Lesson Plan 1: Audio Slave Narratives and Sojourner Truth

Lesson plan by: Laura Ahnert and Lauren McCoy

Grade: 7th

Length: 55 minutes

Academic Standards: 7.2.1. Understand and analyze the differences in structure and purpose

between various categories of informational materials such as textbooks, newspapers,

magazines, etc).

C.C. 7.L.1 (7.6.5., 7.6.10) Demonstrate command of the conventions of Standard English

grammar and usage when writing or speaking.

Objectives: When given a picture, students will write down their initial thoughts in their

journal, paying special attention to grammar, having no more than three errors.

When given a picture, students will write down their initial thoughts in their journal, paying

special attention to spelling, having no more than three errors.

Given a handout that goes with an article on slavery, students will answer the questions,

missing no more than five out of twenty points.

Assessment: By having the students write their initial reactions in their journal, I will be able to

assess their grammar and spelling capabilities by collecting the journals for five participation

points per day, at the end of this unit. (This will be based on completion points. (Breakdown of

points shown later).

After having read the article and listened to the audio, the students will fill out the worksheet

that goes along with the article that was handed out in class. They will be given time in class to

work on it, but if they do not finish it, it can be taken home as homework and turned in the next

day.

Advanced Preparation By Teacher:

Find audio that goes along with a slave narrative h t tp : / /memor y. loc .gov/cgi -

b in /quer y/D?afce snbib :1 : . / t emp/~ammem_cr lX

F in d a h ard cop y o f t h e s lave n arrat ive t h at goes wi t h au d io

ht tp : / /memor y. loc .gov/cgi -b in /quer y/ r?ammem/afcesn:@fie ld

Find article on Sojourner Truth h t tp ://www .h i s t ory . com/t op ics/ s o jou rn er -

t ru t h

Find picture to show for opener ( sh own b e low)

Make KWL worksheet and question sheet

Print enough copies of the worksheet for the class.

Print enough copies of the transcript for audio.

Make an answer sheet for KWL worksheet

Make a journal entry participation point breakdown

Procedure:

Introduction/ Motivation: Have the lights off and the picture up on the screen when the

students walk into class. Have them get their journals out and instruct them to look at the

picture for a few seconds and write down their initial responses to it. This can be emotions, his

story, what they think happened to him, etc. Give them five minutes to complete this. (M.I.

Visual/Spatial, Linguistic)

Step-By-Step Plan:

1. Have the student put away their journals

2. Bring up the audio on computer (M.I. auditory)

3. Hand out the transcript that goes along with the audio.

4. Explain to students they will be listening to a slave narrative, and tell them to follow

along with the person’s voice with the handout they were just given.

5. After the audio is over, hand out the informational article and KWLH worksheet that

goes along with it. Tell them the handout and the slave narrative are two different

forms of informational texts.

6. Have students make a list of differences and similarities that they see between the

informational texts and the audio.

7. Have them go up to the board and list the differences in one column, then the

similarities in another

8. Give a short oral overview on different kinds of informational texts, but tell them we will

be discussing this in tomorrow lesson, so they will not need to take notes today.

9. Have the students get into groups of three to four.

10. In their groups, have the students take turns reading the article out loud.

11. After they are done with reading, have them complete the worksheet as a group. (MI:

Interpersonal, Verbal/linguistic, ) Tell the students if they do not complete the

worksheet within their group, they are to take it home as homework to be turned in

next class.

Closure: How might what you learned today apply or enhance your future learning in this unit?

Where do you think this lesson is headed, in terms of our unit? Think about what we learned

today, and keep in mind the picture of the slave that we looked at in the beginning of class, the

lady’s voice that we listened to, and the pain and suffering that the slaves endured. Next class

we will continue exploring the issue of slavery. If you did not finish the worksheet in your

groups today, you will need to finish it tonight as homework and turn it in tomorrow

(exceptions apply to special services students).

