Kutztown University Elementary Education Department Professional Semester Program Lesson Plan Format

KUTZTOWN UNIVERSITY
ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT
Teacher Candidate: Bridgette Brandt Date: 2/10/20

Cooperating Teacher: Ms. Cobb Coop. Initials: ________________
Group Size: 22 Allotted Time: 40 minutes Grade Level: 4th
Subject or Topic: Writing Activity/ Black History Month Section: 075
STANDARD: (PA Common Core):

 Standard - CC.1.4.4.G- Write opinion pieces on topics or texts.
I. Performance Objectives (Learning Outcomes)

 Students will be able to practice their writing skills by choosing an African-American
icon and writing why they think they are a hero
II. Instructional Materials

 Young Harriet Tubman: Freedom Fighter by Anne Benjamin
III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea)
 Prerequisite skills: students should have some background in black history month.
 Key vocabulary:
o Freedom fighter: someone who fights for freedom
o Slave: an individual, usually colored, who were owned by others
o Underground Railroad: a network of havens that helped slaves escaped during the
Civil War
 Big idea: How is Harriet Tubman a hero?
IV. Implementation
A. Introduction –
 “This week, I have a fun activity planned for us. With February being black history
month, we are going to learn about some important people that changed the world for not
only colored people, but for everyone.”
B. Development –
 “The first book we have for this week is called Young Harriet Tubman: Freedom Fighter.
Have you ever heard of Harriet Tubman? Who was she? I want you to turn and talk to
your neighbor about Harriet Tubman. Even if you don’t know who she is, that’s okay,
just take a guess as who you think she is.”
o Allow 5 minutes for the students to turn and talk; then have a few students share
o “When we look at the title, we also see that the author added the title of freedom
fighter. What do you think it means to be a freedom fighter?”
 Have a couple students share
 “As we read, I want you think of what Harriet Tubman did.”
o Read the book; stop at page 10. Ask the question:
 “Let’s stop and think for a minute. Imagine you were 9-year-old Harriet
Tubman. How would you feel if you had to do the chores Harriet had to
do? Why? How do you think she felt? Why?”
 “I want you to turn and talk to your neighbor as to how you would feel if
you had to do the same chores as Harriet Tubman.”
o Continue reading; stop at page 21. Ask the question:
 “Why do you think Harriet wanted her freedom now more than ever? Turn
and talk to your neighbor.”
 Allow 5 minutes for the students to talk, then share
o Continue reading; stop at page 25. Ask the question:
 “Why do you think the journey to the North was dangerous? What kind of
dangers do you think stood in Harriet’s way? Turn and talk with your
neighbor.”
 Allow about 5 minutes, then have 2 or 3 student pairs share.
o Continue reading the story until the end. Ask the question:
 “Why do you think Harriet Tubman is a hero? What did she do to
deserve this title? Turn and talk to your neighbor.”
 Allow 5 minutes for students to share
C. Closure –
 “Now that we are done talking about Harriet Tubman, I want you to think about how you
can change the world. It might not be as drastic as Harriet Tubman, but as we go about
our day, I want to hear at least one way you can change the world at dismissal.”
D. Accommodations / Differentiation – Think, pair, share
E. Assessment/Evaluation plan
1. Formative- student observation during think, pair share (checklist)
2. Summative- Writing prompt (at end of week)
V. Reflective Response
A. Report of Students’ Performance in Terms of States Objectives (Reflection on

students performance written after lesson is taught, includes remediation for students who
failed to meet acceptable level of achievement)
B. Personal Reflection(Question written before lesson is taught.)(Reflective answers to

questions recorded after lesson is taught.)
1. What went well? What didn’t go well?
2. Did I adhere to the time limit?
3. Was the lesson as engaging as I thought it was?
VI. Resources
 Benjamin, A., & Beier, E. (2006). Young Harriet Tubman: freedom fighter. New York:
Scholastic, Inc.

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KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

Teacher Candidate: Bridgette Brandt Date: 2/10/20

STANDARD: (PA Common Core):

I. Performance Objectives (Learning Outcomes)

II. Instructional Materials

D. Accommodations / Differentiation – Think, pair, share

A. Report of Students’ Performance in Terms of States Objectives (Reflection on

B. Personal Reflection(Question written before lesson is taught.)(Reflective answers to

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