Running Head: Unit Plan

George Washington & Abraham Lincoln Introduction As a first grade teacher my unit plan on George Washington and Abraham Lincoln will introduce students to become more acquainted with individuals who shaped our country in addition to helping them understand chronology, daily life and heritage. Throughout this unit, students will be able to incorporate several various curriculum aspects that will allow for an opportunity to express their understanding of the topic, enhance comprehension through written documentation, and to provide insight to their own analysis.

This unit plan is focused the History standards for the first grade, with the indicators being chronology, daily life and heritage. Prior to entering the first grade students should have learned: Chronology 1. Recite the days of the week 2. Use vocabulary associated with time to distinguish broad categories of historical time such as long ago, yesterday, today and tomorrow. 3. Demonstrate understanding of ones own personal life history (e.g., birth, toddler and preschool). Heritage 4. Recognize state and federal holidays and explain their significance. 5. Listen to and discuss songs, poetry, literature and drama that reflect the cultural heritages of the people of the United States. The indicators focused on for this first grade lesson plan are: Daily Life 1. Raise questions about how families lived in the past and use photographs, letters, artifacts and books to clarify what is known and what is unknown. 2. Compare past and present, near and far, with emphasis on daily life including: a. The roles of men, women and children; b. The identification of basic human needs; c. Various ways people meet human needs. Heritage 3. Relate stories of the heroism and the achievements of the people associated with state and federal holidays.

The indicators the students will learn in second grade for chronology are: Daily Life 1. Use historical artifacts, photographs, biographies, maps, diaries and folklore to answer questions about daily life in the past.

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2. Identify the work that people performed to make a living in the past and explain how jobs in the past are similar and/or different from those of today. Heritage 3. Recognize the importance of individual action and character and explain how they have made a difference in others lives with emphasis on the importance of: a. Social and political leaders in the United States (e.g., George Washington, Thomas Jefferson, Tecumseh, Harriet Tubman, Abraham Lincoln, Sojourner Truth, Susan B. Anthony and Martin Luther King Jr.); b. Explorers, inventors and scientists (e.g., George Washington Carver, Thomas Edison, Charles Drew, Rachel Carson and Neil Armstrong). The indicators of chronology, heritage and daily life have similar themes from kindergarten through second grade. In kindergarten, having an understanding about chronology is of upmost importance because it sets the foundation for how students will be able to measure units of specific time. Through this unit, students will begin to develop a deeper understanding of time in terms of how to distinguish it and will assist the students upon entrance to second grade where they have to separate periods of time into smaller increments.

An understanding about daily life is significant because it is during this first grade lesson that students are being introduced to the fact that daily life has differed between past and present individuals who have worked as the president. This offers students an opportunity to understand how the realities of today differed than those of the past and will assist the students as they go on to second grade and learn how jobs have differed throughout the course of time.

In kindergarten, the heritage indicator provides children with an introduction to the state and federal holidays that occur within the United States. As a result, this unit will allow first grade students an opportunity to activate prior knowledge and increase comprehension through a series of various activities and further prepare their minds for an even deeper analysis of the individuals during the second grade.

Instructional Objectives 1. Given a separate word sheet that consists of six out of eight words/pictures that are associated with Abraham Lincoln, students will work independently to create a collage that accurately associates at least four main words/pictures with the president. Cognitive 2. Provided with a timeline that features important events from the life of George Washington, students will individually answer the before/after questions listed on the page with 90% accuracy. Cognitive 3. Providing students with a bingo sheet that highlights the separate accomplishments associated with George Washington and Abraham Lincoln, the students will engage in a

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bingo game where they have to place the correct presidential head on the word that was called out with at least 70% accuracy. Cognitive, Psychomotor 4. After the readings of both George Washington and Abraham Lincoln, students will design two separate pieces of quilt squares that highlight at least one achievement or associated concept about the two presidents. Cognitive, Affective 5. Separating students into groups, have each group design a new monument that honors either Abraham Lincoln or George Washington, incorporating at least two facts that are associated with each president. Cognitive, Affective, Psychomotor 6. In a small group discussion, have students brainstorm ideas/concepts that they would promote if they became president, and have them write at least two ideas in their journal. Cognitive, Psychomotor

Day One Introducing the unit to students and creating interest. In the beginning of the ten day unit, I want to engage in an activity that will be interesting and spark curiosity, yet also show me the prior knowledge students have on chronology and heritage. Before I conduct a read aloud, during the designated read aloud time, I will ask the students if they know anything at all about George Washington and Abraham Lincoln. Once I get an understanding on what the students know on the subject, I will read John, Paul, George & Ben (Smith, 2009). During social studies time, I will ask the students to recall what they have remembered about George Washington from the story. After this discussion, I will state that George from the story grew up to become the United States first president, and has a holiday that was named after him. From there, I will explain a bit about the holiday and state that Washington is not the only president that is associated with this holiday, Abraham Lincoln is also celebrated. I will go on to explain that Presidents Day is celebrated to remember the heroism and triumphs that were accomplished by two leaders to better the United States. After my explanation of the holiday concludes, I will read a one page biography about Washington from My First Book of Biographies: Great Men & Women Every Child Should Know (Marzollo, 94). During the reading I will provide students with a sheet and have them follow along and highlight the important parts as I read them. Following this story, I will engage in a short follow up discussion on what the students know of Lincoln, and then continue with a reading of his one page biography page biography from My First Book of Biographies: Great Men & Women Every Child Should Know (Marzollo, 94). During that reading, I will have the students do another worksheet, similar to the one they completed on Washington.

Pre-assessment I will be able to assess the prior knowledge students have on George Washington and Abraham Lincoln through a group discussion. Students Involvement in Planning the Unit

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Prior to this unit I will take into account the varying ways in which my students learn as well as the interests they feel on the subject, and plan my lessons accordingly. Once the unit is in full involvement, a degree of choice will be offered, such as which president they would like to work on and what materials would they like to work with. Through daily bell quizzes, I will be able to decipher what the students have learned from the previous instruction, and discover any difficulties a student may be having, such as specific learning and performance problems. If some students are struggling, I will slow down the lesson and re-teach when necessary. Days 2 through7 The plans for day two may be changed and done later in the lesson depending on the results of the pre-assessment. There may be some students who would benefit from a review of the selected indicators.

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2 Objective: Given a separate word sheet that Indicator: Relate stories of the consists of six out of eight words/pictures heroism and the achievements that are associated with Abraham Lincoln, of the people associated with students will work independently to create a state and federal holidays. collage that accurately associates at least four main words/pictures with the president. I will reintroduce Abraham Lincoln by reading a humorous story titled Abe Lincolns Hat. This story uses humor to individualize Lincoln with specifically unique character qualities which explain the reasoning behind his decision making. Once this story is through, we will look up pictures on the Smartboard and will have a class discussion on what the students believe was the most important part of the story, as well as what words should be associated with Lincoln. After that, students will each be given a sheet that has words/pictures associated with Abraham Lincoln, as well as a blank Lincoln work sheet. The students are to cut out the words/pictures they think go with Abraham Lincoln and then glue them on the Lincoln work sheet. Classroom Materials: Abe Lincolns Hat storybook Sheet with eight words/pictures that are associated with Abraham Lincoln Scissors Glue Abraham Lincoln blank work sheet

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I will assess the class by checklist by checking off what items the students were able to do correctly. They will have to match at least four out of the six words/pictures presented. 3 Objective: Provided with a timeline that Indicator: Relate stories of the features important events from the life of heroism and the achievements George Washington, students will tell me in of the people associated with a one on one conversation three significant state and federal holidays. events about George Washingtons life. To begin this activity I will reintroduce George Washington to the students by finishing the reading of A Picture Book of George Washington (Adler, 89) from the read aloud time. Once the reading has been finished, I will put the students into small groups and ask them to help me create a timeline on the life of Washington. As the students name off significant events from Washingtons life, I will write that event on the timeline in sequential order. After all the events are in place, I will have each group draw pictures about the events listed and have them match the pictures to the appropriate places on the timeline. Classroom Materials: Long sheet of white paper A Picture Book of George Washington storybook Pencil Crayons I will assess the students orally on how they are able to talk with me about significant events that occurred in George Washingtons life.

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4 Objective: Providing students with a bingo sheet that highlights the separate accomplishments associated with George Washington and Abraham Lincoln, the students will engage in a bingo game where they have to place the correct presidential head on the word that was called out with at least 70% accuracy. Indicator: Relate stories of the heroism and the achievements of the people associated with state and federal holidays.

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To begin this activity I will have a bell quiz about the information discussed on the previous days. After students complete the bell quiz, I will go over the answers and explain that we are going to play bingo using our presidential knowledge. From there, I will pass out 4x4 bingo squares that have various information regarding Washington and Lincoln within the squares, as well as the Lincoln and Washington pieces. Once everyone is ready, I will call out the events listed on the squares and have the students place either Washington or Lincoln on the square called out. Classroom Materials: 4x4 bingo squares Lincoln and Washington pieces Bell quiz about Lincoln and Washington Students will complete a bell quiz prior to this activity to see how well they remembered the information discussed on the previous days. I will assess the bingo game by going around the room and making sure they placed the correct presidential head on the associated word with at least 70% accuracy. 5 Objective: After the readings of both George Washington and Abraham Lincoln, students will design two separate pieces of quilt squares that highlight at least one achievement or associated concept about the two presidents. Indicator: Relate stories of the heroism and the achievements of the people associated with state and federal holidays. Compare past and present, near and far, with emphasis on daily life including: The roles of men, women and children;

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Being the activity by discussing heroism and what it takes to be a hero. Have the class brainstorm about the qualities they believe make up a hero, types of people that are considered every day heroes, and heroic achievements that they have completed. Once the brainstorm has finished, discuss that like the heroes of today, George Washington and Abraham Lincoln were heroes of the past and their accomplishments should never be forgotten. Explain to the students that they will be adding to their quilt of greatness by ensuring that the accomplishments made by Washington and Lincoln will not be forgotten. After passing out the necessary materials needed, explain to the students that they will design two separate pieces of quilt squares, using pieces of cotton fabric and/or felt, to highlight how Washington and Lincoln were heroes.

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Classroom Materials: Cotton fabric Felt Markers Glue Scissors I will assess the class upon view of their quilted square. In each of the two squares, the student must have highlighted at least one achievement or associated concept to go with both Washington and Lincoln. 6 Objective: Separating students into groups, Indicator: Relate stories of the have each group design a new monument heroism and the achievements that honors either Abraham Lincoln or of the people associated with George Washington, incorporating at least state and federal holidays. two facts that are associated with each president. To begin this activity, I will ask the students to recall what they have learned about heroes from the previous days lesson. I will use the information that the students will provide to introduce that heroes sometimes get certain objects to honor their heroism; monuments. From there, I will explain a bit about monuments, what they mean, and ask students if they have ever visited any monuments. Once the discussion has ceased I will explain to students that because of their heroism, Washington and Lincoln have monuments erected to them, and using the Smartboard, we will go on a virtual tour of the Washington Monument and the Lincoln Memorial. Classroom Materials: Bibliographic Source: Smartboard http://www.nps.gov/featurecontent/ncr/linc/interact Pipe cleaners ive/deploy/index.htm#/introduction Crayons Pencils I will use this site to take an interactive tour of the Legos Lincoln Memorial Popsicle sticks The student will incorporate at least two facts that are associated with the presidential monument displayed. I will assess each students ability to work in a group.

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Objective: In a small group discussion, Indicator: Relate stories of the have students brainstorm ideas/concepts that heroism and the achievements they would promote if they became of the people associated with president, and have them write at least two state and federal holidays. ideas in their journal. I will begin this activity by reviewing the contributions that George Washington and Abraham Lincoln accomplished in regards to the United States that made each man a great leader. I will explain that even though both men were great leaders, they each had varying ideas about being president. I will go on to present some of my ideas I would promote if I were president and encourage students to offer their own input and ideas. Following up that discussion, I will have students write in their journals some ideas they would promote if they became president, and once everyone has finished, I will separate the students into groups to read their ideas aloud to one another. Classroom Materials: Journal Pencil

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The students will have to write down at least two ideas in their journal.

Day 8: Authentic Assessment To begin the assessment, the students will receive a card with a characteristic/fact that is specific to either George Washington or Abraham Lincoln. After every student has a card, they are supposed to figure out who their card relates to and then line up in the designated spots. Once every student is separated into either a Washington or a Lincoln, I will then assign team members between the two groups, with each group getting a Washington and a Lincoln. I will explain to the students that each group is going to get a specific question that relates to something we have learned about the presidents, and they will have to orally present an answer to that question based on how they believe their president would answer. After every group has been assigned a specific question, I will allow the groups an opportunity to plan their answers.

