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KUTZTOWN

UNIVERSITY
ELEMENTARY EDUCATION DEPARTMENT
PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate: Paige Halligan



Cooperating Teacher: Claire Kempes



Group Size: 21 Students Allotted Time: 45 minutes

Subject or Topic: Social Studies Harriet Tubman and Freedom Quilt

Date: 02/24/15
Coop. Initials: ________________
Grade Level: 1st
Section: EEU 390-045


STANDARD: (PA Common Core):

5.1.1.C: Define equality and the need to treat everyone equally.


8.3.1.A: Identify Americans who played a significant role in American history.
CC.2.3.1.A.1: Compose and distinguish between two- and three-dimensional shapes based on their attributes.
9.1.3.A: Know and use the elements and principles of each art form to create works in the arts and humanities.

I. Performance Objectives (Learning Outcomes)


Students will construct a patch map for the class quilt that encodes a message or direction to reflect their
understanding of hidden messages of the Underground Railroad.



II. Instructional Materials
o Overhead projector
o Transparencies
Harriet Tubman Facts transparency
Quilt code transparency
o The Patchwork Path: A Quilt Map to Freedom by Bettye Stroud
o Quilt Squares (one per student; choice made by student)
Bear Paws (15)
Crossroads (15)
Monkey Wrench
o Construction paper of a variety of colors
o Desk protectors (one per student)
o Toolkits (one per student)
Scissors
Color pencils
Crayons
Glue
Eraser
o Harriet Tubman facts exit slips (one per student)

III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea)

Prerequisite Skills
Engage in active listening during a read-aloud
Ability to empathize with others
Fine motor abilities to color, trace, and cut art materials
Collaborate and discuss within small and large group instruction
Basic knowledge and awareness about slavery


Key Vocabulary
Underground Railroad A group of people who helped slaves escape to the North away from
slavery in the South.
Safe House Homes and business that housed escaping slaves who were headed North.
Quilt Code The idea that African American slaves used quilts to communicate information
about how to escape to freedom.


Big Idea
Conductors like Harriet Tubman and everyday objects like quilts had ways of helping
enslaved people head North to freedom during the time of slavery.



IV. Implementation


A. Introduction
1. The teacher will begin the lesson by asking if any students have every heard of the
Underground Railroad before.
2. After a few students responses, the teacher will confirm with the students that the
Underground Railroad was group of people who helped slaves escape to the North away
from slavery in the South. The teacher will further explain that one of the conductors within
the Underground Railroad was a woman by the name of Harriet Tubman.
3. The teacher will project a few facts about Harriet Tubman up on the overhead projector and
ask students prior to showing them if they are true or false. The teacher will take a vote
of students responses prior to projecting the answers.
4. After and introduction about Harriet Tubman and how she dedicated her life to working the
Underground Railroad, students will be introduced to the book The Patchwork Path: A Quilt
Map to Freedom and be lead to the back around for a read-aloud.


B. Development
1. As the teacher reads the book, the teacher will have guided questions throughout the
reading.
2. Upon completion of the book, the teacher will inform students that they will be creating their
very own patches with hidden messages on them to create a class Freedom Quilt. The
teacher will instruct students to return to their desks for further instruction.
3. The teacher will explain to the class that they will be making a class Freedom Quilt by each of
them independently coloring and decoding the patches. Each table group will be called on to
go to the back table where there will be three different patches to choose from (Bear Paw,
Crossroads, Monkeys Wrench) when a definition of what they stood for will be from the book
on a large piece of paper. Once students choose their patch, they will return to their desks,
take out their desk protectors and tool kits and color in the patterns on their patches. Upon
completion of the coloring of the patch, they will report to the teacher for a backing (yellow
or blue) piece for their patch. On that larger backing piece, students will write the name of
their coded patch, the secret code and meaning of the code, and their name on the back.
4. The teacher will allow 15 minutes of working time for students to create.
5. After completion of the paper patch, the students will show other students who are complete
their quilts and see if the other students can figure out their hidden code on their patch.
6. After 15 minutes of working time, the students will be asked to put away their tool kits.
7. The teacher will distribute Harriet Tubman facts exit slips and instruct students to list at
least two to three facts about Harriet Tubman with their names at the top.


