Early Childhood Program Lesson Plan Format Junior Spring

Name of Teacher Candidate: McKenzie Johnson Date: 4/1/2020

Grade Level: 4th

Lesson Title: Introduction Lesson: Interactive Picture Book Read Aloud

Curriculum Areas Addressed: Social Studies, ELA

Time Required: ~45 minutes Instructional Groupings: Are you using whole group, small
group, partners, quads, homogeneous, heterogeneous?
Whole Class, Individual, Heterogeneous abilities
Standards: List the GPS/CCGPS that are the target of student learning and are key to this lesson. Include the number and the text of each
of the GPS/CCGPS that is being addressed. If only a portion of a standard is addressed, include only the part or parts that are relevant.
SS4H4: Explain the main ideas of the abolitionist and suffrage movements.
 Discuss contributions of and challenges faced by Susan B. Anthony, Frederick Douglass, Elizabeth
Cady Stanton, Sojourner Truth, and Harriet Tubman 
ELAGSEW3: Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences
 Orient the reader by establishing a situation and introducing a narrator and/or characters/organize
an event sequence that unfolds naturally.
 Use dialogue and description to develop experiences and events or show the responses of characters
to situations 
 Use a variety of transitional words and phrases to manage the sequence of events
 Use concrete words and phrases and sensory details to convey experiences and events precisely
 Provide a conclusion that follows from the narrated experiences or events

As a result of this lesson students will…

Essential Question: (Essential questions should be used to guide instruction.)
What influence did the underground railroad have on our country?
Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the
discipline. These represent the skills that will be assessed.)
 The students will be able to convey the emotions felt in the perspective of a historical character in
the form of a narrative
 The students will be able to write a narrative consisting of descriptive details, dialogue and
description, and a variety of vocabulary
Support for Academic Language
Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the content
area. These may be derived from the standards.)

Abolition, Slavery, Freedom, Master, Steamboat, Underground Railroad, “Conductors”, “Station Masters”
KWL Chart, Narrative, Journal, Perspective
Language Demands: (Language demands is defined as the specific ways that academic language (vocabulary, functions, discourse,
syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their
disciplinary understanding. Identify the following way/ways that students will participate in learning tasks to demonstrate disciplinary
understanding: reading, writing, listening, or oral language.)
My students will learn vocabulary through reading vocabulary cards that are passed out prior to the lesson,
through listening to a story about the Underground Railroad, through writing a narrative in response to the
reading, and through oral language by class discussion during the KWL chart and comprehension questions
while I read aloud.
Syntax: (Syntax is defined as the set of conventions for organizing symbols, words, and phrases together into structures, such as sentences,
tables, or graphs. Identify the supports that will be provided for students to organize the information – charts, graphs, diagrams. These must
relate to the Language Function.)
 Vocabulary Flashcards
 KWL Chart

Early Childhood Program – Lesson Plan Format – Junior Spring John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format Junior Spring

 Writing Prompt
Assessment (Each learning objective must be assessed. How will students demonstrate their understanding or the lesson’s objectives?
How will you provide feedback for the students? What type of assessment will be used? What evidence will be collected to demonstrate
students’ understanding/mastery of the lesson’s objective? What constitutes success for the students?)
Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above.
Each learning objective should be assessed. DO NOT restate the learning objective.)
Informal: KWL Chart, Writing Response
Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the
learner’s degree of success on an assessment.)
I will use the Jones County 4th Grade “Four-Point” Holistic Rubric. This is a four-point based system. The
highest score is a four which indicates the student’s response is a well-developed narrative that fully develops
a real or imagined experience based on a text as a stimulus. A two indicates the student’s response is an
incomplete or oversimplified narrative based on a text as a stimulus.
Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.)
Picture Walk – I will flip through the pages of the story and ask the students to make observations about
what they see and what predictions they can make about the story from the pictures.
Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the
goals and objectives of the lesson, tap into prior knowledge/experiences, and develop student interest.)
Vocabulary Development – I will write the vocabulary words on flashcards and ask the students one by one if
they know the meaning of the word. If they do not, then I will ask them to make predictions about the
meaning. I will also ask them to make predictions about how the word will be used in the context of the
story. Throughout the reading of the story, if they hear the word used, they will hold it up.

KWL Chart – As a class, we will fill out a KWL chart about suffragists/abolitionists and the underground
railroad

The purpose of the lesson is to introduce two important abolitionists and the underground railroad. With the
vocabulary development, the students will get a brief introduction of important aspects of the underground
railroad and slavery. Vocabulary will activate students’ prior knowledge by using prefixes and affixes to figure
out meanings of the vocabulary.
Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the lesson – what the teacher will do
as well as what the student will do. Describe the strategies which will be used to support students’ learning. Knowledge of students’
cognitive, social, emotional, and physical development along with their cultural backgrounds should be evident.)
 Hook: Picture Walk. I will flip through the pages of the story and ask the students to make
observations about what they see and predictions they can make about the story from the pictures. I
will prompt the students with questions to lead them to make predictions. Students will make
observations about the pictures and make predictions about what will happen in the story. I will
support my student’s learning by prompting them to make appropriate predictions. I will provide my
students feedback by listening to their predictions and asking them why they think that. This will
incorporate my students’ cultural backgrounds by engaging them in conversations about slavery and
the underground railroad which was a large civil battle in the United States.
 Introduction: Vocabulary Development: I will write the vocabulary words on flashcards and hold
them up one by one. The students will tell me the meaning of the word if they know it. If they do not
know it, they will make predictions about the meaning and how it will be used in the context of the
story. Throughout the read aloud, they will hold up their vocabulary card if they hear their word
being used.
 Interactive Read Aloud: I will read aloud the story and ask comprehension questions throughout. The
students will listen and answer the questions.
 Closure/Wrap up: Writing Prompt: Write a journal entry as a protector or as an escaping slave.
Describe what they did throughout the day and how they feel with details.
Closure/Wrap up: (Describe how the CONTENT of the lesson will be summarized.)

Early Childhood Program – Lesson Plan Format – Junior Spring John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format Junior Spring

Write a journal entry as a protector or as an escaping slave. Describe what they did throughout the day and
how they feel with details.
Instructional Supports
Resources and Materials Used to Engage Students in Learning (Provide citations for all resources that you did not create.
Attach key instructional material needed to understand what you and the students will be doing. Examples: class handouts, assignments,
slides, and interactive white board images.)
N/A
Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content: (List any
websites and sources of materials and background information that you will need or use as the teacher to engage the students.)
N/A
Other Relevant Information
Clear Links to Learning Theories, Educational Research, and Principles of Development:
Constructivism: students will build upon prior knowledge about slavery and learn about the influential
abolitionists that worked to stop it
Connections to Technology and/or the Arts:
N/A
Description of Collaboration with Others: (These might include the inclusion teacher, media specialist, counselor, guest speaker,
grade level coordinator, community experts, families, etc.)
Caroline Baker – 4th grade at Mattie Wells Elementary School
Sandi Johnson – 4th grade at Oak Grove Elementary School

Name of Teacher Candidate: McKenzie Johnson Date: 4/1/2020

Grade Level:
4th Grade
Lesson Title:
Mini Unit Lesson Plan #2 – Suffrage Lesson
Curriculum Areas Addressed:

Early Childhood Program – Lesson Plan Format – Junior Spring John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format Junior Spring

Social Studies and ELA

Time Required: Instructional Groupings: Are you using whole group, small
~30 minutes group, partners, quads, homogeneous, heterogeneous?
Whole Group, Heterogeneous abilities
Standards: List the GPS/CCGPS that are the target of student learning and are key to this lesson. Include the number and the text of each
of the GPS/CCGPS that is being addressed. If only a portion of a standard is addressed, include only the part or parts that are relevant.
SS4H4: Explain the main ideas of the abolitionist and suffrage movements.
 Discuss contributions of and challenges faced by Susan B. Anthony, Frederick Douglass, Elizabeth
Cady Stanton, Sojourner Truth, and Harriet Tubman
ELAGSE4RI3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text,
including what happened and why, based on specific information in the text 
ELAGSE4SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-
led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own
clearly
 Come to discussions prepared, having read or studied required material; explicitly draw on that
preparation and other information known about the topic to explore ideas under discussion 
 Pose and respond to specific questions to clarify or follow up on information, and make comments
that contribute to the discussion and the remarks of others
 Review the key ideas expressed and explain their own ideas and understanding in light of the
discussion

