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A Question, Mr. Lincoln!

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Summary

Students will use interviewing skills to gather information. Students will describe key events in Lincoln’s life.

Coin Type(s)

  • Cent

Coin Program(s)

  • Lincoln Bicentennial Cents

Objectives

Students will use interviewing skills to gather information. Students will describe key events in Lincoln’s life.

Major Subject Area Connections

  • Language Arts
  • Social Studies

Grades

  • Second grade
  • Third grade

Class Time

Sessions: Five
Session Length: 30-45 minutes
Total Length: 151-500 minutes

Groupings

  • Whole group
  • Small groups
  • Pairs
  • Individual work

Background Knowledge

Students should have a basic knowledge of:

  • President
  • Sequencing

Terms and Concepts

  • One-cent coin
  • Obverse (front)
  • Reverse (back)
  • Interview

Materials

  • 1 overhead projector (optional)
  • 1 overhead transparency or photocopy of the “2009 Lincoln Cent Reverses” page
  • Copies of each of the following:
    • “Ask Me” worksheet
    • “Meet Mr. Lincoln” worksheet
    • “A Question, Mr. Lincoln!” worksheet
    • “2009 Lincoln Cent Reverses” page
    • “Role Play Plan and Rubric”
    • “As Mr. Lincoln Might Say…” worksheet
  • 1 class map of the United States
  • 1 copy of a text that gives information about Abraham Lincoln, such as:
    • A Picture Book of Abraham Lincoln by David Adler
    • Abraham Lincoln: Lawyer, Leader, Legend by Justine & Ron Fontes
  • Various texts about Abraham Lincoln
  • Computers with Internet access
  • Chart paper
  • Pencils and paper
  • Construction paper (11x14)
  • Markers
  • Colored pencils
  • Scissors
  • Yarn

Preparations

  • Make an overhead transparency (or photocopy) of the "2009 Lincoln Cent Reverses"page
  • Make copies of each of the following:
    • "Ask Me" worksheet (1 per student)
    • "Meet Mr. Lincoln" worksheet (1 per student)
    • "A Question, Mr. Lincoln!" worksheet (1 per student)
    • "2009 Lincoln Cent Reverses" page (1 per group)
    • "Role Play Plan and Rubric" (1 per student)
    • "As Mr. Lincoln Might Say…" worksheet (1 per student)
  •  Locate a text that gives information about Abraham Lincoln (see examples under "Materials") for the reading in session 1.
  • Gather pictures showing various stages of Abraham Lincoln’s life for Session 1.
  • Reserve the computer lab for one session.
  • Bookmark Internet sites that contain general information about Abraham Lincoln.
  • Gather various texts about Abraham Lincoln to use in sessions 3 and 4.

Worksheets and Files

Lesson plan, worksheet(s), and rubric (if any) at www.usmint.gov/kids/teachers/lessonPlans/pdf/137.pdf.

Session 1

  1. Create a K-W-L chart on chart paper. As a class, discuss the facts and information the students already know about Abraham Lincoln. Record the students’ responses in the "K" column of the chart.
  2. Introduce the students to the selected text about Abraham Lincoln. As a group, preview the text.
  3. Read the text. During the reading, attend to any unfamiliar vocabulary and concepts. Discuss and chart any new information the students learn about Abraham Lincoln during the reading. After concluding the text, review the new information about Abraham Lincoln. Explain to the students that they will be doing further research about the life of Abraham Lincoln.
  4. Describe the 2009 Lincoln Bicentennial One Cent Program. Tell the students that the United States Mint will recognize the bicentennial of Abraham Lincoln’s birth and the 100th anniversary of the production of the Lincoln cent by issuing four different one-cent coins in 2009. If necessary, add the definition of the word "bi-centennial" to the chart paper. Tell the students that the back of a coin is called the reverse, and "obverse" is another name for the front. While the obverse will con-tinue to bear the likeness of President Lincoln currently on the penny, the reverse will change to bear four different designs, each representing a different period in Abraham Lincoln’s life. The four periods are:
    • Birth and early childhood in Kentucky (1809–1816)
    • Formative years in Indiana (1816–1830)
    • Professional life in Illinois (1830–1861)
    • Presidency in Washington, DC (1861–1865)
  5. Display the "2009 Lincoln Cent Reverses" overhead transparency or photocopy. Ask the students why they think the periods depicted are important to Lincoln’s life and why they think these periods were chosen to be on the coin.
  6. Review the K-W-L chart and add student questions to the "W" column of the chart in the form of questions they might ask Lincoln in an interview.
  7. Distribute a "Meet Mr. Lincoln" worksheet to each of the students and explain how to use it. Allow the students time to complete the worksheet.
  8. Review and collect the worksheets.

