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Get on Board with Harriet Tubman
Students will be able to describe the relationship between a series of historical events.
- Ask students what they know about life in the 1800s or slavery during those times.
- Tell students that slavery was the practise of owning other people. These people were forced to work for their owners.
- Instruct students to imagine how they would act and what they would believe if they lived back then.
- Ask students if they have ever heard about a woman named Harriet Tubman and the Underground Railroad.
- Listen to student answers.
- Explain to students that the Underground RailroadWas a connected group of people and safe houses that helped slaves Escape, or get away, from slavery.
- Tell students that today they are going to learn about a very important historical figure who was an Abolitionist, a person who was against slavery, named Harriet Tubman and her impact on the lives of many people.
- Tell students that while they learn about this hero, they will be focusing on a sequence of important events in her life.
Explicit Instruction/Teacher modeling(15 minutes)
- Invite students to the carpet with a clipboard or a hard surface on which to write.
- Explain to students that you will be reading aloud a book about Harriet Tubman, and the students will have a specific job during the read aloud.
- Inform students that they will be listening for the most important events in Harriet Tubman’s life and writing those down as their notes.
- Give each student five sticky notes or index cards on which to take notes.
- Read aloud Who Was Harriet Tubman?By Yona Zeldis McDonough.
- Think aloud about the interesting events and accomplishments of Harriet Tubman as you read to prompt students in the right direction.
Guided practise(15 minutes)
- Divide students into small groups and have them gather together with their five sticky notes or index cards.
- Instruct students to pick out the four most important events in Harriet Tubman’s life by looking at everyone’s notes.
- Observe student conversations as they discuss.
- Direct students to put the four most important events in the correct sequential order.
- Pass out the Timeline Organizer worksheet to each student.
- Explain to students that they will now take the four most important events from Harriet Tubman’s life and place them on the graphic organizer.
- Review the most important events in Harriet Tubman’s life by having the students share their graphic organizers.
- Use the student answers to fill out a Timeline Organizer on the document camera.
Independent working time(10 minutes)
- Pass out the Harriet Tubman worksheet to each student.
- Explain to students that they will independently read another text about Harriet Tubman, again focusing on the most important events.
- Tell students that they will use the information from the two texts read today to complete the activity on the worksheet.
- Remind students of the expectations for independent work time.
- Monitor students as they work.
- Allow students to work with a buddy to take turns reading the text aloud to each other.
- Reduce the amount of Journal Pages on the worksheet from four to two.
- Allow students to draw illustrations along with the written words.
- Have students create a journal entry from the point of view of a slave whom Harriet Tubman is helping to escape. Use historical facts and details from the two texts in the lesson.
- Collect both the Timeline Organizer and the Harriet Tubman worksheet from students as a check for understanding.
- Write the question, “I Care Why?” on the board.
- Instruct students to think about the relevancy of this topic to their lives and keep their thoughts to themselves. Shortly, they will record their responses in a written format.
- Ask students to think about how they might use the information from today’s lesson.
- Give students a sticky note or an index card.
- Instruct students to write their names on the sticky note or index card.
- Give students time to write their response.
- Collect responses as a check for understanding.
Review and closing(5 minutes)
- Divide students into partnerships.
- Assign one student as Student A. The other student is Student B.
- Explain to students that this quick activity is called Speak Up. For one minute, Student A will talk about the topic of today’s lesson while Student B listens and does not interrupt. After the minute is over, Student B will talk about the topic of today’s lesson, trying not to repeat the same things Student A already said.
- Tell students that they may share facts, questions, and opinions during their speaking time.
- Set a timer for one minute while Student A speaks and Student B listens.
- Then set a timer for one minute while Student B speaks and Student A listens.
- Circulate and observe students speaking to their partners.
- Gather students’ attention and share some of the key points you heard students making as you circulated and observed conversations.