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Extended Lesson Planning Format for Teacher Education Candidates

Ithaca College School of Humanities and Sciences

Name Dana Amrami

Lesson Title or Topic Slaves-Who Were They, Really?

Grade Level 4

Course Name or Content Social Studies

Area

Central Focus

Describe the central focus for the content/skill you will teach. The central focus should provide a short
narrative summary of this lesson and/or learning segment.

In this lesson, students will explore the personal stories of enslaved people in New York, in order to
humanize the people we call slaves. Students will analyze profiles of enslaved people living in New
York in the Dutch Colonial Period, the British Colonial Period, and the United States Period, and will
identify facts and personal stories of these people, as well as the jobs they held, and will share them with
the class.

Context

1. State the long-range learning goals for the learning segment to which this lesson contributes. The
long-range goals should deal with mastery of knowledge/skills that students will be able to transfer to
real-life situations.

2. Explain how this lesson builds upon lessons before it and how this lesson fits into the overall learning
segment/unit.

3. Describe the students for whom this lesson has been developed. Consider the personal, cultural,
and community assets of your students and how this lesson builds upon those assets.

1. Students are just beginning a topic on slavery in New York, and the fight for
freedom that occurred during this time. Students will read personal stories of
marginalized voices in order to understand the importance of the fight against
slavery. Having students read historical peoples stories will help them develop
historical empathy and will humanize groups that have experienced injustices. This
type of understanding will help them when learning about modern child slavery in
the cocoa industry, and what they can do to promote social justice.

2. In the previous lesson, students learned about the beginnings of slavery in New
York, and the contributions enslaved people made to the survival of New
Amsterdam, as well as the role they played in the development of the economy
through the New York Slave Market. This lesson continues the discussion about
slavery in New York by bringing it to a more personal level, where we investigate
who these people really were in their everyday lives.
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3. There are 20 students in the class, 9 boys and 11 girls. The students are from a
low income, urban area. The students in the class are knowledgeable in reading,
drawing, and group work. I will use these assets in my class by assigning them a
profile to read, and then giving them an opportunity to collaborate on how they will
present this story to the class, using whatever tools they want, including drawing.
Some students who are living in this low-income neighborhood have sometimes
expressed issues of safety and lack of resources, and some have been pushed out of
their neighborhoods by big developers. Towards the culmination of this unit, students
will choose a social justice issue that they want to write about in a letter or perhaps
advocate for in some way. This may be ending child slavery in the cocoa industry,
but it can also be something that the student decides is more close to home.

State/National/Common Core Standards

List the number and full text of each standard that is addressed in this lesson.

Remember to include content and literacy standards, as appropriate to the lesson.

4.5a There were slaves in New York State. People worked to fight against slavery and
for change.

Objectives and Assessments

--Here list the short-range learning objectives specific to this particular lesson. These objectives should
be items that are immediately observable and easily assessed.

--In addition, you will identify how you will know if the learning objectives for this lesson have been
met. List the types of assessments you will use to determine whether the objectives have been met.
List the types of formative assessments you will use to monitor student learning of your specific
learning objectives for this lesson. What assessments will determine proficiency, excellence, or failure
to meet the learning objectives of this lesson?

--As you consider your assessments, you should think about the kind(s) of feedback your students will
receive from you related to your assessments and how you will expect them to use this feedback.

- Formal assessments could include an exit ticket, a homework assignment, an in class writing
assignment, a project, or a quiz or a test you will give later, etc. Informal assessments could include
structured observation, thumbs up/thumbs down, think-pair-share, whiteboards, etc.

Learning Objectives Formative Assessments Summative

The students will be able to
(Learning outcomes to be
achieved by the end of this
lesson)
Every objective should have
an assessment.
Assessments
What formal and informal
assessments will you use during What evidence, by the end of
this lesson to monitor whether the learning segment/unit, will
your students are developing show that students understand
the understanding/skills and have met your learning
required to meet the learning objectives?
objective you have identified? If
you are using observation as a
form of assessment, write the
questions you will use as a
guide for your observations of
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students during the lesson.

Note: Use as many rows as you

have learning objectives. You
must have at least one
objective, but there is no
maximum number.

Students will identify facts and
personal stories of enslaved
people, as well as the jobs they
held.
Students will use chart
paper to present to the
class information about
the person they have been
assigned to read about
(can draw the persons
story, make a graphic
organizer, list information,
students choice).
I will ask students to hand
in an exit ticket that asks
them to list two facts
about each person that
they learned about today
from another groups
presentation.

Academic Language Demands

Language function Students will analyze secondary sources regarding

enslaved peoples stories from the Dutch, British, and
Choose a higher order language
United States periods.
verb (e.g. analyze, evaluate,
explain, interpret, describe,
predict, argue, or prove) that
students must know how to do in
order to succeed in this lesson.
See your edTPA handbook for
content specific language
function suggestions.

Vocabulary Skill Vocabulary- graphic organizer

What skill vocabulary (e.g., Venn

diagram, graphic organizer, thesis
statement, symbols) and content Content Vocabulary- slavery, social justice
vocabulary (e.g., imperialism,
mitosis, isosceles) do students
need to know in order to succeed
in this lesson?

Discourse Students will be reading the personal story of the

Discourse is a distinctive
communication structure and/or
style specific to your discipline
(e.g. lab reports, literary analysis
essays, document-based
arguments, proofs, critiques, etc.)
In what discipline specific ways
do students need to
person they are assigned and must be able to discuss
the characteristics of that person with their group as
well as with the class.
Students must complete an exit ticket that reflects on
the information students have learned through
presentations and group discussions.
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communicate in order to succeed

in this lesson?

