SIOP Lesson Plan Template

Subject: History

Grade Level: 5th

Duration: 50 minutes, 2 days

English Language Proficiency Level: Developing

ESSENTIAL QUESTION(S):

Who was Harriet Tubman?

How did Harriet Tubman influence American History?

STANDARDS:
Content Standards :
Social Studies: 8.3.5.B “Illustrate concepts and knowledge of historical documents, artifacts,
and places critical to United States history.
Social Studies: 8.6.3.A Explain the social, political, cultural, and economic contributions of individuals and groups to United States
history.
CC.1.4.5.C Develop the topic with facts, definitions, concrete details, quotations, and other information and examples related to the
topic; include illustrations and multimedia when useful to aiding comprehension.
CC.1.4.5.F Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization,
punctuation, and spelling.

English Language Proficiency Standards:

Writing: ELP.2.W.4-5.3 Developing: Write a series of sentences with a main topic and supporting details using a guided model.
Reading: ELP.2.R.1-3.4 Expanding: Identify phrases and sentences in a text that support the main idea working with a partner.
Listening: ELP.1.L.4-5.3 Developing: Follow multi-step oral directions to select materials or resources needed to complete a task
working with a small group.
Listening: ELP.2.L.4-5.3 Developing: Interact with teachers and/or peers during a simulation activity to show comprehension of the
directions.
Speaking: ELP.5.S.4-5.3 Developing: Describe how Harriet Tubman influenced United States history working with a small group.

OBJECTIVES:
Content Objectives: Language Objectives:
SWBAT SWBAT

Explain, in writing, the contributions of Harriet
Tubman and the Underground Railroad to United
States history by providing facts, definitions,
details, quotations, and other information and
examples.
Listening: use oral English to interact with
teachers and peers and follow multi-step directions
to complete a simulation activity in small groups
Speaking: use oral English to describe how Harriet
Tubman included United States history during a
whole group discussion

Reading: identify phrases and sentences within a

text that describe how H.T. and the UGRR
 influenced United States history while working
with a partner.

Writing: using a graphic organizer, write a series

of sentences describing the contributions of H.T.
and the UGRR to United States history.

LEARNING STRATEGIES: What strategies will you use during your lesson?
 KWL Plus Chart completion
 Think, Pair, Share
 Summarization
 Think Aloud
 Close Reading
 Preview/Review
 Choral Reading
 Metacognition

KEY VOCABULARY: What academic vocabulary must be explicitly taught or reviewed in order for ELLs to ensure
understanding of concept(s)?

*Students will create a personal dictionary (with bilingual translations) for given words while completing the Web Hunt and
Simulation activity. The teacher will use Choral Reading to Preview the vocabulary terms, and Review the words and definitions
after the activity.
 Slavery (Content-specific)
 Conductor (Content-specific)
 Underground Railroad (Content-specific)
 Movement (Academic)
 Moses (Content-specific)
 Union (Content-specific)
 Escape (Academic)
 Abolitionist (Content-specific)
 Spy (Academic)
 Passenger (Academic)
 Whip (Content-Specific)
 Guide (Academic)
 Capture (Academic)
 Confederate (Content-specific)
 Plantation (Content-specific)

RESOURCES/MATERIALS/TECHNOLOGY:

 Sweet Clara and the Freedom Quilt by Deborah Hopkinson

 Scholastic’s “Harriet Tubman Web Hunt” links
 Computer or Ipad
 KWL Plus Graphic Organizer
 Student Vocab Cards
 Underground Railroad Simulation pages
 Lantern (battery powered or paper cutout)
 Gloves and scarves (enough for one set per groups of 3-4 students)
 Pencils
 Writing Journals (personal)
  Self-Evaluation Report

BUILDING BACKGROUND:
 The teacher will remind students that they have been learning about influential people in United States history, and that
today we will learn about another influential person.
 The teacher will read Sweet Clara and the Freedom Quilt to provide a preview of the content. The teacher will do a Think
Aloud about the conditions and hardships endured by slaves during that time in United States history.
 The teacher will hand out the KWL Plus graphic organizer and instruct students to write what they Think They Know about
Harriet Tubman and the Underground Railroad in the K column of the graphic organizer. Students will Pair then Share their
Knows with the whole class, and students may write down any points they hear in their K column.
 The teacher will explain that over the next two days the class will be working to verify (fact check) the things they wrote
down in the K column, as well as to learn some new facts about Harriet Tubman and the Underground Railroad.

