Kindergarten Lesson: Abraham Lincoln

Grading Period/Unit (CRM): 3rd 9 weeks/CRM 3

Estimated timeframe: 2 days

Lesson Components Lesson Objectives:

The student will Know…  How to use electronic media to develop background and content knowledge about Abraham Lincoln  How to use graphic organizers to document content knowledge learned about Abraham Lincoln and his contributions that helped shape the U.S.  Why Lincoln was known as “Honest Abe”  How the United States has honored Abraham Lincoln and his contributions to the U.S.

The student will be able to…  Use electronic media and other reading sources to develop background and content knowledge about Abraham Lincoln  Use graphic organizers to discuss and document content knowledge learned about Abraham Lincoln and his contributions that helped shape the U.S.  Recognize Abraham Lincoln’s image in everyday artifacts (penny, $5 dollar bill) and discuss his significance  Identify the Lincoln Memorial

Language Objectives:

Students will listen, read, speak and write about Abraham Lincoln during whole group and group activities. Students will listen and read non-fiction and non-fiction books about Abraham Lincoln. Students will listen to and use electronic media to learn about Abraham Lincoln. Students will write a letter to Abraham Lincoln and include two things they learned about him. Students will discuss Abraham Lincoln as a person and as a president including his contributions that helped shape the United States.

Standards(Texas Essential Knowledge and Skills): K.2(B) Identify contributions of patriots and good citizens who have shaped the community. K.14(A) obtain information about a topic using a variety of valid oral sources such as conversations, interviews, and music; K.14(B) obtain information about a topic using a variety of valid visual sources such as pictures, symbols, electronic media, print material, and artifacts; and K.15(A) express ideas orally based on knowledge and experiences; and K.15(B) Create and interpret visuals, including pictures and maps.

Essential Questions:

 How does history, historical figures, and heroes, customs, symbols, and celebrations influence the holidays we celebrate?

© Austin ISD K Department, 2015/2016 Page 1 of 7  What are some of the holiday customs and traditions that make a society unique and educate us about our country’s history?  How is our country’s history reflected in our holidays and monthly celebrations?  Why are songs, symbols, and music important to a society’s history and tradition?

Enduring Understandings:

 Many holidays can be traced back in history and tell a country’s story.  Customs, symbols, celebrations, and historical figures/heroes help create the traditions that make a society unique and are marked by holidays and monthly celebrations.

Vocabulary Essential: President/ presidente, monument/ monumento, Abraham Lincoln, “Honest” Abe/ Abraham el honesto

Supporting: Contribution/ contribución, honesty/ honestidad, honor/ honor Lesson Preparation BrainPOP Jr. – Abraham Lincoln https://jr.brainpop.com/socialstudies/biographies/abrahamlincoln/ Discovery Education Streaming, http://streaming.discoveryeducation.com Holiday facts and Fun: President’s Day (15 min) http://player.discoveryeducation.com/index.cfm?guidAssetId=CBEEC136-4252-435B-A6E1- 1398F7679E03&blnFromSearch=1&productcode=US President’s Day: Washington and Lincoln (15 min) http://player.discoveryeducation.com/index.cfm? guidAssetId=BE85C4E0-575E-423F-B0A1-86714C1A45AD&blnFromSearch=1&productcode=US

Honest Abe by Edith Kunhardt Just Like Abraham Lincoln by Bernard Waber I am Abraham Lincoln by Brad Meltzer A Picture Book of Abraham Lincoln by David A. Adler Abraham Lincoln by Ingri and Edgar Parin d’Aulaire Abe Lincoln: The Boy Who Loved Books by Kay Winters and Nancy Carpenter Abe’s Honest Words by Doreen Rappaport Other trade books about Abraham Lincoln

Anchors of Support

Lesson Cycle Engage

© Austin ISD K Department, 2015/2016 Page 2 of 7 Creative Learning Initiative: Statues Complete the CLI strategy above. Show the class a penny and pass it around. Ask students “Who is this man on the penny?” Lead students to say “Abraham Lincoln”. Create a KWL chart about Abraham Lincoln with the class.

Lesson Stages

Books:

Day 1: Who was “Honest Abe”? 1. Read a book about Abraham Lincoln such as Honest Abe by Edith Kunhardt or Just Like Abraham Lincoln by Bernard Waber. 2. After reading the book, discuss Lincoln as a person and as a President. Also, discuss the meanings of honesty and humble using think-pair-share with partners and use terms to better understand what type of person Abraham Lincoln was. Brainstorm and list various examples of an honest and humble person. 3. Play the honesty game, What Would Honest Abe Do? with the children. In this game, students have a penny cut out on a popsicle stick. The teacher will read aloud a scenario to the class. After the scenario is read, the teacher will say, “If you believe this is something Honest Abe would do, raise your popsicle stick into the air.” Students raise or don’t raise their popsicle stick. You could substitute the popsicle stick penny with a thumbs up/thumbs down. 4. After the game, students will write a letter to Abraham Lincoln and include two things they learned about him. They may draw a picture. They will share their letter with the class.