Session 2

  1. Display the "2009 Lincoln Cent Reverses" transparency and the K-W-L chart from session 1. Review the images and the chart with the students.
  2. After reviewing their "W" questions for Abraham Lincoln, tell the students that asking someone questions to learn more about a person (usually to report later) is called an interview. Interview questions are usually about one specific topic and worded to encourage detailed answers.
  3. Divide the class into pairs, making each student either a "1" or a "2." Explain to the students that they will take turns interviewing and being interviewed by their part-ner. Distribute an "Ask Me" worksheet to each student. Explain that the topic of the interviews will be the student’s family.
  4. Have the "1"students interview the "2" students and note the responses on the "Ask Me" worksheet. After a sufficient amount of time, have the pairs change roles.
  5. Discuss the interviews. Remind the students that an interview is usually about one specific topic. Ask the students what other topics they would like to learn more about and who they could interview to find the answers.
  6. Display the K-W-L chart. Review the student questions for Abraham Lincoln in the "W" column and the "Lincoln Cent Redesign Reverses" overhead transparency.
  7. Divide the class into 4 groups. Distribute a "2009 Lincoln Cent Reverses" page and an "A Question, Mr. Lincoln!" worksheet to each group.
  8. Assign one of the four images to each group and ask them to circle on their work-sheets the image they have been assigned. Review the meaning of each of the im-ages with the students.
  9. Explain to the students that they will think of questions they would ask Abraham Lincoln if they had the chance. They need to create 4 to 6 questions focusing on the period of Lincoln’s life that their image represents and record them on the left side of the "A Question, Mr. Lincoln!" worksheet.
  10. Allow the students sufficient time to complete the worksheet.
  11. As a class, review each group’s questions. Collect the worksheets.

Sessions 3 and 4

  1. Display the K-W-L chart and review the material from the previous sessions. Display the "2009 Lincoln Cent Reverses" overhead transparency or photocopy.
  2. Review the each image and the significance those periods represent in Lincoln’s life.
  3. Redistribute the worksheets from Session 2.
  4. Explain to the students that they will be going to the computer lab to find the answers to their questions. Remind the students that they will need to record their answers in the second column of the "A Question, Mr. Lincoln!" worksheet.
  5. The students will share their findings through a role play. Each group will be interviewing "Abraham Lincoln" (played by one of the students in the group.)
  6. Distribute a "Role Play Plan and Rubric" to each of the students. Display both worksheets and review the directions and content for both.
  7. Have the students assign roles and complete the "Role Play Plan" worksheet.
  8. Take the students to the computer lab and allow them sufficient time to find the answers to their questions and complete their worksheets. If possible, allow the group to split up and have some students look through texts about Abraham Lincoln for their answers.
  9. Once the groups have completed the "A Question, Mr. Lincoln!" worksheet, allow them time to work on their role plays.
  10. Collect the students’ worksheets.

