Pathways to Freedom: Maryland and the Underground Railroad
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about the underground railroad
following the footsteps
eyewitness to history
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Lesson Plan: Whispers from the Past

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STAGE 4: Teacher Reflection

As a reflective practitioner, note how this lesson could be adjusted after its initial implementation. How successful were the students? What did the assessment demonstrate about the students' learning? What skills do the students need to revisit? What instructional strategies worked and what made them successful? What will you change the next time you use this lesson? Why?

Teacher Author of Lesson: Lisa Kissinger
School System: Anne Arundel County Public Schools

Pintable Charts and Graphs
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Limited Writing Process - Writing to Inform

Today you will be writing to inform. When you write to inform, you are sharing what you know about a topic or subject with another person. Create an essay to share what you have learned about the reasons people chose to travel on the Underground Railroad through your analysis of the primary source narratives.

In your essay, be sure to include:
• Reasons people choose to leave their homes and travel to freedom on the Underground Railroad. Use the primary source narratives for examples.

• Factors people had to consider as they thought about escaping from slavery.

• Other information you may have learned about the Underground Railroad.



MSDE Scoring Rubric: Writing To Inform

3 points
Development: The writer incorporates specific, relevant information that is extended and expanded to fully explain the topic. The information is consistently purposeful.
Organization: The writer establishes an organizational plan that is consistently and logically maintained.
Attention to Audience: The writer incorporates information that clearly and effectively addresses the needs of the audience.
Language: The writer consistently uses language choices to enhance the text.

2 points
Development: The writer incorporates relevant information with some extension of ideas that explains the topic. The information is usually purposeful.
Organization: The writer establishes an organizational plan that is maintained. The plan may have some minor flaws in the logical flow.
Attention to Audience: The writer incorporates information that addresses the needs to the audience.
Language: The writer frequently uses language choices to enhance the text.

1 point
Development: The writer incorporates information that minimally explains the topic. The information may be general and/or extraneous, and may or may not be purposeful.
Organization: The writer attempts to establish an organizational plan that is generally maintained. The plan includes some flaws in the logical flow.
Attention to Audience: The writer attempts to address the needs of the audience.
Language: The writer sometimes uses language choices to enhance the text.

0 points
Development: The writer incorporates insufficient relevant information to explain the topic. The information provided may be overly general and/or purposeful.
Organization: The writer establishes a weak organizational plan that is minimally maintained. The ordering of information is interrupted with flaws that hinder the logical flow.
Attention to Audience: The writer does not incorporate information relevant to the needs and of the audience.
Language: The writer seldom, if ever, uses language choices to enhance the text.

© 2001, MSDE, Middle School Instructional Resource Manual, pg. F4



Language in Use Rule

2 points
Consistently uses word and sentence order and language choices to express meaning with style and tone. Text conveys uniform impression of correctness and any errors that are present represent risk-taking.

1 point
Sometimes uses word and sentence order and language choices to express meaning with style and tone. Text generally conveys impression of correctness and errors may or may not represent risk taking.

0 points
Rarely or never uses word and sentence order and language choices to express meaning with style and tone. Text appears error-ridden.

© 2001, Middle School Instructional Resource Manual, page F-1

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