abracikowski.files.wordpress.com · Web viewNational Council of Social Studies - T1 a - T1 b - T1 d - T2 a - T4 g - T6 h. New York State Social Studies Common Core Learning Standards

Underground Railroad Project

Week 3 lessonsWeek 3: Day 1 – 5 lessons

Targeted Grade Level: Grades 3 - 5Content Area: Social StudiesTime needed: 45 minute lesson each day

1. Standards National Council of Social Studies

- T1 a- T1 b- T1 d- T2 a- T4 g- T6 h

New York State Social Studies Common Core Learning Standards- S1, KI 1- S1, KI 2

New York State English Language Arts Common Core Learning Standards- S1- S2- S3- S4

New York State Arts Common Core Learning Standards- S2

2. Essential Question(s)

The students will be able to actively engage in the various levels of literature circle

discussion questions when prompted by a teacher.

3. Materials and/or Technology Resources

Brown, S.T. (2006). Robert Smalls sails to freedom. Minneapolis: Millbrook. Porter, C. (1993). Meet Addy. Middletown, WI: Pleasant Company. Simon, B.B. (2004). Escape to freedom the Underground Railroad adventures of Callie

and William. Washington, D.C.: National Geographic Company. Pencils Anecdotal note cards Social studies interactive journals

Missing Person Advertisement worksheet Copies of , Secrets of the Underground Railroad books Stapler Colored pencils Scissors Glue

4. Key vocabulary

Slavery

Underground Railroad

Reward

Escape

5. Developmental activity

Literature Circles

The teacher will meet with three different groups of student to do literature circles. This

will take place during our social studies block this week.

These groups will be randomly assigned so that students can work in small group reading

settings with students other than on their level.

Teacher will meet with each group for 15 minutes to do that days assigned reading and

questions. The teacher will randomly pick students to read pages.

When the teacher is not meeting with the students, they will be writing in their journals

for one slot and doing an activity in the next slot.

If they finish early: the discovery table will be available for students to quietly read a

book if they finish early or they can also draw another journal response card.

Here are the response cards that each student will get. They can pick a topic each day,

cut the box out and glue to their social studies journal page. The students need at least

eight sentences. They can draw a picture when they are finished writing.

You are a young, enslaved child. Describe what your life is like.

You are sick of being treated poorly and want to escape. What

is your escape plan?

Describe how you would feel if you had to travel the

Underground Railroad by night all alone?

The sound of dogs wakes you up today, you start to run but they

are right behind you. They catch you! What do you do?

You are extremely hungry today because you have not eaten in

four days. There is a town nearby, what do you do?

Today as you make your way in early morning through the

woods, you come to a house with a lantern hanging from the porch. What do you do?

Describe what your perfect hiding spot would be on the

Underground Railroad.

You have finally made it to the free land. How do you feel?

What do you do now?

FREE JOURNAL CARD:Write about anything that you

want related to the Underground Railroad.

FREE JOURNAL CARD:Write about anything that you

want related to the Underground Railroad.

Literature Circles Day 1

Blue Group Orange Group Green Group

BookRobert Smalls Sails to Freedom

by Susan Taylor BrownEscape to Freedom by Barbara Brooks Simon

Meet Addy by Connie Porter

Pages to read

Introduction and

pages 1-9

Introduction and

pages 1-8

Introduction and

Chapter 1 (pp. 1-9)

Robert Smalls Sails to Freedom by Susan Taylor Brown

Page # Student Response Prompt Bloom’s Level

6 What were some jobs Robert did for his Master? Knowledge

6Compare the idea and feelings of being sold at slave auction to moving to a new town with your family. What are some similarities and differences?

Analysis

8

What point was the author trying to make when she wrote: “Lydia Smalls wanted a better life for her son. She wanted him always to remember the hardships of slavery. That way, he might someday fight for his freedom.”

Analysis/

Evaluation

Escape to Freedom by Barbara Brooks Simon


4 What was another name for the Quakers? Knowledge

4How come it was too dangerous to keep records about the UGRR?

Synthesis

5Do you think you would want to help a slave to freedom even if you knew you could be fined or sent to jail?

Evaluation

6Using what we have already learned about slaves, why you think they call their stories “oral histories”?

Synthesis

7 What can you infer about the character of overseers? Comprehension

8 Do you think Callie would have still considered escaping if she Evaluation

didn’t fear being sold at a slave auction?

8Compare Callie’s directions for travel to the kind of directions that we use now when we travel. Share with a partner.

Analysis


Page # Student Response Prompt Bloom’s Level2 What might Addy’s parents be whispering about? Analysis

5What does the author lead us to understand about Sam as a character?

