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Day 10: Riding the Rails:Personal Journeys to Freedom – Continued
Computers & Internet, Language Arts, Social Studies
Title – All Aboard! Exploring the Secrets of the Underground Railroad – An Interdisciplinary Unit
Day 10 Lesson: Riding the Rails: Personal Journeys to Freedom – Continued
Note, this is one part of a larger unit which can be found here .
By – Elizabeth Hodgson and Rachel Vogelpohl
Primary Subject – Social Studies
Secondary Subjects – Language Arts, Computers / Internet
Grade Level – 4
1.04 – Evaluate ways the people of North Carolina used, modified, and adapted to the physical environment, past and present.
2.03 – Describe the similarities and differences among people of North Carolina, past and present.
2.04 – Describe how different ethnic groups have influenced culture, customs and history of North Carolina.
3.02 – Identify people, symbols, events, and documents associated with North Carolina’s history.
3.04 – Compare and contrast ways in which people, goods, and ideas moved in the past with their movement today.
4.02 – Identify religious groups that have influenced life in North Carolina and assess the impact of their beliefs.
4.05 – Identify and assess the role of prominent persons in North Carolina, past and present.
5.02 – Describe traditional art, music, and craft forms in North Carolina.
English Language Arts
1.04 – Increase reading and writing vocabulary through: wide reading, word study, knowledge of homophones, synonyms, antonyms, homonyms, knowledge of multiple meanings of words, writing process elements, writing as a tool for learning, seminars, book clubs, discussions, examining the author’s craft.
4.02 – Use oral and written language to: present information and ideas in a clear, concise manner, discuss, interview, solve problems, and make decisions.
4.07 – Compose fiction, nonfiction, poetry, and drama using self-selected and assigned topics and forms (e.g., personal and imaginative narratives, research reports, diaries, journals, logs, rules, instructions).
5.06 – Proofread and correct most misspellings independently with reference to resources (e.g., dictionaries, thesauri, glossaries, computer spell-checks, and other classroom sources).
5.07 – Use established criteria to edit for language conventions and format.
5.09 – Create readable documents through legible handwriting and/or word processing.
3.01 Create, format, save, and print a word processed document.
- Computer w/ Microsoft Word software
- Tape recorder
- Blank tapes
Diary Entry Writing Continued
Students should finish creating their diary entries. They will continue to utilize their chosen medium from the day before.
Publishing Diary Entries
Upon the completion of their writing, students should edit, save, print (rewrite or retell) their entries, depending on their chosen medium. The students should complete their entries by the time the presentations are scheduled to begin, though presentations should continue, with all students presenting their material, even if they have not fully completed their editing process.
Diary Entry Presentation
Group children (approximately eight to a group) so that one member of each WebQuest group is in each of the new, larger groups. Each student will read or play his/her diary entry for the group. At the end, each group will vote on one entry to be shared with the entire class.
Present the chosen entries to the class, and allow the students to ask and answer questions and comment.
Move the class’ attention back to the original KWHL chart. Add information to the “learned” column, and then begin a discussion and analysis of the misconception the students may have originally had about North Carolina’s history of slavery and the Underground Railroad.
Verbal/Linguistic: (reading, discussing students’ diary entries, presenting those entries to class)
Intrapersonal: (creation of own diary entry)
Interpersonal: (communicating/sharing entries in groups)
Note: Activity also appeals to auditory (listening to and discussing diary presentations) learners.
Assessment of students’ diary entry, using the diary writing rubric .
Affective assessment of students’ reflections on the unit content, the teaching strategies employed, and their general interest levels will also be completed at this point.