Freedom Songs Lesson Plan
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Allison Lynné ArcherFreedom Songs Lesson Plan
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Allison Lynné ArcherSECRET CODES IN FREEDOM SONGS LESSON PLAN UNDERGROUND RAILROAD: A FREEDOM MOVEMENT Standards: CC.1.2.4.
K Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies and tools. Objective: SWBAT analyze the hidden meaning in letters and songs used in the Underground Railroad. SWBAT understand the need for secrecy through codes because the operation was dangerous. SWBAT create own codes using UR terminology. Materials: Promethean Board with PPT Letter to John Rankin Map of Ohio Underground Railroad codes and phrases handouts Follow the Drinking Gourd and Swing Low, Sweet Chariot lyrics Literal translations to compare answers Hook (5 minutes) As students settle in their seats from lunch/recess, teacher will follow the first minute from the following video, drawing students memories back to the story, Follow the Drinking Gourd. http://www.youtube.com/watch?v=loS4rqjRXBE Teacher will find a letter in an envelope addressed to John Rankin, from Jeremiah Jones. Teacher will open the coded letter and read it out loud to the class. Teacher will speculate on the seemingly hidden messages in the letter during a think aloud. Teacher will ask students what the letter sounds like. (Anticipated answers: a business letter, a letter about delivering produce, a letter describing the arrival of passengers to a stationmaster) Introduction to New Material (10 minutes) Students will be given a list of Underground Railroad terminology/codes. Teacher will post the first part of the letter from Jeremiah Jones on the Promethean Board. Teacher will inform students that the letter is an example of a hidden message. Teacher will use Underground Railroad codes and phrases reference list to translate the first two sentences. Part One: Teacher will model how to highlight words and phrases that would appear to be some kind of code. Teacher will reference the coded list handout to
identify the literal translation. This letter is to inform you of new business I expect to bring you. Know that two days hence I will be forwarding a large load of potatoes to you, courtesy of a friend with friends Words teacher will highlight: business, load of potatoes to you = escaping slaves hidden under produce in a wagon; a friend with friends = a fugitive with an UR conductor. Based on the terminology list, teacher will translate the above sentences as I am sending you passengers in two days. They will be hiding under produce in a wagon. A conductor (someone who helps escaped slaves) will be with them. Part Two: Teacher will give students time to look at their reference sheets to help translate the next line as a class. One of my agents will accompany the parcels. I trust that your operators can then safely ship the parcels across the River Jordan and deliver them to the appropriate station. Expected translation: A person who planned the escape will be with the escaped slaves. I hope that someone you know will be able to help them across the Ohio River and guide them to the next station. Part Three: Students will complete the last sentence independently. My stockholders in that area will be happy to assist in forwarding the parcels on to Canaan. Students will do a think/pair/share to compare answers. Teacher will post literal translation on Promethean Board. People at the next station will help supply passengers with supplies to continue their journey north to Canada. Formative assessment: Students will show their connection signal if this is similar to what they discussed with their partner. This will serve as their way of operating at a meta-cognitive level. Teacher will ask students who they suspect Jeremiah James was, based on the content of the letter he wrote to John Rankin. (Anticipated answer: he was one stationmaster writing to another stationmaster.) Practice (15 minutes): Students will work in pairs to translate freedom songs. Students will use their terms and phrases handouts to interpret the meanings of Follow the Drinking Gourd. After students translate the information verbally, they will choose their favorite stanza to write down a written translation. Early finishers can begin translating Swing Low, Sweet Chariot, which will be more challenging
As students finish up this part of the lesson and put their papers in their writing folders, teacher will play the following version of Swing Low, Sweet Chariot by Beyonce: http://www.youtube.com/watch?v=rvH3qRWcJeM When students have finished, resource managers will get the literal translation handouts to compare their work. Closing (5 minutes) Teacher will ask students if there were any lyrics that had Biblical references, and what the literal meanings of those lyrics were. Teacher will ask if there were any lyrics that secretly referred to people and what the literal translations were. Teacher will ask students if there were any lyrics that referred to geography or direction and what those lyrics were. Teacher will ask students if the translations they came up with were similar to or different from the literal translations. Teacher will ask students to summarize the importance of using a secret codes through song during their escape to freedom. Each student will be given a sticky note to write down what they learned and post to the ongoing KWL chart. Assessment (10 minutes) Students have the choice of creating one of the following: Create coded song lyrics to the beat of your favorite song using words and phrases from your UR handout. Include a written translation Draw an interpretation of one of your favorite stanzas from one of the two songs you de-coded. Write a letter in code conveying a particular message. Include a written literal translation. Other Forms of Assessment: Observations during partnered practice Comments posted on KWL chart Responses to questions asked of whole-group
