Goals & Objectives:
Goal: Realize that President Lincoln’s primary goal was to keep the union intact, not necessarily abolish slavery.
Objective: During a close reading, of Lincoln’s speeches/writings [“House Divided” speech (1858), Gettysburg Address (1863), Emancipation Proclamation (1863), and inaugural addresses (1861 and 1865)], students will identify at least one idea/quote and compare the purpose of the document to principle ideas behind the Declaration of Independence. |
Content & Common Core Standards
8.10.4: Discuss Abraham Lincoln’s presidency and his significant writings and speeches and their relationship to the Declaration of Independence, such as his “House Divided” speech (1858), Gettysburg Address (1863), Emancipation Proclamation (1863), and inaugural addresses (1861 and 1865).
CCSS.ELA-Literacy.RH.6-8.2: Determine the central ideas of information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-Literacy.RH.6-8.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
CCSS.ELA-Literacy.RH.6-8.6: Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts.
CCSS.ELA- Literacy.WHST.6-8.9: Draw evidence from information texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.RH.6-8.2: Determine the central ideas of information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-Literacy.RH.6-8.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
CCSS.ELA-Literacy.RH.6-8.6: Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts.
CCSS.ELA- Literacy.WHST.6-8.9: Draw evidence from information texts to support analysis, reflection, and research.
Lesson Introduction
The anticipatory set/hook will be when the teacher asks the students if they have cash on them. Students will be asked to share what bills or coins they have. When a student mentions they have a penny or five-dollar bill, the teacher will ask which president is on the bill (if students don’t have either, the teacher will have a penny on the floor and pretend she/he came across it).
To transition and access prior knowledge, teacher will have a hand-drawn image of Abraham Lincoln on a butcher paper. The teacher will voluntarily hand out markers to students and have them write around the image information they already know about Lincoln. As a class, the teacher and students will discuss the information on the poster.
To transition and access prior knowledge, teacher will have a hand-drawn image of Abraham Lincoln on a butcher paper. The teacher will voluntarily hand out markers to students and have them write around the image information they already know about Lincoln. As a class, the teacher and students will discuss the information on the poster.
Vocabulary Content
Students will be able to know and understand the following words in the context of social studies:
- Confederacy
- Electoral Vote
- Emancipation
- Inaugural Address
- Popular Vote
- Secede
- State Convention
- Union
Content Delivery
PRE-READING:
The teacher will use the anticipatory set to include that Abraham Lincoln was a gifted orator/writer. And the purpose of today’s reading lesson will be to look at his speeches/writings. The teacher will address that many view Lincoln as the individual who ended slavery in the United States. During the time, many believe African Americans were not equal. The teacher will repeatedly highlight the purpose of the reading: see Lincoln’s view toward war and equality by comparing his work to the Declaration of Independence.
DURING READING:
Assign each group a speech/writing from Lincoln—there will be five groups: House Divided” speech (1858), Gettysburg Address (1863), Emancipation Proclamation (1863), and inaugural addresses (1861 and 1865). Students, as a group, will read an excerpt from the speech/writing and answer supplemental questions. These questions will help them complete their portion of the graphic organizer that will be given to them.
POST-READING:
Students will write and discuss their response—in their group—to the guided question: what is Lincoln’s stance on engaging in a Civil War? (What are his reasons for fighting the war?). Students should also write if they were surprised by what Lincoln said or felt towards the war. Additional information should include students’ thoughts on whether or not it is okay for a leader, during a time of war, to change is his/her mind. As a group, students will then complete their portion of the graphic organizer and share the information to the rest of the class.
Below are the readings from each group:
The teacher will use the anticipatory set to include that Abraham Lincoln was a gifted orator/writer. And the purpose of today’s reading lesson will be to look at his speeches/writings. The teacher will address that many view Lincoln as the individual who ended slavery in the United States. During the time, many believe African Americans were not equal. The teacher will repeatedly highlight the purpose of the reading: see Lincoln’s view toward war and equality by comparing his work to the Declaration of Independence.
DURING READING:
Assign each group a speech/writing from Lincoln—there will be five groups: House Divided” speech (1858), Gettysburg Address (1863), Emancipation Proclamation (1863), and inaugural addresses (1861 and 1865). Students, as a group, will read an excerpt from the speech/writing and answer supplemental questions. These questions will help them complete their portion of the graphic organizer that will be given to them.
POST-READING:
Students will write and discuss their response—in their group—to the guided question: what is Lincoln’s stance on engaging in a Civil War? (What are his reasons for fighting the war?). Students should also write if they were surprised by what Lincoln said or felt towards the war. Additional information should include students’ thoughts on whether or not it is okay for a leader, during a time of war, to change is his/her mind. As a group, students will then complete their portion of the graphic organizer and share the information to the rest of the class.
Below are the readings from each group:
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Student Engagement:
Student responses on who was Abraham Lincoln in the lesson introduction.
Read an excerpt from one of Lincoln’s speeches/writings and complete both supplemental and guided and supplementary questions. Students will discuss their responses to the group.
Students, as a group, will fill out their portion of the matrix chart (graphic organizer). They will share their responses to the rest of the class.
Student will respond to the guided question.
Below is the graphic organizer all students must complete
Read an excerpt from one of Lincoln’s speeches/writings and complete both supplemental and guided and supplementary questions. Students will discuss their responses to the group.
Students, as a group, will fill out their portion of the matrix chart (graphic organizer). They will share their responses to the rest of the class.
Student will respond to the guided question.
Below is the graphic organizer all students must complete
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Lesson Closure:
All students are required to add a word/idea they now associate with Lincoln and his speech/writings. Information will be added to the poster that was used in the anticipatory set. This is their ticket out.
Assessments:
FORMATIVE-
- The teacher will walk around the class while students read and complete the tasks. The purpose behind this is to ensure students understand their assignment as well as an opportunity for the teacher to clarify or add any additional knowledge to the text.
- Students are also answering the guided and supplemental questions.
- The graphic organizer will also be an informal assessment to determine whether or not students understand the purpose behind each text.
Accommodations for English Learners, Striving Readers & Students with Special Needs:
All students benefit from the teacher connecting the U.S. currency to Lincoln because this anticipatory set makes Lincoln’s life meaningful. The visual also helps all students in that they may not necessarily know who Lincoln was or what he did, but they can recognize him through a visual—either poster or currency. The background information on each text helps all students in that they understand the context of each speech. Having an excerpt versus the full speech helps all students in that it does not overwhelm them, does not confuse them so much on the style of writing from that era, and focuses on the most important parts of the speech. The guided questions are beneficial to all students in that they have a sense of direction in knowing what they are to look for when reading. The graphic organizer helps create structure for all students in regards to knowing the purpose behind each text.
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Lesson Plan | |
File Size: | 106 kb |
File Type: | reading lesson |