Adaptations/ Enrichment:

For LD students who struggle in language arts, we have included an audio in the lesson to help

with reading and listening skills. Also, they will be reading the article out loud within their

groups. This will help with reading skills and comprehension since they will be discussing and

filling out the worksheet. If need be, for the article on Sojourner Truth, instead of reading

within the group, the student may be allowed to go down to the resource room and have the

article read aloud, or I could read it for them out loud. Depending on the student, we can

reduce the number of questions on the worksheet, or have them finish what they can in class

and turn it in for credit. The size of the font on worksheets and handouts may also help with

their reading.

For visually impaired students: This lesson is helpful for students who have trouble seeing, since

this is almost all verbal and hearing based. The reading and handouts will be blown up for them,

depending on how severe their eyesight is. I will also seat student near the front of the room so

they can see better when I am demonstrating or instructing and give them written directions as

well as oral directions.

Self-Reflection:

Since I have not taught the lesson, I do not know how the students will like the lesson, or whether or not they will comprehend what was taught. However, there are some changes I could have made. I could design the lesson so that I could co-teach with Laura and take a group of LD students and work with them in their own group to help keep them on track. I will gauge the students’ understanding by the class discussions and looking at their journal entries at the end of the unit. Furthermore, I will know the students are ready to move on by the worksheets and assignments along the way. I will clearly know those students who understand the material by listening to them discuss in their groups and making sure they are writing their own ideas down on the worksheet, not just copying answers and ideas from each other. This is a unit that builds on itself, so this material will be reviewed and retaught more thoroughly in tomorrow’s lesson and set the stage for the IUP. Most of their demonstration of understanding will be shown in later activities.

Sources:

( 1 8 6 3 ) . A p h o t o o f a s l a v e w i t h w h i p p i n g s c a r s o n h i s b a c k . ( 1 8 6 3 ) . [ P r i n t P h o t o ] .

R e t r i e v e d f r o m h t t p : / / w w w . d o o b y b r a i n . c o m / 2 0 0 8 / 1 2 / 0 8 / a - p h o t o - o f - a - s l a v e - w i t h -w h i p p i n g - s c a r s - o n - h i s - b a c k /

B l i g h t , D . ( n . d . ) . S o j o u r n e r t r u t h . R e t r i e v e d f r o m h t t p : / / w w w . h i s t o r y . c o m / t o p i c s / s o j o u r n e r -

t r u t h

I n t e r v i e w w i t h a l i c e g a s t o n , g e e ' s b e n d , a l a b a m a , 1 9 4 1 . ( n . d . ) . R e t r i e v e d f r o m

h t t p : / / m e m o r y . l o c . g o v / c g i - b i n / q u e r y / r ? a m m e m / a f c e s n : @ f i e l d ( D O C I D + a f c 9 9 9 9 0 0 1 t 5 0 9 1 b )

A u d i o c a m e f r o m : h t t p : / / m e m o r y . l o c . g o v / c g i -b i n / q u e r y / D ? a f c e s n b i b : 1 : . / t e m p / ~ a m m e m _ c r l X

KWLH Worksheet for Informational Article on Sojourner Truth

Name:

Date:

Know What you

know

What What we want to

know

Learn What we learned

How How can we

find out more

(These answers will not have a rubric or checklist since answers will vary; it will be up to the teacher to

decide if the answers are good enough to earn points.)

1. List three things about Sojourner Truth that you think are important.

(Bloom’s: Knowledge)

2. Why do you think this document was written? For what audience was it

written? (Bloom’s: Comprehension)

3. What evidence in the document helps you know why it was written? Find a

quote to support your idea. (Bloom’s: Application)

4. How would you classify this piece of writing (Persuasive, Autobiography,

Informative, etc.)? (Bloom’s: Analysis)

5. Suppose you could abolish slavery yourself, how would go about ending

slavery? (Bloom’s: Synthesis)

6. What is your opinion of this article? Did you like it? If so, what did you like

about it? If you did not like it, why not? (Bloom’s: Evaluation)

Breakdown of points for journal entries:

-For every day that there is a required writing journal entry, the student will be given a total of 5 points

per day if:

1. The question(s) are answered thoroughly

2. Have 3 or less spelling errors

3. Ideas are clear, concise and show careful thought process and logic

Most of the students will get the points, but the main thing is to really think about the questions being

asked, and to take this seriously. These should be easy point for you to earn!