PRESENTATION/INPUT/MODELING: Step-by-step description of what you will do

Day 1
 The teacher will display the introductory paragraph from
http://teacher.scholastic.com/activities/bhistory/underground_railroad/harriet_tubman.htm along with a picture of Harriet
Tubman, and instruct the students to write any questions they have about Harriet Tubman or the Underground Railroad in
the W column of the graphic organizer. The teacher will ask students to Share some of their questions with the whole class.
 The teacher will explain that the students will be completing a Web Hunt to learn more about H.T. and the UGRR. The
teacher will Model how to navigate to the Web Hunt and how to use the different links to read about H.T. and the UGRR.
 The teacher will explain that students are to answer each of the Web Hunt questions in their Writing Journals.
 The teacher will split the class into groups of 3 and walk around to make sure all groups are using the Web Hunt correctly,
and to answer any questions.
 The teacher will instruct students to fill in the L column of the graphic organizer after all groups finish the Web Hunt.
 The teacher will explain how to fill in the Plus section of the graphic organizer by organizing their Learned items into
Categories.
 The teacher will ask a few students to share something from their L column, as well as the categories they came up with.

Day 2
 The teacher will explain that today the students will get to experience what it was like to try to escape slavery using the
UGRR.
 The teacher will split the class up into groups of 3 or 4 and hand each group a Friend or Foe card. The teacher will read
through the “4 Important Notices” and explain that students will be working together to find and solve each clue around the
school building in order to make it to the Promised Land. The teacher will answer any procedural questions and Model
behavioral expectations.
 The teacher will monitor students as they come and go from the classroom as well as keep track of the time limit for the
simulation.
 The teacher will instruct students to write a short response to the prompt, “Who was Harriet Tubman and how did she
influence United States history?” The teacher will remind students to introduce the topic, provide supporting details, and
provide a closure to their writing.
 The teacher will hand out the Self-Evaluation report to each student, and collect all copies.

PRACTICE/APPLICATION: Step-by-step description of what the students will do

*Throughout the following process, students are expected to define all vocabulary words provided in their Student Bilingual
Dictionaries as the words are encountered.

Day 1
 The students will Choral Read the introductory text, and brainstorm any questions that they have about H.T. or the UGRR,
and record them in the W column of the graphic organizer.
  Students will Pair Share their questions with a partner, and then chosen students will Share some of their questions with the
whole group. Students will record any questions that they hear that might interest them.
 Students will work in groups of 3 to navigate through the Web Hunt links, following the teacher model. Students will read
through all links, and record the answers to the questions in their Writing Journals.
 After finishing the Web Hunt, students will fill in the L column of the graphic organizer with facts that they learned from
the readings.
 A few students will be asked to Share some facts from the L column on their G.O. Students will work with their groups to
put all the facts into categories in the Plus section of the G.O. Groups will then Share their categories with the whole class,
and have a discussion about why they chose their categories.
Day 2
 Students will follow clues around the school building, decoding and deciphering in order to make it to the end, the Promised
Land. Students will move around the building in groups of 3 or 4, without talking or running, collecting signatures as they
go. Students will follow the behavioral expectations as modeled by the teacher, and attempt to make it to the end of the
simulation within the 20 minutes time frame.
 Once all students return to the classroom, everyone will begin a written response to the prompt, “Who was Harriet Tubman
and how did she influence United States history?” Students will begin with an introduction to their topic, provide
supporting details, and provide a closure.
 Students will complete a self-evaluation report about their own participation during the Web Hunt and the Simulation.

REVIEW/ASSESSMENT:
Review
 Students will Share their vocabulary cards with the whole class, and the teacher will assist by correcting any
misinterpretations, or providing feedback if necessary.
 The teacher will ask students to verbally share what they think the most difficult thing about being a slave was, and hold a
discussion.

Assessment
 Informal Observation
 Completion of the KWL Plus Graphic Organizer
 Answers to Web Hunt questions in Writing Journals
 Written response to prompt, “Who was Harriet Tubman and how did she influence United States history?”
 Discussion participation
 Student Dictionaries completely filled out
 Self-Evaluation Report

EXTENSION: Outside-of-class practice/reinforcement of the lesson (i.e. homework, project)

 Students will be given a writing assignment focusing on Harriet Tubman and the Underground Railroad. Students will have
the choice of submitting a poem, a comic strip, a poster, or a short 1st person narrative. Students will be given a rubric for
the format they choose and given two days to work at home.

 Students will also be asked to write at least 3 sentences using at least three of the vocabulary words from their Student
Dictionaries.