Mini Lesson Plan Template

Teacher Candidate: Claire, Tula, Miriam, Jizela, Jennifer Session Date: 10/9/19

Grade Level: 5th

Essential Question:

● Standard(s):
o SS4H4 Examine the main ideas of the abolitionist and suffrage
movements.
o a. Discuss contributions of and challenges faced by Susan B.
Anthony, Frederick Douglass, Elizabeth Cady Stanton, Sojourner
Truth, and Harriet Tubman.
● Objectives/Goals: I can identify Sojourner Truth’s life events and
explain how they influenced her life.
● Assessment(s): We can have an open discussion with students about
what they think slavery was or what they think the suffrage movement
was?

Activating Strategy:

We will watch a movie trailer on Sojourner Truth to activate learning.

Teaching:

I do: I will talk to the group about slavery. Define what it was and how it came
about. We will not go too in-depth and just explain the basics. The group
should have some background knowledge of slavery. I will introduce who
Sojourner Truth and what role she played during the abolitionist movement. I
will point out the key details of her journey and why she became an important
figure in history. I will pull up the Weebly page on the SMARTBoard and show
students how to navigate it. I will play the trailer as an introduction for them
before setting them free to explore the website.

We do: Class will have a timeline already going from the unit on abolition and
all the people who have played a role will be put on it. Students will be given
15 minutes to explore and take notes on the Sojourner Truth Weebly page.
This weebly includes characters from her story, events that happened to her,
and the trailer they can view about Sojourner’s life. The teacher will ask the
students, “based off of these events, where would Sojourner Truth fit in on
the timeline?”

Students will then raise their hand and decide together where to put the
image of Sojourner Truth. Next, we will do a think-share-pair with their
shoulder partner, then eventually with their tablemates. In this time, students
will be asked to reflect and decide on one major event in Sojourner Truth’s life
that made her so influential. The students will then send a writer up to the
board and each group will write one example under Sojourner’s name of
something powerful she accomplished.

You do: Students will independently write a narrative letter to Sojourner

Truth, detailing an important event from her life. Students will write about
the event and why they feel it is important to our history, or them
individually. Student’s can reference the Weebly as they work on this letter.
The letters will be assessed to determine content understanding, expression,
and conventions.

Summarizing Strategy: I will review the student’s timeline with them making a
connection between Sojourner’s life to the life and challenges of other
abolitionists at the time. We will have another open discussion about slavery
and sufferage, but this time making connections to Sojourner’s life and her
importance to history.

Lesson Reflection: The students can reflect on what they learned by writing a
short narrative as if they were alive during this time, and what they would
have observed and how their lives would’ve been in this time period and what
they would’ve been going through/seeing.