Lessons & Units :: Predicting 4th Grade Unit

Lesson 2: Historical Events

Lesson Plan

Sweet Clara and the Freedom Quilt | 680L

Sweet Clara and the Freedom Quilt
Learning Goal
Create predictions based on historical events.
Duration
Approximately 50 minutes
Necessary Materials
Provided: Example Chart
Not Provided: Sweet Clara and the Freedom Quilt by Deborah Hopkinson, chart paper, markers

  • Activation & Motivation

    Discuss with students what they already know about slavery. Ask the class to brainstorm facts together.

  • Teacher Modeling

    will explain that understanding history can help readers make predictions in literature. I will chart important facts I know about slavery. (Direct Teaching Teacher Example Chart is provided below in Teacher and Student Materials.) I will begin reading Sweet Clara and the Freedom Quilt by Deborah Hopkinson, stopping at the end of the page where Aunt Rachel tells Clara that she’s going to be a real seamstress. I will model making a prediction based on what I know about slavery. I know that slaves who were seamstresses usually worked in the Big House, where the white family who owned them lived. I predict that Clara is going to work in the Big House when she becomes a seamstress and won’t have to work in the fields anymore.

  • Think Check

    Ask: How did I predict what will happen in the story? Students should respond that you thought about what you already know about historical events and used that information to predict what will happen next in the story.

  • Guided Practice

    will continue reading Sweet Clara and the Freedom Quilt, stopping after the page where Aunt Rachel asks Clara what kind of pattern she is making in the quilt. We will make a prediction of what will happen next based on what we know about slavery. Example prediction: Clara makes a map of the land with her quilt so that she can run away and find her momma.

  • Independent Practice

    will listen as I continue reading Sweet Clara and the Freedom Quilt, stopping after the page that ends with, “It was like being in a dream you already dreamed”. You will predict whether Clara and Jack will make it to Canada, based on what you already know about slavery. Note: Finish reading the story after students complete the Independent Practice. Discuss whether students’ predictions were correct or incorrect.

Build Student Vocabulary quilt

Tier 2 Word: quilt
Contextualize the word as it is used in the story Aunt Rachel says, “Sweet Clara, what kind of pattern you makin’ in that quilt?”
Explain the meaning student-friendly definition) A quilt is a blanket or bedspread. Some people who know how to sew are able to make their own quilts.
Students repeat the word Say the word quilt with me: quilt.
Teacher gives examples of the word in other contexts We use quilts to keep us warm at night. I still have a quilt which my grandmother knitted me when I was a baby!
Students provide examples What are quilts used for? Start by saying, “Quilts are used __________________________.”
Students repeat the word again. What word are we talking about? quilt
Additional Vocabulary Words freedom, seamstress

Build Student Background Knowledge

After reading the story, explain that just like Clara tried to memorize the map stitched into her quilt, Harriet Tubman memorized the way North to help slaves find freedom. Harriet escaped from slavery in Maryland in 1849 and returned many times to guide roughly 300 known slaves to freedom in the North. Harriet was known as "Mother Moses." Moses is a character from the Bible that led slaves out of Egypt. Harriet Tubman led the slaves out of slavery too. Share a map of her journey with the class, or have students conduct independent research about the dangers that slaves faced on their journey.

Texts & Materials

Standards Alignment

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