Teacher S First and Last Name

Underground Railroad LESSON PLAN

Teacher’s First and Last Name: Kathy Childress Email address: [email protected] School District: Perryton ISD School Name: Williams City: Perryton Subject Area: English Language Arts/Reading/Social Studies Grade Level: 5 Unit Title: Underground Railroad Curriculum-Framing Questions: Essential Questions:

Unit Questions: What is the underground railroad? Who was invovlved? Why was it an important part of history? How does this part of history affect you today?

Targeted TEKS STRANDS: (List specific objectives and areas targeted.)

 READING: 3C; 6 A, B;7 A; 8A; 10A; 11 B, C, E; 13 A  FIGURE 19: 19 B, E  WRITING: 21Bii; 22 D, E  CONVENTIONS: 21 A, B, C; 22 A  RESEARCH: 24 C  LISTENING/SPEAKING: 28 A, 29  ELPS:  CCRS: Student Objectives/Learning Outcomes:

Procedures: 1. Access background knowledge of the Underground Railroad. (vocabulary: metaphor—railway) 2. Build interest 3. Read BAREFOOT by Pamela Edwards (ask questions—access story—comprehension) 4. Research groups (notable people): Work in cooperative groups to gain knowledge using internet, nonfiction, literature, other sources. 5. Construct a 5 W poster (Who did what, and why? When and Where?) and present to the class.

Approximate Time Needed: approximately 3 days

Prerequisite Skills:

Adapted from Intel® TEACH TO THE FUTURE forms. Modified by Kaye Price-Hawkins, Priceless Literacy, 2009. Lesson Plan Template, Continued 2

MATERIALS AND RESOURCES REQUIRED FOR UNIT: Technology – Hardware:  Camera  Printer  Video Conferencing  Computer(s)  Projection System Equipment  Digital Camera  Scanner  LCD projector  DVD Player  Television  Document camera  Internet Connection  VCR  Other  Laser Disk  Video Camera Technology – Software:  Database/Spreadsheet  Image Processing  Desktop Publishing  Internet Web Browser  Word Processing  E-mail Software  Multimedia  Other  Encyclopedia on CD-ROM  Web Page Development Printed Materials: FREEDOM RIVER

Supplies:

Internet Resources:

Other Resources:

Accommodations for Differentiated Instruction:

Students with Disabilities:

Non-Native English Speaker (ELPS):

Gifted Student:

College and Career Readiness Standards (CCRS):

Student Assessment: TAKS Objectives:  Interview  Reading (Objective)  Observation  Reading (Open-Ended Response)  Journals  Essays  Writing (Essay)—Type:______ Quizzes  Writing (Conventions/Grammar/Revision):  Tests (Unit tests and Benchmarks)  Final products ______

List specific objectives and areas targeted.

Additional Information: