Lesson Underground to Canada -

Date March 15th, 2017

Title/Focus Chapter 14, character, setting
90 minutes (9:00-
Subject/Grad 10:30) start time
Grade 5 LA Time Duration
e Level may differ b/c of
assembly

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General GLO 2: Students will listen, speak, read, write, view and represent to
Learning comprehend and respond personally and critically to oral, print and other
Outcomes media texts.
: GLO 3: Students will listen, speak, read, write, view and represent to manage
ideas and information.
Specific
Learning SLO 3.3 Organize, Record and Evaluate
Outcomes SLO 3.4 Share and Review
:
LEARNING OBJECTIVES
Students will:
1 Participate in class discussion
2 Write and share summaries for chapter 14
3 Listen and follow along during the reading
ASSESSMENTS (How I will know students have achieved the objective(s))
Formative:
- Effective student responses to discussion questions posed
- Correct completion of summaries
- Oral sharing of their summaries

Prior to the Lesson MATERIALS AND EQUIPMENT

Students have begun this unit and have Class copies of Underground to
learned about the background of the novel Canada, by Barbara Smucker (there
and have read chapters 1-13. They have are not enough for everyone. Some will
written summaries for each chapter and have to share) = 23 copies ideally.
have responded to the blooms ladder
questions for chapters 1-5, and 6-10. They Thesaurus (there are several available
have also begun working on Character/ on the cart in the hall that they may
Description and setting sections on their grab)
placemats. In addition to learning about
prejudice, discrimination, and abolitionists. Placemat worksheets (students have
their own in the LA bin).
PROCEDURE
Introduction Time
Im not sure of the exact start time of the lesson, because of the 5 minutes
assembly.
I will go over what we talked about yesterday and how I want them to
be thinking about the reasoning behind character actions, specifically

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in regards to their beliefs (and prejudice) towards Julily and Liza.
We are going to go read in the open area. However, this time, I will
dismiss rows of students to go to the open area first, based on their
ability to show me theyre ready. When theyre told they can go to the
open area, I will have them grab novels on their way.

Body Time
Once students are all seated, I will have them quickly summarize the 80 minutes
last chapter (as we did this yesterday, we should be able to move (45-50
through it quite quickly). minutes for
ch, 14 &
I will read the chapter aloud to the students and pause for discussion summaries,
and questions. and 30
Have students turn to chapter 14, page 110. minutes to
work on
Discussion: character,
Where do Julily and Liza take shelter after leaving the abolitionists? setting and
The dig a whole under a rock vibrant
A man gives them his bread. Why is this significant? verbs)
The man is a slave himself and recognizes that theyre runaway
slaves
He is giving up his food for the day
He is not a part of the underground railway, but helps them
anyways and doesnt tell their secret
How did Julily and Liza know which way to go?
They followed the railroad tracks
They get chased up a tree by a dog. Is this one of the bloodhounds?
No
What happens to the girls in the tree?
The man directs them to Jeb Browns house
The man is not part of the underground railroad either
Thats now two people who werent a part of the underground railroad
that helped the girls. Why do you think that is?
They disagree with the laws
They dont want the headache of turning them in
But he doesnt help too much either, howcome?
$1000 fine for helping them
Dangerous trying to avoid detection
Lester and Adam are alive! Theyve passed through Jebs place
What is the Underground Railway?
A network of people helping slaves to pass by slave hunters into
Canada.
Not an actual railway
Both black and white people help hide and move slaves
Okay, can anyone tell me what happened in this chapter?

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 The girls take shelter under a big rock in the rain, but keep
moving once it stopped
They make it part way to Jeb Browns home and are stopped
halfway when theyre chased up a tree, but the man lets them
go and tells them where to find Jeb.
They find out the truth about the Underground Railway and that
Lester and Adam are alive.
They are going to meet the President of the Underground
Railway

Thank you for your reading and listening. We are going to return to our
desks to do the summary for chapter 14. Same as chapter 13, you
must write your summary in cursive and may talk about them with your
partner.

Now, before we go do that. I need to make sure you guys know what
information needs to be included in a summary. Youve written quite a
few... 13 to be exact. However, when so much happens in a chapter,
what information should be included in the summary?
Major plot points
Character names what happens to our main character(s)
Should be brief (in this case)

Have hand out helpers hand out the placemats and students go back
to their desks.
Awesome! Okay, go ahead and write your summaries.
I will give students time to write their summaries, and then I will have a
few students share their summaries aloud.

Once summaries have been shared I will have students work on the
character and description sections of the placemat. For those who
have finished that, they may start on the vibrant verbs section of the
text (if we get to that stage talk about what vibrant verbs are, what
verbs are, and have students go through the text to find them).

Closure Time
Get student attention (calling for their attention/ eyes on me, or using 5 minutes
eyes up and stop).

We are getting closer to the end of our novel and will be doing more
with our placemats to finish up all the sections and find out what
happens in the novel. As we keep going well continue to look at how
the characters, setting, and their beliefs affected the plot of the novel
and how that reflects our history.

Have students put their materials away for recess.

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 Silent reading. Writing a definition for discrimination to add to
Sponge
their placemats. Finding more vibrant verbs to add. Colouring
Activity/Activities
their placemat. Silent reading.

Reflections: