1. Janelle Carper & Taylor Belella

2. Lesson 1

3. Standards: SS.4.E.4 Examine and research how slavery and indentured servants influenced the early economy of the United States by constructing graphics (e.g., charts, graphs, tables and grids, etc.) displaying the effect of having slaves and indentured servants. ELA.4.R.C1.3: Describe in depth a character, setting or event in a story or drama, drawing on specific details in the literary text (e.g., a character’s thoughts, words or actions). ELA.4.SL.C13.2 Paraphrase portions of a text read-aloud, or information presented in diverse media and formats, including visually, quantitatively and orally. Objectives: Students will listen to the song; “Follow the Drinking Gourd” while analyzing what the song represents. Students will read an article about Harriet Tubman and the Underground Railroad with a partner while highlighting important key details

4. Students will listen to Follow the Drinking Gourd and discuss Harriet Tubman and the Underground Railroad. They will make connections between slave’s and the importance in the song’s that they sang. They will be given the opportunity to create their own song.

5. The technology used in the lesson is the class blog. The students are going to post their completed slavery song to their blog. The class website is http://kidblog.org/MsCarperandMsBelellasClass http://kidblog.org/MsCarperandMsBelellasClass They will be given time to read their classmates post on their own, and we will look at them as a class.

6. 21C.O.3-4.1.TT.1 Student uses keyboard, mouse and other common input and output devices (including adaptive devices when necessary) efficiently and effectively; student handles diskettes, CD/DVDs, USB drives, microphones, and headphones with care; student opens files independently, saves documents, and sends documents to the printer. 21C.O.3-4.2.TT.2 Student collaborates with peers, experts and others using telecommunications and online resources (e.g., e-mail, online discussions) to participate in collaborative problem-solving activities for the purpose of developing solutions or products for audiences inside and outside the classroom. 21C.O.3-4.3.LS.4 Student appreciates, accepts and works cooperatively with others, in both academic and social contexts, shares responsibility for continued improvement of the academic performance and climate of the school, and exhibits ethical behavior while working alone or communicating with others.

7. They will be asked to respond with 2-3 sentences. It should not be a paragraph just a short response. The sentences must be complete. The questions will contain; What do you feel was important about Harriet Tubman? What is the Underground Railroad? How does the song, “Follow the Drinking Gourd,” connect to the Underground Railroad and Harriet Tubman? After the students have turned in their questions they will be required to create a song title they feel the slaves would sing.

8. Lesson 2

9. Standards: S.S.4.E.4 Examine and research how slavery and indentured servants influenced the early economy of the United States by constructing graphics (e.g., charts, graphs, tables and grids, etc.) displaying the effect of having slaves and indentured servants. M.4.MD.3 Apply the area and perimeter formulas for rectangles in real world mathematical problems. ELA.4.W.C11.3 Draw evidence from literary or informational texts to support analysis, reflection, and research. Objectives: Students will accurately measure out various lengths using pre-measured objects/tools. Students will calculate area and perimeter based on acquired measurements. Students will use a literary text to draw evidence and support.

10. Students will read about the living quarters of Slave’s, and pull out key details about their rooms. They will then create their own life-size room out in the hallway based on what they have read. Next, they will be solving to find both the area and perimeter of their room, and then transferring their room to paper using an appropriate scale.

11. The technology used in this lesson will be a digital video. The digital video will show them how to perform and complete the activity where they make the slave room. The video will be used to enforce the directions for the task, and provide the students with a visual of the activity.

12. 21C.O.3-4.2.TT.4 Student uses technology tools (e.g., calculators, data collection probes, videos, educational software) for problem solving, self-directed learning, and extended learning activities. 21C.S.3-4.1: Information and Communication Skills The student will access, analyze, manage, integrate, evaluate, and create information in a variety of forms using appropriate technology skills and communicate that information in an appropriate oral, written, or multimedia format.

13. The assessment used in this lesson will be the rooms they transfer to the blank sheet of paper. I will check their measurement for their room to make sure they measured correctly, and I will evaluate the scale they created in order to convert the life-size room from the hallway on to paper. I will also be able to assess their ability to draw evidence from the text by observing which measurements they chose for their room, as well as the details they add to the their room to distinguish it from just any old room. I will also be able to see which clue words they pulled from the text and why they thought they were clue words during the class discussion.

14. Lesson 3

15. Standards: SS.4.H.CL1.2 Compare and contrast community life, family roles and social classes in colonial American (e.g., indentured servants, slaves, colonists, etc.). ELA.4.W.C10.1 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in objectives in Text Types and Purposes.) Objectives: Students will select five teacher specified details (housing, clothing, education, family, and playtime) from a given article on the life of a slave. Students will compare and contrast their life to a slave’s life by completing a flip book.

16. Students will brainstorm aspects of a slave’s life and their life through a Smartboard activity. The students will read an article with a partner. As a class we will list details of the articles on a premade chart on the Smartboard. The students will create a flipbook comparing their life to a slave’s life.

17. The technology used in this lesson are two Smartboard activities. The first one allows the students to drag phrases to the correct column. The second activity requires them to write and erase.

20. 21C.S.3-4.1: Information and Communication Skills The student will access, analyze, manage, integrate, evaluate, and create information in a variety of forms using appropriate technology skills and communicate that information in an appropriate oral, written, or multimedia format. 21C.O.3-4.2.TT.4 Student uses technology tools (e.g., calculators, data collection probes, videos, educational software) for problem solving, self-directed learning, and extended learning activities.

21. The assessment used in this lesson is an exit slip that contains the question, “What aspect do you feel would be most challenging if you were a slave? (education, clothing, housing, playtime, or family) Why do you feel this aspect would be the most challenging?” I will also assess the students on their flip books.

22. Lesson 4

23. Standards: S.S.4.E.4 Examine and research how slavery and indentured servants M.4.MD.2 Use the four operations to solve word problems involving distances,…that require expressing measurements given in a larger unit in terms of a smaller unit and represent measurement quantities using…a measurement scale. ELA.4.W.C11.3 Draw evidence from literary or informational texts to support analysis, reflection, and research. Objectives: Students will pull out key details from a literary text and use them as justification. Be able to create an accurate scale converting miles to inches or centimeters.

24. The students will read a literary text and draw specific details from the text that show what the journey along the Underground Railroad was like for slaves. They will then use the site Community Walk to create their own escape route. They will record the various distances along their path and create a scale that converts miles to either inches or centimeters.

25. The students will be using the site Community Walk to design and generate their own escape route. They will have to record the measurements along their path, and use a self-created scale to convert the miles to inches or centimeters. Link: http://www.communitywalk.com/shepherdstown/wv/ journey_to_freedom/map/1775841

26. 21C.O.3-4.1.TT.3 Student uses menu options in software applications to create documents, simple spreadsheets and presentations and to save files to various locations (e.g., USB drive, diskette, hard drive, server). Student begins to use e-mail to exchange documents with other teachers and students. Students know how to organize files through the use of folders. 21C.O.3-4.1.TT.1 Student uses keyboard, mouse and other common input and output devices (including adaptive devices when necessary) efficiently and effectively; student handles diskettes, CD/DVDs, USB drives, microphones, and headphones with care; student opens files independently, saves documents, and sends documents to the printer.

27. The assessment used in this lesson is the escape route they create on the Community Walk site and save to the computer. I will be able to go back and look at each of their escape routes, and see the distances that would be traveled. I will then be able to check their measurements they recorded and converted with the scale they made based off the escape route they generated on the site.