The Life of Harriet Tubman

Author: April Blair

Revision Date of Lesson Plan: April 26, 2011

Overall Goal for the Lesson: Students will learn about the life of Harriet Tubman
and will be able to correctly answer questions regarding her life. Students will learn the
significance of Harriet Tubman to U.S. History.

Description of classroom, grade level, and students:

A class of 24 third grade students, one with a visual impairment.

Student Objectives for the lesson:

The students will be able to identify facts and significant dates regarding significant
figures in U.S. history.

Student will be able to describe sequence of events taking place in literature.

Student will be able to use certain technology to portray significant events and facts
regarding certain historical U.S. figures.

Length of Lesson: Morning Lesson. From 9:00am to 12:00pm.

Schedule of Activities: (Break down your activity into a timeline of events. Focus on
what students will be doing and what teachers will be doing during each part of the
activity.)

• Teacher will read to the class a book called “A Picture Book of Harriet Tubman”
by David Adler.
• As a class discussion we will talk about the events that took place in the book and
in the life of Harriet Tubman.
• Now as a class we will use the smart board to play a trivia game. This game will
provide questions. The students must answer the questions correctly as groups.
The group to answer the most questions correctly wins!
• After the trivia game, the class will do a timeline together on the smart board. The
class will help the teacher fill out the timeline. When given a list of events the
students will correctly put them in chronological order.

PASS Content Standards Addressed:

Standard 5:3: Retell or act out narrative text by identifying story elements and
sequencing the events.
Standard 1:3: Identify the order of events on a simple timeline (e.g., holidays, school
events, and the student’s life).
PASS Instructional Technology Standards:
Standard 6: The student will demonstrate knowledge of technology problem-solving
and decision-making tools.

1. Use technology resources (e.g., calculators, data collection probes, videos,

educational software) for problem solving, self-directed learning, and extended
learning activities.

Assessments: How will these activities be assessed?

The students will be assessed during the class discussion over the book and during the
trivia game. Successfully filling out the timeline as a class is also an assessment. There
will be no formal assessment.

Accommodations: How might the lesson need to be adapted for students

with special needs?
There is one student with a visual impairment. This student has limited sight so he/she
will be allowed to sit up front near the smart board and near to me while reading the
story. I may also provide a copy of the literature to the child as well as an enlarged copy
of the trivia questions and word search.

Materials Needed:
I will need access to a smart board and notebook software.
I will need the literature.
I will need enlarged print of the trivia questions as well as the blank timeline.