ELA Lesson Plan
Title of plan: Who is Frederick Douglass?
Content Area(s): English Language Arts and Social Studies
Day and date of plan (Wednesday, November 14)
Anticipated length of time: 30-40 minutes
Georgia Performance Standards and Common Core-
SS3H2 The student will discuss the lives of Americans who expanded people’s rights and freedoms in a democracy.
a. Frederick Douglass (civil rights)
b. Explain social barriers, restrictions, and obstacles that these historical figures had to overcome and describe how they overcame them.
ELACC3RI3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
ELACC3RI4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area
Objectives and/or Essential Questions- these will depend on the emphasis of your district, school, and/or teacher
Materials-
Motivation: The teacher will find a hidden letter in the classroom. To capture their interests, she will open it in front of the students and explain that it is from Frederick Douglass! After reading the letter, she will proceed to introduce the lesson for that day, explaining that they will learn about the life of Frederick Douglass.
Teacher Model and Demonstration: In order to learn the information about Frederick Douglass’ life, the teacher will read the book, A Picture Book of Frederick Douglass by David Adler, during shared reading. Before reading, the teacher will have the students pick an item out of the mystery bag (these objects will be introduced during the story) and tell the students about how they are going to create a storyboard. As their item is mentioned in the story, they will come place it on the white board. The teacher will need to draw a simple timeline on the white board with specific dates.
Guided Practice: The students will post the items under the correct date as the story is read. Throughout the story the teacher will stop and talk about vocabulary and slavery. Is that fair or right to treat someone like that? The storyboard will be reviewed and discussed after the story to illustrate sequencing.
Independent Practice: The students will be given blank graphic organizers called Frederick Douglass Timelines. They will use the dates and items from the storyboard to sequence Frederick Douglass’ life in written form. The students will be asked to summarize and write about at least 3 events using the storyboard as a reference. They may work with a partner or individually.
Accommodations or Modifications-
In order to accommodate the needs of the special education students, they will be given the opportunity to work in a group with the teacher to review the events in the book and collaborate as needed.
ELL students will be paired to work with a partner that is stronger in this area. The teacher will also post vocabulary words on the white board for spelling that can be used on the timeline if needed.
Assessments-
Informal- The teacher will prompt the student with questions during the discussion of the story. She will observe which students are responding and participating in order to know that they are comprehending the content.
Formal: The students’ timelines will be graded using a rubric. It requires them to use rich vocabulary, describe at least three events, list the dates, and have the correct sequence of dates and events on their timelines.
Content Area(s): English Language Arts and Social Studies
Day and date of plan (Wednesday, November 14)
Anticipated length of time: 30-40 minutes
Georgia Performance Standards and Common Core-
SS3H2 The student will discuss the lives of Americans who expanded people’s rights and freedoms in a democracy.
a. Frederick Douglass (civil rights)
b. Explain social barriers, restrictions, and obstacles that these historical figures had to overcome and describe how they overcame them.
ELACC3RI3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
ELACC3RI4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area
Objectives and/or Essential Questions- these will depend on the emphasis of your district, school, and/or teacher
Materials-
- A Picture Book of Frederick Douglass, by David Adler
- Brown Paper Bag (1)
- Popsicle sticks (1 for each student)
- Magnets (1 for each student)
- A white board
- Picture of Frederick Douglass
- Picture of corn, wheat, and tobacco
- Picture of farm
- Picture of Frederick Douglass’ mother
- Picture of a bowl of corn “mush”
- Picture of Sophia and Hugh Auld
- Picture of a stack of books
- Picture of Fredrick teaching
- Cotton balls (5)
- Picture of Anna Murray
- Freedom papers
- Sailor hat
- Picture of trains, ferry, steamboat
- Picture of Frederick’s children
- Money (earning wages)
- Picture of William Lloyd Garrison
- Speak Out
- Danger Sign
- Freedom
Motivation: The teacher will find a hidden letter in the classroom. To capture their interests, she will open it in front of the students and explain that it is from Frederick Douglass! After reading the letter, she will proceed to introduce the lesson for that day, explaining that they will learn about the life of Frederick Douglass.
Teacher Model and Demonstration: In order to learn the information about Frederick Douglass’ life, the teacher will read the book, A Picture Book of Frederick Douglass by David Adler, during shared reading. Before reading, the teacher will have the students pick an item out of the mystery bag (these objects will be introduced during the story) and tell the students about how they are going to create a storyboard. As their item is mentioned in the story, they will come place it on the white board. The teacher will need to draw a simple timeline on the white board with specific dates.
Guided Practice: The students will post the items under the correct date as the story is read. Throughout the story the teacher will stop and talk about vocabulary and slavery. Is that fair or right to treat someone like that? The storyboard will be reviewed and discussed after the story to illustrate sequencing.
Independent Practice: The students will be given blank graphic organizers called Frederick Douglass Timelines. They will use the dates and items from the storyboard to sequence Frederick Douglass’ life in written form. The students will be asked to summarize and write about at least 3 events using the storyboard as a reference. They may work with a partner or individually.
Accommodations or Modifications-
In order to accommodate the needs of the special education students, they will be given the opportunity to work in a group with the teacher to review the events in the book and collaborate as needed.
ELL students will be paired to work with a partner that is stronger in this area. The teacher will also post vocabulary words on the white board for spelling that can be used on the timeline if needed.
Assessments-
Informal- The teacher will prompt the student with questions during the discussion of the story. She will observe which students are responding and participating in order to know that they are comprehending the content.
Formal: The students’ timelines will be graded using a rubric. It requires them to use rich vocabulary, describe at least three events, list the dates, and have the correct sequence of dates and events on their timelines.