LESSON PLAN

Name: Bethany Vance

WGU Task Objective Number: 602.4.!"0#$ 60%..4"04
G&N&'() *N+O',(T*ON
)ess-n Tit.e / 0ubject1s2: (braham )inc-.n

T-3ic -r Unit -4 0tu5y: 'ea5in6$ 0-cia. 0tu5ies
Gra5e7)eve.: 8in5er6arten
*nstructi-na. 0ettin6:
(e.g., group size, learning context, location [classroom, field trip to zoo, etc.], seating arrangement,
bulletin board displays)
26 students will sit on a rug while reading the book. They will go to their desks to work on the
assignment.
0T(N9('90 (N9 OB:&;T*V&0
<-ur 0tate ;-re ;urricu.um70tu5ent (chievement 0tan5ar51s2:
To view standards: o to Tas!"tream "tandards #anager under $rograms % &esources. T'en go to
(rowse "tandards ("tandards )izard). "elect your state. "elect standard(s).
CCSS.ELA-Literacy.W.K.1 Use a combination of drawing, dictating, and writing to compose opinion
pieces in which they tell a reader the topic or the name of the book they are writing about and state an
opinion or preference about the topic or book (e.g., My favorite book is...).
CCSS.ELA-Literacy.L.K.2d Spell simple words phonetically, drawing on knowledge of sound-letter
relationships.
CCSS.ELA-Literacy.RI.K.3 With prompting and support, describe the connection between two individuals,
events, ideas, or pieces of information in a text.
1.1.1 Understands the key ideals of justice and fairness within the context of the classroom community.
)ess-n Objective1s2:
(e.g., w'at students will accomplis' by t'e end of a single lesson* needs to align wit' core
curriculum+student ac'ievement standard)
Students will create a hat to relate to Lincoln and write why Lincoln was important by
getting 9 out of 12 points possible from the rubric.
,(T&'*()0 (N9 '&0OU';&0
*nstructi-na. ,ateria.s:
#aterials needed for t'e lesson (e.g., textboo!, construction paper, scissors, $ower$oint, guided note
templates)
Prepared Lincoln hats
rayons! pencils
"hite board! marker
'es-urces:
"upplementary information and+or places w'ere you found information for t'e lesson
#be Lincolns $at % &y 'artha &renner
#bout.com ( http://history1800s.about.com/od/abrahamlincoln/ig/incoln!"ortraits/#irst!
"hoto!of!incoln.htm
*N0T'U;T*ON() =)(N

0e>uence -4 *nstructi-na. =r-ce5ures7(ctivities7&vents 13r-vi5e 5escri3ti-n an5
in5icate a33r-?imate time 4-r each2:
1. *5enti4icati-n -4 0tu5ent =rere>uisite 0ki..s Nee5e5 4-r )ess-n:
(e.g., anticipatory set, sc'ema, purpose of lesson for students, connections to previous
learning, definitions of terms reviewed)
#sk who was Lincoln) *president+
Lincoln,s birthday is on Tuesday! -eb. 12th
"hat do presidents.important people do) *speeches+
"hat did Lincoln look like)
"hy did Lincoln wear a hat)
/ntroduce ,be -incoln.s 'at % non(fiction
*10 minutes+
2. =resentati-n -4 Ne@ *n4-rmati-n -r ,-5e.in6:
(e.g., term definitions, concepts, processes and+or approac'es)
Lawyer % a person who helps someone win an argument.
1udge % a person who decides which person is right in an argument.
*2 minutes+
3. Gui5e5 =ractice:
(e.g., teac'er directed, scaffolding, c'ec! for student understanding / including any 0uestions
to as! or anticipate from students)
3ead ,be -incoln.s 1at ( #sk students to e4plain lawyer! make predictions
while reading.
"hat are some of the things Lincoln did for the people in this book)
'ake a list of schema about Lincoln on white board % what is the really
important thing he did for our country) 3e5iew other important people who
helped get rid of segregation.
Show students the photographs from about.com. These photos show Lincoln
at se5eral different ages. These things really happened and these are real
pictures.
*12 minutes+
4. *n5e3en5ent 0tu5ent =ractice:
(e.g., teac'er monitored, c'ec! for student understanding / including any 0uestions to as! or
anticipate from students)
Today we will make hats like Lincoln.
Show the Lincoln,s hat e4ample. /nside is written! 6dedicated to the proposition
that all men are created e7ual.8 94plain the importance and define proposition
% suggestion.
:emonstrate how to complete their own Lincoln hats. :raw your face on the
tan colored paper. ;ou can add a beard if you want. ut out your face and glue
it to the big sto5e pipe hat. Today! your last name is going to be Lincoln. "rite
your name abo5e Lincoln to change your name to <<<<<<<<<<<< Lincoln for
the day. The hat opens up= /nside the hat! we will write what is important to
them in the hat write why Lincoln was important. / think Lincoln was important
because he worked hard for what was right
Send to desks to work.
*20 minutes+
5. ;u.minatin6 -r ;.-sin6 =r-ce5ure7(ctivity7&vent:
(e.g., review terms, concepts, and+or learning process* establis' connections to t'e next
lesson* c'ec! for student understanding / including any 0uestions to as! or anticipate from
students)
Students will gather at the rug again and share some of their reasons why
Lincoln was so important for our country.
*2 minutes+
=e5a6-6ica. 0trate6y 1-r 0trate6ies2:
(e.g., direct instruction, cooperative learning groups, partner wor!)
:irect instruction
9i44erentiate5 *nstructi-n:
2escribe accommodations for suc' groups as 3nglis' -anguage -earners, 'earing impaired, learning
disabled, p'ysically disabled, and+or gifted+accelerated learners.
Students with writing difficulties will ha5e one(on(one time with a teacher or aid in
the classroom during the /ndependent Student Practice.
0tu5ent (ssessment7'ubrics:
2escribe 'ow you will !now if students 'ave met t'e ob4ective(s) for t'is lesson (include pre5 and
post5assessment plans6formal and+or informal, summative and+or formative, etc.).
Teacher will assess the finished Lincoln hats for student comprehension with the
following rubric assigning up to > points for each criteria.
1( needs impro5ement 2 % good > % e4cellent
;riteria 0c-re
$andwriting
?alid statement of why Lincoln was important.
@ame on acti5ity
Punctuation