iTeachAZ

Lesson Plan Template (Direct Instruction)

Teachers:
Taylor Allen

Subject:
5th Grade Social Studies

Common Core State Standards:

AZ CC: Strand 1: American History Concept 6: Civil War and Reconstruction PO1: Describe factors leading
to the civil war: a. role of abolitionists and Underground Railroad b. sectionalism between North and South
c. westward expansion.
ELA/SS: Writing Standard 8: Grade 5: Research to Build and Present Knowledge: Recall relevant
information from experiences or gather relevant information from print and digital sources; summarize or
paraphrase information in notes and finished work, and provide a list of sources.
ISTE: Students: 2b: Communicate information and ideas effectively to multiple audiences using a variety of
media and formats.
ELP: Stage III: Listening and Speaking: B-5: responding to academic discussions by sharing ones view on
facts, ideas and/or events using academic vocabulary.
Objective (Explicit):
Students will be able to demonstrate knowledge of the sectionalism between the North and South through
childrens literature and class discussions.
Evidence of Mastery:
At the end of the lesson, students will be asked to write a reflection on their perspective on what life was like for
African Americans during this time, how it makes them feel, and also what they have learned thus far into the unit.
This reflection will be used to determine what knowledge the students are understanding and mastering, and what
is not being understood and needs to be gone back over.
Sub-Objectives:
SWBAT use their prior knowledge of slavery to be able to make connections with the new information
presented on slavery.
SWBAT use guided reading questions to make connections to Henrys Freedom Box.
SWBAT use their newly gained knowledge to start to build their own thoughts and perspectives.
Key vocabulary:
Materials:
Slavery: a condition compared to that of a slave
Henrys Freedom Box by Ellen Levine
in respect of exhausting labor or restricted
Read Aloud Procedure (attached)
freedom.
Paper
North: the northern part of the US, especially
Pencils
the northeastern states that fought to preserve
Venn Diagram Graphic Organizer
the Union during the Civil War.
South: the southern states of the US, especially
the southeastern states that fought to preserve
the Confederacy during the Civil War.
Civil War: a war between citizens of the same
country.
Underground Railroad: a network of secret
routes and safe houses used by 19th-century
enslaved people of African descent in the United
States in efforts to escape to free states and
Canada
Opening:
Students will enter the class and complete an introductory activity. After sitting at their desks, students will be
prompted to get out their social studies notebook, and draw two different pictures. One will be their perspective of
what life looked like for African Americans in the south, and one from the North. To complete this drawing, students
will draw on their knowledge from the introductory lesson and the ideas and knowledge they came in knowing. After
all of the students have had time to complete their drawings, the teacher will gather the classes attention and lead
a short class discussion on what the students have drawn.
Instructional Input:
Teacher will gather the students on the
Students will gather on the carpet and actively
carpet for a read aloud.
listen to the story.
Teacher will read Henrys Freedom Box
Students will participate in answering the
to students, stopping and asking the
guided reading questions through out the read
guiding and connecting questions
aloud.

throughout the story (see the attached

Students will actively listen and watch the video
read aloud procedure).
being played.
After the book if finished, teacher will
Students will participate in the class discussion
debrief the book with students giving them
following the video.
a short review of the main idea, and asking
If students have any questions, they will ask
if they have any questions or comments.
the teacher at appropriate times.
Teacher will direct the students back to
their seats and begin a class discussion on
what life was like during this time period
for African Americans.
Teacher will be sure to cover that in the
South, African Americans were enslaved.
This means they belonged to owner, they
had no rights, they worked long and hard
hours with no pay, they ate when their
masters allowed it, and bathed and slept
when they were allowed. They were also
beaten very badly for misbehavior in most
cases. In the North, African Americans
were free, but in many cases had very little
to no rights, were overworked and paid
very very little, often did not have enough
money for food and/or shelter and were
still not seen as equals to White
Americans.
After the class discussion, teacher will ask
for any questions before moving on to the
next activity.
Differentiation Strategy:
If needed, students will be able to have the guided reading questions printed for them so they can
look ahead and know what questions are coming, or can answer them through writing individually.
Guided Practice:
Teacher will instruct students to get into
Students will actively listen to the directions
preset small groups.
and ask any questions they may have.
Teacher will tell students to talk in their
Students will get into their small groups and
small groups about why they think African
discuss the ideas and thoughts they have with
Americans used the Underground Railroad
one another.
to escape to the North, and the reality they
faced when they got there.
Teacher will walk around and supervise
the small groups as they discuss, and
provide teacher input as needed.
Teacher will use their discretion to
determine when the students have all
shared their thoughts and it is time to
move on.
Co-Teaching Strategy
If available, another teacher in the room can assist by also walking around and supervising the
students in their small groups.
Differentiation Strategy:
If needed, students can have access the book used during instruction to look back to.
Independent Practice:
Teacher will instruct students to leave their
small groups and head back to their desks.
Teacher will introduce a Venn diagram to
students and direct them to compare and
contrast what life was like for African
Americans in the North and the South.
After the students have finished their Venn
diagrams, teacher will instruct them to then

Students will work at their desk and stay on

topic to complete a vin diagram and then a
summary.
If students finish early, they will be able to
choose a quite activity (reading, drawing,
writing, etc.) to complete at their desks.

write a summary based off of the

information on their Venn diagrams.
Teacher will roam around the room in case
of any questions or misunderstanding.
If students can stay on task, teacher can
put on some soft work music at his/her
own discretion.
Co-Teaching Strategy
If another teacher is available, they can help by also roaming the room and answering any questions
that students may have.
Differentiation Strategy
If needed, students will be able to type their Venn diagram and summary.
If needed, students will be able to reference the materials used through out the lesson.
For ELLs, teacher can provide sentence frameworks if needed. These will look like I learned that in
the South African Americans _____________. But, in the North ______________. While life was
different in the North and South some of the similarities were_____________. (May vary depending
on what the student is wanting to include in their summary)
Closing:
Teacher will close the lesson by having students draw another set of two images. Again, one with what they think
life looks like in the North for African Americans, and one for the South. Students will then reflect on the similarities
and differences they notice from their drawings before this lesson. The teacher will then lead a discussion with the
students on why they think their images have changed, and what there perspective is now with the new information
they have been given. This discussion will then lead into

Read Aloud Procedure

Think Aloud (TA): The teacher stops reading and shares aloud with the class what he/she
is thinking. These can be questions, comments, etc.
Think Pair Share (TPS): The teacher stops reading and asks the students to think about a
question or what was just read, and then turn to a partner and share their ideas.
Raise Hand (RH): The teacher will stop reading and ask students a question or ask for
their thoughts on what was just read, and the students will raise their hands to share
with the class.
This or That (TT): Teacher will stop reading and ask students a prediction question with
only two outcomes. For example, do you think sally will eat her chocolate, or save it for
later? Teacher will then ask students to touch their head if they think answer A or their
tummy for answer B.

*Each of these will be used throughout the book at the teachers discretion*