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Name of Teacher Candidate: Hope Warren Date: 4/21/22

Grade Level:
4th Grade

Lesson Title:
Abolitionist and Women’s Suffrage

Curriculum Areas Addressed:

Social Studies & ELA

Time Required: Instructional Groupings:

30-45 Minutes Whole Group
Small Groups - (Heterogeneous)

Standards: (List the GPS/CCGPS that are the target of student learning and are key to this lesson. Include the number
and the text of each of the GPS/CCGPS that is being addressed. If only a portion of a standard is addressed, include only
the part or parts that are relevant.)

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.

ELAGSE4RI5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of
events, ideas, concepts, or information in a text or part of a text.

ELAGSE4W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

As a result of this lesson students will…

Essential Question: (Essential questions should be used to guide instruction.)

- How does the outcome of the Abolitionist Movement and the Women’s Rights Movement impact society today?

Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills,
skills of the discipline. These represent the skills that will be assessed.)
- Students will be able to identify the impacts that Susan B. Anthony, Elizabeth Stanton, and Sojourner Truth had
during the Women’s Rights Movement.

Support for Academic Language

Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific
to the content area. These may be derived from the standards.)
- Women's Suffrage
- Women's rights
- Susan B. Anthony
- Elizabeth Cady Stanton
- Sojourner Truth
Language Demands: (Language demands is defined as the specific ways that academic language (vocabulary, functions,
discourse, syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking
to demonstrate their disciplinary understanding. Identify the following ways that students will participate in learning tasks
to demonstrate disciplinary understanding: reading, writing, listening, or oral language.)
Reading – Reading the questions from the worksheets. Some may read from the read aloud book.
Listening – Listening to the song. Listening to the teacher along with their peers when doing the read aloud book. Listen to
others when working in groups to figure out the answers to questions
Speaking – Singing the Women’s Rights song. Working in groups and having to communicate with others to answer the
questions.

Syntax: (syntax is defined as a set of conventions for organizing symbols, words, and phrases together into structures,
such as sentences, tables, or graphs. Identify the support that will be provided for students to organize the information
charts, graphs, diagrams. These must relate to the language function.)
Susan B. Anthony Timeline
Elizabeth Stanton Timeline

Assessment (Each learning objective must be assessed. How will students demonstrate their understanding or the lesson’s
objectives? How will you provide feedback for the students? What type of assessment will be used? What evidence will be
collected to demonstrate students’ understanding/mastery of the lesson’s objective? What constitutes success for the
students?)

Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning objectives
listed above. Each learning objective should be assessed. DO NOT restate the learning objective.)
To identify if the learning objective was met, I will be having the students do a chart to compare the three women that were
discussed in the lesson. They will have to make a chart in which they have to write the three women and write how each
impacted the Women’s Rights Movement/what they did.

Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor
judgments about the learner’s degree of success on an assessment.)
The level of performance that will identify if a student succeeds will be if they are able to write all three women on the
chart and can state how each impacted the movement. (A+)
The level of performance that will identify misconception/lack of understanding will be if students get two of the women
and state how both impacted the movement (B)
The level of performance that will identify if they are struggling is when students are able to write only one of the women
and how they impacted the movement. (C )
The level of performance that will identify if they did not meet and the information needs to be retaught is if they are not
able to write any of the women, or able to write how they impacted the movement. (F)

Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures
including strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated
activities.)

Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson)
. - SchoolHouse Rock: Women’s Suffrage Movement
- Students will listen to the song for the first time.
- Pass out lyrics for them to follow along and encourage them to sing the chorus.

Introduction: : (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly
related to the goals and objectives of the lesson, tap into prior knowledge/experiences, and develop student interest.)

Ask the students what they believe we are going to discuss during the lesson based on the song that they just heard. Then
discuss that during the lesson they will learn more about Susan B. Anthony, Elizabeth Stanton, and Sojourner Truth.

Instructional Strategies: (use a bulleted or numbered format to communicate the procedures for the lesson what the
teacher will do as well as what the student will do. Describe the strategies which will be used to support students' learning.
Knowledge of the students cognitive, social, emotional, and physical development along with their cultural backgrounds
should be evident.)
- Read the book “My Name Is Truth” and have students write facts that they hear about Sojourner Truth in their
Women’s Rights section of their social studies notebook.
- After the book, ask students to tell you different things that they wrote down.
- Talk about how the book made them feel or how it impacted them (Emotional - students have to be able to
describe how the book made an impact on them)
- Tell the students that they are about to be put into groups and going to do two timelines
- One timeline about Susan B. Anthony
- One timeline about Elizabeth Stanton
- Tell them that in their groups, they can do either worksheet first but only have 20 minutes to complete both.
- They will also need to use their computers for the Susan B. Anthony worksheet in order to fill out the timeline.
- On the Susan B. Anthony timeline, it has dates but under the dates it is blank.
- Students have to use their computer to figure out the importance of those dates.
- They can use any website or video they can find in order to fill out the timeline
- Put students into groups based off of academic level (Social - students have to work together and communicate to
find the answers for the assignment)
- Put a timer for 20 minutes on the board
- Walk around to help students if needed and to check in on groups
- Once timer is complete, students will go back to their desk
- Have the students fold the papers (hamburger style) and place them in their social studies notebooks under the
Women’s Rights section.

Closure/Wrap up: (Describe how the CONTENT of the lesson will be summarized)
We will have a whole group conversation about their worksheets and what they learned from both the worksheets and the
book that was read in the beginning of the lesson.

Instructional Supports

Resources and Materials Used to Engage Students in Learning: (provide citations for all resources that you did not
create. Attached key instructional material needed to understand what you and the students will be doing. Examples: class
handouts, assignments, slides, and interactive whiteboard images.)

- “My Name Is Truth - The Life of Sojourner Truth” Written by: Ann Turner

Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content: : ( (List any
websites and sources of the materials and background information that you will need or use as a teacher to engage the
students )
N/A

Other Relevant Information

Clear Links to Learning Theories, Educational Research, and Principles of Development:
This lesson connects to Lev Vygotsky’s “Sociocultural” theory. This theory states that students learn through interactions
with others. In this lesson, students will be working together in groups to complete two assignments. During that time that
students are working together, they are building their social and cognitive development through problem solving and
thinking strategies.

Connections to Technology and/or the Arts:

School House Rock - Women’s Suffrage Movement Song

Description of Collaboration with Others: N/A