Lesson Plan Template

Name: Dana Barocas & James Mooney

Lesson Title: Famous people from the Underground Railroad

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): 60 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.A.1.1: Examine primary and secondary sources.

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.
SS.2.C.2.5: Evaluate the contributions of various African Americans, Hispanics, Native
Americans, veterans, and women.
LAFS.2.RI.1.2 : Identify the main topic of a multiparagraph text as well as the focus of specific
paragraphs within the text.
LAFS.2.RL.1.3: Describe how characters in a story respond to major events and challenges.

Students will be able to research facts about Harriet Tubman using the internet.
Students will be able to make a concept map including facts and significant parts of Harriet Tubmans
life. .
Modified 1/16 Van De Mark from document created by L. Spaulding

NGSSS), challenging,
measurable and appropriate
learning goals!

Lesson Plan Template

Students will be able to understand and remember key ideas from the story that the teacher reads to
them.

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.

1. The teacher will start the lesson with a read aloud of Who was Harriet Tubman by Yona Zeldis
McDonough.
(30 mins)
2. The teacher will then lead a class discussion, this will include questions such as:
Why was Harriet Tubman so brave?
Name some important things that she did.
3. The teacher will then split up class into groups of 3. One person will be the researcher one
person will be the recorder and one person will be the time watcher/assistant.
4. Then the students will go off to the computers and research Harriet Tubman by typing her name
into Google. The recorder will write down 5 facts about Harriet Tubman that they find as a
group.(15 min)
5. Then each group will share their findings with the class and the teacher will hold a class
discussion. (5 min)
6. Then for a grade, the students will draw a concept map of Harriet Tubman individually listing 7
facts or ideas about Harriet Tubman.

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

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

Lesson Plan Template

Daily Lesson Plan Assessment:
Students will hand in their concept maps and they will be graded based off of their understanding of
Harriet Tubmans life.
Formative assessments will be used by teacher throughout lesson which include:
Moving around room while students are researching Harriet Tubmans life
Moving around the room and listening to shoulder partner discussions.
Class discussions throughout the lesson to check for understanding.

McDonough,Y.Z.,&Harrison,N.(2002).WhowasHarrietTubman?NewYork:Grosset&Dunlap.

Materials:
Book
Computers
One notebook and pencil per group
Concept map worksheet
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. They can also draw what they
know.
Spelling and/or grammar will not be penalized.
ESOL & Students with Learning Differences will be paired with native speakers.
Gifted/Talented: I would encourage them to do more research at home about other slaves on the
Underground Railroad.
Homework- Have students do research on Fredrick Douglas and find 3 facts about him because that is
who they will be working on in the following lesson.
Modified 1/16 Van De Mark from document created by L. Spaulding

Lesson Plan Template

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