As a result of this lesson students will…

Essential Question: (Essential questions should be used to guide instruction.)
What contributions did Susan B. Anthony, Elizabeth Cady Stanton, and Alice Paul have on our country?
Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the
discipline. These represent the skills that will be assessed.)
 Students will be able to explain the contributions of Susan B. Anthony, Elizabeth Cady Stanton, and
Alice Paul
 Students will be able to engage in conversation about the suffragist movement

Support for Academic Language

Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the content
area. These may be derived from the standards.)
Voting, Suffrage, Suffragist, Rights, Freedom, Convention, Amendment, Protest, Ratified, Delegate, Liberty,
Petition
Language Demands: (Language demands is defined as the specific ways that academic language (vocabulary, functions, discourse,
syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their
disciplinary understanding. Identify the following way/ways that students will participate in learning tasks to demonstrate disciplinary
understanding: reading, writing, listening, or oral language.)
My students will learn the vocabulary through reading the script to the play, writing their responses to the
ticket out the door, oral language by discussing the comprehension questions as a class throughout the
reading, and listening by listening to their classmate’s responses to my comprehension questions
Syntax: (Syntax is defined as the set of conventions for organizing symbols, words, and phrases together into structures, such as sentences,
tables, or graphs. Identify the supports that will be provided for students to organize the information – charts, graphs, diagrams. These must
relate to the Language Function.)
Ticket out the door
Assessment (Each learning objective must be assessed. How will students demonstrate their understanding or the lesson’s objectives?
How will you provide feedback for the students? What type of assessment will be used? What evidence will be collected to demonstrate
students’ understanding/mastery of the lesson’s objective? What constitutes success for the students?)
Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above.
Each learning objective should be assessed. DO NOT restate the learning objective.)
Students will demonstrate their understanding of the material by correctly answering comprehension questions about the script. This will be
an informal assessment. I will collect the handouts with comprehension questions on them.

Early Childhood Program – Lesson Plan Format – Junior Spring John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format Junior Spring

Formative: Ticket out the door

1. What are some of the acts the suffrage sisters used to win their fight? Were these actions all legal? Is
it effective to break the law to protest? Why or why not? 

2. Research: Which was the first country to give women the right to vote? What year? In which
countries do women still not have the right to vote?

Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the
learner’s degree of success on an assessment.)
Success will be 90-100%, misconceptions/lack of understanding will be 80-89%, failure will be less than 80%
90-100% = success
80-89% = some misconceptions/misunderstanding
Less than 80% = failure
Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.)
Costume Introduction: Each character will have a costume piece. I will bring out each costume piece one by
one and explain which character will wear it and which student will be that character.

Show video of “Sister Suffragette” song from Mary Poppins. Ask the students if they had ever seen this scene
and if they knew the significance of it when they watched the movie when they were younger.
Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the
goals and objectives of the lesson, tap into prior knowledge/experiences, and develop student interest.)
I will engage the students in a class discussion to activate prior knowledge and to develop their interest in the
topic of suffragists.
Discussion Questions:
What was the suffrage movement? What is a suffragist?
When is a time you stood up for something you believed in?
Do you enjoy standing up for what you believe in or would you rather let others do it?
Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the lesson – what the teacher will do
as well as what the student will do. Describe the strategies which will be used to support students’ learning. Knowledge of students’
cognitive, social, emotional, and physical development along with their cultural backgrounds should be evident.)
 Reader’s Theatre: Suffrage Sisters
 I will assign each part to a student and they will wear a costume piece to represent that person. They
will stand at the front of the room and act out the reader’s theatre.
 I will monitor the reader’s theatre and ensure the students stay on task while asking comprehension
questions.
 I will provide feedback to responding to their answers to the comprehension questions
 This will incorporate the students’ cultural backgrounds into the lesson/activity by talking about
male versus female rights and if they have ever faced discrimination of any kind.
Closure/Wrap up: (Describe how the CONTENT of the lesson will be summarized.)
Ticket out the door
What are some of the acts the suffrage sisters used to win their fight? Were these actions all legal? Is it
effective to break the law to protest? Why or why not? 