Checklist for KWL chart

Total points: 15 for KWL chart

For the questions to the answers: 12 points (2 points per question)

- No more than 3 spelling errors

- At least 3 examples for each section

- Completion is most of the grade

- I will not know all of the students’ background knowledge, but some things they may list are:

1. Some other famous slaves they have heard of

2. Some accomplishments slaves have done

3. Information on the UGRR

- Some things students might want to know more about;

1. Slavery in general

2. The underground railroad

3. Abolition

-Some things they learned”

1. Information on Sojourner Truth

2. Information on the UGRR

3.

- How they can find out more:

1. More articles

2. Videos/documentaries

3. Books/textbooks

Sojourner Truth once traveled to Washington, D.C.,

where she met with Abraham Lincoln at the White

House.

An evangelist, abolitionist, and feminist, Sojourner Truth (c. 1797-1883) is remembered for her unschooled but remarkable voice raised in support of abolitionism, the freedmen, and women's rights. Tales of her aggressive platform style, of her challenge to Frederick Douglass on the issue of violence against slavery ("Frederick! Is God dead?"), and of her baring her breasts before a crude audience who had challenged her womanhood grace the pages of abolitionist lore.

Truth was six feet tall, blessed with a powerful voice (she spoke English with a Dutch accent), and driven by deep religious conviction. Harriet Beecher Stowe attested to Truth's personal magnetism, saying that she had never "been conversant with anyone who had more of that silent and subtle power which we call personal presence than this woman." Truth was born of slave parents owned by a wealthy Dutch patroon in Ulster County, New York. Details of

her early life remain cloudy. What is clear is that her name was Isabella and she served a household in New Paltz, New York, from 1810 to 1827, where she bore some five children by a fellow slave. At least two of her daughters and one son were sold away from her during these years.

Isabella escaped slavery in 1827, one year before mandatory emancipation in New York State, by fleeing to a Quaker family, the Van Wageners, whose name she took. She moved to New York City, worked as a domestic, became involved in moral reform, embraced evangelical religion, started her street-corner preaching career, and eventually joined a utopian community in Sing Sing, New York. Illiterate and a mystic, Isabella nevertheless acquired a wide knowledge of the Bible and emerged in the 1840s in Massachusetts, working among the Garrisonian abolitionists. A popular platform figure, she told stories and sang gospel songs that instructed and entertained. Adopting the name "Sojourner Truth" in 1843, she became a wandering orator. In the mid-1850s she settled in Battle Creek,

Michigan, her base of operations for the rest of her life.

During the Civil War, Truth tramped the roads of Michigan collecting food and clothing for black regiments. She traveled to Washington, D.C., where she met with Abraham Lincoln at the White House, and immersed herself in relief work for the freedpeople. During Reconstruction, Truth barely supported herself by selling a narrative of her life as well as her "shadows," photographs of herself. She lent her unique skills to the women's suffrage movement and initiated a petition drive to obtain land for the freedpeople, even suggesting the idea of a "Negro state" in the West. She preached cleanliness and godliness among the freedpeople and dictated many letters about the land question, which provide rich details about that aspect of Reconstruction.

Truth's most important legacy is the tone and substance of her language. As an old woman she stumped the country providing emancipation with an eloquent epigraph: "Give 'em land and an outset, and hab teachers learn

'em to read. Den they can be somebody." Few modern activists have better described politicians or the purpose of a petition drive than Truth did: "Send tons of paper down to Washington for them spouters to chaw on." And when she was brutally knocked off of Washington's segregated streetcars, she denounced racism: "It is hard for the old slaveholding spirit to die, but die it must." She herself died of old age and ulcerated legs in 1883; her funeral and burial in Battle Creek was the largest that town had ever seen, testimony to her hold on America's historical imagination.

Jacqueline Bernard, Journey toward Freedom: The Story of Sojourner Truth (1967); Hertha Pauli, Her Name Was Sojourner Truth (1962).

DAVID W. BLIGHT

Interview with Sarah Garner, Virginia, May 7, 1935

(with audio).