Session 5

  1. Redistribute the students’ worksheets from the previous sessions.
  2. Have the students perform their role plays for the class. Remind the class that they will need the information given in the role plays later.
  3. After each group presents, ask what city was connected with that group’s period of Lincoln’s life. Mark that city on a classroom map and connect the cities (in chronological order) with yarn to show the path his life took.
  4. After all the groups have presented, distribute an "As Mr. Lincoln Might Say…" worksheet to each student. Explain to the students that they will write 4 journal entries, one for each phase of Lincoln’s life, based on the one-cent coin designs and the groups’ presentations. Model a journal entry for the first period (Lincoln’s birth and boyhood) for the students.
  5. Review the directions with the students, reminding them that they are writing the entry not as themselves, but as if they were Abraham Lincoln. Allow them time to write their entries.
  6. Collect the students’ worksheets.
  7. Review the K-W-L chart and add to the "L" column of the chart.
  8. Invite students to share some of their journal entries. Display the journal entries and map in the classroom.

Differentiated Learning Options

  • Allow students to record the information using a scribe.
  • Provide the students with pictures to help with journal entries.
  • Allow the students to work in pairs for the journal entries.

Enrichments/Extensions

  • Have students visit www.whitehouse.gov for additional information about the presidents.
  • Have students perform their role plays for another class.
  • Have students research quotes by Abraham Lincoln and create a quote collage.
  • Have students create a scrapbook depicting the life of Abraham Lincoln using facts and pictures.
  • Use the students' worksheets and class participation to evaluate whether they have met the lesson objectives.
  • Assess students' role plays and journal entries for understanding of the life of Abraham Lincoln.
There are no related resources for this lesson plan.

Discipline: Language Arts
Domain: SL.2 Speaking and Listening
Grade(s): Grade 2
Cluster: Comprehension and Collaboration
Standards:

  • SL.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
    • Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
    • Build on others’ talk in conversations by linking their comments to the remarks of others.
    • Ask for clarification and further explanation as needed about the topics and texts under discussion.
  • SL.2.2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
  • SL.2.3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. 

Discipline: Language Arts
Domain: SL.2 Speaking and Listening
Grade(s): Grade 2
Cluster: Presentation of Knowledge and Ideas
Standards:

  • SL.2.4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
  • SL.2.5. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
  • SL.2.6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 for specific expectations.

Discipline: Language Arts
Domain: L.2 Language
Grade(s): Grade 2
Cluster: Conventions of Standard English
Standards:

  • L.2.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • Use collective nouns (e.g., group).
    • Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
    • Use reflexive pronouns (e.g., myself, ourselves)
    • Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
    • Use adjectives and adverbs, and choose between them depending on what is to be modified.
    • Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).
  • L.2.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • Capitalize holidays, product names, and geographic names.
    • Use commas in greetings and closings of letters.
    • Use an apostrophe to form contractions and frequently occurring possessives.
    • Generalize learned spelling patterns when writing words (e.g., cage --> badge; boy --> boil).
    • Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Discipline: Language Arts
Domain: L.3 Language
Grade(s): Grade 2
Cluster: Conventions of Standard English
Standards:

  • L.3.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
    • Form and use regular and irregular plural nouns.
    • Use abstract nouns (e.g., childhood).
    • Form and use regular and irregular verbs.
    • Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
    • Ensure subject-verb and pronoun-antecedent agreement.
    • Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
    • Use coordinating and subordinating conjunctions.
    • Produce simple, compound, and complex sentences.
  • L.3.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • Capitalize appropriate words in titles.
    • Use commas in addresses.
    • Use commas and quotation marks in dialogue.
    • Form and use possessives.
    • Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
    • Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
    • Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Discipline: Language Arts
Domain: SL.3 Speaking and Listening
Grade(s): Grade 2
Cluster: Comprehension and Collaboration
Standards:

  • SL.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
    • Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
    • Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
    • Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
    • Explain their own ideas and understanding in light of the discussion.
  • SL.3.2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
  • SL.3.3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
  • SL.3.4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
  • SL.3.5. Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
  • SL.3.6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 here for specific expectations.) 

Discipline: Language Arts
Domain: RL.2 Reading: Informational Text
Grade(s): Grade 2
Cluster: Key Ideas and Details
Standards:

  • RI.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
  • RI.2.2. Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
  • RI.2.3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. 

