Professional Documents
Culture Documents
UNIVERSITY
ELEMENTARY
EDUCATION
DEPARTMENT
PROFESSIONAL
SEMESTER
PROGRAM
LESSON
PLAN
FORMAT
Teacher
Candidate:
Paige
Halligan
Cooperating
Teacher:
Claire
Kempes
Group
Size:
21
Students
Allotted
Time:
45
minutes
Subject
or
Topic:
Social
Studies
Harriet
Tubman
and
Freedom
Quilt
Date:
02/24/15
Coop.
Initials:
________________
Grade
Level:
1st
Section:
EEU
390-045
STANDARD:
(PA
Common
Core):
IV.
Implementation
A.
Introduction
1. The
teacher
will
begin
the
lesson
by
asking
if
any
students
have
every
heard
of
the
Underground
Railroad
before.
2. After
a
few
students
responses,
the
teacher
will
confirm
with
the
students
that
the
Underground
Railroad
was
group
of
people
who
helped
slaves
escape
to
the
North
away
from
slavery
in
the
South.
The
teacher
will
further
explain
that
one
of
the
conductors
within
the
Underground
Railroad
was
a
woman
by
the
name
of
Harriet
Tubman.
3. The
teacher
will
project
a
few
facts
about
Harriet
Tubman
up
on
the
overhead
projector
and
ask
students
prior
to
showing
them
if
they
are
true
or
false.
The
teacher
will
take
a
vote
of
students
responses
prior
to
projecting
the
answers.
4. After
and
introduction
about
Harriet
Tubman
and
how
she
dedicated
her
life
to
working
the
Underground
Railroad,
students
will
be
introduced
to
the
book
The
Patchwork
Path:
A
Quilt
Map
to
Freedom
and
be
lead
to
the
back
around
for
a
read-aloud.
B.
Development
1. As
the
teacher
reads
the
book,
the
teacher
will
have
guided
questions
throughout
the
reading.
2. Upon
completion
of
the
book,
the
teacher
will
inform
students
that
they
will
be
creating
their
very
own
patches
with
hidden
messages
on
them
to
create
a
class
Freedom
Quilt.
The
teacher
will
instruct
students
to
return
to
their
desks
for
further
instruction.
3. The
teacher
will
explain
to
the
class
that
they
will
be
making
a
class
Freedom
Quilt
by
each
of
them
independently
coloring
and
decoding
the
patches.
Each
table
group
will
be
called
on
to
go
to
the
back
table
where
there
will
be
three
different
patches
to
choose
from
(Bear
Paw,
Crossroads,
Monkeys
Wrench)
when
a
definition
of
what
they
stood
for
will
be
from
the
book
on
a
large
piece
of
paper.
Once
students
choose
their
patch,
they
will
return
to
their
desks,
take
out
their
desk
protectors
and
tool
kits
and
color
in
the
patterns
on
their
patches.
Upon
completion
of
the
coloring
of
the
patch,
they
will
report
to
the
teacher
for
a
backing
(yellow
or
blue)
piece
for
their
patch.
On
that
larger
backing
piece,
students
will
write
the
name
of
their
coded
patch,
the
secret
code
and
meaning
of
the
code,
and
their
name
on
the
back.
4. The
teacher
will
allow
15
minutes
of
working
time
for
students
to
create.
5. After
completion
of
the
paper
patch,
the
students
will
show
other
students
who
are
complete
their
quilts
and
see
if
the
other
students
can
figure
out
their
hidden
code
on
their
patch.
6. After
15
minutes
of
working
time,
the
students
will
be
asked
to
put
away
their
tool
kits.
7. The
teacher
will
distribute
Harriet
Tubman
facts
exit
slips
and
instruct
students
to
list
at
least
two
to
three
facts
about
Harriet
Tubman
with
their
names
at
the
top.
C.
Closure
1. The
teacher
will
ask
students
how
they
might
use
an
everyday
object
or
action
to
give
secret
messages
to
others
who
are
in
trouble
or
need
help.
2. As
students
respond,
the
teacher
will
collect
the
exit
slips
and
finished
quilt
patches.
For
the
students
who
are
still
completing
their
patches,
they
can
finish
their
work
during
a
free
time
period,
during
in-door
recess,
or
at
home.
D.
Accommodations
/
Differentiation
-
v For
students
with
visual
impairments,
an
enlarged
copy
of
all
the
transparencies
will
be
provided
for
the
student
to
see
and
the
teacher
will
have
it
previously
filled
out
with
intended
traits
and
evidence
prior
to
teaching
the
lesson.
