Indiana Wesleyan University

Underground Railroad day 2

Social Studies
2007 ACEI Standards
READINESS
I.
Goal/Objectives/Standards
A. Goal: Explore the role personal responsibility has in shaping the world in times of strife
B. Standards
a. NCSS: 10: Civic Ideals and Practices
b. IAS 4.1.7 Explain the roles of various individuals, groups, and movements in the
social conflicts leading to the Civil War
Objectives: Students will identify the groups of persons that were connected to the
underground railroad and how the underground rail road affected their lives
II.
Materials: Powerpoint, Follow the Drinking Gourd by Jeanette Winters
a. Station 1: song list, sign list, instructions, worksheet
b. Station 2: directions
c. Station 3: testimonials (2 sets) video diaries, journal pages
d. Station 4: directions, books, worksheets,
e. Station 5: music player, drinking gourd song video, map, slips of paper, pictures
III.
Anticipatory Set:
Review singing the drinking gourd
Go through the lines one by one and have students guess what each lines mean
Award Stickers to the persons who guess correctly
Alternatively: if students do not seem to recall, separate them into groups and assign each
table a section of the song and have them share their theory of what their section of song
means
and meaning behind Follow the Drinking Gourd
IV.
Purpose: Today we are going to learn more about what the people who were involved in
the underground railroad had to DEAL WITH
PLAN FOR INSTRUCTION
III.Adaptation to Diverse Students
a. Enrichment: Books at 4th station will contain an abundance of information and will be
available during silent reading times
b. Remediation: Simplified worksheet will be made available to students who struggle with
reading/writing skills needed for this assignment
IV.Lesson Presentation (Input/Output)
o Management

Transitions: clap echo, drinking gourd song will play/be sung by students

Grouping: 4 groups of 5 according to reading strengths.

Each group will start at a different station

Should interpersonal conflicts arise:

-students will be coached through applying the RED CAR method to the issue
-Students will have a safe space to go to that has a clipboard and RED CAR worksheet that will
serve as a place for cooling down and processing. A timer will be used to set limits on how long a student may remain
in the safe space (5-15 minutes)
(ACEI 3.3)
V. Check for understanding. How do you know students have learned? What strategies will you
implement if all students have not met lesson outcomes? Employ one or more strategies to
determine student learning.
VII. Review learning outcomes / Closure

PLAN FOR ASSESSMENT

Summative: at the end of the unit, students will write extended journal entries as if they were one of
the persons connected to the underground railroad.
-Students mention 2-5 hardships encountered by the type of person they choose to write about
-Students mention 3-5 key words like conductor, slave-catchers, rivers, free state,
slave state
-students mention at least 1 source(s) of comfort/aid
-students mention at least two significant people groups who were involved in the underground
railroad
-students will construct full sentences that weave a narrative using first person language
(ACEI 4.0)
REFLECTION AND POST-LESSON ANALYSIS
1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. Were the students able to recall and make connections between previous learning and the
drinking gourd song?
7. Did the personalities within the various groups mesh well together? If there was an
interpersonal conflict, is there a different way I could have grouped the students?
8. How did the implementation of the RED CAR management system go as the unit progressed?
9. What depth of answers did I receive during the unit concluding grand conversation?
10. How well did students make the connection between this lesson and the theme of the unit?
11. What adjustments did I make to reach varied learning styles and ability levels?
a. Blooms Taxonomy
b. Gardners Multiple Intelligences
Include additional self-answer questions that specifically address unique lesson content and
methodology.
Revision Date: August 25, 2015
2007 ACEI Standard

Indiana Wesleyan University

Elementary Education Lesson Plan Design and Assessment Rubric
Social Studies

Goals
Objectives
Standards

Anticipatory
Set

Purpose

Needs Improvement
1
Lesson objectives are
poorly written and/or
have little or no
connection to learning
goals or standards.
Little connection
exists between
objectives and lesson
activities and
assessments.
The anticipatory set is
missing or has little or
no connection to the
goal or content of the
lesson.

Emerging
Competence 2
Lesson objectives are
correlated with
learning goals and
standards. The
connection between
objectives and lesson
activities and
assessments is weak
or unclear.

Competent 3

The connection
between the
anticipatory set and
lesson objectives and
content is weak or
unclear.

The anticipatory set is

clear and direct and
focuses students
attention on the
lesson.

The statement of
purpose is ambiguous
or worded so
generally that the
connection with the
content of the lesson
is not apparent.

A statement of
purpose is included in
the lesson, but has
little power to
motivate students and
capture their
imaginations.

The statement of
purpose is clearly
connected to the
content of the lesson
and is presented in
terms that are easily
understood by
students.

The lesson plan

contains objectives
that connect goals
and standards with
lesson activities and
assessments.

Outstanding 4
The lesson plan
contains clearly stated
content objectives.
Objectives are
logically connected to
appropriate goals and
standards and are
consistent with lesson
activities and
assessments.
The anticipatory set
connects the current
lesson with previous
and future learning
and focuses students
minds and attention
on the days lesson.
The statement of
purpose has the
power to capture the
imaginations of
students and motivate
them to accomplish
the expected learning.

Readiness
Plan for Instruction

Adaptation
to Diverse
Students
ACEI
Standard 3.2

Lesson
Presentation
Social
Studies
ACEI
Standard 2.4

Needs Improvement
1
Few or no instructional
opportunities are
included. Any
instructional
opportunities are not
developmentally
appropriate or
adapted to diverse
students.

