Basic Productivity Tools (BPT)

Lesson Idea Name: Harriett Tubman Book Reading

Content Area: Social Studies
Grade Level(s): Fourth
Content Standard Addressed: SS4H4: Examine the main ideas of the abolitionist and suffrage movements. a.
Discuss contributions of and challenges faced by Susan B. Anthony, Frederick Douglass, Elizabeth Cady
Stanton, Sojourner Truth, and Harriet Tubman.

Technology Standard Addressed: Knowledge Constructor part d: Build knowledge by actively exploring real-
world issues and problems, developing ideas and theories and pursuing answers and solutions.

Selected Technology Tool: Microsoft PowerPoint, Padlet

URL(s) to support the lesson (if applicable): https://padlet.com/ziggy_1248/6otfcfgty4jl.

Bloom’s Taxonomy Level(s):

X Remembering X Understanding X Applying X Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☐ Level 2: Exploration X Level 3: Infusion ☐ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL): The activity that I have selected involves using Microsoft Powerpoint,
which is now pretty accessible to all users with a computer and a login. This lesson is also coming with an MP4
of me, the author, reading the text aloud, making it more accessible and enjoyable for students. Padlet,
another technology tool that I will be using, has many features in which students can add pictures, links,
drawings, voice recordings and comments. This many ways to communicate allows for students to express
themselves in many ways. Padlet is essentially a collaborative online sticky-note board with more elements.
Lesson idea implementation: I will read the text aloud to students in class, going through the powerpoint.
Before I read, however, I will ask a quick question to students about what they already know about Harriett
Tubman. Then I will go through the story one slide at a time. This will probably take about ten minutes to
complete. I will then ask students some discussion questions/comprehension questions aloud such as:
 Can anyone define what the Underground Railroad was?
 Why did Harriett have to run away to the North?
 Based off of this story what does the word "abolitionist" mean?
At the end of discussion, students will be allowed to pick a partner, and I'll send them a link to the Padlet that
I created. The Padlet asks an essential question: "Hypothesize why you think Harriett's husband wanted her to
stay where she was. What factors might have influenced this?" Students can annswer this on the Padlet in any
way that they want for 3-5 minutes, and the responses will then be discussed as a whole class. The class
discussion and Padlet is how student learning will be assessed. If students would like to review the story
afterwards if they didn't get it the first time, it will be available for all students to review later.
Reflective Practice:
I believe that this lesson impacts students learning because it teaches them about a large figure in
American history and asks students to dive deeper with discussion questions. Harriett Tubman is definitely a
character that students could keep exploring. I would probably do some sort of extension activity that has to
do with maps. Students will explore the Underground Railroad by looking at maps and reading other texts. I
would possibly even have an activity where they have to plan their own escape route complete with code

Spring 2018_SJB
 Basic Productivity Tools (BPT)
names, hiding locations, and safe houses. This would be an interesting and fun activity for students to
immerse themselves in the world of Harriett Tubman.

Spring 2018_SJB