Stetson University Department of Education Daily Lesson Plan

Name: Sydney Matthews Date: 2/28/2020 Time: 10:25 – 10:40

Lesson # Week 6, Friday
Big Idea/Topic: Grade/ Subject 2nd/ SOCIAL STUDIES
The Underground Railroad / Freedom Quilts
CPALMS/ Resource link https://www.cpalms.org/Public/PreviewStandard/Preview/2958
Lesson Structure: Whole Group / Individual Activity
Standards: (CCSS/NGSSS)

SS.2.C.2.5
Evaluate the contributions of various African Americans, Hispanics, Native Americans, veterans, and women.

Instructional outcomes/objectives(s): (Clear objectives written in the form of student learning)

TSW be able to…
 Explain what the freedom quilt was and how Clara and other slaves used it to escape to freedom.
 Recognize the important contribution the freedom quilt made to people and their escape.
 Describe how the quilt represented a map.

Language Objective(s): (Must include language skill/domain and function, may contain grammar, where appropriate)

Key Vocabulary (academic/content-defined in kid friendly terms) Instructional

Materials/Resources/Technology
 Underground railroad: a system for helping fugitive slaves to (include hyperlinks to videos & websites)
escape into Canada or other places of safety.
 Conductor: guide  Quilt pattern explanation
 Escape: break free from confinement or control.  Quilt pattern template (4 of each
 Illegal: contrary to or forbidden by law, especially criminal law. template)
 North star: star in the north sky that slaves followed to find http://mathwire.com/quilts/freedomte
freedom in Canada or other free states mplates.pdf
 Equal rights: The concept that every person is to be treated equally  Coloring tools (crayons, colored
by the law. pencils, markers)
 Slavery: a condition compared to that of a slave in respect of
exhausting labor or restricted freedom
 Property: a thing or things belonging to someone
 Seamstress: a woman who sews, especially one who earns her
living by sewing.
 Quilt: join together (layers of fabric or padding) with lines of
stitching to form a bed covering, a warm garment, or for decorative
effect.
 Map: a diagrammatic representation of an area of land or sea
showing physical features, cities, roads, etc.

H.O.T.S. Graphic Organizer/Thinking Map:

Bloom’s Taxonomy http://www.enchantedlearning.com/graphicorga
http://www.edpsycinteractive.org/topics/cognition/bloom.html nizers/

Comprehension:
TSW explain the importance of a freedom quilt and how it helped free
slaves.
N/A
Synthesis
TSW create their own square for a freedom quilt that will be made from
everyone’s squares together

Lesson Portions: Pacing ESOL Support

 How will you introduce the lesson, assess or activate For each level EL at each instructional step.
prior knowledge, motivate students to learn? (Add additional rows with Tab)

Rev. Spring 2019

Stetson University Department of Education Daily Lesson Plan

 How will the lesson develop or proceed? What steps will

you follow? What are the students expected to do?
 Highlight differentiated strategies.
 Underline higher order/high quality questions in lesson.
Introduction/Building Background: (Link to Prior Knowledge)

Review:
 What the different patterns are for the quilt and what they 3 min. B:
mean.  project this on board. I: N/A
A:

*BowtieDress also means the hourglass

Instructional Steps:
Tell:
 I want you to color your own square for a freedom quilt.
 We’re going to take all of the squares, put them together, 2 min. B:
and make a full freedom quilt I: N/A
 I have templates, but only 4 of each template. Once I run A:
out of a certain one, I don’t have more.
 No pouting if I run out of the one you want.
 You have to the end of social studies and your
independent time during centers today to complete the 13
square. min.

*teacher will have different templates on pile on back table

and call students to grab one 4 at a time.

Closures Pacing ESOL Support

Content:
Students will complete an exit ticket answering: Explain the B:
importance of a freedom quilt and how it helped free slaves. I: N/A
3 min.
A:

Rev. Spring 2019

Stetson University Department of Education Daily Lesson Plan

Procedural:
Clean up and return to their desks for free writing. Get out writing
notebook and pull up ppt.

ESE Modifications CPLAMS Access Points ESE Accommodations

http://www.cpalms.org/Standards/AccesspointSearch.aspx (content, product, process, environment)
(identify access point, if needed)
Teacher will use cochlear implant microphone
Independent to speak into when speaking to class.
Identify a contribution of African Americans, Hispanics, Native Americans,
veterans, or women. Subtitles will be used in videos for student to
read along with.
Supported
Recognize a contribution of an African American, Hispanic, Native
American, veteran, or woman.

Participatory
Recognize that people from diverse backgrounds make contributions.

Assessment of Student Learning: (congruent with instructional objectives)

Objective 1: students color quilt pattern

Objective 2: Exit slip: Explain the importance of a freedom quilt and how it
helped free slaves.

Post Lesson Analysis

Learning trajectory: Detail the learning trajectory associated with this standard. A learning trajectory consists of set of
instructional tasks, matched to each of the levels of thinking in the developmental progression. These tasks are designed to help
students learn the ideas and skills needed to achieve that level of thinking by grade level. Include each standard for grade
levels below & one above from CPALMS, the VCS curriculum maps, Next Generation Science Standards, or another standard-
based resource.

Kindergarten:
SS.K.C.2.1
Demonstrate the characteristics of being a good citizen.
SS.K.C.2.3
Describe fair ways for groups to make decisions.

First Grade:
SS.1.C.2.1
Explain the rights and responsibilities students have in the school community.
SS.1.C.2.2
Describe the characteristics of responsible citizenship in the school community.
SS.1.C.2.3
Identify ways students can participate in the betterment of their school and community.

Third Grade:
SS.3.C.2.1
Identify group and individual actions of citizens that demonstrate civility, cooperation, volunteerism, and other civic virtues.

Rev. Spring 2019