Sojourner Truth

Teachers Name:

Lesson Date:

Allie Struble, Alyssa Stone, Jessie Hauser,

Kali Gray, Kate Coble

24 March 2016

Group setting (whole, small, individual):

Student Grade level:

Whole, small, and individual

4th

Informal/formal pre-assessment:
The teacher will use the pre-unit survey that the students completed to evaluate areas
where the students seemed especially interested and assess their prior knowledge on the
content. Previous discussions from the preceding lessons in this unit will provide the
teacher with necessary information needed to create the curriculum and find additional
resources for extended learning.
Common Core Standards addressed (include code and standard description):
Social Studies:
SS4H7 The student will examine the main ideas of the abolitionist and suffrage
movements.
a. Discuss the biographies of Harriet Tubman and Elizabeth Cady Stanton.
b. Explain the significance of Sojourner Truth to the abolition and suffrage movements.

Writing:
ELAGSE4W1: Write opinion pieces on topics or texts, supporting a point of view with
reasons.
a. Introduce a topic or text clearly, state an opinion, and create an organizational structure
in which related ideas are grouped to support the writers purpose.
b. Provide reasons that are supported by facts and details.
c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in
addition).
d. Provide a concluding statement or section related to the opinion presented.
ELAGSE4W2: Write informative/explanatory texts to examine a topic and convey ideas
and information clearly.
a. Introduce a topic clearly and group related information in paragraphs and sections;
include formatting (e.g., headings), illustrations, and multimedia when useful to aiding
comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other
information and examples related to the topic.

 c. Link ideas within categories of information using words and phrases. (e.g., another, for
example, also, because).
d. Use precise language and domain-specific vocabulary to inform about or explain the
topic.
e. Provide a concluding statement or section related to the information or explanation
presented.
Speaking and Listening:
ELAGSE4SL4: Report on a topic or text, tell a story, or recount an experience in an
organized manner, using appropriate facts and relevant, descriptive details to support
main ideas or themes; speak clearly at an understandable pace
ELA:
ELAGSE4RL10: By the end of the year, read and comprehend literature, including
stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with
scaffolding as needed at the high end of the range.
ELAGSE4RI7: Interpret information presented visually, orally, or quantitatively (e.g., in
charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages)
and explain how the information contributes to an understanding of the text in which it
appears.
ELAGSE4RI10: By the end of the year, read and comprehend informational texts,
including history/social studies, science, and technical texts, in the grades 4-5 text
complexity band proficiently, with scaffolding as needed at the high end of the range.
Art:
VA3MC.1: Engages in the creative process to generate and visualize ideas.
Formulates visual ideas by using a variety of resources (books, magazines, and Internet).

Central Focus of the lesson:

The student will learn all about Sojourner Truth and the contributions she made to the
abolition and suffrage movements. They will use the information they have learned about
her and compare and contrast it to Harriet Tubman and Elizabeth Cady Stanton.
Learning Objectives (The student will be able to):
The student will able to describe the effects that Sojourner Truth had on the abolition and
suffrage movements, and also explain how her experiences and efforts relate to present
day events.
Procedures (What will the teacher do? What will the students do?):
Introduction:

The teacher will introduce the lesson by asking intriguing questions and review questions
from the previous lessons such as:

What have we learned so far about abolition?

What have we learned so far about suffrage?
Who are Harriet Tubman and Elizabeth Cady Stanton?
Has anyone ever heard of Sojourner Truth?
Can anyone think of examples in our world today where discrimination exists?
How does that affect us as citizens?
What ways do you think we can change that?
Body:
The teacher will begin by showing the Prezi presentation on Sojourner Truth. The teacher
will stop periodically throughout and ask comprehension questions about what has been
covered thus far. This will help the children get some background information on her and
begin to understand her accomplishments and contributions. When the presentation is
complete and all questions have been answered, the teacher will pass out Sojourner
Truths speech so each student has a copy to follow along with. The teacher will then play
the speech on audio and the students will follow along on their copy. After the speech, the
teacher will ask what the students thought about it and what they took from it. After the
discussion they will add to their magic books any overarching or main ideas they took
from the Powerpoint or speech before starting the writing lesson. Next, the teacher will
start the writing lesson. The teacher needs to stress that this writing activity is very open
and a free write. The students will have approximately 45 minutes to write. The teacher
will give the students the rubric, which will have the list of the many different types of
writing the students can complete and also the information that needs to be included in
their piece. Instruct students who finish early that they can either peer-edit, edit and revise
their own papers, or start a second piece of work. After the writing time is completed,
have the students gather on the carpet for the concluding part of the lesson.
Conclusion:
The teacher will ask the students to gather on the rug. The teacher will now read My
Name is Truth by Ann Turner. This is a childrens book all about Sojourner Truth and will
serve as a review to what they learned during todays unit. The teacher will pause
periodically to ask questions and take note of the students understanding and
comprehension. The teacher will conclude by asking questions such as:
What did we learn about Sojourner Truth today?
What contributions did she make?
What obstacles did she have to overcome?
What are some obstacles that you have had to overcome? Our school? Your family? Our
country?
Where do we see these issues today?

Formal /informal assessments within lesson to monitor student progress

Informal Assessment:
o The magic book that the students complete over the course of the week will be a way for

the teacher to evaluate the students participation and understanding of the various topics
that were covered. Also, the teacher will walk around the room during the completion of
the magic book and the writing assignment. She will make note of students comments
and progress as they work and use this as a way to monitor progression and
understanding. Also, how they respond to discussions will be a good indicator of their
grasp on the topic.
Formal Assessment:
o The Kahoot will serve as the formal assessment for this unit. There will be a variety of
questions that cover the main ideas of this unit, and the teacher will be able to evaluate the
students knowledge by how well they do on this quiz.
Materials:

Aint I A Woman speech on audio

Aint I A Woman speech printed out
Magic Books from previous days
Text: My Name is Truth by Ann Turner
Rubric for writing
Prezi on Sojourner Truth
Links/Resources for kids to use for writing activity
https://kidskonnect.com/people/sojourner-truth/
http://www.socialstudiesforkids.com/articles/ushistory/sojournertruth.htm
https://prezi.com/ufo11nm5nva9/sojourner-truth/
How are students everyday experiences and/or cultural experience evident in
instructional choices?
The book, presentation, and speech that are being presented exhibit characters from a
different ethnic and multicultural background. They will reflect elements that the students
are able to relate to. These can be experiences they have had at school and also out of
school. Their writing will be on a topic that is relatable to present-day issues that they will
be familiar with.
Differentiation/Planned accommodations:
The teacher will have the speech printed out so the students who have trouble following
along auditorily will have a resource to help with the speech. The magic book is not for a
grade, but simply to be used as a resource for the students and for the teacher to gauge the
students understanding. That being said, the student can organize them in any way they
choose. The writing is a free write, so the students have a plethora of flexibility here.

Students are able to choose a type of writing that they feel comfortable with to retell the
event they are writing about. Students who are finished early with their writing will be
encouraged to either complete the writing process, peer edit with a classmate that is also
finished, or pick another type of writing and complete a second task.

*Try to include language function verbs like, analyze, argue, categorize, compare/contrast,
describe, explain, interpret, predict, question, retell, summarize
Resources:
Texts:
Turner, A. W., & Ransome, J. (n.d.). My name is Truth: The life of Sojourner Truth.
Websites:
Kahoot! (n.d.). Retrieved March 21, 2016, from https://getkahoot.com/
Sojourner Truth Facts | KidsKonnect. (2010). Retrieved March 23, 2016, from
https://kidskonnect.com/people/sojourner-truth/
Sojourner Truth: Voice for Abolition and Women. (n.d.). Retrieved March 23, 2016, from
http://www.socialstudiesforkids.com/articles/ushistory/sojournertruth.htm