Interview with Sarah Garner, Westmoreland

County, Virginia, May 7, 1935

Mrs. Sarah Garner: We didn't have no overseers.

Archibald A. Hill: No overseer?

Mrs. Sarah Garner: We didn't have no overseer. No body

[oversee (?)] us.

Archibald A. Hill: They must have known you were doing

good work.

Mrs. Sarah Garner: Yes, sir. What?

Archibald A. Hill: They must have known you were doing

good work.

Mrs. Sarah Garner: Yeah sure, very. He needs ??? to do

what he told us.

Archibald A. Hill: ???

Mrs. Sarah Garner: That's ??? . Yes, indeed. If he told us

to do [while (?)] he knew he moved fast and not to do it

because if you didn't do he was at liberty to whip us, and

???

Archibald A. Hill: Did he ever whip anyone?

Mrs. Sarah Garner: Yeah, he whipped ???

Archibald A. Hill: He didn't whip you did he?

Mrs. Sarah Garner: Yes, he did.

Archibald A. Hill: Why?

Mrs. Sarah Garner: Yes, he whipped me too.

Archibald A. Hill: What did he do?

Mrs. Sarah Garner: When I was young. And, um, when I

first went to work and, um, he would pass me ??? You

know one thing, there was ??? rows and ??? six rows

from the end of that house out yonder ??? six rows of

them for me to work a day, but I was just fourteen years

old ??? a day. I had to work, you know, ??? and wait ???

If I couldn't get that path done he ??? . If I couldn't get it

done why he whop me.

Archibald A. Hill: Did you like being whipped?

Mrs. Sarah Garner: Did I like--

Archibald A. Hill: Yeah.

Mrs. Sarah Garner: ??? No. He ???

Archibald A. Hill: ???

Mrs. Sarah Garner: No. I didn't like it no whipping. I ???

the best I could as hard as I could ??? Many days ???

Archibald A. Hill: Where were you born?

Mrs. Sarah Garner: I was born ??? Tennessee. ??? . ??? .

??? .

Archibald A. Hill: Where was your mother born?

Mrs. Sarah Garner: My mother was born here?

Archibald A. Hill: What was her name?

Mrs. Sarah Garner: Jula. My mother's name was Jula.

Archibald A. Hill: [Julafer (?)]?

Mrs. Sarah Garner: Jula. [burp-like sound] I didn't know

what her name was. Yeah, I do too know what her name

was. Her name was Jula [Wynn (?)]. [loud gurgling

sound] Jula [Wynn (?)], and she married a man by the

name of [Brian Gaskin (?)]. That made me a [Gaskin (?)]

before I married ??? [burp, burp]

Archibald A. Hill: What's your husband's name?

Mrs. Sarah Garner: Theodore.

Archibald A. Hill: ??? ing?

Mrs. Sarah Garner: Yeah.

Archibald A. Hill: He born here?

Mrs. Sarah Garner: Yeah. He was born here. He was born

down in [Blackground (?)]. ??? . Down in [Blackground

(?)]. Mr. ??? bought him and brought him over here. ???

[burp-like sound] He bought him first and he was eight

years old and then ??? the people they brought him first

??? his mother. If they ever want to sell his mother. If

they ever want to sell his mother ??? After he bought

Henry he want to sell his mother. ??? . ??? .

Archibald A. Hill: Mighty hard for a eighteen year old boy

to be sold away from home.

Sarah Garner: Huhh?

Archibald A. Hill: Mighty hard for a eighteen year old to

be sold away from home.

Mrs. Sarah Garner: That's what makes it all for them to

??? boys, girls and everything. They got ??? They just ???

I think, I think they got ??? seen a man take his [cane

(?)] ??? seen him carry his ??? with his stick ???

Martynowicz Fall 2011

Name__t1_c_~_7+-- _EDUC348 Interdisciplinary Unit Plan

CARE Objectives

Ovenlew/1l...... _/Unlt ObjecllY_1 EsHntI.. QuestIoIW CARE: RS,A4

30 points

UNIT AClMnESI LESSON PLANS CARE: E7, Rl

so points

CONTENT INTEGRAnON CARE: E7, R3

20 points

ASSESSMENT MEtHODS CARE:M

20 points

standard Writing COnventions CARE:R5

20 points

Relatlonall'". ITeam ""'Id'1JgtReffectlon CARE: R4

20110'.

