Comprehending Directional Symbols

By: Lindsay Brooks

Basic Information:


Students will read an interactive online book I created and fully understand how to utilize directional symbols. Then, students will summarize the events using and sequential words.


Grade 2, Grade 3, Grade 4, Grade 5, Grade 6

Time Frame

This lesson should take 2-3 class periods.


English, Life Skills, Social Studies, Technology


Students will focus on reading a map, compass, reading comprehension, and utilizing technology skills.

Essential/Driving Questions and Objectives:

What is a compass rose?

How can a compass rose be used?

What is the importance of maps?

What is a good way to memorize the directional symbols on a compass?

How can you use sequence words to summarize an event or story?

Students will know:

. What a compass rose is.

. How to use a compass rose.

. The importance of maps.

. How to use sequential words.

Assessment Evidence

Once complete, the students can present their "timelines" to the class and will be assessed by this rubric :


Before I carry out this activity, I would take a survey to see how well students know a Compass Rose and Sequential Steps. I would use Google forms - Here is a sample survey I would use:

Sequence of Activities Learning Plan


Day one:

1. Students will have to be in the computer lab. Guide students to access this webpage:

2. Pass out a piece of paper and have students read the story. The students will write the "student response" answers from the bottom of each page on the paper and discuss the questions with a partner. Students will also click on the "agents." The "agents" are interactive cartoon characters that allow the students to get more information from the story and increase comprehesion. This interactive book allows students to have a hands-on experience with maps and directional symbols.

3. Walk around the room to be sure that students are interacting with their partners and the book. Make sure students are understanding how to use the compass and directional symbols. Clarify/help students who appear to be struggling with these concepts.

Day two-three:

1. Students will be in the computer lab.

2. Guide students to access this webpage -

3. Explain to students that they will be creating a timeline using sequence words and "Finding Stitch." is a great tool to develop and share timelines with others. I tweaked the idea of what one would typically use this timeline website for and decided to have students summarize a story they read using sequence or transition words. For each event added, the title could be a sequence word such as “first,” “second,” “third,” “fourth,” and so on. Under each specific sequencing word, they would write/summarize particular parts in a story using their own words in complete sentences. Students will add their own pictures to the timeline. Being that they would need to incorporate dates in a timeline, they need use the numbers of/in a month that would go with their sequence word. Here is an example of what I did:

4. Make sure to instruct students so that they incorporate a title, complete sentences in their own words summarizing key points in the story, proper use of sequence words, their own pictures, and proper spelling and grammar.

5. Once complete, the students can present their "timelines" to the class and will be assessed by this rubric :