VIEWS: 6 PAGES: 5 POSTED ON: 9/4/2011
Abraham Lincoln Subject: History Grade: 2 Standards of Learning: History 2.9. The student will identify examples of the extension of the privileges and responsibilities of citizenship in American history and identify the contributions of individuals and groups, including Abraham Lincoln, Susan B. Anthony, and Martin Luther King, Jr. English 2.1. The student will demonstrate and understanding of oral language structure. Use correct verb tenses in oral communication. Use increasingly complex sentence structures in oral communication. English 2.2. The student will continue to expand listening and speaking vocabularies. Use words that reflect a growing range of interests and knowledge. Clarify and explain words and ideas orally. Give and follow oral directions with three or four steps. Identify and use synonyms and antonyms in oral communication. English 2.3. The student will use oral communication skills. Paraphrase information shared by orally by others. Techniques: Story Information Frame Character Report Card Strategies: Vocabulary Development Comprehension Sight Words Prediction Confirming Skills: Increase sight vocabulary. Increase meaning vocabulary. Note taking General Objectives: The student will: 1. Demonstrate prior knowledge 2. Comprehend nonfiction texts 3. Predict events from reading 4. Understand the importance of Abraham Lincoln. Specific Objectives: The student will: 1. Predict and hypothesize what the story will be about. 2. Recall information (prior knowledge) about Abraham Lincoln during group discussion and record on board. 3. Apply their knowledge of vocabulary and facts about Abraham Lincoln in meaningful sentences. 4. Make predictions about the text based on picture walk and words provided. Procedures for Teacher: The teacher will… Before Reading: 1. Introduce the book Abraham Lincoln using a picture walk. 2. Provide key words which are boldfaced from Abraham Lincoln, pronounce and define the words if necessary. (Definitions to vocabulary found on page 29). chores politics general store plantations legislature surrendered postmaster 3. Allow students to verbally share any information that they know about Abraham Lincoln and record on board. During Reading: 4. Student will read silently. 5. After page 5, ask question verbally “Why was he an important person?” 6. Over 2 days do silent reading and information frame: Day 1 (up to page 16) The story was written to teach us about___________________________. One important fact I learned was __________________________________________. Another fact I learned was __________________________________________________________. A third important fact I learned was___________________________________________. Day 2 (page 17 to end) The story was written to teach us about___________________________. One important fact I learned was ____________________________________________________. Another fact I learned was __________________________________________. A third important fact I learned was ________________________________________________ _____________________. Abraham Lincoln was important to the history of the United States because _________________________________________________________ ______________________________________________. After Reading Respond to the text 7. Have students write their concluding sentence “Abraham Lincoln was important because_______________” on an index card and arrange the various responses on the board. Exploring the text 8. Have students tell how the vocabulary words from the book apply to Abraham Lincoln and add words to the word wall. chores (pg. 9) politics (pg. 15) general store (pg. 11) plantations (pg. 17) legislature (pg.14 ) surrendered (pg. 22) Apply the text 9. Have students construct a Character Report Card on Abraham Lincoln. Area Grade Comment Honesty Family Values Hard Worker Compassionate (Instruct students to provide examples supporting the grades given in the comment box). Closure: The lesson will end by the teacher reviewing the information discussed and having the students ask any other questions that have arose about the information they studied. Evaluation: During this lesson, the teacher will evaluate the students’ comprehension of the vocabulary and text. The teacher will listen to the students’ knowledge of vocabulary and response to questions presented throughout the reading. The teacher will evaluate the Story Information Frame, as well as the Character Report Card to measure students’ level of understanding. Materials: Abraham Lincoln by Lucia Raatma Extension: The students will write a short journal entry about the life and contributions of Abraham Lincoln using the words placed on the word wall. Special Education Adaptations Before Reading: Have all key words written so all the students in the classroom can see them. During Reading: Allow students to read in groups, have books on tape available, or have "helpers" to read out loud for students with low reading skills. Define the word "important" and give an example of why Abraham Lincoln was important. Ask the class to participate in this discussion. Day 1: Provide prompts for students and allow the information frame to be completed verbally for those with limited writing skills. Define the word "fact" and give an example from the book of what a fact is. After Reading: Allow students to dictate their response to someone who will write it down for them. Explaining Text: Have the vocabulary words written for all the students to read Define words as children talk about them. Apply to Text: Define the word "character" and give an example of a characteristic. Define each word on the report card the students are given. Extension: Allow students to dictate their journals to a writer or tape record their journals orally. Reteach/Remediate Direct Instruction Lesson Plan Short Term Objective: Given the book Abraham Lincoln, the student will be able to predict and hypothesize what the book will be about by looking at the pictures in the book with 100% accuracy by the day after the lesson has been taught. Opening: Today we are going to read the book Abraham Lincoln. First we are going to look through the book's pictures and predict what the book will be about. Demonstration: Teacher will hold up book and talk out loud about the front cover. The teacher will discuss what the picture is and what she thinks the book will be about. "I predict that the book will be about the man Abraham Lincoln because his picture and name are on the cover. This is called predicting. I am guessing what the book will be about by using the pictures I see. I can do this for the whole book by looking at the other pictures in the book." Guided Practice: Teacher will turn to page 1 in the book Abraham Lincoln and show the students the pictures. "Now we will predict what we think will happen by looking at page 1 and 2 in the book." "Tom, what do you think will happen by looking at these two pages?" - prompt with "what do you see on the page" if the child says that they do not know. "Sarah, do you predict the same thing that Tom does? Why or why not?" " Sam, what else do you think might happen by looking at the pictures on these pages?" Ask these questions for each set of pages. Always ask the students if someone has a different idea about what might happen. Asking why or why not is good to see the thought process the student is having. Closing: Today we talked about predicting what will happen in a story by looking at the pictures. Predicting is what? "When you guess what will happen next by looking at the pictures in the book." We used the book Abraham Lincoln. What did you predict would happen in this book? "The book is a story about Abraham Lincoln's life." That's right. Evaluation of Student Performance: Each student will be given a book they have not read before. The student will have time to look through the book and make predictions. When the students are ready each one will go to the front of the room and tell the class the predictions they made about their book.
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