Research on the Underground Railroad

Grade 4
Sonya Gore and Amy Wise

Identification of the Learning Problem

I have worked with a group of fourth graders intermittently throughout the year. They have come to
the media center to do research following a multi-week book unit. The research directly relates to the
book unit. I have seen throughout the first grading period that the students (understandably) want to
do the quickest research they can do. They hate to have to stop and think and they certainly do not like
to be told to read the article that is presented to them on the internet. If they cannot do it quickly, they
do not want to do it. Period. The teacher generally has three questions minimum for them to answer.
These are not high-level questions because the focus is on research skills, not inferential skills because
they get that during their reading instruction. Following the questions being answered, I check the work
for correctness and then they are instructed to write an informational paragraph. I chose to do this
lesson with this particular group because I was amazed at their lack of research skills. Granted, they are
nine or ten years old, but if they did not find the answers in the first sentence of the website, obviously
that website was not good and off they would go to another website. I want to try to break them from
that habit!

Learner Analysis
I worked with a group of 21 fourth graders. Eleven of them were African-American, six were white,
three were mixed and one was Indian. Three were above grade level, 17 were on grade level and one
was below grade level. The reason there were not more below grade level students is because during
this reading time, several students go to System 44 or Read 180 which is a program that instructs
students that are not on grade level in reading. System 44 are the Tier 3 Students, and Read 180 is the
Tier 2 students. I was with the Tier 1 students.

Task Analysis
The students will be researching about the Underground Railroad and abolitionists. They will be using
online sources that are credible. Instruction will be given to help them determine the credibility of
sources.

Instructional Objectives
ELA Georgia Standards of Excellence
ELAGSE4RI1: Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text.
ELAGSE4RI2: Determine the main idea of a text and explain how it is supported by key details;
summarize the text
ELAGSE4W2: Write informative/explanatory texts to examine a topic and convey ideas and information
clearly.
a. Introduce a topic clearly and group related information in paragraphs and sections; include
formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and
examples related to the topic.
e. Provide a concluding statement or section related to the information or explanation presented.
ELAGSE4W6: With some guidance and support from adults, use technology, including the Internet, to
produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient
command of keyboarding skills to type a minimum of one page in a single sitting.
ELAGSE4W7: Conduct short research projects that build knowledge through investigation of different
aspects of a topic.
ELAGSE4W8: Recall relevant information from experiences or gather relevant information from print
and digital sources.

Social Studies Georgia Performance Standards

SS4H7 The student will examine the main ideas of the abolitionist and suffrage movements.

AASL Standards
1.1.4 Find, evaluate, and select appropriate sources to answer questions.
1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information.
1.3.1 Respect copyright/ intellectual property rights of creators and producers
1.3.5 Use information technology responsibly.
1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.
1.4.4 Seek appropriate help when it is needed.
2.1.1 Continue an inquiry based research process by applying critical thinking skills (analysis, synthesis,
evaluation, organization) to information and knowledge in order to construct new understandings, draw
conclusions, and create new knowledge.
2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that
express new understandings.
3.1.3 Use writing and speaking skills to communicate new understandings effectively.
3.1.4 Use technology and other information tools to organize and display knowledge and understanding
in ways that others can view, use, and assess.
3.1.6 Use information and technology ethically and responsibly.
4.1.8 Use creative and artistic formats to express personal learning.

Lesson Plan

Background information: My collaborating teacher Sonya Gore and I worked together on this unit, but
we didnt work simultaneously. Prior to the students coming to the media center, she taught a novel
from the Bookworms program which is the reading program our school uses. Steal Away Home is a
story about a girl that finds a skeleton in her attic and finds out that her house was part of the
Underground Railroad network. There were a series of lessons that corresponded with teaching this
book which she did in a small class setting. When she was done teaching the book, the kids came to me
for research.

Lesson One: Ethical Uses of Information (twenty minute block)

Activator: Students will be shown a video about plagiarism.
Work Period:
1. Ask students what plagiarism is.
2. Show an example of plagiarism, but make it very exaggerated, like copying the text word for word.
3. Show another example of plagiarism, but make it quite subtle, like putting it in your own words, but
just changing a word or two.
4. Introduce my infographic about plagiarism.
5. On their own, the students will use a paragraph from a website and correctly present the recreated
work without plagiarism.
Closing: Students share their recreated work.
Differentiation: I will scaffold this lesson for students that need extra help.
Technology: Youtube video, infographic, website article

Lesson Two: Research (2 twenty minute blocks)

Activator: Review plagiarism information from yesterday.
Work Period:
1. Students will preview their research questions.
2. Using Kidrex.org, the students will look for the answer to their research questions.
3. Students will write the answers to the questions in complete sentences, adding the correct
punctuation and capitalization. Plagiarism will not be tolerated. If they do not plagiarize on this step,
they undoubtedly will not plagiarize on the next step.
4. Following the research gathering, students will write an informational paragraph using the
information they have just assembled.
5. Students will meet with the teacher-librarian to edit their paper.
6. When the paragraph is complete and the teacher-librarian is satisfied with the editing, the students
will type their paper in Google Classrooms (set up by my collaborating teacher) on a Google Doc.
Closing: Volunteer students will read their informational paragraph.
Differentiation: During the editing step, I will give additional help to those that need it.
Technology: Kidrex.org., Google Classroom, Google Doc

Lesson Three: Smore (2 twenty minute blocks, minimum)

Activator: Watch smore video as an introduction because the students have never made a smore
before.
Work Period:
1. Create a smore together.
2. Students will sign up for smore.
3. They will get on the site and explore the different ways they can present their information.
4. Using their original research questions, the students will divide up their smore into different sections
to present their information. It can be presented as text, but a short video clip needs to be uploaded
and there needs to be images to show pictorially their information.
5. After the information is put together, the students can change the background and font plus the font
color.
Closing: Students will present their smore.
Differentiation: Every student will get help as needed, so it really is not differentiation!
Technology: youtube, smore