Timeline not used and/or confusing or missing information; objective does not follow Indiana standards and/ or overview and essential questions missing. (0-12)

Lessons incomplete; lacking student involvement; less than 3 active lessons (0-20)

Lessons do not enhance previous lessons and unit plan (0-5)

Assessment not related to discipline topic or missing (0-5)

Unit reflects a lack of knOWledge of standard writing conventions; errors distract from overall readability (0-5)

Reflection doesn't accurately portray team participation; doesn't work as a team player; creates tension, friction in group (0­5)

Professor comments:

.....c

Includes all required information, but may be confusing; objective that leads to partial fulfillment of Indiana standards; some overview and essential questions (13­21)

Details lacking in plans, active student involvement in 3 lessons; some lessons responsive to individual learning needs (21-33)

Some lessons enhance previous lessons and/or some core content knowledge integrated (6­12)

Demonstrates some knowledge of effective assessments by using some appropriate assessment methods; descriptions may be unclear (6-12)

Unit reflects knowledge of some grammar and writing conventions but contains errors that distract from the overall readability of the plan (6­12)

Doesn't consistently work to build a productive team and/or doesn't contribute in a positive manner to team diSCUssion; doesn't always work with team in problem solving (6-12)

ProfIcIent

Includes required information; understandable page design; graphics relate to content; objective that leads to fulfillment of Indiana standards; written overview, essential questions, timeline (22­26)

Detailed description of activities; active student involvement in 4 lessons; lessons generally responsive to individual learning needs (34-44)

Most lessons enhances previous lessons and unit plan: some core content knowledge integrated (13­17)

Demonstrates knowledge of effective assessments by using a variety of appropriate assessment methods with good descriptions (13-17)

Unit reflects knowledge of grammar and writing conventions but may have slight errors that do not distract from the overall readability of the plan (13­17)

Generally works cooperatively to build a productive team concept; contributes in a generally positive manner to team discussion; sometimes works as a creative problem solver (13-17)

Includes required information; creative, c~unge~tiiRdable p~sign; grCUlhics eo1:@nce contei'ifinformation; clear, explicit unit objective that leads to fuifiliiii"ent of Indiana ­st~ well-written overview, eiS8Rtiai QueStiorts, and.ele8f

ti~~:;£~l~ :J-1 1"(

Detailed description of activities; aC~~5 relate to obj'UJive; active student involvement in ALL lessons; lesso~sive 10fndiVTcIUailearning needs (45­50) - ­

17 Each lesson enhances previous lessons and !!.Q.i! pl~n; co~

content knQwled~W integrated (18-"20) -.

L I/ I /.~..AlfI. f> ,..., 0~:'\JI,:, "vi ~

J Demonstrates excellent knowledge of effective assessments by usin2 a I!flrie~

of a~D~~~e assessment methodS : Clear{lMpri.E!!."ns

(18-20) 1 ry~ ~

Unit reflects mastery and knowledge of grammar and writing conventions (18-20)

Hone~n;

consistently works cooperatively to bu1rrra productive temn ~ contributes in a positive

nner to teamdiscussion; wo~s a creatweeroblem ~1ver(i8-20) -.

-Z-c>

Total 6t) i.f out ouS:) fr~ qrdtz.-f- Vf}v.. (/ttY1j - q(f vt((-7~VI/Y~( ~n UiY/~ /h ~~tjn..

o.-~ a t;(4)~" rtV-1h,.,/ !U"n'71fi, W J /Lft/ftjQ~:J CA-~~:>~~~' I.-,~ t~JA1f- ytft~£,f;~, J a/fll'l' i 1'TJ--'fr ~ I'n9~T Ik- IrP ~~>'/','~ /ri~

Martynowicz Fall 2011

Name__t1_c_~_7+-- _EDUC348 Interdisciplinary Unit Plan

CARE Objectives

Ovenlew/1l...... _/Unlt ObjecllY_1 EsHntI.. QuestIoIW CARE: RS,A4

30 points

UNIT AClMnESI LESSON PLANS CARE: E7, Rl

so points

CONTENT INTEGRAnON CARE: E7, R3

20 points

ASSESSMENT MEtHODS CARE:M

20 points

standard Writing COnventions CARE:R5

20 points

Relatlonall'". ITeam ""'Id'1JgtReffectlon CARE: R4

20110'.

