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Overview

A 60-minute highly engaging English lesson exploring the theme of Freedom in Colson Whitehead’s The Underground Railroad with a mixed-ability, ordinary level class (age approx. 15-16). The lesson aligns with the Irish English Junior Cycle curriculum and the IE Curriculum framework, targeting literacy, critical thinking, and personal response to literature.

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Curriculum Links and Learning Objectives

Junior Cycle English (Ordinary Level) – IE Curriculum Framework:

• LC1: Maintain engagement with texts and express personal and critical responses (Listening, Speaking, Reading, and Writing).
• LC4: Understand and use literary terminology related to plot, characters, themes, and symbols.
• LC8: Collaborate sensitively in group and pair activities to enhance learning.
• LC9: Develop the skills to structure responses to literature clearly and coherently.

Key Competencies:

• Literacy: Explore and respond to the text using appropriate language and terminology.
• Critical thinking and problem solving: Explore and discuss abstract concepts like freedom.
• Managing myself and others: Work effectively in groups showing respect and consideration.

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Success Criteria

Students will:

• Identify and explain the theme of freedom in The Underground Railroad.
• Analyse characters’ desires for freedom and its symbolism.
• Collaborate to create and share ideas using evidence from the text.
• Demonstrate understanding through a written or oral plenary task.

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Resources Needed

• Copies of selected text extracts (dyslexia-friendly format with clear fonts, line spacing, and coloured overlays if needed)
• Whiteboard and markers
• Printed task cards for group activity
• Chart paper or mini-whiteboards for group notes
• Timer or stopwatch

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Lesson Structure

Starter (10 minutes) – “Freedom Word Map” (Teacher-led + Pair work)

Aim: Activate prior knowledge and connect personally to the theme.

• Activity:
  1. Write the word ‘Freedom’ in the centre of the whiteboard.
  2. Ask: “What does freedom mean to you?” Elicit a few answers and list them briefly.
  3. Prompt students to suggest synonyms, feelings, people, places, or situations related to freedom. Add to the mind map.
  4. Next, pair students up to quickly discuss and write 3 words or phrases about what freedom means specifically in a historical or personal sense.
  5. Share examples aloud.

Differentiation:

• Provide sentence starters (e.g. Freedom means…, Without freedom I feel…) for lower ability learners.
• Challenge stronger learners to add symbolic or abstract ideas (e.g., freedom as a journey, or freedom vs. captivity).

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Teacher-Led Input (10 minutes) – Introduction to Theme and Context

• Using accessible language, briefly explain the context of The Underground Railroad (slave escape network in 19th century America).
• Read aloud a short but powerful extract that showcases the protagonist Cora’s struggle for freedom (choose a gripping passage).
• Define the concept of freedom within the novel’s context and ask students to listen and spot words or ideas connected to freedom, captivity, courage, or hope.
• Highlight literary devices linked to the theme (metaphor, symbolism of the railroad).

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Group Task (20 minutes) – “Stations of Freedom” Activity

Aim: Collaborative exploration of freedom through text and creative thinking.

• Divide class into 4 groups of 4-5 students. Each group receives:

  • A short extract or summary from a different ‘station’ or phase in the novel’s plot (e.g., Cora’s farm life, journey on the railroad, encounter at a northern state).
  • Task cards with guiding questions linked to the theme (e.g., How does this extract show freedom or lack of it? What symbols or characters represent freedom? What emotions are involved?).

• Each group:

  1. Reads the extract silently or aloud.
  2. Discusses using task questions.
  3. Notes key points and creates a simple “Freedom Station” poster illustrating findings (words, drawings, quotes).

• Teacher circulates to support, scaffold understanding, and extend ideas for stronger groups by asking for textual evidence or alternative interpretations.

Differentiation:

• Pair weaker learners with stronger ones for peer support.
• Provide glossary sheets for difficult vocabulary related to slavery and freedom.
• Use graphic organisers (e.g., two-column notes: Freedom / Captivity) for organisation.

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Plenary (15 minutes) – “Freedom Reflections and Quick Write”

• Groups present their “Freedom Station” posters briefly (2 minutes each).
• Discuss as a class: How is freedom portrayed differently at each stage? What does Colson Whitehead ask us to think about freedom?
• Individual task: 5-minute quick write responding to the prompt: “Describe what freedom means to Cora and why it matters.”
• Success criteria shared again: Write 3-4 sentences using textual evidence and explaining the theme clearly.

Extension for Advanced Learners:

• Invite students to express how freedom in the novel compares to freedom in other texts or media they know (film, poetry).
• Propose a creative extension: Compose a short poem or dialogue imagining Cora reflecting on freedom.

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Assessment and Feedback

• Formative assessment via observation during pair/group work and whole-class discussion.
• Teacher provides oral feedback encouraging use of textual evidence and thematic understanding.
• Quick write collected or read aloud and marked for comprehension of theme and expression.

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Reflection and Next Steps

• Plan a follow-up lesson to explore other themes (e.g., identity, oppression) or character relationships.
• Prepare differentiated reading extracts for closer literary analysis.

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Notes for Teachers

• Dyslexia-friendly reading: Use font like OpenDyslexic or Comic Sans for extracts printed clearly. Add coloured backgrounds to reduce visual stress. Keep extracts short and jargon explained.
• Use varied questioning techniques (Bloom’s taxonomy) to engage all levels.
• Foster a respectful classroom environment through clear group roles and positive reinforcement.
• Encourage students to see literature as an active dialogue about human experiences—not just a task to complete.

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This dynamic and varied lesson closely aligns with junior cycle IE curriculum goals, promotes active and critical thinking, and builds important literacy and communication skills for all learners.