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Teachers Name:
Lesson Date:
24 March 2016
4th
Informal/formal pre-assessment:
The teacher will use the pre-unit survey that the students completed to evaluate areas
where the students seemed especially interested and assess their prior knowledge on the
content. Previous discussions from the preceding lessons in this unit will provide the
teacher with necessary information needed to create the curriculum and find additional
resources for extended learning.
Common Core Standards addressed (include code and standard description):
Social Studies:
SS4H7 The student will examine the main ideas of the abolitionist and suffrage
movements.
a. Discuss the biographies of Harriet Tubman and Elizabeth Cady Stanton.
b. Explain the significance of Sojourner Truth to the abolition and suffrage movements.
Writing:
ELAGSE4W1: Write opinion pieces on topics or texts, supporting a point of view with
reasons.
a. Introduce a topic or text clearly, state an opinion, and create an organizational structure
in which related ideas are grouped to support the writers purpose.
b. Provide reasons that are supported by facts and details.
c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in
addition).
d. Provide a concluding statement or section related to the opinion presented.
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.
c. Link ideas within categories of information using words and phrases. (e.g., another, for
example, also, because).
d. Use precise language and domain-specific vocabulary to inform about or explain the
topic.
e. Provide a concluding statement or section related to the information or explanation
presented.
Speaking and Listening:
ELAGSE4SL4: Report on a topic or text, tell a story, or recount an experience in an
organized manner, using appropriate facts and relevant, descriptive details to support
main ideas or themes; speak clearly at an understandable pace
ELA:
ELAGSE4RL10: By the end of the year, read and comprehend literature, including
stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with
scaffolding as needed at the high end of the range.
ELAGSE4RI7: Interpret information presented visually, orally, or quantitatively (e.g., in
charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages)
and explain how the information contributes to an understanding of the text in which it
appears.
ELAGSE4RI10: By the end of the year, read and comprehend informational texts,
including history/social studies, science, and technical texts, in the grades 4-5 text
complexity band proficiently, with scaffolding as needed at the high end of the range.
Art:
VA3MC.1: Engages in the creative process to generate and visualize ideas.
Formulates visual ideas by using a variety of resources (books, magazines, and Internet).
The teacher will introduce the lesson by asking intriguing questions and review questions
from the previous lessons such as:
the teacher to evaluate the students participation and understanding of the various topics
that were covered. Also, the teacher will walk around the room during the completion of
the magic book and the writing assignment. She will make note of students comments
and progress as they work and use this as a way to monitor progression and
understanding. Also, how they respond to discussions will be a good indicator of their
grasp on the topic.
Formal Assessment:
o The Kahoot will serve as the formal assessment for this unit. There will be a variety of
questions that cover the main ideas of this unit, and the teacher will be able to evaluate the
students knowledge by how well they do on this quiz.
Materials:
Students are able to choose a type of writing that they feel comfortable with to retell the
event they are writing about. Students who are finished early with their writing will be
encouraged to either complete the writing process, peer edit with a classmate that is also
finished, or pick another type of writing and complete a second task.
*Try to include language function verbs like, analyze, argue, categorize, compare/contrast,
describe, explain, interpret, predict, question, retell, summarize
Resources:
Texts:
Turner, A. W., & Ransome, J. (n.d.). My name is Truth: The life of Sojourner Truth.
Websites:
Kahoot! (n.d.). Retrieved March 21, 2016, from https://getkahoot.com/
Sojourner Truth Facts | KidsKonnect. (2010). Retrieved March 23, 2016, from
https://kidskonnect.com/people/sojourner-truth/
Sojourner Truth: Voice for Abolition and Women. (n.d.). Retrieved March 23, 2016, from
http://www.socialstudiesforkids.com/articles/ushistory/sojournertruth.htm