Timeline not used and/or confusing or missing information; objective does not follow Indiana standards and/ or overview and essential questions missing. (0-12)

Lessons incomplete; lacking student involvement; less than 3 active lessons (0-20)

Lessons do not enhance previous lessons and unit plan (0-5)

Assessment not related to discipline topic or missing (0-5)

Unit reflects a lack of knOWledge of standard writing conventions; errors distract from overall readability (0-5)

Reflection doesn't accurately portray team participation; doesn't work as a team player; creates tension, friction in group (0­5)

Professor comments:

.....c

Includes all required information, but may be confusing; objective that leads to partial fulfillment of Indiana standards; some overview and essential questions (13­21)

Details lacking in plans, active student involvement in 3 lessons; some lessons responsive to individual learning needs (21-33)

Some lessons enhance previous lessons and/or some core content knowledge integrated (6­12)

Demonstrates some knowledge of effective assessments by using some appropriate assessment methods; descriptions may be unclear (6-12)

Unit reflects knowledge of some grammar and writing conventions but contains errors that distract from the overall readability of the plan (6­12)

Doesn't consistently work to build a productive team and/or doesn't contribute in a positive manner to team diSCUssion; doesn't always work with team in problem solving (6-12)

ProfIcIent

Includes required information; understandable page design; graphics relate to content; objective that leads to fulfillment of Indiana standards; written overview, essential questions, timeline (22­26)

Detailed description of activities; active student involvement in 4 lessons; lessons generally responsive to individual learning needs (34-44)

Most lessons enhances previous lessons and unit plan: some core content knowledge integrated (13­17)

Demonstrates knowledge of effective assessments by using a variety of appropriate assessment methods with good descriptions (13-17)

Unit reflects knowledge of grammar and writing conventions but may have slight errors that do not distract from the overall readability of the plan (13­17)

Generally works cooperatively to build a productive team concept; contributes in a generally positive manner to team discussion; sometimes works as a creative problem solver (13-17)

Includes required information; creative, c~unge~tiiRdable p~sign; grCUlhics eo1:@nce contei'ifinformation; clear, explicit unit objective that leads to fuifiliiii"ent of Indiana ­st~ well-written overview, eiS8Rtiai QueStiorts, and.ele8f

ti~~:;£~l~ :J-1 1"(

Detailed description of activities; aC~~5 relate to obj'UJive; active student involvement in ALL lessons; lesso~sive 10fndiVTcIUailearning needs (45­50) - ­

17 Each lesson enhances previous lessons and !!.Q.i! pl~n; co~

content knQwled~W integrated (18-"20) -.

L I/ I /.~..AlfI. f> ,..., 0~:'\JI,:, "vi ~

J Demonstrates excellent knowledge of effective assessments by usin2 a I!flrie~

of a~D~~~e assessment methodS : Clear{lMpri.E!!."ns

(18-20) 1 ry~ ~

Unit reflects mastery and knowledge of grammar and writing conventions (18-20)

Hone~n;

consistently works cooperatively to bu1rrra productive temn ~ contributes in a positive

nner to teamdiscussion; wo~s a creatweeroblem ~1ver(i8-20) -.

-Z-c>

Total 6t) i.f out ouS:) fr~ qrdtz.-f- Vf}v.. (/ttY1j - q(f vt((-7~VI/Y~( ~n UiY/~ /h ~~tjn..

o.-~ a t;(4)~" rtV-1h,.,/ !U"n'71fi, W J /Lft/ftjQ~:J CA-~~:>~~~' I.-,~ t~JA1f- ytft~£,f;~, J a/fll'l' i 1'TJ--'fr ~ I'n9~T Ik- IrP ~~>'/','~ /ri~