Day 2: Identify Contributions of Abraham Lincoln Review the KWL chart from Day 1. Lead a discussion about Lincoln’s contributions. Include that he helped shape the United States. Watch a video segment from Discovery Streaming on Abraham Lincoln http://player.discoveryeducation.com/index.cfm?guidAssetId=C732E60C-C0B4-45D6-B6EE- 207ACD777A8B&blnFromSearch=1&productcode=US or another video clip about his contributions, or read A Picture Book of Abraham Lincoln by David A. Adler. 1. Create a chart that lists Lincoln’s contributions to the country. Refer to Emancipation Proclamation, connection to slavery and discussions the class had concerning equal rights (during Martin Luther King unit). Have students identify and retell his contributions during pair-share activity. Introduce a speech bubble to students. Model how to write dialogue for Lincoln talking about his contributions using a speech bubble. Students will make a Lincoln talking bubble and write 2 of his accomplishments and contributions in the speech bubble. Differentiation Strategies Special Education: Show pictures of 2-3 presidents such as Washington and Lincoln. With partners, students will point and identify the pictures. Provide pre-made pictures of Lincoln’s life events. Students will point to and discuss the events with a partner. For journal entries and class books, give students pre-written pictures and sentence stems. During discussions, provide premade pictures of Lincoln and events in his life. Have students point to and identify with a partner. Provide a rebus to facilitate discussions.

© Austin ISD K Department, 2015/2016 Page 3 of 7 English Language Learners: Provide students with pictures and photos and words about Lincoln. Have students share about a person in their native country that is similar to Abraham Lincoln. Use sentence stems for journal entries and discussions such as: Abraham Lincoln ______(did/said/thought). Abraham Lincoln was important because ______. Abraham Lincoln was called “Honest Abe” because ______.

Extension for Learning: Students will read and learn more about why Lincoln was called Honest Abe and if these events were really true and write a report. Have students design a monument for Abraham Lincoln, or another President, from recyclable items. The monument should represent at least five facts about the person they chose. Students should be able to explain the significance of the design of their monument to classmates.

Closure Activity Revisit KWL chart and finish it with the class. Students will discuss, draw, and write what they learned about Lincoln in their journal. Check for Understanding (Evaluation) Formative: Observations: Discussions about Abraham Lincoln Thumbs up/thumbs down or penny up/penny down Honest Abe game Letter to Abraham Lincoln Abraham Lincoln speech bubble Summative: Students will make a tri-fold, in each section they will draw and write/dictate 1 thing they learned about Lincoln. Example: Lincoln was born in a log cabin. He was honest. He was President. College and Career Readiness I. Key Cognitive Skills A. Intellectual curiosity 1. Engage in scholarly inquiry and dialogue. E. Work Habits 1. Work independently. 2. Work collaboratively. III. Fundamental Skills A. Reading across the curriculum 4. Identify the key information and supporting details B. Writing across the curriculum 2. Write in a variety of forms for various audiences and purposes. 21st Century Skills Global Awareness  Core Subjects and 21st Century Themes  Global Awareness Understanding other nations and cultures, including the use of non-English languages English Language Proficiency Standards 2. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. • (F) listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment;

© Austin ISD K Department, 2015/2016 Page 4 of 7 3. Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. • J. Respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment. 4. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. (I) demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs;

Below are 3 scenarios to be read to the class. Allow students to process each scenario and then respond according to what Abraham Lincoln would do. Students may use thumbs up/thumbs down or may use a penny attached to a craft stick to indicate what Honest Abe would do.

Scenario 1 Your teacher asks everyone in the class to work quietly at their tables while she visits with the principal in the hall. Once she walks into the hall, you and two other students play a game of chase in the room. When the teacher returns, she asks, “Those who did not stay in their seats please raise your hands.” You raise your hand, and the teacher makes you stay in at break time. Is this something Honest Abe would do? Why or Why not?

Scenario 2 You go to the pencil machine at your school. When you put your quarter into the machine, two pencils fall out instead of just one. You look at the two pencils and then decide to put them both into your backpack and go home. Is this something Honest Abe would do? Why or Why not

Scenario 3 Your parents ask you and your brother to go into the backyard and pick up toys so that the yard can be mowed. Once you get there, your brother begins to work very hard, but you find an old truck and start to play. When your dad comes out to mow, he sees that the yard is almost cleaned and tells you how proud he is that you and your brother both worked together to clean the yard. You start to feel bad and tell your dad that you really didn’t help your brother. Is this something Honest Abe would do? Why or Why not?

¿Qué haría Abraham el honesto?

© Austin ISD K Department, 2015/2016 Page 6 of 7 Hay 3 cuentos pare leerle a los estudiantes. Dele tiempo para procesar cada cuento y responder como Lincoln lo haría. Los estudiantes pueden usar “pulgada arriba” o “pulgada abajo” o un palito con una moneda de un centavo pegado para indicar lo que Abraham el honesto haría.

Cuento 1 La maestra les pide que se queden en sus lugares trabajando mientras va a hablar con la directora en el pasillo. Cuando sale al pasillo, usted y otros estudiantes empezaron a perseguirse por el salón. Al volver a entrar, la maestra dice, “Los que no se quedaron en sus asientos, levanten la mano por favor.” Tú levantas la mano y de consecuencia la maestra te deja en la oficina durante tiempo del recreo. ¿Es ésto lo que haría Abraham el honesto? ¿Por qué o por qué no?

Cuento 2 Vas a la maquina de comprar lápices y metes una moneda, en vez de salir 1 lapiz, salieron 2.. Te fijas en los dos lápices, los metes a la mochila y te los llevas a la casa. ¿Es ésto lo que haría Abraham el honesto? ¿Por qué o por qué no?

Cuento 3 Tu papá y tu mamá piden que vayas al patio de atrás a recoger tus juguetes para que poder podar el césped. Cuando salen, tu hermano empieza a trabajar de inmediato pero tú encuentras un camión que te fascina y empiezas a jugar. Cuando tu papá sale a podar la césped, ve que ya está muy limpio y les felicita por como cooperaron. Empiezas a sentirte mal y le dices a tu papa que de verdad no ayudaste mucho. ¿Es ésto lo que haría Abraham el honesto? ¿Por qué o por qué no?