American Quilts. Language Arts Lesson 3 rd Grade. Aunt Harriet s Underground Railroad in. by Faith Ringgold

Transcription

1 American Quilts Language Arts Lesson 3 rd Grade Aunt Harriet s Underground Railroad in the Sky by Faith Ringgold Objectives Students will identify and define key terms regarding slavery and the Underground Railroad. (LA Standard 5*) Students will distinguish between the varying degrees of freedom of African Americans through the use of the vocabulary thermometer. (LA Standard 2*) Students will create concept-related vocabulary structures (webs and thermometers) as a class. (LA Standard 3*) *For detail regarding these standards, please refer to the end of this lesson plan. Instructional Materials & Resources Aunt Harriet s Underground Railroad in the Sky, by Faith Ringgold Vocabulary Web Vocabulary Thermometer Flipchart Markers, Pens Journal Paper

2 Construction Paper, Scissors Overhead Projector, Sheets, Markers Instructional Activities & Tasks DAY ONE ACTIVATING PRIOR KNOWLEDGE: 1. Have a brief discussion about what we ve learned so far about the uses of quilts. Brainstorm with the children and record their responses on the flipchart. Ask them to "look around the room for clues." (e.g. bulletin boards, books, learning center) 2. Take a picture walk through the story, and ask if anyone recognizes the character in the book (Cassie is the main character in Tar Beach.). Explain that we will be looking at yet another use for quilts, one that has to do with slavery and freedom. Ask students to define those terms in their own words, and record them on the flipchart. INTRODUCTION 3. Read the story through once for pleasure and "feel." Explain to students that we will be "working in the book" to learn more about slavery and the Underground Railroad. 4. During the second reading of Aunt Harriet s Underground Railroad in the Sky, I would stop mid-stream and identify a character (Cassie, a

3 train passenger, the seamstress in NYC) and ask where the kids thought these particular characters were along the path to freedom. I would ask them to seek out words in the text (their context clues!) if they didn t know or guess right away. We would follow Cassie s path throughout the book, and trace a slave s path from capture to freedom. 5. After we had worked on the flipchart, and recorded the vocabulary words pertaining to slavery and freedom, we would record them on our own vocabulary thermometers. As a class, we would decide on which vocabulary words to use, and where they belonged (with some assistance/vocabulary from the teacher where necessary). 6. The next day, students would be told that we would be learning even more vocabulary about slavery and the Underground Railroad. We would re-read Aunt Harriet s Underground Railroad in the Sky, students taking turns in round-robin fashion. The teacher would have an empty "shell" of a vocabulary web up on the overhead projector. 7. Asking the students to put on their "book detective" hats, I would ask them to find clues or

4 DAY TWO "evidence" in the story words to place in the categories of the web. I would also probe students for "new" words that they think would fit or perhaps another category on the web that they might like to include (something I may have missed!) (Please refer to the potential student, teacher, and book generated list at the end of this lesson. The goal is for students to identify and define most of the vocabulary for themselves.) CLOSURE/RECAP: 8. To ensure children s comprehension of the vocabulary, students will make a map of the Underground Railroad (a very rough map). They would be given people and items (safety houses, quilts, conductors, slaves, plantation owners) to place along the route. Children are also given word labels to stick next to the corresponding picture connecting the visual with the literal. Assessment Activities Students understanding of vocabulary will be evaluated through their completion of the Underground Railroad map. Students will be observed by the teacher to assess their ability to communicate orally, express their ideas clearly, and listen when others are

5 speaking. Learner Factors Environment Factors To be completed Fall Individual differences for students with disabilities, IEPs, and multi-modal learners will be accommodated. A large group sharing area is required. If this does not exist in the classroom, desks would have to be moved so that students could sit in a circle for sharing and book club discussion. The flip chart and overhead projector need to be visible to all students. Reflection To be completed Fall This lesson on concept-related vocabulary, and Aunt Harriet s Underground Railroad in the Sky directly relates to The Rhode Island Language Arts Standards 2, 3, and 5. Standard 2: RESPONSE TO TEXT All students will demonstrate the ability to understand and respond to a wide variety of text. Standard 3: CREATION AND PRESENTATION OF TEXT All students will compose clear text in a variety of forms for many purposes. Standard 5: AWARENESS AND EVALUATION OF LEARNING PROCESSES

6 All students will know the processes used to construct and convey meaning through text and will develop and apply criteria for the evaluation and appreciation of their own and others texts. Word Lists: Book Teacher Student bounty hunter abolitionist flying conductor quilts ghosts escape safety house runaway freeborn Harriet Tubman jump the broom pass to freedom plantation promised land reunited slave slavery Underground Railroad

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