Also,
preferential
seating
close
to
the
screen
will
ensure
optimal
visual
ability
for
the
student
throughout
the
lesson.
v For
students
that
have
difficulty
focusing
during
lessons,
a
guided
sticky
note
with
questions
on
it
will
be
provided
to
ensure
focus
of
an
end
result
after
listening
to
the
story.
v For
students
with
fine
motor
difficulties,
tracing
patterns
will
be
provided
as
a
basis
for
students
color
in
the
already
spaced
out
shapes
and
be
asked
to
identify
the
shapes
prior
to
coloring.
E.
Assessment/Evaluation
plan
1.
Formative
Freedom
Quilt
Patches
The
teacher
will
evaluate
the
completeness
and
accuracy
of
a
hidden
code
to
determine
whether
or
not
the
student
understood
the
purpose
of
quilt
codes
that
were
used
in
the
Underground
Railroad.
If
their
patch
contained
coloring
of
the
pattern
on
the
patch,
the
name
of
the
patch,
and
meaning
of
the
code,
student
met
the
objective
of
this
formative
assessment.
Exit
Slips
The
teacher
will
evaluate
whether
or
not
students
could
recall
facts
about
Harriet
Tubman
that
were
taught
in
todays
lesson
by
seeing
what
their
written
factual
responses
were
on
the
exit
slips.
V.
Reflective
Response
A.
Report
of
Students
Performance
in
Terms
of
States
Objectives
All
students
met
the
objective
of
this
lesson
and
grasp
the
concept
of
hidden
messages
in
the
quilt
patches
during
the
time
of
slavery
of
Black
Americans.
B.
Personal
Reflection
Will
this
lessons
concept
of
hidden
messages
be
developmentally
appropriate
or
too
difficult?
I
taught
this
lesson
through
considering
the
delivery
of
instruction
(through
the
facts
sheet,
Read-
Aloud,
and
assessment).
Students
at
this
age
level
can
only
learn
and
perform
through
certain
ways.
Originally,
I
was
going
to
have
students
draw
out
and
create
their
own
patches
with
their
own
hidden
messages.
But,
after
consideration
of
what
students
can
do
at
this
point
in
first
grade,
I
realized
that
would
not
have
been
developmentally
appropriate.
At
this
grade,
students
still
are
developing
their
fine
motor
skills
that
holding
a
ruler
and
drawing
lines
and
shapes
would
be
too
difficult
of
a
task
and
they
would
not
have
met
the
objective
in
one
day.
Also,
thinking
up
a
hidden
message
and
having
a
corresponding
picture
would
be
a
great
idea
but
maybe
for
an
older
grade
level.
The
idea
of
that
is
too
abstract
for
most
students
at
this
grade
level.
Providing
them
with
the
information
and
tasks
the
way
I
did
was
much
more
achievable.
Reflection:
This
lesson
was
a
great
way
to
incorporate
Mathematics
and
Art
within
Social
Studies.
Students
really
enjoyed
learning
about
how
the
Black
Americans,
during
this
time
of
slavery,
had
a
secret
code
that
gave
them
a
way
to
communicate
with
other
slaves
who
knew
the
code.
The
students
thought
that
Harriet
Tubman
was
like
a
super
hero
because
she
saved
so
many
people
and
had
many
jobs
in
her
lifetime.
Students
really
grasped
the
concept
behind
the
purpose
of
the
codes
in
the
patches
and
understood
that
slaves
had
to
escape
to
the
North
in
order
to
be
recognized
as
free
citizens.
This
integration
of
art
also
allowed
time
for
students
who
have
difficulty
with
self-expressing
their
thoughts
and
ideas
in
written
language
an
opportunity
to
show
what
they
know
through
art
and
I
allowed
these
students
to
verbally
tell
me
the
meaning
of
the
patch
prior
to
them
writing
the
meaning
on
the
back
of
the
patch.
The
frustration
level
was
almost
none
existent
for
these
students
and
two
of
them
said
that
learning
about
the
Underground
Railroad
was
their
favorite
so
far
(but
they
still
really
like
the
Ruby
Bridges
and
Rosa
Parks
lessons).
VI.
Resources
Stroud,
B.,
&
Bennett,
E.
(2005).
The
patchwork
path:
A
quilt
map
to
freedom.
Cambridge,
Mass.:
Candlewick
Press.
St.
James
United
Church.
Freedom
Quilts.
(2009).
Retrieved
from
http://www.stjamesunitedchurchmontreal.com/freedomquilts.php