Day 9: Authentic Assessment To begin the assessment, I will have the students finish coloring their presidential faces where the students will cut them out into masks. Once the masks have been completed, I will have students pick out the order in which they perform and then lead them to the school auditorium. Upon arrival, I will have the performers go to the stage while the rest of the class sits in the audience. For every group, one president will ride a horse out to the stage, where their partner president will ask them the question I presented to them on the previous day. In character, each

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student will have to respond to the first question, as well as a following question on why they believe they were a good president. Once the president is finished answering the questions he/she will trade places with their partner. To include everyone during these performances, I will provide the students with their own rubric to evaluate their peers, similar to the rubric that I use.

Rubric for the Authentic Assessment Student Assumed persona of George Washington /Abraham Lincoln (Circle the president the student performed as) Answered from perspective of George Washington/Abraham Lincoln. (Circle the president the student performed as) Supported their opinion: 3 Points 2 Points 1 Point Point Value

Just like him!

Somewhat like him.

Not at all like him.

Just like him!

Somewhat like him.

Not at all like him.

Using more than one fact, detail & example

Using one fact, detail & example

Using no facts, details & examples

Total: ______________/ Each student has the possibility of receiving twelve points on their George Washington or Abraham Lincoln rubric. There is a possibility of a student losing points because their work did not meet the indicator listed. The students must earn at least five points with at least one point in column.

Student Self-Assessment As a result of the bell quizzes given on days two through seven, the students will be able to continuously monitor their progress.

Day 10 Questions Unit Test: George Washington and Abraham Lincoln

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1. Where was Abe Lincoln born? a. In an apartment in Indiana b. A brick house in Illinois c. In a log cabin in Kentucky 2. What was George Washingtons home called? a. Westmoreland b. Mount Vernon c. Illinois 3. Abraham Lincoln was a ____________ before he became the president. a. Soldier b. Teacher c. Lawyer 4. George Washington was a __________ in the Revolutionary War. a. General b. Admiral c. Civilian 5. Who freed the slaves? a. George Washington b. George Jefferson c. Abraham Lincoln 6. Who did George Washington fight to make the United States free? a. Canada b. The British c. The French 7. George Washington told the truth after cutting down what? a. An Oak Tree

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b. A Cherry Tree c. A Pine Tree 8. What was Abraham Lincolns nickname? a. Honest Abe b. Lucky Abe c. Lovely Abe 9. What are the buildings that honor George Washington and Abraham Lincoln called? a. Monuments b. Landmarks c. Statues 10. - 14 Using the word bank, match the word to the correct president. Abraham Lincoln Civil War Martha

Revolutionary War

George Washington

False Teeth

16th President

1st President

Mary Todd

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11.

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12.

13.

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15. Short Answer: Why is George Washington or Abraham Lincoln a hero to you?

16. Short Answer: If you could write a letter to either George Washington or Abraham Lincoln, what would it say?

Points

Scoring Guide Main idea is clear throughout the entire product. Write in complete sentences, using proper punctuation, capitalization, and spelling. All of the writing is neat and legible. Main idea is clear throughout most of the product. Sometimes write in complete sentences, using proper conventions. Most of the writing is neat and legible. Main idea is not clear throughout any of the product. Didnt write in complete sentences using proper conventions. None of the writing is neat and legible.

Test Answer Key Unit Test: George Washington & Abraham Lincoln 1. C (2 pts)

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2. B 3. C 4. A 5. C 6. B 7. B 8. A 9. A

(2 pts) (2pts) (2pts) (2 pts) (2 pts) (2 pts) (2pts) (2pts)

10. George Washington (2 pts)

Abraham Lincoln (2 pts)

11. 1st President (2 pts)

16th President (2 pts)

12. Revolutionary War (2 pts)

Civil War (2 pts)

13. False teeth (2 pts)

Top Hat (2 pts)

14. Martha (2 pts) 15. See short answer rubric

Mary Todd (2 pts)

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16. See short answer rubric

Points

Scoring Guide Main idea is clear throughout the entire product. Write in complete sentences, using proper punctuation, capitalization, and spelling. All of the writing is neat and legible. Main idea is clear throughout most of the product. Sometimes write in complete sentences, using proper conventions. Most of the writing is neat and legible. Main idea is not clear throughout any of the product. Didnt write in complete sentences using proper conventions. None of the writing is neat and legible.