Harriet Tubman Reflection

The content outcome for the lesson I have taught my students was that; “The students should be able to identify who Harriet Tubman is and what she has accomplished in her lifetime. The students should be able to identify what the underground railroad is and how it helped the slaves escape to freedom.” I started with introducing the topic to the students and seeing who new about Harriet Tubman. I few were familiar with her, but there were plenty who did not know who she really was. Therefore, I started with a KWL chart. I showed the students how to create the KWL chart and asked them to fill in the K and W part of the chart, after they finished I asked them to put their pencils down. When everyone was done I asked for volunteers to come up to the board and fill in the chart I had made. All of the students wanted to participate in filling out the chart and I was very happy about that. Some examples of the K part of the chart were, she was born into slavery, she was a big part of the underground railroad and she didn’t know how to write. For the W part of …show more content…
Once the students handed in their acrostic poems I graded their poems on completion, content, sentence structure and grammar. When I graded each of the students assessments I did this on a rubric. Including a few different aspects of what I stated above. When done grading I made sure to put positive feedback as well as any needs they may have on each of the rubrics before handing them back. When I was giving the students feedback An example would be “ You may want to consider adding more information to this part of the poem”. I used objective from the standards as well. When I handed back the rubrics to the students I made sure they all understood how I graded their assignments and if they had any questions they were able to talk to me and we could go over the assignment and where they went wrong