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/Reading

Date: 7/2/2015

# of Students: 27

Unit Title: The Underground Railroad: A Characters Perspective

Age/Grade Level: 3rd grade

Content Ar

Lesson Title: 1C

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. Express why the Underground Railroad is culturally significant and develop historical perspective.
2. Ask and answer questions about the text fluently, using details from the story.

ISTE Standards
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individ
contribute to the learning of others.
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.SL.3.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 to
building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.3.3
Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
CCSS.ELA-LITERACY.SL.3.4
Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly
understandable pace.
CCSS.ELA-LITERACY.RL.3.3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of ev

Social Studies (Archdiocese Standards)

Academic Expectation 2.20 Students understand, analyze, and interpret historical events, conditions, trends, and issues to develop hist

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

Students have been studying the Underground Railroad and have evaluated three different pieces of literature to coincide with this unit. Studen
book review on Moses, Follow the Drinking Gourd, or Henrys Freedom Box. They are familiar with Podcasts and know how to record and pu
page with the guidance of a teacher.
d) Explain how this lesson connects to the units summative assessment.
The summative assessment will ask for specific details from each story and students will be asked to analyze specific characters in the stories.
COMPLETE ONLY IF APPLICABLE

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

Students will receive extra assistance from myself or my assistant if needed. They will also have ample time to complete the assignment. With
can re-record as many times as needed before publishing. Gifted students will be asked to ask more in-depth questions about each character to
thinking about a particular character.
COMPLETE ONLY IF APPLICABLE
f)

Pre-Assessment: Describe your analysis of pre-assessment data used in developing lesson objectives/learning targets.
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I will discuss the importance of evaluating texts and will discuss the stories the class has read. We will give specific examples from the tex
feelings, traits and motivations.

g) Describe how you will activate prior knowledge.

Now that we have discussed the characters from each story students will pretend to interview one of those characters. Working, collaboratively
their prior knowledge of the characters and write a script for the interview.
Instruction and Assessment Plan
Lesson Objectives/
Learning Targets
Add rows as
necessary.
Objective/target:
Ask and answer
questions about the
text fluently, using
details from the story.
Objective/target:
Express why the
Underground
Railroad is culturally
significant and
develop historical
perspectives.

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: (Evaluation/Analysis) Students will create a script for an

interview regarding a character from Moses; Follow the Drinking Gourd or Henrys Freedom
Box. (Graded using Fluency and Interview Rubrics)

Activity:

Formative Assessment Accommodations: Students will be given appropriately leveled

literature and the assignment will be chunked into smaller tasks for those that may feel easily
overwhelmed.

Script and

Summative Assessment Item: (Synthesis) Unit Assessment over literature and class
assignments.

Activity:

Interview

Podcast

Unit Test
Summative Assessment Accommodations: reading questions aloud, unlimited time

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
1:00-2:00

Description
I-do/We-do- I will ask the students questions about various characters from the stories weve read about the
Underground Railroad. Our class will create a bubbl.us to show the characters feelings, motivations, and traits.
I will then explain the assignment and rubrics: pretending to interview a character from the story. Students will
listen to an example of a character interview I have created to help them better understand the assignment. One
student will ask questions and another will be the character. Then they will switch places.

Day 2
1:00-2:00

Each student will write their own script using details from the story. If needed, I will provide a list of questions
that can be used to get the interview started. Students will start writing their scripts.
You-do-Students will be finish their scripts.
I do- I will review how to record a Podcast and we will discuss how/why this will be helpful in understanding a
characters perspective. Students will then record their interview on a podcast with the help of myself or my
assistant. They will attach their interview to a corresponding Wiki page.

Day 3
1:00-1:30

You-do- Students will present their interview to the class.

Media/Technologies/Resources:
List all media, technology, and resources utilized in this lesson. Cite where appropriate.
Wiki Page
Fluency Rubric created by Tim Rasinski
Interview Rubric
Bubbl.us
Audacity
Moses
Follow the Drinking Gourd
Henry's Freedom Box

Podcast Interview Rubric

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Assignment
includes 5-10
questions.

5 points

4 points

3 points

2 points

Script uses details

from text to explain
characters emotions,
motivations, and
traits.

5 points

4 points

3points

2 points

Assignment uses
proper grammar and
spelling.

5 points

4 points

3 points

2 points

Assignment is
neatly done and
students worked
hard using resources
wisely.

5 points

4 points

3 points

2 points