Component I: Classroom Teaching

Task A-2: Lesson Plan

Students will complete the following lesson plan template (A-2) for two lessons. One of the lessons will be taught and videotaped by the
Demographic Information
Teacher Candidate: Heather Hunt
Studies/Technology

Date: 6/25/2015

# of Students: 27

Unit Title: The Underground Railroad

Age/Grade Level: 3rd grade

Content A

Lesson Title: 1A

Lesson Alignment to Unit

Respond to the following items:
a)

Which specific unit objective(s) or target(s) are addressed by this lesson?

Students will be able to:

1. Identify and define the Underground Railroad.
2. Express why this is culturally significant.
3. Research and identify relevant information online
ISTE Standards
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
Students apply digital tools to gather, evaluate, and use information.

b) Connect the objectives to the state curricular documents, i.e., Program of Studies, Kentucky Core Content, and/or Kentucky Core Academi

CCSS.ELA-Literacy.RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in
procedures in a text, using language that pertains to time, sequence, and cause/effect.
Academic Expectation 2.20-Students understand, analyze, and interpret historical events, conditions, trends, and issues to develop
perspective.

c) Describe students prior knowledge or focus of the previous learning.

Students have discussed how to search an online database and have practiced with the Smartboard. They will now have some independent prac
In Social Studies, students have completed a unit on the Underground Railroad and will be completing this lesson as a final review before their
d) Explain how this lesson connects to the units summative assessment.
The summative assessment will be over the Underground Railroad and will also have a couple of questions on how to search for a topic.
COMPLETE ONLY IF APPLICABLE

e) Explain the rationale for differentiating instruction to meet diverse needs.

Struggling students will be placed near myself or my assistant to get additional help as needed. For gifted students, I will assign additional rese
COMPLETE ONLY IF APPLICABLE
f)

Pre-Assessment: Describe your analysis of pre-assessment data used in developing lesson objectives/learning targets.
I will use the Plicker system to quiz students on previous knowledge of searching a topic. They should have some background knowledge
this lesson intends to build upon that knowledge.

g) Describe how you will activate prior knowledge.

I will review the rules for searching on the internet. (Be specific, be exact, be direct, be distinct, be succinct, be concise). We will do a couple
activities together on the Smartboard to activate prior knowledge.

Instruction and Assessment Plan

Lesson Objectives/
Learning Targets
Add rows as
necessary.
Objective/target:
Identify and define
the Underground
Railroad.
Objective/target:
Express why the
Underground
Railroad is culturally
significant.
Objective/target:
Research and identify
relevant information
online

Lesson Assessment
In parentheses, indicate the Blooms Taxonomy level (knowledge, comprehension, application, etc.) for each asse
learning objective/target is measured by a formative assessment item.
Formative Assessment Item: (Synthesis) Unit Assessment over textbook, online resources,
and class assignments.

Activity:
Unit Test

Formative Assessment Accommodations: Reading questions aloud, unlimited time

Formative Assessment Item: (Synthesis) Unit Assessment over textbook, online resources,
and class assignments.

Activity:
Unit Test

Formative Assessment Accommodations: reading questions aloud, unlimited time

Formative Assessment Item: (Application/Analysis) Timeline over abolitionist or famous
slave.

Activity:
Tiki-Toki

Formative Assessment Accommodations: narrowing down focus topic, decreasing number

of needed facts on timeline

Timeline
and
presentation.

Procedures

List in chronological order the sequence of strategies and activities you will use to engage students and accomplish your objectives. Within this
how the differentiated strategies will meet individual student needs and diverse learners in your plan. (Use this section to outline the who, what
of the instructional strategies and activities.) Add more rows as necessary. BE SURE TO INDICATE WHAT YOU ARE DOING THROUGH
INSTRUCTION AS WELL AS WHAT STUDENTS ARE DOING. BE SURE TO MAKE YOUR I-DO, WE-DO, YOU-DO EXPLICIT IN TH
Time Range
Day 1
9:00-9:30

Description
I-Do-Review internet search rules and go over the each of the following (students have heard this
before and may need to activate prior knowledge):
Be specific- pick one person/topic to research
Be exact- use names and vocabulary to help you find more information
Be direct- Search for one thing at a time
Be distinct- Don't repeat searches
Be succinct- only use necessary key words
Be concise- have keywords in mind/be purposeful
ALWAYS ASK: Can I use this resource to help me answer any questions I have? Is this resource
reliable (can I trust it)?
We-do-Then as a class we will look at the following websites and discuss their credibility with an
elbow partner. Students will share three specific reasons about which sources are the most reliable
with the group.
http://undergroundrailroad3rdgrade.weebly.com/
http://www.britannica.com/topic/Underground-Railroad
For struggling students, activate prior knowledge, and buil-upon answers.
3

9:30-10:00
Day 2
9:00-9:30
9:30-10:00
Day 3
9:00-9:30
9:30-9:45
9:45-10:15
Day 4
9:00-10:00

Day 5
9:00-9:20
9:20-10:00

We-do-With a partner, students will watch a BrainPop video on Online Sources and take the quiz
following the video.
I-Do-Quickly review internet search rules with class and have them play Search Shark in order to
evaluate critical search terms.
We-do-Complete BrainPop activity in groups of four (see attached worksheet) and go over together as
a class.
Pair groups in mixed abilities to help struggling students and give an extra challenge to gifted students.
You-do-View a map of the Underground Railroad on
http://eduplace.com/kids/socsci/books/applications/imaps/maps/g5s_u6/index.html#top
Answer questions with partner and check those answers at the bottom of the webpage.
You-do-On bubbl.us, write one thing youve learned, and one question you have.
You-do-Go through "The Underground Railroad: Journey to Freedom"
You-do-Using kidrex.org, student partners will pick an abolitionist or famous slave to create a timeline
about. To help collect information students will use a graphic organizer from Brainpop (see attached).
They will create a timeline using tiki-toki.com.
Make sure classroom assistant is available to help struggling learners. (allow more time if needed for
timelines)
You-do-Finish timelines (allow more time if needed)
Present timelines to the class

Media/Technologies/Resources:
List all media, technology, and resources utilized in this lesson. Cite where appropriate.
Plickers
Thirdgradetheatrics.weebly.com
http://undergroundrailroad3rdgrade.weebly.com/
http://www.britannica.com/topic/Underground-Railroad
https://www.brainpop.com/technology/digitalcitizenship/onlinesources/
https://www.brainpop.com/games/searchshark/
http://eduplace.com/kids/socsci/books/applications/imaps/maps/g5s_u6/index.html#top
http://Bubbl.us.com
http://education.nationalgeographic.com/education/media/underground-railroad-journey-freedom/?ar_a=1
http://kidrex.org
http://www.tiki-toki.com/