Harriet Tubman Lesson Plan

Indiana Wesleyan University
Elementary Education (Children’s Literature) Lesson Plan Template

CAEP 2018 K-6 Elementary Teacher Preparation Standards
Book Title and Author/Illustrator: Moses: When Harriet Tubman Led Her People to Freedom
LESSON RATIONALE/INJUSTICE CONFRONTED

Students are to see that the bravery of one individual created ripple effects. Not only did she help free her loved ones, but
she continued to sacrifice her life for thousands of strangers. Despite a painful and frightening journey, Harriet did not
relent.
READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)— Students will consider how Harriet Tubman’s journey to freedom progressed.
B. Objective(s)—Students will track Harriet Tubman’s trip through the underground railroad and create their own
corresponding journey.
C. Standard(s):
(IAS) 6.RL.2.3 Explain how a plot unfolds in a series of episodes as well as how the characters respond or change
as the narrative advances and moves towards a resolution.
II. Management Plan- Time per lesson element, use of space, list of materials. Describe expectations and procedures.
Time: (see time estimates by plan)
Materials: “Moses: When Harriet Tubman Led Her People to Freedom”, poster, markers, map
Space: For the read aloud, students will sit on the floor in a group in front of me. After the read aloud, I will ask
students to return to their table groups and provide further instructions. Students will get a chance to get up
and briefly present their posters.
Behavior: I will use a positive incentive behavior management plan that rewards positive cooperation in the
lesson with paper money (school wide system) which can later be exchanged for privileges and prizes at the
school store.
III. Anticipatory Set (5 min)

• Students will discuss with their table ways that they can be a leader to those around them. I will ask them to pull
out a piece of paper and brainstorm what skills they can develop to lead those around. For example, students
may come up with answers such as “I can go the extra mile by helping one of my peers”, “I can stand up for
others and be a positive influence”, “I can be inclusive when playing games or sports.” I will one representative
from each table group to share with me an idea that their table group came up with. I will write them on the
board, and add my own example. I will discuss how each of us have the potential to be a leader. A great leader
has a goal in mind, and serves with an open mind and heart. They are willing to sacrifice for the sake of others.
IV. Purpose: (30 seconds) “Today, I am going to read the book “Moses: When Harriet Tubman Led Her People to
Freedom.” We will learn from three different voices: the narrator, God, and Harriet Tubman. Harriet will
demonstrate the strength it took to live life as a slave looking for a way out. As the story progresses, attempt to
put yourself in Harriet’s shoes”
PLAN FOR INSTRUCTION

V. Adaptation to Individual Differences and Diverse Learners—
- Students/group who are struggling to recount details from the story will be provided with an E-book version in
which they can flip back through and re-read for details.
- Students who have trouble thinking creatively or abstractly have permission to use their Chromebooks to look
up things that a person escaping the south may have experienced on their journey. They may add this to their
map.
- Students will have the chance to reflect on the story through the response activities and questions asked.
VI. Foundational Theory: Reader-response criticism is a school of literary theory that focuses on the reader (or
“audience”) and their experience of a literary work, in contrast to other schools and theories that focus attention
primarily on the author or the content and form of the work.
VII. Lesson Presentation (Input/Output) (30 min)
1
• I will read the book “Moses: How Harriet Tubman Led Her People to Freedom” aloud to the class. I will use
appropriate reading strategies and excitement about the novel. I will speak in character when reading the parts
of the narrator, Harriet Tubman, and God. Students will gather as a large group on the floor.
• Students will return to their table groups after the reading of the story. Each group will be given a poster board
that they will turn horizontally. I will introduce “Freytag’s Pyramid” to students. This should be something that
they have talked about and studied before. The pyramid will represent an arrangement of events and actions
within a story. I will give students a brief reminder as to what the 5 parts of the pyramid are: introduction, rising
action, climax, falling action, and conclusion. They will draw the outline of the pyramid on their poster board
and then fill in the details of the story line with their group. They may draw picture and decorate their poster
board using markers that I will hand out. I will emphasize to students to make sure to know how Harriet’s
emotions and feelings change as the story progresses (fear → assurance and confidence). Students will hang
these posters around the room and do a “stroll through” to view their peers work. This will also give students a
chance to get up and moving. We will discuss the posters as a class (see Check For Understanding)
• Students will then return to their seats and work on an assignment individually. Each student will be given a
handout of the United States. It will have the slave states and free states delineated. Students must map out a
course to free territory. I will give each student the same starting destination (ex: Maryland). They will be
expected to plan a route to a different state and explain why they chose that route. I will ask them to also list
possible circumstances that may set them back in their journey such as bad weather conditions, too much traffic
to risk getting caught, hunger, bad terrain etc). They will draw a line from the slave state to free state, and draw
symbols along the way to mark milestones or setbacks in their trek. I will ask the class questions such as “How
would you feel about being a slave that is escaping through the underground railroad?, “How does making your
own map help you relate to Harriet’s struggles? What toll would this journey take on you?”
VIII. Check for understanding. (5-7 min)

- We will discuss as a class the various parts of the narrative that students gathered in their pyramid. Each of
the four groups will get to defend their poster and share it with the class.
- I can gauge what students understanding about how the story has progressed and Harriet grown by asking
questions. They should be able to see just how difficult Harriet’s journey was to navigate, but eventually she
was successful in finding freedom for her and her family. To spur conversation, I will ask questions such as:
• What aspects of leadership did you notice in Harriet as you mapped out the story?
• In what ways did you see Harriet confront fear?
- Review learning outcomes / Closure: (2 min) “As we have found today, Harriet’s journey to freedom was not a walk
in the park. She left all she knew behind and followed her heart into the unknown. She walks through fear and
frustration. We see Harriet trusting in God and listening to His guidance throughout this journey. Harriet
develops a trust in preserving through her journey, knowing there is hope in the end. And there is.”
PLAN FOR ASSESSMENT

Formative: I will observe students as they answer questions, interact with their groups, and narrate how the plot unfolds.
I will also use the map and the open-ended questions as a fun formative exercise as an indication if students were richly
involved in the lesson. It will show indicate to me if students are practicing significant thought.
Summative: I will grade student’s poster boards on a rubric. This will indicate to me if they understand the progression
that a plot will take in a story. It will also signal if they can identify changes in a character and are ready to move on to the
next lesson.
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. What adjustments did I make to reach varied learning styles and ability levels?
7. Were the students able to recall enough information about the book to complete the pyramid exercise
effectively?
8. Did the activities give insight into what it took for slaves to find freedom?

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Indiana Wesleyan University

Elementary Education (Children’s Literature) Lesson Plan Template

LESSON RATIONALE/INJUSTICE CONFRONTED

III. Anticipatory Set (5 min)

PLAN FOR INSTRUCTION

VII. Lesson Presentation (Input/Output) (30 min)

VIII. Check for understanding. (5-7 min)

PLAN FOR ASSESSMENT

REFLECTION AND POST-LESSON ANALYSIS

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