Intermediate Guided Reading Lesson Plan

Intermediate Guided Reading Lesson Plan Title: Genre: Text Structure: Level: Escape to Freedom: The Underground Railroad by Narrative Informational U Barbara Brooks Simons. Benchmark Publishing. ISBN 978-1-4108-6261-7 Literacy Standard: VII: Comprehension Purpose for Reading: Content Core Standard: Fifth Grade Standard IV, Objectives Understand changes in the 19th century for 1 and 2 the United States: geographic expansion, constitutional crisis, economic growth – culminating in Civil War ELL Strategies Essential Questions: Students reading at this level are likely to be quite fluent What events, people, and places motivated speakers of English although they may need more support with the expansion of the United States? idioms, expressions, vocabulary, and multiple meaning words. This will affect their ability to draw conclusions and infer from Is it okay to treat others differently because the text. Encourage these students to use sticky notes or a they look, act, or live another way? notebook to jot questions they have while reading to be discussed/clarified at the guided reading table during the What are the significant events during following session. America’s expansion? What roles did people play? Other ELL strategies can be found at http://coe.sdsu.edu/people/jmora/pages/4x4activity.htm What does slavery mean? and tailored to the individual needs of your students. Before Reading Vocabulary: Tier 2 Vocabulary Words: High frequency words that are found across a variety of domains. Provide student- friendly explanations that tell what a word means in everyday connected language. For more information, please see Bringing Words to Life by Beck & McKeyown. abolitionist conductor fugitive indentured servant plantation spiritual station station master uprising

Activate/Build Prior Knowledge:  Ask what students already know about slavery in the United States. Have they heard of the Underground Railroad? If not, what do they think of when they hear that? What clues on the cover and in the title help us understand what the Underground Railroad might have to do with.  Show table of contents.

Comprehension Strategy: Using Informational Text Structures

Suggested pacing: 2 days During Reading Attend to Comprehension Within, Beyond, & About the text.

After Reading Attend to Comprehension Within, Beyond, & About the text.

 On pages 2-3 we find out that the first Africans that came to America were indentured servants. Does this surprise you? How long was this the case?  What do you think about the picture on pages 7-8? Would you think that people running away from slavery would do so in a large group like this?  On page 6 there is a quote from Mr. Lyman Goodnow. He says they “worked like beavers”. What does that simile mean?  On page 9 we read some of William Still’s notes about “passengers”. Why do you think he kept such detailed notes? Do you think it was a good idea for him to do so?  What were the implications of the Fugitive Slave Law on abolitionist activities?  Looking at the invoice on page 12, what things do you find interesting? Do you find it surprising that Washington, DC was considered part of the South?  On page 19 we learn about Harriet Jacobs and how she hid in an attic for seven years. Relate that amount of time to how long you have been in school. Can you imagine living, hidden in a room that you couldn’t even stand up in for that amount of time?  What does the artist who painted the picture on page 21 want you to think about slaves who are trying to escape?  On pages 26-28 we read about places that literally thousands of runaway slaves went through. Why didn’t the slave owners have slave hunters stationed there?  The timeline on page 30 takes us from 1619 to 1865. If slavery started in 1705, how many years was slavery practiced in the US? Content Core Integration:(Science, Soc. St., Math, etc.) Assessment: Activities: Students will write a persuasive essay on the  Use Google Earth or Google Maps to find Ripley, following topic: Abolitionists violated the Fugitive Ohio. What geographic features contributed to it Slave Law in order to help slaves travel the being such a popular stop on the UGRR? Underground Railroad. Were they doing the right  Go to http://www.ripleyohio.net/htm/rankin.htm to thing? find out more about the Rankin House.  National Geographic has an interactive website Students may use this online interactive to help about the UGRR at outline their arguments http://www.nationalgeographic.com/railroad/. http://www.readwritethink.org/materials/persuasion_ map/ .

There is a persuasive writing lesson at http://www.readwritethink.org/lessons/lesson_view. asp?id=56 if students need more time to develop this writing form.

*Not all activities will be done in each lesson. Some lessons may take multiple days to complete. However, all students should be reading each time you meet.