Title of Lesson: Underground Railroad
Students will read a wide range of literature
Students will read and comprehend nonfiction test using prior knowledge, graphic
organizers and questions.
Students will evaluate how the lives of individuals and families of the past are different
from what they are today.
Students will describe the interdependence among individuals,families,and the community.
Materials and Resources:
Who Conducted the Underground Railroad by Peter and Connie Roop
Escape! by Sharon Shavers Gayle
Two Tickets To Freedom by Florence B. Freedman
Pink and Say by Patricia Polacco
Let It Shine by Andrea Davis Pinkey
Almost to Freedom by Vaunda Micheaux Nelson
From Slave Ship to Freed Road by Julius Lester
Poster of the Big Dipper
Instructional Procedures (Plan)/ Activities:
1. Review the KWL chart . Ask the students if they would like to add anything to the chart.
2. Introduce the book Who Conducted the Underground Railroad And Other Questions
About the Path to Freedom by Peter and Connie Roop.(You may want to use another
3. Have students to read the title and look at the picture on the front cover.Discuss the title
and picture. Students will draw a picture of what they think the Underground Railroad
looked like.Place pictures in students’portfolios for later discussion.
4. Have student take a book walk and read the blur on the back cover. Discuss the book
walk and the blur.
5. Ask the students the following questions about the book. What are the ways the authors
present information on this topic? How is the information organized [by topic, in time,
contrasting ideas]? What does the title tell you about this text? How do heading and
subheading help you find infor mation? What information is provided through bold print
[drawings, diagrams, maps, or chart]?
6. Students will read the entire text individually or in pairs. [the amount of time it will take
for students to complete the text will vary]
7. Students will need a responds journal each day after reading the text the students will
write down their reactions to what they read. ]
8. Ask students to turn to page chapter 3 page 13. Teacher will read pages 13-14 out loud.
Start a KWL chart on Harriet Tubman.Work in the “K” column student will recall what
they know about Harriet Tubman.
9. Kindergaten and first grade students may color a picture of Harriet Tubman. Also the
students may use the letters in Harriet Tubman’s name to make words[examples t-u-b tub
or r-e-n-t rent]. Challenge the students to make long words. Compile the list of words on
a chart. Leave the chart up so students may add to the list.
10. Students will read Harriet Tubman-Profile of Underground Railroad Conductor Harriet
Tubman from Jessica McElrath. Teacher may choose to pair or choral read section of the
text. Students should keep a list of unfamiliar word.
11. Using information from text students will write an acrostic poem about Harriet Tubman.
Harriet was her first name
Railroad she ran well
Ran a railroad with out wheels
It was not made of wood or steel
Escape on the Underground Train
Trains kept moving
Tubman was her sir name
Between 1810 and 1850
Man-made train association of people
Night after night the Underground Train went out
12. Students will make an Underground Railroad dictionary using Meaning Mapper
sheets.[attachment 2]. The following vocabulary words plus the student’s unfamiliar
word list should be in the dictionary. Abolitionist,auction,Big Dipper, Civil
War,conductor, Drinking Gourd, master, quilt, North Star,overseer, patroller,
plantation,runaway, safe house, slave ,spirituals, Emancipation, and Underground
13. Students will make a graphic organizer on Harriet Tubman’s life. Using the information
from the graphic organizer write a brief summary on Harriet Tubman. Teacher should
model the graphic organizer and summary.
14. Using their dictionary students will define abolitionist.An abolitionist is a Free Black or
White who wanted to abolish slavery. Harriet Tubman was an abolitionist.Refer back to
Harriet Tubman KWL chart using the skill fact and opinon check under K and highlight
all of the facts that are true. Fill the list under Learned. Ask students if they would like to
add something Under W.
15. Reread Chapter 4 in the text Who Conducted the Underground Railroad by Peter and
16. Discuss the secret codes of the Underground Railroad [songs,Big Dipper,quilts]
17. Make a list of songs slaves used to follow the Underground Railroad.
18. Students will read and discuss worksheet Follow The Drinking Gourd.
19. Read attachment 6 Following the Drinking Gourd from Owen Sound’s Black
History.http://www.0sblackhistory.com/drinking gourd.php. discuss
20. Have students to analysis each line of the song The Drinking Gourd.
21. Bring in gourds. Slaves used gourds as dipper. Ask students if the can think of any other
uses for gourds.Acquaint the class with the Big Dipper constellation and the North Star
that showed the slaves the way to freedom. The “drinking gourd” in the night sky helped
many escape through unfamiliar territory.
22. Have students prepare a model of the Big Dipper. Have students make holes in clear wrap
and place it over an empty tube.Place a flashlight in tube and shine on th wall or ceiling
with the room darken.
23. Have students learn the the song Following the Drinking Gourd.
24. After learning the song have student act out the song.
25. Students will draw pictures to illustrate each verse of Following the Drinking Gourd.
26. Pictures will be placed on a bulletin board in the sequence the events happen.
27. Divide the class into four groups .Each group will given a spiritual song to analysis.[The
Ballard of the Underground Railroad by Charles L. Blockson,Swing Low Sweet
Chariot,Wade In the Water,and Steal Away]attachment 7
28. Student groups will illustrate each verse of their song.
29. Students will create meaningful movement for their song.
30. Students will present their production to the class.
31. Studens will discuss the secret codes of the songs and how quilts were also used
codes.Quilts with secret messages in them helped the slaves escape on the Underground
32. The teacher will read out loud The Patch Work Quilt.
33. Student will discuss patterns used in quilt making.
34. Have examples of quilts for students to see. Ask students to bring in any quilts that they
might have at home . Let students discuss any special meaning the quilt might have to the
35. Invite a quilt maker to come to the class to share the art of quilt making.
36. Using pattern blocks student will make a quilt from construction paper. Divide the
students into four groups. Each group will design their own quilt.
37. Students’ will share quilt and discuss their patterns.
38. Introduce the students to Frederick Douglas.
Homework and Home Connections: