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Daily Lesson Plan Format Elaine Alvey Date __9/28/13___________ Subject __Reading and Writing About Slavery Using Critical Perspectives __ Acknowledgements: Lesson Adapted from lesson created by Emily Manning titled Critical Perspectives: Reading and Writing About Slavery, accessed at http://www.readwritethink.org/classroom-resources/lesson-plans/criticalperspectives-reading-writing-1060.html?tab=3#tabs Student Flipbook Technology: http://www.readwritethink.org/classroom-resources/studentinteractives/flip-book-30054.html Student letter generator technology: http://www.readwritethink.org/classroom-resources/studentinteractives/letter-generator-30005.html Student rubrics from the resource files on the Read Write Think website. Accessed at: http://www.readwritethink.org/files/resources/lesson_images/lesson1060/observation_rubric.pdf Lesson uses experts from text Sweet Clara and the Freedom Quilt by Deborah Hopkinson and The Underground Railroad by Raymond Bial Pieces of lesson inspired by lessons composed by Elaine Alvey (2013)

Learning Targets and Academic Language Objectives a. Instructional/Lesson Plan Purpose In this lesson, students critically examine the perspectives of slaves and slave owners. Students begin by reading fiction and nonfiction texts about slavery. Students create a T-chart to compare the two perspectives and analyzing the question "Why would each group have a different perspective, and is it justified to say that one perspective was right or wrong considering the historical context?" Finally, students complete a writing project to synthesize their learning and demonstrate comprehension of the critical perspectives surrounding slavery. b. State Learning Standards

WA.CC.RL.3. RL.3.1. WA.CC.RI.3. RI.3.1. RI.3.7.

Reading Standards for Literature Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Reading Standards for Informational Text Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

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RI.3.9. WA.CC.RF.3. RF.3.4. RF.3.4(a) WA.CC.W.3. W.3.4. Compare and contrast the most important points and key details presented in two texts on the same topic. Reading Standards: Foundational Skills Read with sufficient accuracy and fluency to support comprehension. Read on-level text with purpose and understanding. Writing Standards With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3 above.) Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Speaking and Listening Standards Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. Explain their own ideas and understanding in light of the discussion. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Language Standards Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. Use sentence-level context as a clue to the meaning of a word or phrase. Demonstrate understanding of word relationships and nuances in word meanings. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

W.3.10.

WA.CC.SL.3. SL.3.1(c) SL.3.1(d) SL.3.2. WA.CC.L.3. L.3.4. L.3.4(a) L.3.5. L.3.5(a) L.3.5(b)

C. Content Objectives SWBAT practice effective reading strategies by making predictions and activating prior knowledge before reading, and making connections during and after reading SWBAT develop a deeper comprehension of slavery and the Underground Railroad by pairing the fictional story Sweet Clara and the Freedom Quilt with the nonfiction text The Underground Railroad SWBAT examine the moral issues of slavery, considering the perspectives of both slaves and slave owners SWBAT synthesize what they have learned by participating in creative writing projects, in which they write from the perspective of a slave or slave owner Assessment Strategies SWBAT practice effective reading strategies by making predictions and activating prior knowledge before reading, and making connections during and after reading

Formative: Teacher will walk around the room and listen to student making predictions and activating prior knowledge. Teacher will provide prompting and scaffolding where needed. Teacher will have a checklist with all student names in order to ensure that a record is kept of what types of scaffolding each student needed so that revisions to the instruction can be made. Summative: The teacher will assess each student on this objective

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using the observation rubric bellow. This rubric was found on the Read Write Think website and monitors student use of effective reading strategies.

SWBAT develop a deeper comprehension of slavery and the Underground Railroad by pairing the fictional story Sweet Clara and the Freedom Quilt with the nonfiction text The Underground Railroad

Formative: Walk around during small group discussion to monitor and record if students are using evidence from texts to back up their understandings of slavery. Rubric: 1 Student is not grounding their discussion in 2 Student is grounding some discussion in 3 Student is grounding discussion in

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historical facts, little or no application of background knowledge to discussion evidence, little application of background knowledge to discussion historical facts, student is bringing in lots of background information

Summative: Students will write a letter either from the perspective of Clara and write a letter home to her aunt about her experiences traveling the Underground Railroad, or a slave owner and write a letter to another slave owner about one of his slaves who escaped. Rubric: The letter writing rubric included bellow will be used in this summative assessment. SWBAT examine the moral issues of slavery, considering the perspectives of both slaves and slave owners Formative: Formative: Walk around during small group discussion to monitor and record if students are using evidence from texts to back up their understandings of slavery. Students should grapple with the moral issues of slavery based on historical understanding. They will use a t-chart to organize their ideas related to the moral issues of slavery. Rubric: 1 Student is not grounding their discussion in historical facts, little or no application of background knowledge to discussion 2 Student is grounding some discussion in evidence, little application of background knowledge to discussion 3 Student is grounding discussion in historical facts, student is bringing in lots of background information

Summative: Students will write a letter either from the perspective of Clara and write a letter home to her aunt about her experiences traveling the Underground Railroad, or a slave owner and write a letter to another slave owner about one of his slaves who escaped. Rubric: The letter writing rubric included bellow will be used in this summative assessment.

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SWBAT synthesize what they have learned by participating in a creative writing project, in which they write from the perspective of a slave or slave owner Formative: I will walk around during the class time when students are writing letters and provide immediate feedback on the format of their letter and prompt them when they have forgotten or made an error, I will record any students having problems so that I can follow up with them later to make sure all questions have been answered and they understand how to properly format a letter moving forward. Summative: Students will write a letter either from the perspective of Clara and write a letter home to her aunt about her experiences traveling the Underground Railroad, or a slave owner and write a letter to another slave owner about one of his slaves who escaped.

Student Voice Where appropriate, describe how you will gather information and data from students that inform you of:

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Student-based evidence to be collected Exit Slip with student self-assessment and reflection on progress towards learning goals Description of how students will reflect on their learning Students will self-assess their progress towards the learning goals and identify where they would find further information or resources to further work towards the learning goals Students will self-assess their progress towards the learning goals and identify where they would find further information or resources to further work towards the learning goals

Exit Slip with student assessment of where they can find further information or resources to help them towards the learning goals.

Grouping of Students for Instruction Students will work in whole group, small groups (2-3) and then individually: Prior to individual work time (on the letter) students may brain storm or pre-write with a peer if that is helpful to them. They will also have access to the classroom library of books on the topics of slavery and the civil war if they need additional content support. During the small group time students will be in assigned groups that will work to encourage students to work with different people than usual. Students with special needs may also be paired with a carefully selected partner, as appropriate. If someone has difficulty writing, they may be paired with someone who has a strength in writing. A student with an EBD may be paired with a student who best compliments and fits their needs. These partnerships will be assigned by the teacher/teachers/support staff, upon careful consideration of the needs of each student in the classroom. Students who become easily distracted or may not be able to self-monitor their behavior during the small group discuss (building of the T-Chart), will be paired with students who can best complement their needs. Support staff will be directed and grouped as needed during this lesson, because the lesson is based on the ideas the students generate after synthesizing the text, the support staff and teacher will let the students guide the efforts. However students who struggle with independent and self-guided work may work more closely with a paraprofessional, specialist or the teacher. Learning/Teaching Experiences (Tasks to support student learning) 1. Introduction Good Afternoon! How are you guys this afternoon? Good lunch? Good recess? Today we will be picking up where we left of learning about slavery in the United States. We have been learning about what life might have been like for slaves. Today we will be considering how different perspectives of slavery might help us in developing a fuller and richer understanding of the issue. 2. Questions Students will be engaged in answering these questions when they are listening to the readings, working in small groups, during the whole classroom discussion and during their written response at the conclusion of the lesson in the form of a letter. What was the Underground Railroad? How did it work? What conclusions can you draw about slave owners based on these texts and illustrations? Were slaves right or wrong to run away from their slave owners?

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If we wanted to do further research on the Underground Railroad or find more perspectives on the underground rail road, where might we look?

3. Learning Activities 1) Begin the lesson by doing a "picture walk" through the fictional book Sweet Clara and the Freedom Quilt by Deborah Hopkinson. Let students look at the illustrations in the book, and then ask them to write their predictions about the story in their journals. (3 mins) 2) Have a brief conversation about what students already know about the Underground Railroad in order to activate their previous knowledge, allow students to share aloud so they spark each others ideas. (2 mins) 3) Begin reading the story, pausing several times for students to check their predictions and make connections (i.e., text-to-self, text-to-text, and text-to-world). Make sure that all students can see and hear the reading. Arrange students according to any needs they may have. (10 mins) 4) At the end of the story, conduct a class discussion by posing the following questions (5 mins): What did you learn about slavery from this book? (Write these on the board for students to reference and reflect on throughout the lesson) What parts of the book do you think are fictional? What parts do you think are based on facts? Why do you think that? If we wanted to research to find out what parts of this book were based on fact, where would we look? After reading this book, do you have any questions about the Underground Railroad? 5) Introduce the nonfiction book The Underground Railroad by Raymond Bial. Remind students the distinction between fiction and nonfiction. (1 min) 6) Provide students a number of choices for read the second text, students can read silently by themselves, they can listen to teacher read, they can read in small pairs. Encourage students to make text-text connections and think about the multiple perspectives that are discussed in these texts. (12 mins) **I would use a para-educator or co-instructor here to help facilitate this variety of reading groups, they could read to any students who wanted to listen while I walked around and watched other students or visa-versa. 7) When all students have finished reading guide class discussion based on the following questions and during discussion make sure that student conclusions can be supported by words or text from one of the books read. (10 mins) What did you learn about slave owners? What conclusions can you draw about slave owners based on the text and illustrations? Were slaves right or wrong to run away from their slave owners? o After a few responses, ask them to consider this same question from the perspective of the slave owners. Why do they think that each group would have a different perspective? o How does it help us to understand history if we have multiple perspectives?

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8) Working together with their group, students should make a t-chart and list all the reasons why slave owners kept slaves on the left side, and all the reasons why slaves thought this was unfair on the right side. (10 mins of group work time) 9) Show rubric on overhead projector and review the prompt with students, answer any student questions about task. Students can take the perspective of either Clara and write a letter home to her aunt about her experiences traveling the Underground Railroad, or a slave owner and write a letter to another slave owner about one of his slaves who escaped. Students should illustrate a image to include with their letter if they finish before the end of the lesson 4. Instructional Considerations: Instructional procedures: i. Teacher led discussion (picture walk activity on making predictions) ii. Read-aloud iii. Teacher model (read text modeling active reading, making predictions, connections) iv. Group discussion (hopefully student directed, but teacher facilitated) v. Reading (student selected procedure) vi. Small group discussion (t-chart) vii. Teacher model (writing activity, showing students example and explaining thought process) viii. Individual practice (writing activity) Multiple means of access (list ways the teacher will present the materials) i. Orally describing the instructions ii. Modeling the writing activity and active reading iii. Scaffolding group discussion as needed iv. Reviewing previously learned material (letter writing) v. Providing students feedback through the individual and group work time Multiple means of engagement (list ways the students will participate in the learning) i. Whole class discussion ii. Listening to instructions iii. Working as team on T-Chart iv. Watching modeled writing activity v. Individual work (writing activity) vi. During partner and individual work time, students may access the classroom library with books on the topic of the lesson Multiple means of expression (list ways the students can show their learning) i. Whole group discussion ii. Small group discussion iii. Individual writing assignment Accommodations for students with disabilities (list specific accommodations for students with learning disabilities) Student with IEP in reading

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Provide the text to the student and specialist ahead of time so that they can begin building comprehension of the text If helpful- ensure that the student has an individual copy of the book to reference during activity Student with social disorder that makes group work difficult Be intentional with grouping- provide the student with a group that is most conducive to their success Provide the student with classroom procedures that empower them to make choices about their behavior Joe, if you need a break from the group project, you are welcome to step into the hallway and come back when you are ready to contribute again Provide the student private cues for correcting their behavior (Teacher to Joe privately): Joe I am going to watch the group and when I touch my ear it is time for you to finish your thought and provide space for someone else to share their idea. Student with anxiety about speaking in front of the class Provide a private cue system to student- Anna, when I stand in front of your desk and tap it twice, then I am going to call on you to answer the question. Give the student lots of think time Avoid putting the student on the spot Provide the student the option to speak to the entire class- Anna, would you like for me to stick with you or move on? or Anna would you like to call on one of your team mates for support? Student with difficulty staying organized Student may use online tools to aid them in staying organized in their note taking and in their letter writing. http://www.readwritethink.org/classroom-resources/student-interactives/letter-generator30005.html http://www.readwritethink.org/classroom-resources/student-interactives/flip-book30054.html Culturally responsive pedagogy: English Language Learning student that makes understanding the activity or understanding the context for the activity difficult Provide additional background knowledge so the student has a context for a conversation about slavery in the United States Spend additional time as a whole group to review relevant vocabulary (slavery, quilt, Underground Railroad, ect.) Build background knowledge prior to lesson Because students from a variety of cultural backgrounds may have no familiarity with the slavery in the United States the class will discuss prior knowledge prior to the lesson and will provide additional background information as needed based on student understanding. Place based If this lesson were taught in many parts of the United States it has significant connections to the history of the area and could be closely tied to the locality of the school Moral issues of Oppression

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This lesson attempts to understand history from a variety of perspectives, helping students to understand that there are multiple perspectives in any history The lesson also attempts to address the moral issues of oppression

Remedial activities: (Do you have a review sheet, scaffolding worksheet or plan?) i. Provide additional scaffolding in small group time to guide student toward understanding ii. If student is having difficulty with letter writing, teacher will provide a reference guide that reviews previously covered material on how to write a letter Extension activities: (What will students who finish early do?) i. If students finish early, they can edit and elaborate on their writing and illustration ii. They may also visit the resource library to learn more about any subtopic of slavery that is interesting to them

5. Closure: Explain how you are going to bring closure to the lesson. With 2 minutes leftTeacher says: Thank you for your attention and hard work today. I had a lot of fun exploring these issues with you! We will continue our conversations about the civil war tomorrow. Students will share what they have learned in the written assignment that they will turn as the lesson concludes Follow up questions for the next day or in beginning the next lesson to ensure that students understood the purpose of the artifact lesson: i. How did looking at two different perspectives of slavery help us to better understand that history? ii. What other types of perspectives might be helpful in understanding slavery? Who would you want to read more about and learn more from? a. Independent Practice: Have students discuss with their families what they learned about slavery and how looking at both sides helped to better understand the critical issues surrounding slavery. Have students apply what they have learned about historical research to an independent exploration of an event or era in history.

Reflection: UDL Principle(s) included in the lesson and your professional goal as a teacher. Multiple means of representation In this lesson plan I strived to provide all students with multiple means of acquiring information about slavery and how a variety of perspectives might help us understand this historical era. This included providing a variety of instructional procedures including teacher led discussion, teacher modeling, partner work, group discussion and individual practice. In this lesson I would engage the students in visual, intrapersonal, logical, and linguistic learning, providing several means of representation.

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Multiple means of expression In this lesson students engage in whole group, small group and individual activities, this variety provides the teacher the opportunity to evaluate understanding during several activities. Some students may thrive at small group and demonstrate weaker understanding in front of the class in a whole group discussion or some students may brilliantly write what they have learned and have a difficult time in a small group discussion. The teacher will consider the needs of each student in the assessment of understanding. Multiple means of engagement In this lesson I worked to provide multiple means of access and engagement. During this lesson the teacher will present the materials by orally describing the instructions, modeling the writing activity, scaffolding group discussion as needed and providing students feedback through the individual and group work time. This lesson also provides students with several ways to engage in the materials. The lesson includes whole class discussion, listening to instructions and discussions, working as team to fill in T-Chart, a read aloud, a reading time when students can choose how they would like to read, watching modeled writing activity, individual work and accessing the classroom library. Reflection Although not every lesson I teach will provide as many means of engagement, expression and representation, these concepts seem easy to incorporate in to any curriculum. It also seems that all students, not just those with learning disabilities, would benefit from UDL lesson plans. I am particularly interested in learning more about how to build a community of learners and an inclusive environment, which likely do not happen in a single lesson plan, but rather are a learning environment. In writing this lesson about the multiple perspectives of slavery and how history can be told from different perspectives, I hope students also make connections about how sometimes its okay to stand up and do something that is hard and unpopular, because it is morally right. In writing this lesson plan I was tempted to discuss that more explicitly, but I ultimately decided to allow students to explore the content and let me know what they found and how they felt.