The Underground Reading Comprehension Passage - Cored Ed Encyclopedia

This Underground reading comprehension with lesson plan includes:

Visualization (on the front cover)

Start your lesson by taking a minute to think and share something about the topic.

• Read the script aloud (slowly), perhaps prepare some music or sound effects. Student close their eyes and let their imaginations wander.

• Students open their eyes, read the question aloud and give them a few minutes to complete. Ask a few students to share or keep answers until the end to compare with what they learn in the passage.

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Pre-Reading Trivia

Students will write down one thing they already know about the subject and then read five more facts and discuss. These facts are fun, and the students will enjoy learning about the subject before reading more.

• Give 1 minute for students to write what they already know (no pressure—best guess is fine).

• Read the five facts together. After each fact, do ask a student for their opinion, was it surprising?

• Set a purpose by asking students to highlight/underline one fact they want to learn more about during the reading.

Reading Passage

The text is a high-interest reading passage with set paragraphs, roughly three to four paragraphs long. It contains a variety of themes about the topic, anywhere from history to technology. The passage is between 250 and 350 words in length.

• First, ask students to look at the headings and see what they’ll learn about today. What do they know about the topic/heading?

• First read options:

  • Teacher read-aloud (best for support).

  • Partner reading (paragraph by paragraph).

• While reading, students underline important details, and vocabulary words they think may come up in the questions section.

Mixed Questions

The first question page contains four multiple-choice questions, each with a choice of four answers, and three written response questions that require a sentence or two from the student.

• Students complete the mcqs first independently, then review quickly as a class.

• For the 3 written responses, try to get students giving the answer with some form of evidence:

  • “I think ___ because the text says ___.”

• If students get stuck, send them back to check the passage.

Vocabulary Questions

Practice seven key words from the text in this section across two activities. First section is scrambled words where students will unscramble three words given a clue for each. The second section is a word to meaning matching activity.

• Before starting, have some students read out words they underlined in the passage. Ask students to say the word and read aloud the sentence(s) around each word.

• Ask students to do scrambled words and the matching exercise in pairs then go through answers as a class.

• For the scrambled spelling task, get four pairs to come up to the board and write the words for extra practice with the other student reading out the clue.

• For the matching task, prompt students to give full sentences: “I matched ___ with ___ because ___.”

Creative Writing

In this question, the student will be required to write a five to eight sentence paragraph on a question related to the topic.

• Before starting, ask students write down 3 key ideas they are going to include in their piece. Ask students for ideas to share around the class to help those struggling.

• Pro writing expectations:

  • 5–8 sentences

  • At least 2 facts or details from the passage

  • At least 2 vocabulary words from the previous page

• Students read their paragraphs while classmates listen for facts and vocabulary words.

Extension Activities

This page is optional for fast finishers or to take home. There are several activities, each one requiring a different skill. Do some, do none, do all, completely optional - but you will feel reassured knowing every possibility is planned for. Includes summary writting question.

Answer Key

There are answers for the multiple-choice questions, written response questions have sample answers, vocabulary answers and if there is a summary question then a sample summary will be provided as well.

Lesson Plan Included

Customized lesson plan for this lesson is included.

Lesson Snapshot

• Title: The Underground

• Genre: Nonfiction (informational text)

• Subject: Social Studies (History)

• Primary Topic: How London built and improved the Underground

• Estimated Guided Reading Level (A–Z): R

What This Lesson Teaches Best

• Explains why planners wanted trains under crowded London streets in the 1800s.

• Teaches key early-history facts, including the Metropolitan Railway opening on January 10, 1863, between Paddington and Farringdon.

• Describes the “cut-and-cover” method (opening streets like a trench, building tracks, then putting the street back).

• Shows how deeper “tube” tunnels and electric trains reduced street disruption and avoided steam smoke.

• Demonstrates how a clearer diagram-style map (Harry Beck, 1933) helped riders understand a complicated system.

Learning Goals

• Students will explain why some planners imagined trains going under London in the 1800s.

• Students will identify what opened on January 10, 1863, and name the two stations connected in the text.

• Students will describe the steps of “cut-and-cover” tunnel building using details from the passage.

• Students will explain how digging deeper “tube” tunnels changed building the Underground and affected smoke underground.

• Students will explain how Harry Beck’s 1933 diagram-style map made the system easier to follow.

Key Vocabulary From the Text

• Metropolitan — the name of an early London railway line.

• cut-and-cover — open a street, build tracks, rebuild street on top.

• tunneling — digging a passage underground.

• shield — a strong ring that helps bore tunnels safely.

• complicated — hard to understand because there are many parts.

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