Lesson Plan Template

Name: Dana Barocas & James Mooney

Lesson Title: Follow the North Star

Rationale for Instruction

A rationale is an essential part
of thoughtful planning of
classroom instruction. This is a
brief written statement of the
purpose for instruction and the
connection of the purpose to
instruction that has come
before and will follow.
CCSS (LAFS/MAFS)/Next
Generation Sunshine State
Standards
List each standard that will be
addressed during the lesson.
Cutting and pasting from the
website is allowed. You must
have a minimum of 3 standards
that represent multiple content
areas identified in this portion
of the lesson plan.
These can be downloaded from
the Florida Dept of Education
www.cpalms.org/homepage/ind
ex.aspx.
Learning Objectives
What will students know and
be able to do at the end of this
lesson? Be sure to set
significant (related to
CCSS/LAFS/MAFS, and

Grade Level: 2nd Grade

Lesson Length (ie. 30 minutes): 45 minutes

The Underground railroad was a series of routes and safe houses used in the 19th century by slaves who
were trying to reach freedom. Students should begin to understand this concept because it was such an
important event that changed the course of our US history. It lead to the Civil war and the Jim crow
laws, which really impacted America at the time.
During the Underground Railroad many slaves escaped to their freedom. Some of these slaves became
famous abolitionists and conductors on the Underground Railroad.
SS.2.G.1.1: Use different types of maps (political, physical, and thematic) to identify map elements.
SS.2.G.1.2: Using maps and globes, locate the student's hometown, Florida, and North America,
and locate the state capital and the national capital.
SS.2.A.1.2: Utilize the media center, technology, or other informational sources to locate
information that provides answers to questions about a historical topic.
LAFS.2.RI.1.1: Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.

When given a blank compass rose the student will be able to label the four directions; north, east, south,
and west.
When given a compass the student will be able to identify and locate which direction is north.
Modified 1/16 Van De Mark from document created by L. Spaulding

NGSSS), challenging,
measurable and appropriate
learning goals!
Student Activities &
Procedures
Design for Instruction
What best practice
strategies will be
implemented?
How will you communicate
student expectation?
What products will be
developed and created by
students?
Consider Contextual
Factors (learning
differences/learning
environment) that may be in
place in your classroom.

Lesson Plan Template

When given a star constellation map the students will be able to identify the North Star, using the big
dipper as a guide.

1. Teacher will start lesson by playing Follow the drinking gourd which is a song about how the
escaping slaves would follow the North Star. https://www.youtube.com/watch?
v=pw6N_eTZP2U.
2. The teacher will then hand each student a map of the escape routes used in the Underground
Railroad. The map does not have a compass rose.
3. The teacher will introduce the map and ask the students how they would locate North on the
map. The students will first think on their own, then talk with their shoulder partner, and then the
class will have a brief discussion.
4. The teacher will provide each student with a blank compass rose. The teacher will help the
students fill in each point on the compass. The teacher can help the students remember the
directions N, E, S, and W by having them recite Never Eat Shredded Wheat.
5. The teacher will move around the room and check each students compass rose.
6. The teacher will then provide each group of three with a compass.
7. The teacher will demonstrate how to use a compass.
8. The teacher will then move from group to group observing how the students are locating north,
south, east, and west.
9. The teacher will then ask the class why it is important to know the directions.
10. As a class activity; the teacher will ask the students to open their journals to a blank page.
11. The teacher will provide the students with thirteen instructions which the students will follow
and draw;
a. a compass in the middle of the journal
b. a pond south of the compass
c. a barn east of the pond
d. a garden west of the pond
e. a sun north of the garden
f. two clouds east of the sun and north of the barn
g. their name north of the pond
h. two fish in the southeast corner of the pond
i. a cow to the west of the barn and to the east of the pond
j. two bales of hay to the east of the barn
k. grass to the south of the pond
l. you, as a farmer, to the east of the garden and to the west of the pond
Modified 1/16 Van De Mark from document created by L. Spaulding

Lesson Plan Template

The teacher will move around the room to check that the students drawing is correct.
12. The teacher will ask the students if they can name some people or jobs that would require
directions and compasses.
13. The teacher will then discuss that the slaves used the star constellations to find north, when
escaping.
14. The teacher will provide the students with a star constellation print out.
15. The teacher will discuss the constellations and hoe to find the North Star using the Big Dipper.
16. The teacher will explain that the students will locate the Big Dipper and North Star and draw
their findings in their social studies journal. Teacher will emphasize that the students need to ask
their parents for assistance.
17. The students will be given the post test for the unit.

Assessment
How will student learning be
assessed?
Authentic/Alternative
assessments?
Does your assessment align
with your objectives,
standards and procedures?
Informal assessment (multiple
modes): participation rubrics,
journal entries, collaborative
planning/presentation notes
Resources/Materials

Daily Lesson Plan Assessment:

Students will hand in their compass rose which will be graded.
Formative assessments will be used by teacher throughout lesson which include:
Moving around room while students are completing the compass rose.
Moving around the room and observing students using the compass correctly.
Class discussions throughout the lesson to check for understanding.

Copy of Underground Railroad escape route map. One for each student.
Blank compass rose. One for each student.
Compass. One for each group of 3 students.
Star constellation map. On for each student.
Social studies journal
Modified 1/16 Van De Mark from document created by L. Spaulding

Lesson Plan Template

Exceptionalities
What accommodations or
modifications do you make for
ESOL, Gifted/Talented
students, Learning/Reading
disabilities, etc.
These accommodations and/or
modifications should be listed
within the procedures section
of the lesson plan as well as in
this section of the document.
Lesson Extensions

ESOL & Students with Learning Differences:

Teacher will use modeling and gestures throughout lesson.
Teacher will ask student levelled questions, to check for content knowledge.
ESOL students can write using incomplete sentences or bullet points.
Spelling and/or grammar will not be penalized.
ESOL & Students with Learning Differences will be paired with native speakers.
Gifted/Talented: I would ask higher order thinking questions when moving around the room.

Homework: The students will locate the Big Dipper and North Star with their parents and draw their
findings in their social studies journal.
The teacher will check for completion.

Modified 1/16 Van De Mark from document created by L. Spaulding