and/or
Modeling:
Presentation Procedures for New Information
:
To catch student interest, tell the story of Harriet Tubman.
Tell students that they will be reading a nonfiction book about the Underground
Railroad. Have students complete the “Knowledge” and “Want to Know” section
of the KWL chart.
Tell Students that after the completion of group activities that they will each be given the
opportunity to imagine they are escaping on the underground railroad and using the
information from our completed KWL chart and after independently reading the books
Who was Harriet Tubman by Yona Zeldis McDonough and Almost to Freedom by
Vaunda Micheaux Nelson. they should consider who they will meet on the UGRR, how
they will travel, and struggles they may face and incorporate these ideas and facts in an
original drawing that will convey understanding of this time in history.
Students will participate in a jigsaw activity. Break students into 5 multi-ability
groups. This group will be called their “Home Station.” Explain that each student
will become an expert on a section out of the book. Number each child in the
group 1-5. Now have all of the 1’s get together, 2’s get together, and so on.
Next assign a section of the book to each group as noted below:
Group 1 – pages 12-22
Group 2 – pages 23-35
Group 3 – pages 36-45
Group 4 – pages 46-55
Group 5 – pages 56-64
3.
Guided Practice:
After students have broken into Groups, read aloud pages 7-11
together. As a class, write down 3 important facts from the section under
“What I Learned” on the KWL chart.
Also, they should be thinking about how they can incorporate these ideas in their
drawing.
4.
Independent Student Practice:
Tell students that each person needs to write down three facts from their
Group that they find interesting or important. They also need to be on
the lookout for answers to the “Want to Know” section on the KWL chart. Let
students know that they are responsible for going back to their Home Station as an
“Expert” to share what they found out.
Allow students time to read and record information in the Groups.
5.
Culminating or Closing Procedure/Activity/Event:
When all students are finished reading and recording information, have students
return to their Home Station to share.
Allow students time to share their expertise knowledge with other members of
their Home group.
After students have shared and completed the “What I Learned” section of the KWL
chart come back together and we will have independent reading time, so students can discover
additional information for their art project. After ample reading time students will construct an
original drawing communicating understanding and conveying the information gather from the
KWL chart and readings.
Instructional Strategy (or Strategies):
I used a cooperative learning strategy (jigsaw group) which allows students to create their own
learning experience.
Differentiated Instruction Accommodations:
ELL students will be allowed to use google translate when needed to assist in the learning
process. Also, by using jigsaw groups ELL students are Schema-Building: Which helps students
see the relationships between various concepts According to Singaravelu “It is important to
assign ELL (English Language Learners) to different teams so that they can benefit from English
language role models. ELL learn to express themselves with greater confidence when working in
small teams.” (Singaravelu, G. 2010). The ELL students can once again use google translate
during independent reading. I will provide art instructions in their native language, so students
can complete the art assignment. The visually impaired student will be provided with large print
reading material during group activity and independent reading. According to Visual
Impairments- project ideas (Visual Impairments-Project Idea, 2013)“For the student with low
vision, this may mean large print text”
Large print instructions will be provided for the art
project.
Use of Technology:
Students that finished the assignment early where allowed to use the internet to explore and
gather more facts to share with the class. ELL students will be allowed to use google translate to
assist in the learning process.
Student Assessment/Rubrics:
When given an oral exam, students will correctly identify 14 out of the 18 facts we
discovered in class and groups about the underground railroad to achieve a mastery score of
78%.
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References
Levine, E. (1988).
If you Travel on the Underground Railroad.
New York: Scholastic INC.
McDonough, Y. Z. (2002).
Who Was Harriet Tubman?
New York: Grosset & Dunlap.
Nelson, V. M. (2003).
Almost To Freedom.
Minneapolis: Carolrhoda Books, INC.
Singaravelu, G. (2010). Impact of Co-Operative Learning Strategies in English. Journal On
Educational Psychology, 4(2), 43-49.
Visual Impairments-Project Idea. (2013). Retrieved from http://www.projectidealonline.org:
http://www.projectidealonline.org/v/visual-impairments/