Advanced Preparation for the Lesson

1. What instructional resources/materials do you need to prepare in advance?

List here the resources you will use to engage your students and assess their learning in this lesson.

Include handouts, slides, supplies, images, grouping plans, manipulatives, equipment, rubrics, answer
keys, or anything else that requires advance preparation. Written materials should be attached to this
plan.

2. What else do you need to do before the lesson starts in order to be ready?

List here reminders to yourself so that youre prepared when the students walk into the room.

-Profiles of enslaved people

-Audio recording of interview with former slave

-Transcription of Interview

-Student presentation supplies-chart paper, markers, crayons

Lesson Procedures: Instructional Strategies/ Learning Tasks

Describe, in detail, the steps you will follow in this lesson, attending to both what you will be doing and
what the students will be doing.

Time Step-by-Step Procedures

Opening (Launch)

How will you begin your lesson in a way that motivates and engages students in learning this lessons
content? (Motivation for lessons should be interesting, age-level appropriate, brief, and directly related
to the learning objectives of the lesson.)

5 min 1. Students will listen to an interview with a former enslaved person that
was created in the early 20th century, and will identify key facts about their
lives. After that, I will tell students about how they will be reading stories
about enslaved people who lived in New York, how they will teach the class
about that person, and how they will learn from other peers about different
people from the time period we are discussing.

Procedures
List the next steps of your lesson. Provide a detailed description of what teacher and students will be
doing. Your planned formative assessments and language supports from above should show up in this
section as part of your lesson procedures. Add rows below as needed.

Write lesson plan procedures so that another teacher could pick up your plans and actually accomplish
your objectives for the lesson. The following procedural terms are too vague: introduce, discuss,
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review. How will you introduce something new? How will you organize discussion? How will you
conduct a review? Include specific questions you will use.

14 2. Assign students to their group, and provide each group with a life story of
min an enslaved person to read about. Provide chart paper for each group and
leave drawing supplies in the middle of the room for students to use.

-Students will create a presentation using chart paper in order to teach the
story they are assigned. Some guiding questions for them to think about
when doing this are:

Where did they come from?

Did they have families?

What skills did they possess?

What jobs did they perform?

How were they treated by their slaveowner?

Did they ever rebel against slavery?

10 3. Students will remain in their groups and will present their story to the
min class. They will talk about information they found that relates to the guiding
questions as well as any other information they found. The teacher will then
ask students if they notice any similarities or differences between the
stories.

Closure

How will you bring this lesson to closure? How will students reflect on what they learned today, and
how will you prepare them for whats ahead?

1 min After this discussion, students will fill out an exit ticket in order to inform the
teacher of what they learned about individuals during slavery. Some of these
stories may inform stories of rebellion against slavery, which is something
that will be discussed in the next lesson.

Inclusiveness

Universal Design

What general features of your procedures and/or assessments support the learning of all students by
making this lesson accessible for every student in the class? Make sure to address each of the 3 major
principles of Universal Design (i.e. providing multiple means of (1) representation, (2) action and
expression, (3) engagement).

Provide multiple means of representation: Audio will be used at the start of the
lesson to introduce students to personal life stories. Students will then have the
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opportunity to read a personal life story of an enslaved person.

Provide multiple means of expression: Whole class discussion, group discussion,

group work that can be done in multiple formats (drawing, webs, listing).

Provide multiple means of engagement: collaborating with peers, creating a

presentation with peers, small group discussion.

Other Learning Needs Supports, Accommodations, Modifications

Examples: Struggling readers, students with gaps

in academic knowledge, students learning at an
advanced level, etc.

Student A. from Peters list
Student who reads at a first grade level
will be provided a copy of the life story to
read in advance, in order to fully engage
in the learning. Student will also be
assigned to a group of students who she
has developed a relationship with or does
not have a conflictual relationship with.

Theoretical Principles/ Research-Based Practices

Describe clearly how the theory/research supports your selection of learning activities for this lesson.

Steffey and Hood (1994) discuss the need to step away from strictly textbook learning and make
learning experiences a part of the students responsibility. In the whole language classroom,
students should be given autonomy in their learning experience. In this lesson, students are
presented with a source outside of a traditional textbook, and are asked to collaborate and
discover historical knowledge together, as well as presenting the information in whatever way
they decide is most meaningful to them. The students take initiative in this lesson.

Selwyn (2010) discusses the importance of hidden histories, and the need to find and learn
marginalized stories in order to activate change and fully understand how our current society
came to be. In this lesson, students read and listen to the stories of individuals who lived through
slavery. They read about their personal lives, and the wrongdoings against them in order to fully
understand the negative impact of slavery, as well as to understand the reason why social justice
is important and make the idea less abstract.

References

Include here any professional resources from which one or more parts of this lesson plan have been
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borrowed/adapted. (If a mentor teacher shared plans, please credit them.)

Selwyn, D. (2010). Following the Threads: Bringing Inquiry Research into the
Classroom. New York: Peter Lang Publishing.

Steffey, S., & Hood, W. J. (1994). If This Is Social Studies, Why Isn't It Boring?
Portland: Stenhouse.

Resources consulted in the planning of this lesson include Library of Congress

https://memory.loc.gov/ammem/collections/voices/index.html and the Slavery in New York
exhibition website http://www.slaveryinnewyork.org/about_exhibit.htm

Rev. 06/13/16