Grade Level: 1st grade

Teacher Name: Saysha Jackson

School: Clarkdale ES

Key Words/Vocabulary:

Harriet Tubman

Slavery
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escape

Content Standard(s): Fine Arts Standard(s):

SS1H1 Read about and describe the life
of historical figures in American history.
a. Identify the contributions made by
these figures: Harriet Tubman
TA1.PR.1 Act by communicating and sustaining roles in formal
and informal environments
TA1.RE.1 Engage actively and appropriately as an audience
member.
a. Participate as audience.
b. Identify the basic elements of theatre etiquette.
 Lesson Procedure:
a. Hook (something to get the students' attention)
b. Instructional steps
c. Formative checks (progress checks throughout the lesson)
d. Summative assessment (description)
e. Closing (how you will end the lesson/wrap up for students)
a. Hook:
(Note: Students will need to have prior instructions about how
to participate in hot seat strategy.)
The teacher will engage students by using the hot seat art
strategy. The teacher will take on the role of Harriet Tubman.
The lights in the classroom will be off. A few lamps will light the
way. The teacher will pretend to be Harriet when she first
escapes from the plantation. Students will ask a variety of
queations to understand who she is and why she is scared.

b: Instructional Steps:
(The following steps should be implemented after learning about Harriet Tubman through books, songs, videos,
etc.)

1. Students will be split into groups.

2. Each group will think of a scene from Harriet Tubmans life (working in the field, escaping to freedom,
rescuing others, etc.)
3. After each group has determined the scene they will turn into a still picture, students will work together to
use their bodies to represent the elements in the scene of Tubmans life.

c: Formative Assessment:

The teacher will use observations and conversations with the students to determine if they are
understanding the events of Tubmans life.
d: Summative Assessment:
Students will perform their tableau for the teachers and their peers. They will also be asked to speak in the
role of their character as it relates to their scene.

e: Closing: Ideas to present/display student learning:

Students will perform their tableau. While Student tableaus

students are in their tableau, the teacher will
bring characters to life by tapping different
students and asking them what they are
thinking while they are in role.

Resources:
Animated Hero Classics: Harriet Tubman

Rubric
3 2 1
The scene choses The scene chosen
depicts a significant depicts a scene from
The scene chosen has
time period of Harriet Tubmans
Scene Harriet Tubmans life, however it is not
nothing to do with
Harriet Tubman.
life. (i.e. escaping to significant (i.e. when
freedom) she was born)
Students created a Students created a
tableau using tableau with either Students did not use
Art Techniques appropriate body appropriate body any art skills to
positions AND facial postures OR facial create tableau.
expressions. expressions.
Students worked
together through the Students worked
entire process, together some of the
Students did not
Collaboration listened to each time, but failed to
work together at all.
others ideas, and include everyone in
used some of the whole process.
everyones ideas.