Research: Which was the first country to give women the right to vote? What year? In which countries do
women still not have the right to vote?

Instructional Supports
Resources and Materials Used to Engage Students in Learning (Provide citations for all resources that you did not create.
Attach key instructional material needed to understand what you and the students will be doing. Examples: class handouts, assignments,
slides, and interactive white board images.)
Redchairpress.com
Early Childhood Program – Lesson Plan Format – Junior Spring John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format Junior Spring

Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content: (List any
websites and sources of materials and background information that you will need or use as the teacher to engage the students.)
Redchairpress.com

Other Relevant Information

Clear Links to Learning Theories, Educational Research, and Principles of Development:
Constructivism: Students will build upon their prior knowledge to women’s rights and learn about the
suffragist movement and the influential women that supported this cause.
Connections to Technology and/or the Arts:
Research: use chrome books to do research section of ticket out the door
Description of Collaboration with Others: (These might include the inclusion teacher, media specialist, counselor, guest speaker,
grade level coordinator, community experts, families, etc.)
Caroline Baker – 4th grade at Mattie Wells Elementary School

Name of Teacher Candidate: McKenzie Johnson Date: 4/1/2020

Grade Level:
4th Grade
Lesson Title:
Mini Unit Lesson Plan #3 – Abolitionist Lesson
Curriculum Areas Addressed:
Social Studies and ELA
Time Required: Instructional Groupings: Are you using whole group, small
~30-45 minutes group, partners, quads, homogeneous, heterogeneous?
Whole Group, Individual, Partner, Homogeneous
abilities
Standards: List the GPS/CCGPS that are the target of student learning and are key to this lesson. Include the number and the text of each
of the GPS/CCGPS that is being addressed. If only a portion of a standard is addressed, include only the part or parts that are relevant.
SS4H4: Explain the main ideas of the abolitionist and suffrage movements.
Early Childhood Program – Lesson Plan Format – Junior Spring John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format Junior Spring

 Discuss contributions of and challenges faced by Susan B. Anthony, Frederick Douglass, Elizabeth
Cady Stanton, Sojourner Truth, and Harriet Tubman 
SS4H5 Explain the causes, major events, and consequences of the Civil War.
a. Identify Uncle Tom’s Cabin and John Brown’s raid on Harper’s Ferry and explain how each of these
events was related to the Civil War
ELAGSE4RI3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text,
including what happened and why, based on specific information in the text

As a result of this lesson students will…

Essential Question: (Essential questions should be used to guide instruction.)
How did famous abolitionists influence our country today?
Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the
discipline. These represent the skills that will be assessed.)
 The student will be able to explain the contributions famous abolitionists made on our country
 Students will be able to refer to text and pull information to answer comprehension questions
Support for Academic Language
Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the content
area. These may be derived from the standards.)
Underground railroad, Civil War, Conductor, Harsh, Autobiography, branded, Quakers, Revolutionary War,
economy, profits
Language Demands: (Language demands is defined as the specific ways that academic language (vocabulary, functions, discourse,
syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their
disciplinary understanding. Identify the following way/ways that students will participate in learning tasks to demonstrate disciplinary
understanding: reading, writing, listening, or oral language.)
My students will learn vocabulary through reading the passage, writing their find the fib cards, listening to
their partner’s responses on the find the fib card game, and oral language by discussing their answers on the
find the fib card game.
Syntax: (Syntax is defined as the set of conventions for organizing symbols, words, and phrases together into structures, such as sentences,
tables, or graphs. Identify the supports that will be provided for students to organize the information – charts, graphs, diagrams. These must
relate to the Language Function.)
Flashcards (Find the fib cards)
Assessment (Each learning objective must be assessed. How will students demonstrate their understanding or the lesson’s objectives?
How will you provide feedback for the students? What type of assessment will be used? What evidence will be collected to demonstrate
students’ understanding/mastery of the lesson’s objective? What constitutes success for the students?)
Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above.
Each learning objective should be assessed. DO NOT restate the learning objective.)
Informal: Comprehension Questions on handout
Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the
learner’s degree of success on an assessment.)
90-100% = success
80-89% = some misunderstanding
Less than 80% = failure
Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.)
Discussion: I will start a class discussion about what we have previously learned about the Underground
railroad and the Civil War. I will ask students about various vocabulary terms so they will better understand
the reading. If they do not know the meaning of the vocabulary word, I will ask them to make a prediction
about the meaning and what the context will be in the story. When we approach it in the story, I will ask
them to edit their prediction if needed.
Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the
goals and objectives of the lesson, tap into prior knowledge/experiences, and develop student interest.)
Famous Abolitionist Reading. Students will popcorn read as a class the famous abolitionist reading. I will
monitor the children and ask comprehension questions throughout.

Early Childhood Program – Lesson Plan Format – Junior Spring John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format Junior Spring

Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the lesson – what the teacher will do
as well as what the student will do. Describe the strategies which will be used to support students’ learning. Knowledge of students’
cognitive, social, emotional, and physical development along with their cultural backgrounds should be evident.)
Students will answer comprehension questions with a partner about the reading.
Closure/Wrap up: (Describe how the CONTENT of the lesson will be summarized.)
Find the Fib Card Activity: I will hand out “Find the Fib Cards.” Each student will receive cards with various
famous abolitionists on them. On the back, they will write various facts about that abolitionists. On one of
the cards, they will write a lie about the abolitionist. Students will partner up and present their cards to their
partner. Their partner must look at each of the cards for one person and find the fib about the abolitionist.
Instructional Supports
Resources and Materials Used to Engage Students in Learning (Provide citations for all resources that you did not create.
Attach key instructional material needed to understand what you and the students will be doing. Examples: class handouts, assignments,
slides, and interactive white board images.)
Socialstudies.com – famous abolitionists: lesson plans for elementary education
Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content: (List any
websites and sources of materials and background information that you will need or use as the teacher to engage the students.)

Socialstudies.com – famous abolitionists: lesson plans for elementary education

Other Relevant Information
Clear Links to Learning Theories, Educational Research, and Principles of Development:
Constructivism: students will be building upon prior knowledge about the Civil War and be learning about the
Underground Railroad.
Connections to Technology and/or the Arts:
N/A
Description of Collaboration with Others: (These might include the inclusion teacher, media specialist, counselor, guest speaker,
grade level coordinator, community experts, families, etc.)
Caroline Baker – 4th grade at Mattie Wells Elementary School

Name of Teacher Candidate: McKenzie Johnson Date: 3/25/2020

Grade Level: 4th Grade

Lesson Title: Mini Unit Lesson Plan #4 – Compare and Contrast Historical Figures

Curriculum Areas Addressed:

Social Studies and ELA
Time Required: Instructional Groupings: Are you using whole group, small
~25 minutes group, partners, quads, homogeneous, heterogeneous?
Whole Group, Individual, Homogeneous Abilities
Standards: List the GPS/CCGPS that are the target of student learning and are key to this lesson. Include the number and the text of each
of the GPS/CCGPS that is being addressed. If only a portion of a standard is addressed, include only the part or parts that are relevant.
SS4H4: Explain the main ideas of the abolitionist and suffrage movements.
 Discuss contributions of and challenges faced by Susan B. Anthony, Frederick Douglass, Elizabeth
Cady Stanton, Sojourner Truth, and Harriet Tubman 
ELAGSE4RI6: compare a firsthand and secondhand account of the same event or topic; describe the
differences in focus and the information provided.

As a result of this lesson students will…

Early Childhood Program – Lesson Plan Format – Junior Spring John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format Junior Spring

Essential Question: (Essential questions should be used to guide instruction.)

How did famous abolitionists and suffragists influence our country?
How do two famous abolitionists or suffragists compare to one another?
Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the
discipline. These represent the skills that will be assessed.)
Students will be able to explain the contributions of famous suffragists and abolitionists
Students will be able to compare the contributions between two suffragists or abolitionists
Support for Academic Language
Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the content
area. These may be derived from the standards.)
Abolitionsists, Suffragists, Compare, Contrast
Language Demands: (Language demands is defined as the specific ways that academic language (vocabulary, functions, discourse,
syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their
disciplinary understanding. Identify the following way/ways that students will participate in learning tasks to demonstrate disciplinary
understanding: reading, writing, listening, or oral language.)
Students will learn the vocabulary through writing the similarities and differences between two abolitionists
or suffragists, listening to their peers’ responses, and explaining their responses
Syntax: (Syntax is defined as the set of conventions for organizing symbols, words, and phrases together into structures, such as sentences,
tables, or graphs. Identify the supports that will be provided for students to organize the information – charts, graphs, diagrams. These must
relate to the Language Function.)
Venn Diagram
Assessment (Each learning objective must be assessed. How will students demonstrate their understanding or the lesson’s objectives?
How will you provide feedback for the students? What type of assessment will be used? What evidence will be collected to demonstrate
students’ understanding/mastery of the lesson’s objective? What constitutes success for the students?)
Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above.
Each learning objective should be assessed. DO NOT restate the learning objective.)
Informal: Venn Diagram.
Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the
learner’s degree of success on an assessment.)
14-15 points = success
12-13 points = some misconceptions
Less than 12 points = failure
Each students must have 5 differences for each influencer and 5 similarities between the two.
Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.)
Class Discussion: On the board, I will write each suffragists/abolitionist we have learned about. The students will recite different facts and
contributions about each one and I will write them on the board. We will discuss each of the influencers and their contributions.

Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the
goals and objectives of the lesson, tap into prior knowledge/experiences, and develop student interest.)
Complete a Venn diagram together as a class as an example. We will compare two famous people of the
students’ choice as a class.
Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the lesson – what the teacher will do
as well as what the student will do. Describe the strategies which will be used to support students’ learning. Knowledge of students’
cognitive, social, emotional, and physical development along with their cultural backgrounds should be evident.)
Students will complete a Venn diagram comparing two suffragists/abolitionists individually.
Closure/Wrap up: (Describe how the CONTENT of the lesson will be summarized.)
I will call some students up to the doc camera to share their Venn diagrams with the class and explain their
reasoning.
Instructional Supports
Resources and Materials Used to Engage Students in Learning (Provide citations for all resources that you did not create.
Attach key instructional material needed to understand what you and the students will be doing. Examples: class handouts, assignments,
slides, and interactive white board images.)
N/A

Early Childhood Program – Lesson Plan Format – Junior Spring John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format Junior Spring

Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content: (List any
websites and sources of materials and background information that you will need or use as the teacher to engage the students.)
N/A
Other Relevant Information
Clear Links to Learning Theories, Educational Research, and Principles of Development:
Vygotsky Scaffolding: I will scaffold the student’s learning up to this point about abolitionists/suffragists. I will
then scaffold within this lesson by reviewing the influencers, creating a Venn Diagram as a class, and then
finally having them create a Venn Diagram Individually
Connections to Technology and/or the Arts:
N/A
Description of Collaboration with Others: (These might include the inclusion teacher, media specialist, counselor, guest speaker,
grade level coordinator, community experts, families, etc.)
Caroline Baker – 4th grade at Mattie Wells Elementary School
Sandi Johnson – 4th grade at Oak Grove Elementary School

Name of Teacher Candidate: McKenzie Johnson Date: 4/1/2020

Grade Level:
4th Grade
Lesson Title:
Mini Unit Lesson #5 – Freedom Quilt
Curriculum Areas Addressed:
Social Studies, ELA
Time Required: Instructional Groupings: Are you using whole group, small
~45 minutes group, partners, quads, homogeneous, heterogeneous?
Whole group, individual, homogeneous abilities
Standards: List the GPS/CCGPS that are the target of student learning and are key to this lesson. Include the number and the text of each
of the GPS/CCGPS that is being addressed. If only a portion of a standard is addressed, include only the part or parts that are relevant.
SS4H4 Examine the main ideas of the abolitionist and suffrage movements.
a. Discuss contributions of and challenges faced by Susan B. Anthony, Frederick Douglass,
Elizabeth Cady Stanton, Sojourner Truth, and Harriet Tubman.
ELAGSE4SL2: Paraphrase portions of a text read aloud or information presented in diverse media and formats,
including visually, quantitatively, and orally
As a result of this lesson students will…
Essential Question: (Essential questions should be used to guide instruction.)
How did slavery affect the suffrage movement?
How can I learn about different cultures?
Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the
discipline. These represent the skills that will be assessed.)
Early Childhood Program – Lesson Plan Format – Junior Spring John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format Junior Spring

Students will be able to explain the effect of slavery on the suffrage movement
Students will be able to recall information from the text to participate in class discussions
Support for Academic Language
Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the content
area. These may be derived from the standards.)
Underground Railroad, Quaker, Slavery, Equality, Runaway Slaves, Quilt, Patch, Safe House
Language Demands: (Language demands is defined as the specific ways that academic language (vocabulary, functions, discourse,
syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their
disciplinary understanding. Identify the following way/ways that students will participate in learning tasks to demonstrate disciplinary
understanding: reading, writing, listening, or oral language.)
Students will learn about the vocabulary through listening to the story be read and by listening to their peers’
responses to the class discussion as well as speaking within the class discussion.
Syntax: (Syntax is defined as the set of conventions for organizing symbols, words, and phrases together into structures, such as sentences,
tables, or graphs. Identify the supports that will be provided for students to organize the information – charts, graphs, diagrams. These must
relate to the Language Function.)
N/A
Assessment (Each learning objective must be assessed. How will students demonstrate their understanding or the lesson’s objectives?
How will you provide feedback for the students? What type of assessment will be used? What evidence will be collected to demonstrate
students’ understanding/mastery of the lesson’s objective? What constitutes success for the students?)
Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above.
Each learning objective should be assessed. DO NOT restate the learning objective.)
Informal: Participation in the class discussion. I will be looking at student’s participation in making their
patches, active listening to the story, and their participation in the class discussion

Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the
learner’s degree of success on an assessment.)
Engagement 90-100% of the lesson = success
Engagement 80-89% of the lesson = mediocre
Engagement less than 80% of the time = failure
Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.)
I will hold up a patchwork quilt and ask the students if they have ever seen them before. If they have, I will
ask how/where and what they are used for. I will then explain what they are for those who have not seen
them before. I will also show them various symbols that were used and the meaning behind some of the
different patches.
Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the
goals and objectives of the lesson, tap into prior knowledge/experiences, and develop student interest.)
I will take the students on a picture walk of the story, “The Patchwork Path.” The students will make
predictions from the pictures about what will happen in the story.
Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the lesson – what the teacher will do
as well as what the student will do. Describe the strategies which will be used to support students’ learning. Knowledge of students’
cognitive, social, emotional, and physical development along with their cultural backgrounds should be evident.)
I will then read the story aloud to the students. After reading, the students will make their own freedom quilt.
I will give each child a piece of construction paper and they will create their individual patch using different
pictures and symbols.
Closure/Wrap up: (Describe how the CONTENT of the lesson will be summarized.)
I will bring the class back together and lead the class in a class discussion. The questions asked will be as
followed.
1. What does your patch symbolize?
2. How did Hanna and her father use this patch to help them reach Canada?
3. In the story, Hanna and her father were helped by people, who practiced the Quaker religion, do you
think that Quaker people were the only people that helped slaves on the Underground Railroad?
4. Name three obstacles that slaves faced as they escaped slavery?
5. Although Ms. Williams’ story may not be true, why would it be important to hear it?
Early Childhood Program – Lesson Plan Format – Junior Spring John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format Junior Spring

Instructional Supports
Resources and Materials Used to Engage Students in Learning (Provide citations for all resources that you did not create.
Attach key instructional material needed to understand what you and the students will be doing. Examples: class handouts, assignments,
slides, and interactive white board images.)
The Patchwork Path by Bettye Stroud
Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content: (List any
websites and sources of materials and background information that you will need or use as the teacher to engage the students.)
Manchester College Education Department
Other Relevant Information
Clear Links to Learning Theories, Educational Research, and Principles of Development:
Piaget’s Theory of Play: Piaget argued that play was integral to a child’s development and learning by
furthering their cognitive and language development.
Connections to Technology and/or the Arts:
N/A
Description of Collaboration with Others: (These might include the inclusion teacher, media specialist, counselor, guest speaker,
grade level coordinator, community experts, families, etc.)
Caroline Baker - 4th Grade at Mattie Wells Elementary School

Early Childhood Program – Lesson Plan Format – Junior Spring John H. Lounsbury College of Education, Georgia College