Lesson Planning Waynesburg University Pre-Instructional Planning: The thought process that leads to the development of quality, meaningful

lesson plans
Guiding questions that will provide the framework for the lesson. (Respond to each question.)
Who will you be teaching? (Identify student grade level as well as academic functioning level and specific needs of individual students) 5th grade general education

Who (if anybody) will assist with the presentation of this lesson, and what will their role be? I will present the lesson on my own.

What is the long range goal(s) that is tied to this lesson? Students will be able to explain the Underground Railroad process, including information on the people who helped, the dangers, journey, and code words. What is the specific learning objective(s) for this lesson? Students will be able to identify code words and their meanings used on the Underground Railroad.

What prerequisite skills/knowledge will students need to effectively access and participate in this lesson? Ability to search for images and information using Google Ability to save images found via the internet and access their location at a later point

When within the stages of learning will this lesson be presented? (Is it a learning acquisition lesson, learning fluency lesson, learning maintenance lesson, or learning generalization lesson?) Learning acquisition lesson

When will this lesson be completed? (Will it be a one-day lesson or a multiple day lesson?) Multiple day lesson

Where should this lesson be presented to ensure maximum student access and participation? (computer lab, classroom, science lab) AND what materials will be needed? Classroom introduction Computer lab to complete the project Classroom to present projects

Why are you planning to teach this lesson? Why must this information/skill be presented to the students? Students need to understand the key words and code words used during the Underground Railroad.

How does this lesson relate to the PA Academic Standards? 8.2.4.D: Distinguish between conflict and cooperation among groups and organization that impacted the history and development. 8.3.4.C: Explain how continuity and change in U.S. history have influenced personal development and identity. 8.2.6.B: Describe the importance of significant historical documents, artifacts, and places critical to history. 15.4.5.G: Create a digital project using appropriate software/application for an authentic task. 15.4.5.K: Use digital media to enhance a content-specific work product.

How does this lesson relate to the previous lesson? How does this lesson relate to future lessons? Ms. Busby

The lesson is a continuation of the unit on the Underground Railroad. It will help students to understand terminology use as we continue to discuss the Underground Railroad.

How will you determine if students have met the lesson objective? (Think assessment) The projects will be evaluated using a rubric.

How should this lesson be presented to ensure maximum student access and participation? (lecture, whole group activities, small group activities, cooperative learning groups) Lecture, partner work to complete project, presentations by students

Lesson Planning Waynesburg University Writing the lesson plan: Translating thoughts into a plan of action _____________________________________________
Pennsylvania Academic Standard(s) addressed during this lesson: (Provide Standard number and statement) 8.2.4.D: Distinguish between conflict and cooperation among groups and organization that impacted the history and development. 8.3.4.C: Explain how continuity and change in U.S. history have influenced personal development and identity. 8.2.6.B: Describe the importance of significant historical documents, artifacts, and places critical to history. 15.4.5.G: Create a digital project using appropriate software/application for an authentic task. 15.4.5.K: Use digital media to enhance a content-specific work product.

Lesson Objective(s) Students will be able to identify and explain code words and quilt codes used during the Underground Railroad with 80 percent accuracy. Students will be able to create a Photostory presentation that effectively demonstrates the knowledge gained about codes used during the Underground Railroad with 80 percent accuracy. Students will use the features of Photostory to create a presentation that includes transitions, text and narration. Assessment Plan Students will present the Photostory projects to the class. Projects will be evaluated using a scoring rubric. Materials: Student computers with internet access Handout with project directions and guidelines Scoring rubrics

Inclusion Techniques for Students with Special Needs: Pair students with a partner who can assist the student Modify the requirements to meet the needs of the student Allow for extra time and support for the student with special needs Provide specific websites for the student to locate the necessary information Provide a folder of photos that could be used in the Photostory presentation Enrichment Techniques: Have students develop their own code word or quilt code pattern and provide a written explanation of what it would mean to an escaping slave. Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to participate in the lesson): Provide students with a list of websites to locate information about the code words. Provide a folder with images that could be used for the project.

Ms. Busby

Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set: Students will view an example of the Photostory project they will complete with a partner. http://www.youtube.com/watch?v=XtcaZh6lQCk Detailed Teaching Sequence: Introduction to using code words and quilt codes on the Underground Railroad to communicate with fugitive slaves Review how to search web for photos and save photos to folder on desktop Show students how to use Weebly website for guidelines and websites to research to complete project Introduce Photostory software Explain how to use Photostory o o o o o o o o o o o o o o Import pictures Add text Move slides Transitions Narration Music (adjust volume) Save and Publish E-mail to teacher teacher upload to YouTube

Explain project requirements Four quilt codes from list provided on Weebly website Three terms/phrases from list provided on Weebly website Text on all photos identifying what word/phrase is represented in the picture Narration of the presentation including an explanation of each quilt code and term chosen Music in the background (adjust volume level) Use customize motion tool to animate video

Pair students to work together

Guided Practice/Independent Practice/Assessment Activities In computer lab o o o o Students will pick 4 quilt codes and 3 words/phrases to use from the lists provided on Weebly site Research to create a narration Create narration in a word document save to desktop folder Locate images for all of the words/phrases chosen and save to a folder on desktop

Teacher will check if students have completed narration and chosen pictures to accompany each word/phrase/code Students will work with a partner to Create photostory o o o o o o Import pictures Adjust transitions Insert text Narration Music Save, Publish, e-mail (or jump drive)

Closure: Present Photostory videos to the class Projects will be evaluated using a rubric Each student will share something that they have learned from creating the Photostory project.

Ms. Busby