tubman read aloud

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Lesson Plan: Interactive Read-Aloud Grade: 5 Time: 15 minutes Standards: SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts , building on others’ ideas and expressing their own clearly. Objective: The student will listen as the teacher reads aloud, stopping to make connections to their own life and predictions about what will happen next. Materials: The Story of Harriet Tubman by Kate McMullan Lesson Sequence: Before Reading: -“Boys and girls, today I am going to begin reading a brand new book that I think is very interesting. March is women’s history month and we are learning about slavery in social studies, so we are going to be reading a book about H arriet Tubman. Today we are just g oing to read one chapter. I want you to look at the cover and tell me what you see. Based on these observations, what do you think the book will be about? Can you make any predictions? -Allow students to make predictions. -“Very good observations. You are right that Harriet l ooks as though she is hiding from people. I wonder if she will get caught. Let’s start reading to find out. While I am reading the book I want you to determine if the predictions you made are correct. If as I am reading you feel as though the prediction you made is incorrect, you can make a new prediction. Predictions are never wrong; because they are what you think may occur in the story. Raise your hand while I am reading if you think one of your predictions is being confirmed. ” During Reading: -“The main character Harriet keeps talking about ‘freedom’ and how it is always on her mind. What does the term freedom mean to you?” -“Harriet was just told that she is going to be sold to a diffe rent owner. Can anyone make predictions about what they think Harriet will do based on what we already read?” -“Harriet’s first attempt to escape towards freedom did not go well. She is now making another attempt towards freedom. Do you think Harriet’s view of freedom is different than yours? Does freedom mean more to her than it does to you? Turn and talk with a partner.”

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Page 1: Tubman Read Aloud

8/2/2019 Tubman Read Aloud

http://slidepdf.com/reader/full/tubman-read-aloud 1/2

Page 2: Tubman Read Aloud

8/2/2019 Tubman Read Aloud

http://slidepdf.com/reader/full/tubman-read-aloud 2/2

After Reading:

-“The chapter ended with Harriet talking to the Quaker woman about that Underground Railroad. I

want everyone to turn to their reading partner and make predictions about what will happen when

Harriet starts her journey.”

-After two or three minutes, have students share their predictions. Write them on a piece of chart

paper so that when we read the next time we can see if our predictions were confirmed or denied.

Assessment: I will know if the students are successful if they can connect the idea of freedom to their

own life and if they are able to make predictions about the main character based on clues in the story.

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