Grade: 5 | Duration: 60 minutes | Class Size: 25 students

Subject Area: Social Studies
Topic: The History of the Underground Railroad
Standards:

• CCSS.ELA-LITERACY.RI.5.3: Explain relationships or interactions between two or more individuals, events, ideas, or concepts in a historical text.
• CCSS.ELA-LITERACY.RI.5.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to Grade 5 topics.
• CCSS.ELA-LITERACY.SL.5.1: Engage effectively in collaborative discussions with diverse partners on Grade 5 topics and texts.

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Learning Objectives (I Can Statements)

• I can explain what the Underground Railroad was and why it was important in American history.
• I can name and describe the roles of notable figures involved in the Underground Railroad.
• I can use key vocabulary related to the Underground Railroad accurately in conversations and writing.
• I can participate in group discussions, sharing ideas and listening to others respectfully.

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Success Criteria

• I can identify at least 3 key facts about the Underground Railroad.
• I can name two important people linked to the Underground Railroad and explain their contributions.
• I can use at least five key vocabulary words correctly when sharing ideas or writing a summary.
• I can listen and respond thoughtfully when classmates share their ideas.

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Materials Needed

• Dyslexia-friendly narrative passage on the Underground Railroad (clear font, colored overlays available)
• Whiteboard and markers
• Large timeline poster of the Underground Railroad events
• Index cards with key vocabulary and figure names
• Colored pencils/crayons
• Graphic organizer worksheet (cause and effect)
• Audio recording of the passage (for students who prefer auditory learning)

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Lesson Procedure

1. Introduction & Activation (10 minutes)

• Hook: Begin with a short, powerful question: "Have you ever heard of a secret path that helped people escape danger?"
• Show a large timeline poster. Briefly introduce the Underground Railroad as a hidden network that helped enslaved people find freedom.
• Establish background knowledge by asking: "Why do you think hiding and helping others in secret was necessary at that time?"
• Review key vocabulary (e.g., freedom, abolitionist, safe house, conductor, enslaved). Use index cards; students repeat after teacher to reinforce pronunciation and meaning.

2. Reading & Understanding (15 minutes)

• Distribute dyslexia-friendly reading passage about the Underground Railroad that covers key facts and notable figures such as Harriet Tubman and Frederick Douglass.
• Play the audio recording as students follow along quietly (dual input for diverse learners).
• Students work in pairs to read one paragraph aloud to each other using print or digital devices if available.
• After reading, complete a brief cause-and-effect graphic organizer in pairs to connect actions (helping enslaved people escape) with results (freedom, changes in society).

3. Group Discussion & Role Play (15 minutes)

• Divide the class into 5 groups of 5 students. Assign each group a notable figure or concept (e.g., Harriet Tubman, Conductors, Safe Houses).
• Groups discuss their assigned topic for 5 minutes using prepared guiding questions provided on the whiteboard (e.g., "What made Harriet Tubman brave?" or "Why were safe houses important?").
• Each group prepares a 2-minute role play or short presentation imagining they are their assigned figure or explaining their concept.
• Groups take turns sharing with the class. Teacher facilitates respectful listening and asks clarifying questions.

4. Creative Reflection (10 minutes)

• Students individually create a "Freedom Shield" on a large sheet with images, keywords, and a short sentence describing what freedom means to them, inspired by the Underground Railroad story.
• Provide colored pencils/crayons and encourage creativity.

5. Assessment & Closure (10 minutes)

• Exit Ticket: Each student writes three sentences:
  1. One fact about the Underground Railroad.
  2. One important person and what they did.
  3. One new word they learned and what it means.
• Collect exit tickets to assess understanding and areas for reteaching.
• Close by reviewing key points again, highlighting courage and teamwork in the Underground Railroad story.

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Differentiation Strategies

• For students with dyslexia:

  • Provide dyslexia-friendly text with clear fonts and spacing.
  • Use colored overlays and audio recording of reading.
  • Allow verbal responses for discussions and role plays.

• For English Language Learners (ELLs):

  • Pre-teach vocabulary with visuals and simple definitions.
  • Pair with bilingual peers or provide sentence stems for responses.

• For students needing additional support:

  • Use graphic organizers with sentence starters.
  • Provide extra time for reading and writing tasks.

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Extension Activities for Advanced Learners

• Research an additional figure related to the Underground Railroad (e.g., John Parker, Levi Coffin) and prepare a short oral or digital presentation.
• Write a diary entry from the perspective of someone escaping on the Underground Railroad or a conductor guiding them.
• Analyze the impact of the Underground Railroad on modern civil rights movements, encouraging connections to present-day freedom struggles.

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Reflection for Teachers

• Note student engagement during role plays and discussions.
• Evaluate exit tickets for mastery of objectives and vocabulary use.
• Adjust reading materials or group roles based on learners’ skill levels.
• Consider inviting a local historian or author for a follow-up visit if possible to deepen the connection to community history.

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End of Plan