Wesleyan College Lesson Plan Template - Revised 1/2/2014

Educating Exemplary Teachers

Name: Antiqua Johnson

Date: 11/5/14

Title of Lesson: How far did Harriett Tubman travel? Grade Level: 5th
Time Frame: 30 minutes - Lesson #5

EDR: 390

Rationale / Purpose for Lesson:

It is important for the students to understand how to calculate an overall distance in reference to the
amount of miles traveled multiple times.

Summary of Lesson: (Brief description of the lesson)

The students will use multiplication to discover the overall total of miles
Harriet Tubman traveled along the Underground Railroad.
STANDARDS
SUBJECT AREA STANDARDS
IRA/NCTE/NSTA/NCTM/NCSS
(Circle the one that applies)

1. Students apply a wide range of

strategies to comprehend, interpret,
evaluate, and appreciate texts. They
draw on their prior experience, their
interactions with other readers and
writers, their knowledge of word
meaning and of other texts, their
word identification strategies, and
their understanding of textual
features (e.g., sound-letter
correspondence, sentence structure,
context, graphics).

GEORGIA COMMON CORE

STANDARDS OR GEORGIA
PERFORMANCE STANDARDS

1. CCSS.Math.Content.5.NBT.B.5
Fluently multiply multi-digit whole
numbers using the standard
algorithm.

Learner Outcomes / Objectives (What do I

ASSESSMENTS/ EVALUATIONS

want students to learn and be able to do?)

(How will I know that students have achieved my

objectives/outcomes) Include copies and/or

(Use active verbs---BLOOMS Taxonomy)

Stem: Students will be able to. . .

a.students will be able to calculate

the distance Harriet Tubman along
the Underground Railroad.

descriptions of assessments.

a. students will discover the miles

Harriet traveled and multiply that
distance by the number of times
traveled to calculate the overall
distance traveled.

RESOURCES/MATERIALS/SETTING, AND GROUPS What will I need to teach this lesson

and where will I teach it? If groups are incorporated, how will they be selected and utilized?

Paper
Pencil
Book: Honey, I Love
Post-it Sticky Notes
MOTIVATION How do I increase students interest in the lesson and activate prior knowledge?
How do I set a purpose for the lesson?

Opening (Motivation/Anticipatory Set/Hook/Building or Activating Schema):

What proficient readers strategy have we been using throughout this unit? What is our
unit theme? I will read a poem titled Harriet Tubman, and I will give you one specific
question during the reading. How does questioning as we read aloud help us to better
understand the text? You will record the question onto a post it sticky note and we will
discuss them after the reading.

PROCEDURES OF THE LESSON How will my students become engaged in the learning process?
What is the best way to use technology to enhance instruction or student presentation of their work?- (Detailed Step-by-

Step Sequence)

1.Opening- the students will use the questioning reading strategy as purpose for
determining the amount of how many times (19) Harriet Tubman traveled in relation to
the amount of miles she traveled (60) along the Underground Railroad.
2.Multiplying- he students will use the information provided to calculate the overall total
of miles Harriet Tubman traveled. Given the amount of miles one way from the South to
the North the students will multiply this number by the amount of times she traveled to
come up with a product.
3.Closing- the students will think about the overall journey of Harriet Tubman and any
2

additional questions they may have about her journey and guide a collaborative class
discussion. The students will give comparisons and contrasts using the characteristics they
have discovered about journeys in reference to trips or vacations that are common in
their daily lives. The teacher should ask guiding questions such as:
What is a trip that you take daily?
What is a vacation?
How does this compare/differ from a journey?
What is a journey?
ACCOMMODATION (How will I adapt the lesson to meet the requirements of any special needs
learners, gifted learners, and culturally and linguistically diverse learners?)

There are 11 inclusion students and a co-teacher in this class, and as a result, I will have to
be thorough and precise in my instructions, use guided questions and allot the students
more time to respond and perform.
Differentiation: Address how you will modify any parts of your lesson in at least ONE of
the following areas:
Content
Process
The teacher should begin and transition
It is important to follow a step by step
throughout the entire lesson by providing
process with this group of students. No steps
and supporting background knowledge.
in the process should be omitted. When
The teacher should provide a solid base
transitioning from one process or concept to
and assure that the students are fully
another the teacher should check to assure
aware of the material and concepts that
the students are aware and fully understand
are being introduced and performed.
the expectations held.
Closure: (How will I end the lesson smoothly?)- (e.g., reflections, brief discussion, questioning, etc.)
What is a journey? The class will conduct a whole group discussion about the differences
between a journey and a trip based on their discoveries and prior knowledge.
HOMEWORK: If homework is assigned, it should be a reinforcement of the classroom assignments.
It should not be a new skill or one that the students are unable to complete.
NO HOMEWORK