Format Customization Form - Lesson Client Organization: Grand Canyon University Telephone: 800.800.9776 x 6372

Main Contact: Gina Meyer Fax: _________________________________________________ Email Address: gmeyer@gcu.edu Date: May 14, 2009

VITAL INFORMATION Author GCU Student

*Subject(s) Reading

Topic or Unit of Study Reading and Language Arts, Literature, Integration of Social Studies

*Grade/Level 7th Grade

*Summary Students will read about Harriet Tubman

STANDARDS:

*Standards

Arizona State Standards Concept 2: Historical and Cultural Aspects of Literature

Recognize and apply knowledge of the historical and cultural aspects of American, British, and world literature. PO 1. Describe the historical and cultural aspects found in cross-cultural works of literature.

UBD (UNDERSTANDING BY DESIGN) LESSON PLAN ELEMENTS REQUIRED:

STAGE 1 DESIRED RESULTS

Established Goals

Students will read about and understand the actions of a historical character Students will read and recreate a historical character Students will be able to compare and contrast a historical period with present

time Students will read non-fiction and fictional portrayal of a historical character

mailto:gmeyer@gcu.edu

Enduring Understandings

Overarching Understanding

Related Misconceptions

Understand the risks and dangers of people involved in the underground railroad. Understand the importance of freedom to those who do not have it. Understand how literary techniques enhance the mystery genre.

Understand why and how comprehension of text allows for expressions in writings, drama, and art.

Essential Questions

Overarching Questions

Why is Harriet Tubman an important person in US history? What risks and dangers were posed by those who worked in the

Underground Railroad? What will individuals endure for freedom? What motivates individuals to help others? How does descriptive writing support reader understanding?

Knowledge

Students will understand the significance of Harriet Tubmans life. Students will be able to comprehend the risks taken to save others from a life of slavery. Students will be able to analyze and assess historical concepts. Students will be able to engage and empathize with characters within literature. Students will be able to research topics for information.

Skills

Students will be able to communicate what they have learned and express ideas/opinions. Students will be able to compare historical events with present. Students will be able to enact characters in historical literature. Students will generate literal, inferential, interpretive, and evaluative questions before, during and after reading a short story. Students will predict outcomes and actions in short story selections, based on context clues and personal experiences, and evaluate the accuracy of those predictions. Students will analyze the feelings, traits, and motives of characters in a short story. Students will share personal responses to the text.

UBD (UNDERSTANDING BY DESIGN) LESSON PLAN ELEMENTS REQUIRED:

STAGE 2: Assessment Evidence

Performance Task Description: Retell story elements and facts regarding Harriet Tubmans life. Compare and contrast the events surrounding the Underground Railroad and civil rights of today Reports, dramatizations, presentation

Goal Students will understand the significance of Harriet Tubmans actions and the underground railroad.

Students Role in Completing the task.

Students will engage in group discussions and create an interview and dramatization of Harriet Tubmans impact on history.

Audience Students will present and role play with other students.

Situation Students will assume the roles of various characters or historical persons and take on their perspective. Product/Performance Interview , oral report and dramatization

Standards

Concept 2: Historical and Cultural Aspects of Literature PO 1. Describe the historical and cultural aspects found in cross-cultural works of literature.

UBD (UNDERSTANDING BY DESIGN) LESSON PLAN ELEMENTS REQUIRED:

STAGE 3: Learning Plan

What learning experiences and instruction will enable students to achieve the desired results? Where are your students headed? Where have they been? How will you make sure the students know where they are going?

Students will read about Harriet Tubmans sacrifices and hardships within the historical context. Students understand freedom and will learn of sacrifices made by the main character.

How will you hook students at the beginning of the unit?

Students will be asked if they have ever been bullied or treated unjustly and asked to explain.

What activities or events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and

Students will role play various characters and dramatize events. Discussion groups will be held to hypothesize the actions one would take to escape from slavery.

How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work?

Students will be asked to interview Harriet Tubman, slaves being taken in the underground railroad, slave owner, sheriff, etc.

How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?

Discussion groups will engage in topics comparing and contrasting the era of Harriet Tubman and injustices occurring today. Students will present a report on the life of Harriet Tubman and role play her responses to questions posed by an audience of students.

How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit?

All students will read in pairs and join small groups to discuss the book. This book club will read a chapter at a time and discuss and ask questions of each other.

How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students?

Reading will be done in pairs, discussions in small groups, everyone will write questions for interviews, all students will role play, each student will create an oral report.

From: Wiggins, G., & Mc Tighe J. (1998). Understanding by Design. Association for Supervision and Curriculum Development

Format Customization Form - LessonVITAL INFORMATIONSTANDARDS:UBD (UNDERSTANDING BY DESIGN) LESSON PLAN ELEMENTS REQUIRED: STAGE 1 DESIRED RESULTSUBD (UNDERSTANDING BY DESIGN) LESSON PLAN ELEMENTS REQUIRED: STAGE 2: Assessment EvidenceUBD (UNDERSTANDING BY DESIGN) LESSON PLAN ELEMENTS REQUIRED: STAGE 3: Learning PlanWhat learning experiences and instruction will enable students to achieve the desired results?