Emerging
Competence 2
Instructional
opportunities are
provided in this
lesson; however, they
are not adapted to
diverse students.

The candidates
lesson plan suggests
that he or she is not
familiar with the
themes, concepts, and
modes of inquiry
drawn from the
academic fields of the
social studies.

The candidates
lesson plan suggests
emerging familiarity
with the themes,
concepts, and modes
of inquiry drawn from
the academic fields of
the social studies.

The candidate does

not demonstrate
understanding of the
major concepts and
modes of inquiry from

The candidate
demonstrates limited
understanding of the
major concepts and
modes of inquiry from

Competent 3

Outstanding 4

Instructional
opportunities are
provided in this
lesson. The
opportunities are
developmentally
appropriate and/or are
adapted to diverse
students.

Specific instructional
opportunities are
provided in this lesson
that demonstrate the
candidates
understanding of how
students differ in their
development and
approaches to
learning. The
instructional
opportunities are
adapted to diverse
students.
The candidate
demonstrates in-depth
knowledge and
understanding of how
the major concepts
and themes of social
studies are integrated
across academic fields
in his or her lesson
plan.

The candidate
demonstrates an
understanding of the
themes, concepts, and
modes of inquiry
drawn from the social
studies in his or her
lesson plan. He or she
develops experiences
to help elementary
students learn about
major social studies
concepts.

The candidates lesson

plan demonstrates an
in-depth

the social studies, and

does not promote
elementary students
ability to make
informed decisions as
citizens of a culturally
diverse democratic
society and
interdependent world.

the social studies, and

minimally promotes
elementary students
ability to make
informed decisions as
citizens of a culturally
diverse democratic
society and
interdependent world.

ACEI
Standard 3.3

The lesson
presentation does not
encourage elementary
students
development of
critical thinking and
problem solving.

The lesson
presentation includes
little provision for
students
development of
critical thinking and
problem solving.

Check for
Understandi
ng

Little or no provision is
included to check for
student understanding
or to reteach concepts
that elude students
during the initial
presentation.

A guided practice
section is included in
the lesson plan, but
the connection with
the lesson
presentation is weak
and/or unclear.

Lesson closure is not

included, or is not
related to the goals
and/or content of the
lesson.

Lesson closure is weak

and/or poorly written.

Lesson
Presentation

Review
Learning
Outcomes

The candidates
lesson plan
demonstrates an
understanding of the
major concepts and
modes of inquiry from
the social studies, and
enables students to
learn about the major
themes that integrate
knowledge across the
social students and
helps them become
productive
participants in a
democratic society.
The lesson
presentation includes
at least one teaching
strategy that
encourages
elementary students
development of
critical thinking and
problem solving.
The lesson plan
includes a plan and
the means to check
for student
understanding of the
lesson. A provision is
included to reteach all
or part of the lesson
to all or part of the
class.
Lesson closure relates
directly to the lesson
purpose and/or
objective.

Closure

understanding of the
social studies and a
significant ability to
help K-6 students
learn the essential
concepts and become
productive
participants in a
democratic society.

The lesson
presentation includes
a variety of teaching
strategies that
encourage elementary
students
development of
critical thinking and
problem solving.
Plans to check for
student understanding
of the content are an
integral part of the
lesson, and include
frequent questions
and other actively
engaging forms of
formative assessment
during guided
practice.
Lesson closure is
clearly correlated to
the content of the
lesson and actively
engages students in
summarizing the
essential elements of
the lesson.

Plan for Assessment

Formal and
Informal
Assessment
ACEI 4.0

Needs Improvement
1
The lesson plan does
not include
assessment activities,
or there is little or no
correlation between
planned assessment
activities and lesson
goals and objectives.
Any assessments
included are not
developmentally
appropriate for the
students.

Emerging
Competence 2
Assessment activities
are included in the
lesson, but they are
not well correlated to
and/or do not cover
the full range of LP
goals and objectives.
The assessment
strategies do not
promote development
of each student.

Competent 3

Outstanding 4

A plan for formal and

informal assessment
throughout the lesson
is included. The
assessment strategies
are uniquely designed
for the students.

Formal and informal

assessments
strategies are a
seamless and
integrated part of the
lesson. The
assessments are
highly correlated to
the learning objectives
and promote
continuous
intellectual, social,
emotional, and
physical development
of each student.

Reflection
and PostLesson
Analysis

Self-answer questions
are not included in the
lesson plan.

Self-answer questions
are included, but do
not fit the content or
purposes of the
lesson.

The lesson plan

includes all required
self-answer questions.

Lesson Plan Summative Assessment

Element
Goals Objectives Standards
Anticipatory Set
Purpose
Adaptation to Diverse Students
ACEI 3.2
Lesson Presentation
ACEI 2.4
Lesson Presentation
ACEI 3.3
Check for Understanding
Review Learning Outcomes Closure
Formal and Informal Assessment
ACEI 4.0
Reflection and Post-Lesson Analysis

Score

Total Score
Note to faculty
When used for submission in methods course, include data for ACEI
standards on collaborative site.
When used for student-teaching admission, all of the following apply.
Passing total score = 30/40
No individual element score < 2
Signed by faculty

Additional self-answer
questions are included
that specifically
address unique lesson
content and
methodology.