Beruflich Dokumente
Kultur Dokumente
3-5 minutes
LESSON:
Introduction:
This lesson takes place at
the end of the weekly unit
on slavery in the United
States. The students have
already learned why there
was slavery in the U.S.
and how it started. This
lesson will focus on the life
of slaves before abolition
and add on to what the
students have already
learned about slavery.
MANAGEMENT:
Students are sitting at
their desks currently. Have
students quietly come up
to the front of the room
and sit down ready to hear
a story.
Content/Activity:
1. Write the following
words on the white
board and ask students
to help you define
these words :
plantation -an estate
10-15 minutes
on which crops
such as coffee,
sugar, and
tobacco are
cultivated by
resident labor.
overseer- a person
who
supervises
others,
especially
workers.
master-a man who
has people
working for
him, especially
servants or
slaves
slave-a person who is
the legal
property of
another and is
forced to obey
them
2. Tell students to
listen for the
vocabulary words
as you read out of
the book.
3. Tell students that
the book you will be
reading is a
historical fiction and
ask if anyone knows
what a historical
fiction book is. It is
a story that was not
real but is based on
true events. Tell
them that the
author of the book
is African American
and combined
different stories of
his own family to
create this book
about the history of
African Americans
in America. Explain
to students that the
person telling the
story is not real but
15-20 minutes
African Americans in
slavery. Have a few
students share their
responses out loud.
2 minutes
Adaptations: Most of the students in the class are on about a second or third
grade reading and writing level so their paragraphs will not have to be as detailed
or as long as one would expect from those at a fifth grade reading and writing level.
A few of the students are mid-level English proficient and for them I will help more
during the writing portion and discuss with them the vocabulary words. Early
finishers will be able to pull out their library books and read. Those who are slow
starters will be able to finish their writing and picture during free work time the next
day.
Integration: This lesson is integrated into writing as they are required to write their
own response. It is also integrated into listening as students have to listen to me
read parts of the story to them. The lesson also could be technologically advanced
by having students type their responses on their computers since each of them
have a computer at their desk. I also could use the Elmo or document camera to
show the illustrations in the book on the projector.
If I Were a
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