edTPA Lesson Plan Template

Central Focus: Students will create quilts similar to those

Subject:
th made on the Underground Railroad to show how events
4 Grade Social Studies
brought about changes to communities.
Essential Standard/Common Core Objective:
4.H.1.3 Explain how people, events, and developments
Date submitted: 04/05/17 Date taught: 03/24/17
brought about changes to communities in various
regions of North Carolina
Daily Lesson Objective:
Performance- Students will be able to create their own quilt squares such as those used on the Underground Railroad.
Conditions- Students will work individually to complete their quilt squares.
Criteria Students will be expected to complete all 9 squares for their quilt, and each square should have a logical
explanation along with it. Once the quilt is put together as one piece, it should be coherent. The pieces of the quilt should
build upon each other. Students will be graded on a ten point scale, being able to receive full, no, or partial credit.
Students might lose points if their designs do not have a meaning clearly stated on the squares.
21st Century Skills: Academic Language Demand (Language Function and
Use Systems Thinking Vocabulary):
Analyze how parts of a whole interact with each other to Vocabulary: Underground Railroad, Quilting, Conductor,
produce overall outcomes in complex systems Slaves
Language Function: Produce
Students will be re-creating quilts similar to those made on the
Underground Railroad. They will come up with their own
designs, as well as a meaning for those designs.
Prior Knowledge:
Students should have prior knowledge about slaves and the Underground Railroad.

Activity Description

We have spent the past week completing an online web quest relating to the
Underground Railroad, and now we are going to learn about the significance
of quilts on the Underground Railroad. Before moving on, however, I would
like to review a few key points that you learned during your web quest.
The teacher will then ask the students questions, such as the following, to
facilitate a quick discussion and check prior knowledge.
1. Focus and Review 1. What is the Underground Railroad? (An organized system that assisted
runaway slaves in escaping to the North and to Canada)
2. What time period did the Underground Railroad take place during?
(1800s)
3. What is the significance of the Underground Railroad? (It helped
runaway slaves reach freedom)
Conductors on the Underground Railroad often times used quilts to provide
directions which would lead runaway slaves to freedom.
2. Statement of Objective You will be working individually to create your own quilt squares which will
for Student direct a slave to freedom.
3. Teacher Input The teacher will be using the Quilts and the Underground Railroad
PowerPoint to provide students with the necessary information.
Can anyone tell me what a quilt is, or what quilting is? (A quilt is a warm
covering made of two layers of cloth filled with material, stitched together to
create lines or patterns. Quilting is two layers of fabric with lines of
stitching.)
It is believed that quilting originated in China and Egypt at the same time. It
was then brought to Europe from the Middle East by 11th century crusaders.
During the 11th century, quilts were made to keep warm in severely cold
weather. Then, in the 19th century it became the great Quilting Age in
Europe and America.
In Africa, quilts were weaved instead of stitched. The work was usually
 done by men, and loud color was used so that they could be seen from a
distance. Patterns could symbolize status, birth, marriages, or geographic
locations.
On the plantations quilts were made from left over flour/feed sacks, worn
clothes, old coats, or rescued curtains. These quilts were often made by
slaves for their masters.
Quilts on the Underground Railroad were used to provide instructions for
runaway slaves. Quilts had stitches that were used as maps. They included
directions relating to how to act and what to wear on their journey.
Levi Coffin was a Quaker abolitionist from Guilford County, North Carolina.
He and his wife moved to Indiana where they helped set up a system of
escape routes and safe houses on the Underground Railroad. In North
Carolina, safe houses were located in towns such as Greensboro and
Goldsboro.
The teacher will then show the students some of the most common quilt
patterns, as well as their meanings.
To introduce the quilting activity that students will complete in the
independent practice, we will make one quilt design as a class. We will work
as a class to come up with the design, as well as its meaning. Each student
4. Guided Practice will then be able to incorporate this design into their own quilts. The teacher
will begin by having students identify what they would like the meaning of the
quilt square to be, and then come up with the picture from there.
Students will now pretend that they are a conductor on the Underground
Railroad, and they will create their own quilt squares, using construction
paper, to direct a slave to freedom. They will also be expected to include an
5. Independent Practice interpretation of what each square means. Each student will be expected to
create nine squares, which will then be glued together in a 3 x 3 design. Not
only should each square have a clear interpretation, but these interpretations
should make sense as a whole.
Formative: The teacher will ask comprehension questions during the teacher
input, and walk around and observe as students complete their quilting
6. Assessment Methods of
projects.
all objectives/skills: Summative: Students understanding will be checked through their
completed quilting projects.
The teacher will ask students questions to develop a discussion which will
connect the students prior knowledge to what they learned in this lesson.
1. What is the Underground Railroad? (An organized system that assisted
runaway slaves in escaping to the North and to Canada)
2. What is the significance of the Underground Railroad? (It helped
7. Closure runaway slaves reach freedom)
3. What is quilting, and why was it used on the Underground Railroad?
(Quilts on the Underground Railroad were used to provide instructions
for runaway slaves.)
4. What type of instructions did the quilts provide? (Directions/Maps, what
to wear, how to act)
8. Assessment Results of Measure how well students were able to achieve the
all objectives/skills: performance/criteria from the daily lesson objective.
What percentage of your students achieved mastery (as
outlined in your criteria)?
About 80% of students achieved mastery of the content.
Based on student performance, what strengths do students
exhibit in regards to the expected performance (as outlined in
the daily lesson objective)?
Students did a great job developing meaning to their own designs
for the quilt squares, and relating this meaning back to their
knowledge of the Underground Railroad.
For students who did not achieve mastery, what kinds of errors
did they make?
A few students did not create a different design on each quilt square,
 they drew small pieces of their design so that the nine squares put
together made one single design. Some students did not create
meanings to their quilt squares, and some students meanings did
not relate back to the Underground Railroad.

Targeted Students Modifications/Accommodations Student/Small Group Modifications/Accommodations

Some students may be able to complete a smaller quilt Students who may struggle will be allowed to work in
than the rest of the class if their motor skills are affected. partners to complete the quilting project.
Another option is for students to be able to use the
examples from the Common Quilt Patterns rather than
coming up with their own ideas.
Materials/Technology:
Quilts and the Underground Railroad Powerpoint from TeachersPayTeachers
9 Construction Paper Squares per Student
One Piece of Construction Paper per Student
Glue Sticks
Colored Pencils, Markers, or Crayons

CT signature: ________________________ Date: ______ US signature: ___________________Date: ____