ChildrensLiteratureAssignment

Educ128/228
1stGrade
1.NameofChildrensBook:
Aylesworth,Jim.McClintock,Barbara.2009.OurAbeLincoln.NewYork,
NY.Scholastic,ScholasticPress.
2.SummaryofChildrensBook
OurAbeLincolnisabiographysongofLincolnthathasbeenadaptedfromthetuneofTheOld
GreyMare.ThissongwaspopularduringLincolnspresidentialcampaigns.Thesongtellsthe
storyofLincolnsiconicorseminalmomentsofhislife.
Thestoryistoldinaschoolauditorium.Parents,sibling,familyandpeersaresittinginthe
audiencewaitingfortheshowtobegin.Thestoryisactedoutbyhighspiritedschoolchildren
tellingthestoryofAbrahamLincolnthroughamusicalbiography.
3.Questions
Afterintroducingthetitleasstudents,WhoofmyfriendsasheardofAbeLincoln,place
givemeathumbsup?
DoyouthinkthislittleboyonthefrontisAbeLincolnwhenhewasyoung?
Openbooktothefirstpageandask,Lookingasthispage,whatpredictionscanyou
makeaboutthestory?
Whodoyouthinkmightbetellingthisstory?(Thiscouldbetricky!)
Pg.5Cansomeoneexplainwhatalogcabinistotherestoftheclass?
Pg.11Haveanyofmyfriendseverbeenpraisedforbeinghonest?Pleasetouchyour
noseifso.
Pg.19Canonefriendtellmewhatslaverymeans?
Lastpage.Nowdoesanyonehaveanyideaswhotoldthisstory?
WhyisAbeLincolnsuchanimportantman?
4.ActivitiestofollowtheBook.
ACTIVITYONErelatedtothebook:Timeline
a.ContentDiscipline:Geography,history,reading/language
b.WhatNCSSstrand(s)fitsthisactivity?StrandIITime,Continuity,andChange.
Humanbeingseektounderstandtheirhistoricalrootsandtolocatethemselvesintimes.
UnderstandbytheseareimportanteventsinAbesLife.
c.Statethegoalorobjectiveofwhatyouplantoaccomplishinthisactivity?

Givenasetofpicturesthefirstgradestudentswillbeabletoplacetheminpropersequenceon
thetimelinewithnomorethanoneerror.
d.Describetheactivity(Whatwouldyouhavekidsdo?)
Studentswilleachbegivenatimelineandlifeeventscutouts.
Studentswillcutoutevents.
StudentsareaskedtogluesequenceofeventsinorderfromthefirsteventofAbeslife
tothelast.
Differentiation
Challengedlearnerswillbegivenextratimetoworkontimeline.Guidedhelpfrom
teacherbypullingsmallgroups.
Giftedlearnersmakeatimelineoftheirlife.
e.Howwouldyouassessthisactivity?INCLUDEtherubricorchecklistwithspecific
performanceexpectations.

Timeline Assessment
___ 1. Student has written name at the top of page.
___ 2. Student has clearly followed teachers instructions.
___ 3. Student has no more than one error on timeline
sequence.
___ 4. Student participated cooperatively in activity.

2Name

Abe Lincolns Timeline

I can put the pictures in order to show the
event of Lincolns life.

He borrowed
books to
read

He was born
in a log
cabin

He became
the 16th
President

He gave a
famous
speech

4.ActivitiestofollowtheBook.
ACTIVITYTworelatedtothebook:Map
a. ContentDiscipline:History,Geography
b.WhatNCSSstrand(s)fitsthisactivity?People,places,andEnvironments.
ThisactivitywillshowtheimportanceforlocationswhereAbelivedthroughouthislife.
c.Statethegoalorobjectiveofwhatyouplantoaccomplishinthisactivity?
UsingAbrahamLincolnonline.orgthefirstgradestudentswillbeabletopinpointthreecitys
Abrahamlivedthroughouthislifewithnoerrors.
d.Describetheactivity(Whatwouldyouhavekidsdo?)
StudentswilleachbegivenamapandcolorthestatesKentucky,Indiana,Illinoisand
Indiana
StudentswilllocateandplaceastickernearHogenville,Kentucky.
StudentswilllocateandplaceastickernearSpencerCounty,Indiana.
StudentswilllocateandplaceastickernearSpringField,Illinois.
StudentswilllocateandplaceastickernearWashington,D.C.
Studentswillfollowdirectionsonebyonegivenbytheteacherfollowingalong.
Differentiation
Challengedlearnerswillbegivenextratime.Guidedhelpfromteacheroraskedtoone
place3stickersorworkwithpartnertolocatedallfourcities.
GiftedlearnerswillbeaskedtousebookandresoursestofindGettysburg,PAonmap.
e.Howwouldyouassessthisactivity?INCLUDEtherubricorchecklistwithspecific
performanceexpectations.

Map Assessment
___ 1. Student identify at least 3 cities on map.
___ 2. Student followed teacher instruction
___ 3. Informal observation. Observe students and make
sure all they understand the concept of a map.

ACTIVITY3relatedtothebook:AbrahamLincolnPaperPlateCraft
a. ContentDiscipline:history,drama,expressivearts
b.WhatNCSSstrand(s)fitsthisactivity?IIIPeople,Places,andEnvironment
ThisactivitywillshowstudentswhyAbewassowellknownforhisfeaturesofawearingatop
hatandbeard.
c.Statethegoalorobjectiveofwhatyouplantoaccomplishinthisactivity?
GiventhenecessarymaterialsthefirstgradestudentswillconstructanAbrahamLincolnPaper
PlateCraftwithnomorethentwoerrorswhilecuttingrectangles.
d.Describetheactivity(Whatwouldyouhavekidsdo?)
Paintthebottomofthepaperplatefleshcolored.
Drawamouthandnosewithblackmarker.
Cutonlinestwocirclesfromwhitepaperforeyesandtwosmallercirclesfromblack
andwhitepaperforthepupils.(Teacherwilltracecircles.Studentswillcutonlines.)
Glueinproperplaceforeyes.
Cutrectanglesontracedlinesfromblackpapertoassembleahat.Gluetotopofplate.
Rollcutoutstripsofbrowncontractionpaperaroundapenciltocurlthem.
Gluethemallthewayaroundtheplayashairandabeard(exceptwherethehatgoes.)
Properlypinscutouttoaspotonbulletinboard.
Differentiation
Challengedlearnerswillbegivenextratimetoworkontimeline.Guidedhelpfrom
teachertoanswerquestions.
Giftedlearnerswillbegivenpapertowriteacouplesentencesstatingatimetheyhad
beenhonestjustlikeAbewas.
e.Howwouldyouassessthisactivity?INCLUDEtherubricorchecklistwithspecific
performanceexpectations.

Paper Plate Cute Out Assessment

___ 1. Assembled and place materials in proper placement.
___ 2. No more than 2 cutting errors present.
___ 3. Worked efficiently and effectively to finish in a timely
manner.
___ 4. Student places finished product on bulletin board.

Sources:
http://www.abrahamlincolnonline.org/lincoln/sites/homes.htm
https://www.pinterest.com/pin/ATEL5qvWyqmoDpeRbagDlO6qMNIdhDNf4jrKhOmasRM1jfA
1wRDOKUY/
http://www.dltkkids.com/usa/mplatelincoln.htm