Analysis

6What is the significance of what Addy’s father says to her about crying and being free on the inside?

Synthesis

7What are the signs that it is a safe house and who will be there to help them?

Knowledge

When groups are not reading with the teacher, they will be : Center #1: Students will pick a response card and answer the question then draw a

corresponding picture.

Center #2: Make the Secrets of the Underground Railroad book. Trace the sentences, cut the pages and staple together. I will print the book in black and white so they can color the pages. If time allows, read quietly with a partner. * See Supplemental Materials Section to access the book.






Pages to read pages 10-18 pages 9-16

Chapter 2

pages 10-21

Robert Smalls Sails to Freedom by Susan Taylor Brown Page # Student Response Prompt Bloom’s Level

11How would you feel if your Master took all the money that you earned at your job?

Evaluation

13It has been mentioned several times that Robert longed for his freedom. Have you ever longed for something the way Robert longs for freedom?

Evaluation

14-15What do you predict will happen? (because Robert is learning about sailing and reading maps)

Comprehension

16Put yourself in the shoes of Robert and his wife Hannah and role play what you would say to Mr. McKee if he tried to sell your baby.

Application

18How much was it going to cost to buy Hannah and Elizabeth’s freedom?

Knowledge



9 How is Martha related to Callie? Knowledge

9 Do you think Martha will go along with Callie? Comprehension

9What season would make the worst traveling conditions for a fugitive? Why?

Synthesis

10When the author writes: “The night became their cloak, protecting them from slave catchers.” What two things are being compared what literary device is this?

Analysis

11 What was the significance of the Fugitive Slave Act of 1850? Knowledge

12What did both William and Callie have in common about the reason for the urgency of their escape?

Application

12 What idea might William have since he is “light skinned?”

15 What do you think of William’s escape plan? Will it work? Evaluation

16What is similar between the escape strategies used by both William and Ellen Craft?

Analysis



11Compare Addy’s day to your day and decide how they are similar or different?

Analysis

12 Using the context, what is an overseer? Application

14Calculate how much you think it might cost to feed and care for 22 slaves?

Comprehension

17 Make a prediction as to what you think will happen? Comprehension

20Which one of our Underground Railroad vocabulary words is used on this page, and how is it used?

Application

21What are some words we can use to describe Addy’s emotions at this point in the story?

Evaluation



Center #2: Make a prediction on what is going to happen in your book.






Pages to read

pages 19-28 pages 17-24 Chapter 3

pages 22-32



19 What happened that will make the price now go up? Knowledge

21Create a list of items that Robert and his family would want to take with them when they escaped.

Synthesis

25 Using clues from the text, predict what will happen. Comprehension

27After reading the text and looking at the picture, what words would you use to describe Robert’s character as this point in the story?

Analysis



17Breakdown the following sentence: “In Kentucky, on a few white people openly opposed slavery.” Tell your partner what you think this means.

Application

19What was the sign that it was a safe house for Callie to stop at? What are some other signs that we have learned about?

Knowledge

22What two purposes did the songs have for the slaves? Discuss with your partner an example of this.

Application


Page # Student Response Prompt Bloom’s Level22 What literary device is used in Addy’s riddle on page 22? Comprehension

23How did you feel about what the overseer made Addy do for punishment?

Evaluation

25When Momma tells Addy that she doesn’t want Addy to hate anyone, what does that show about her character?

Analysis

28 What would you pack if you were planning to escape? Synthesis

31 Do you think they will really ever get Esther back? Evaluation



Center #2: Students will make a “Missing Person’s Advertisement” for one of the main

characters in their book. Each student will make their own. See the following worksheet

on the next page.

Name: __________________________________

Week 3, Day 3: Literature circle assignment

Directions: Complete the following Missing Persons newspaper advertisement for the main character that your literature circle group is reading. Make sure you include a

detailed description of the person you choose, as well as where to return the missing person to collect the reward. Use the oval below to draw a portrait, which shows just the face and shoulders of the person you choose. You may use only colored pencils for the portrait.

Missing!WANTED: __________________________

REWARD: $__________________

DESCRIPTION: ____________________

__________________________________

___________________________________

____________________________________

_________________________________________

__________________________________________________________


Blue Group Orange Group Green group




Pages to pages 29-38 pages 25-32 Chapter 4

read pages 33-47


Page #

Student Response Prompt Bloom’s Level

31How do you feel about what Robert plans to do with the cannons aboard the Planter?

Evaluation

33 What might happen if baby Robert were to cry? Application

37How was Robert Smalls and his family’s escape different from or similar to some of the other methods that slaves escaped (such as Henry Brown or Ellen Craft)?

Analysis



25 Why was it safer for fugitives to travel in water? Analysis

26Were William and Callie safe once they made it into the free state of Ohio? Why or why not?

Comprehension

29Reread the second paragraph on page 29 and react to this by discussing with another person.

Application

29What response was used to indicate it was a safe place for fugitives?

Knowledge

30 What would be some qualities that would describe Rachel? Application

31 What were some of the places that fugitives hide? Knowledge

32What would you do if you were a conductor and slave catchers knocked on your door?

Evaluation



35Why would Uncle Solomon tell them to go through water as much as possible?

Application

38Is there ever a time when you had to keep your feelings hidden on the inside?

Evaluation

40 What two things make the Addy’s necklace special? Knowledge

46How did they know which way to follow the railroad tracks so that they went North?

Application



Center #2: Students will finish their “Missing Person Advertisement” that they started

yesterday.






Pages to read pages 39-48 pages 33-40

Chapter 5

pages 48-69



37 How was Robert Smalls and his family’s escape different from or similar to some of the other methods that slaves escaped (such as

Analysis

Henry Brown or Ellen Craft)?

42 What was the name of the first Union ship that Robert saw? Knowledge

47Decide if you would want to move down south again after the war, and if you would want to live in the McKee house – the very house that you were a slave in.

Evaluation

47 What were some significant things that Robert later did in his life? Knowledge

47Knowing what you know about the various ways that slaves have escaped, invent a way that you would want to escape if you were a slave. Tell your partner.

Synthesis



33Compile some of the clever excuses that conductors used to keep slave hunters from looking in their homes. Share these with the person next to you.

Synthesis

34 What were the code words for Cleveland and Sandusky? Knowledge

36Why would Miss Laura’s folks hate that she was in love with a Quaker boy?

Analysis

37What do you imagine that William or Callie would do if they found their names in a newspaper ad as a runaway slave?

Application

37“Rachel became a strong, bold woman,” how has Rachel’s character changed from the beginning of the book?

Analysis

39How do you think slave owners felt when the 13th amendment was passed allowing all the slaves freedom?

Evaluation


Page # Student Response Prompt Bloom’s Level51 What did Addy see that made her believe the safe house was right Knowledge

there?

52 What did the soldier ask of Addy? Knowledge

52If you were Addy in this situation with the soldier, what would you have done?

Application

55What was the lady’s name that answered the door at the safe house?

Knowledge

56Are there any other fugitives that we have learned about that have used disguises as part of their escape plan?

Synthesis

59Do you think that Addy and Momma will be re-acquainted with Poppa and Sam?

Evaluation

When groups are not reading with the teacher, they will be: Center #1: Students will pick a response card and answer the question then draw a


Center #2: Since the students will finish reading their book today, they will fill out a book recommendation form so other students in the class; can decide whether or not to read this book. Remind students of the important parts to persuasive writing, like we practiced in Week 1. *See the supplemental materials tab for the book review worksheet.

6. Accommodation, modifications and differentiations for diverse learners

Diversity: For some students depending on their background or nature may be very

sensitive to the topic of the Underground Railroad and the treatment of slaves. There may

be students that find some of the descriptions of how slaves were treated highly

offensive. I think it is important to emphasize the civil rights that all citizens have now

and the value of freedom. I will be sure to be sensitive to all students and their feelings

towards this unit.

Accommodations/Special Needs: If there is a student with a disability I will make

adjustments for him/her to maximize learning. This might mean using an audio device

for a hearing impaired student or having a student with poor eyesight sit near the front of

the classroom.

Struggling learners will be paired with strong students for peer guidance through the

activities. I will also give preferential seating to students who require this management

need during whole group or small group instruction.

ELL and ESL students: Will be given picture clues along with step by step directions

throughout the lesson.

Directions will be repeated for students with poor auditory skills.

Written step by step directions for students who have a hard time follow multi-step

directions.

7. Student Assessment/Evaluation

Informal assessment: The teacher will be observing students and recording significant

data on their personal flashcard of anecdotal notes for the content of social studies.

Formal: Journal response rubrics. See supplemental materials section.

8. Extension

Students can always pick another journal response card if they finish early.

There will be a variety of children’s books related to the topic of the Underground

Railroad on our discovery table that students can read and examine when they are

finished with their work early or during their free time.

Documents

abracikowski.files.wordpress.com · Web viewNational Council of Social Studies - T1 a - T1 b - T1 d - T2 a - T4 g - T6 h. New York State Social Studies Common Core Learning Standards