C. Closure
1. The teacher will ask students how they might use an everyday object or action to give secret
messages to others who are in trouble or need help.
2. As students respond, the teacher will collect the exit slips and finished quilt patches. For the
students who are still completing their patches, they can finish their work during a free time
period, during in-door recess, or at home.



D. Accommodations / Differentiation -
v For students with visual impairments, an enlarged copy of all the transparencies will be
provided for the student to see and the teacher will have it previously filled out with
intended traits and evidence prior to teaching the lesson. Also, preferential seating close to
the screen will ensure optimal visual ability for the student throughout the lesson.
v For students that have difficulty focusing during lessons, a guided sticky note with questions
on it will be provided to ensure focus of an end result after listening to the story.
v For students with fine motor difficulties, tracing patterns will be provided as a basis for
students color in the already spaced out shapes and be asked to identify the shapes prior to
coloring.




E. Assessment/Evaluation plan



1. Formative




Freedom Quilt Patches The teacher will evaluate the completeness and




accuracy of a hidden code to determine whether or not the student




understood the purpose of quilt codes that were used in the Underground




Railroad. If their patch contained coloring of the pattern on the patch, the




name of the patch, and meaning of the code, student met the objective of




this formative assessment.





Exit Slips The teacher will evaluate whether or not students could recall




facts about Harriet Tubman that were taught in todays lesson by seeing




what their written factual responses were on the exit slips.





V. Reflective Response

A. Report of Students Performance in Terms of States Objectives

All students met the objective of this lesson and grasp the concept of hidden messages in the quilt
patches during the time of slavery of Black Americans.



B. Personal Reflection

Will this lessons concept of hidden messages be developmentally appropriate or too difficult?
I taught this lesson through considering the delivery of instruction (through the facts sheet, Read-
Aloud, and assessment). Students at this age level can only learn and perform through certain ways.
Originally, I was going to have students draw out and create their own patches with their own hidden
messages. But, after consideration of what students can do at this point in first grade, I realized that
would not have been developmentally appropriate. At this grade, students still are developing their
fine motor skills that holding a ruler and drawing lines and shapes would be too difficult of a task and
they would not have met the objective in one day. Also, thinking up a hidden message and having a
corresponding picture would be a great idea but maybe for an older grade level. The idea of that is too
abstract for most students at this grade level. Providing them with the information and tasks the way I
did was much more achievable.



Reflection:

This lesson was a great way to incorporate Mathematics and Art within Social Studies. Students really
enjoyed learning about how the Black Americans, during this time of slavery, had a secret code that
gave them a way to communicate with other slaves who knew the code. The students thought that
Harriet Tubman was like a super hero because she saved so many people and had many jobs in her
lifetime. Students really grasped the concept behind the purpose of the codes in the patches and
understood that slaves had to escape to the North in order to be recognized as free citizens. This
integration of art also allowed time for students who have difficulty with self-expressing their thoughts
and ideas in written language an opportunity to show what they know through art and I allowed these
students to verbally tell me the meaning of the patch prior to them writing the meaning on the back of
the patch. The frustration level was almost none existent for these students and two of them said that
learning about the Underground Railroad was their favorite so far (but they still really like the Ruby
Bridges and Rosa Parks lessons).


VI. Resources

Stroud, B., & Bennett, E. (2005). The patchwork path: A quilt map to freedom. Cambridge, Mass.: Candlewick
Press.

St. James United Church. Freedom Quilts. (2009). Retrieved from
http://www.stjamesunitedchurchmontreal.com/freedomquilts.php

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