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Title of Lesson: Harriet Tubman (3rd grade lesson)

Essential Question(s):

Lesson Objectives:

Standard(s):

Who was Harriet Tubman, and how


did she change peoples lives?
The student will be able to:
complete a timeline of the life of
Harriet Tubman
write a letter to Harriet Tubman
ELA.RI.3.1 Ask and answer questions to
demonstrate understanding of a text,
referring explicitly to the text as the
basis for the answers.
ELA.RI.3 Describe the relationship
between a series of historical events,
scientific ideas or concepts, or steps in
technical procedures in a text, using
language that pertains to time,
sequence, and cause/effect
Language Arts: Reading and Writing

Content Area(s):

Resources:

Vocabulary:

Activity Overview:

Book: A Picture Book of Harriet


Tubman by David A. Adler
Printed timeline of important
dates in Harriet Tubmans life, one
for each partner set
Events (cut into strips) of Harriet
Tubmans life for the partners to
align to the dates
Letter template for each student
to write to Harriet Tubman
SMARTBoard with lesson agenda
ELMO
Standards on chart paper
Word Wall vocabulary
Electronic pointer

Biography
Slavery
Underground Railroad
Anticipatory Set:
Read the lesson agenda on the
SMARTBoard and remind the
students of the plan for the
lesson.
**Please indicate if an attachment accompanies the lesson**

Share the standards by reading


the I can statements/standards
Ask the questions, What is a
biography? What does bio
mean? What does graph
mean? Why do we like to read
about other peoples lives?
What can we learn from
reading about other people?
Can they inspire us? How? Can
they teach us? What??
After students respond to the
questions, ask them what they
already know about Harriet
Tubman? When do you think
she lived? Why do you think
she is compared to the biblical
Moses? What did Moses do for
his people, the Israelites?
Then, what do you think
harriet did for her people, the
slaves, during and following
the Civil War?
Strategies used:
Multiple groupings (partners,
whole-class)
Thumbs up, thumbs down; fist
(yes), fingers together (no)
Wait time
Choral reading
Reciprocal Questioning
Timeline
Procedures:
Review lesson agenda on
SMARTBoard
Introduce the I can
standards/statements
Follow Anticipatory Set outline
Read book, A Picture Book of
Harriet Tubman by David A. Adler
Complete the timeline
concurrently to the reading and
sharing of the book; I will ask
questions, and students will
reciprocate by asking additional
questions
Write the letter to Harriet Tubman
**Please indicate if an attachment accompanies the lesson**

Monitor group and individual work


Check out books
Independent Practice:
Students will work in partner
groups during timeline completion
Students will work individually as
they create a letter for Harriet
Tubman; additional words will be
postes on the SMARTBoard to
facilitate the letter writing
Differentiation:
I have attempted to differentiate
for the students through
collaboration with third grade
teachers when assigning partners
(e.g., better readers with
struggling readers).
Students will work with the same
partner for several sessions so
that they will feel comfortable
with that person.
The created word wall for this
lesson will enable students to
write their letter mores efficiently.
As students work, I will monitor
their progress.
Closure and Reflection:
Students will share their letters
with a shoulder partner; I will ask
for three volunteers to read their
letter to the class.
Assessments used:
Completion of timeline
Letter to Harriet Tubman

**Please indicate if an attachment accompanies the lesson**

Created and Submitted by: Marla Streit

**Please indicate if an attachment accompanies the lesson**

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