Discipline: Language Arts
Domain: RL.2 Reading: Informational Text
Grade(s): Grade 2
Cluster: Integration of Knowledge and Ideas
Standards:

  • RI.2.7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
  • RI.2.8. Describe how reasons support specific points the author makes in a text.
  • RI.2.9. Compare and contrast the most important points presented by two texts on the same topic.

Discipline: Language Arts
Domain: RL.2 Reading: Informational Text
Grade(s): Grade 2
Cluster: Craft and Structure
Standards:

  • RI.2.4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
  • RI.2.5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
  • RI.2.6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Discipline: Language Arts
Domain: RL.3 Reading: Informational Text
Grade(s): Grade 2
Cluster: Craft and Structure
Standards:

  • RI.3.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
  • RI.3.5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
  • RI.3.6. Distinguish their own point of view from that of the author of a text.

Discipline: Language Arts
Domain: RL.3 Reading: Informational Text
Grade(s): Grade 2
Cluster: Integration of Knowledge and Ideas
Standards:

  • RI.3.7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
  • RI.3.8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
  • RI.3.9. Compare and contrast the most important points and key details presented in two texts on the same topic.

Discipline: Language Arts
Domain: RL.3 Reading: Informational Text
Grade(s): Grade 2
Cluster: Key Ideas and Details
Standards:

  • RI.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
  • RI.3.2. Determine the main idea of a text; recount the key details and explain how they support the main idea.
  • RI.3.3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Discipline: Language Arts
Domain: W.2 Writing
Grade(s): Grade 2
Cluster: Research to Build and Present Knowledge
Standards:

  • W.2.7. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
  • W.2.8. Recall information from experiences or gather information from provided sources to answer a question.
  • W.2.9. begins in grade 4.

Discipline: Language Arts
Domain: W.2 Writing
Grade(s): Grade 2
Cluster: Production and Distribution of Writing
Standards:

  • W.2.4. begins in grade 3.
  • W.2.5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
  • W.2.6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

Discipline: Language Arts
Domain: W.3 Writing
Grade(s): Grade 2
Cluster: Research to Build and Present Knowledge
Standards:

  • W.3.7. Conduct short research projects that build knowledge about a topic.
  • W.3.8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
  • W.3.9. begins in grade 4.

Discipline: Language Arts
Domain: W.3 Writing
Grade(s): Grade 2
Cluster: Production and Distribution of Writing
Standards:

  • W.3.4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3.)
  • W.3.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3.)
  • W.3.6. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Literature
Grade(s): Grades K–12
Standards:

  • Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. 

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Use of Spoken, Written, and Visual Language
Grade(s): Grades K–12
Standards:

  • Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Applying Strategies to Writing
Grade(s): Grades K–12
Standards:

  • Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Effective Communication
Grade(s): Grades K–12
Standards:

  • Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

Discipline: Social Studies
Domain: All Thematic Standards
Cluster: People, Places, and Environment
Grade(s): Grades K–12
Standards:

Teachers should:

  • Enable learners to use, interpret, and distinguish various representations of Earth such as maps, globes, and photographs, and to use appropriate geographic tools
  • Encourage learners to construct, use, and refine maps and mental maps, calculate distance, scale, area, and density, and organize information about people, places, regions, and environments in a spatial context
  • Help learners to locate, distinguish, and describe the relationships among varying regional and global patterns of physical systems such as landforms, climate, and natural resources, and explain changes in the physical systems
  • Guide learners in exploring characteristics, distribution, and migration of human populations on Earth’s surface
  • Have learners describe how people create places that reflect culture, human needs, current values and ideals, and government policies
  • Provide opportunities for learners to examine, interpret, and analyze interactions of human beings and their physical environments, and to observe and analyze social and economic effects of environmental changes, both positive and negative
  • Challenge learners to consider, compare, and evaluate existing uses of resources and land in communities, regions, countries, and the world
  • Direct learners to explore ways in which Earth’s physical features have changed over time, and describe and assess ways historical events have influenced and been influenced by physical and human geographic features

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