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Story Hour with Lincoln

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Summary

Students will learn about and identify major accomplishments of Abraham Lincoln.

Coin Type(s)

  • Cent

Coin Program(s)

  • Lincoln Bicentennial Cents

Objectives

Students will learn about and identify major accomplishments of Abraham Lincoln.

Major Subject Area Connections

  • Language Arts
  • Social Studies

Minor/supporting Subject Area Connections

  • Art

Grades

  • Kindergarten
  • First grade

Class Time

Sessions: Three
Session Length: 20-30 minutes
Total Length: 46-90 minutes

Groupings

  • Whole group
  • Individual work

Background Knowledge

Students should have a basic knowledge of:

  • Basic sentence writing
  • President

Terms and Concepts

  • Penny or one-cent coin
  • Obverse (front)
  • Reverse (back)

Materials

  • 1 overhead projector (optional)
  • 1 overhead transparency (or photocopy) of the following:
    • "Lincoln Cent Images" page
    • "Lincoln Beard and Hat" template
    • "Lincoln Bookmark" template
  • Copies of the following:
    • "Lincoln Cent Images" page
    • "Lincoln Beard and Hat" template
    • "Lincoln Bookmark" template
  • 1 copy of a text that gives information about Abraham Lincoln, such as:
    • Abe Lincoln’s Hat by Martha Brenner
    • Abe Lincoln and the Muddy Pig by Stephen Krensky
    • Mr. Lincoln’s Whiskers by Karen B. Winnick
  • Markers or Crayons
  • Scissors
  • Glue
  • Yarn
  • Construction paper (black)
  • Tape
  • Pencils
  • Digital camera (optional)

Preparations

  •  Make an overhead transparency (or photocopy) of each of the following:
    • "Lincoln Cent Images" page
    • "Lincoln Beard and Hat" template
    • "Lincoln Bookmark" template
  • Make copies of each of the following:
    • "Lincoln Cent Images" page (1 per student) (optional)
    • "Lincoln Beard and Hat" template (1 per student) (1 for teacher)
    • "Lincoln Bookmark" template (1 per student)
  • Locate a text that gives information about Abraham Lincoln (see examples under "Materials").
  • Prepare one Lincoln beard and hat before session 1. Cut parts out for each student (optional)

Worksheets and Files

Lesson plan, worksheet(s), and rubric (if any) at www.usmint.gov/kids/teachers/lessonPlans/pdf/397.pdf.

Session 1

  1. Ask the students what they know about Abraham Lincoln.
  2. Display the "Lincoln Cent Images" overhead transparency or photocopy, mention- ing that an image must be special to be on a coin. Tell the student that the man on the front of our pennies today is Abraham Lincoln, our 16th president. During the more than 100 years that the Lincoln design has appeared on the obverse (front), several different designs have been used on the reverse (back): first a wheat design, then the Lincoln Memorial; four designs were used in 2009; the Union shield design first appeared in 2010.
  3. Distribute the "Lincoln Beard and Hat" template sheets and construction paper to each student. Provide a model of a completed hat and beard for students to see and explain that each student will be making a Lincoln beard and hat to wear while reading the selected text about Abraham Lincoln.
  4. Walk students through the assembly process of the beard and hat. For additional support it may be helpful to pre-cut the pieces and place a sample on each table or shared work space.
  5. Provide time for assembly of hats and beards.
  6. At the end of the session if possible and within school regulations, take a digital photo of each student wearing their Lincoln beard and hat for use on their bookmark in Session 3.
  7. Have the students write their names on their beards and hats. Collect them for use in Session 2.

Session 2

  1. Introduce the students to the selected text on Abraham Lincoln. Preview the text and illustrations and allow students to generate observations about Abraham Lincoln.
  2. Distribute the hats and beards from Session 1 and have the students wear them during the reading.
  3. Read the text. During the reading, attend to any unfamiliar vocabulary.
  4. After the reading, review the image on the back of the 2010 coin. Ask the students why the image may have been chosen for the coin.
  5. Explain that the image on the coin represents the Union shield and the efforts of Abraham Lincoln to unite the country during a difficult time.
  6. Explain to the students that the Union shield used in the design was used widely during the Civil War. The shield is a symbol that has different parts with different meanings. In the coin design, a banner inscribed "one cent" is draped across the shield, which tells the value of the coin. The 13 vertical stripes on the shield represent the 13 original states joined in one union to support the federal government, represented by the horizontal bar above. The bar is inscribed with the national motto, "E Pluribus Unum," which is Latin for "out of many, one."
  7. Display the "Lincoln Bookmark" template overhead transparency and explain the directions.
  8. Distribute a "Lincoln Bookmark" template to each student. Tell the students that now they are going to complete the sentence portion of the worksheet with one fact they have learned about Abraham Lincoln ("Today I learned that Abraham Lincoln…").
  9. Allow an appropriate amount of time to complete this activity.
  10. Have the students write their names on the bookmark templates. Collect the tem- plates to use in the next session, when students will complete them.

Session 3

  1. Review the information on Abraham Lincoln from Sessions 1 and 2.
  2. Return the "Lincoln Bookmark" template to each of the students.
  3. Display the overhead transparency of the "Lincoln Bookmark" template.
  4. Model for the students how they will complete the front of the bookmark. If possible, have the students use the digital photos you took and assemble the front of the bookmark using a digital photo software template (the space is about 2 by 2? inches). If this is not available, students may either cut and tape their photos onto the bookmark or draw themselves on the front of the bookmark.
  5. Allow an appropriate amount of time for the class to complete this activity.
  6. Review what the students wrote on their bookmarks and collect the bookmarks. Allow the students to use the bookmarks when they check books out from the school or class library.

Differentiated Learning Options

  • Allow the students to work in pairs.
  • Write out facts about Abraham Lincoln for the students to choose from and to copy onto their bookmarks.

Enrichments/Extensions

  • As a class, collect one hundred pennies for the 100th day of school. Showcase the different designs that have been featured on pennies through the years on a bulletin board. Find more information on the different penny designs at www.usmint.gov/ kids/coinNews/circulating/01centCoin.cfm.
  • Have students research a different president and create a bookmark with facts about this president.
  • Have students help create a bulletin board in class that honors Presidents’ Day and the month of February.
  • Take anecdotal notes about the students’ participation in class discussions.
  • Evaluate the students’ bookmarks for understanding of the lesson objectives.
There are no related resources for this lesson plan.

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

  • L.K.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • Print many upper- and lowercase letters.
    • Use frequently occurring nouns and verbs.
    • Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
    • Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
    • Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
    • Produce and expand complete sentences in shared language activities.
  • L.K.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • Capitalize the first word in a sentence and the pronoun I.
    • Recognize and name end punctuation.
    • Write a letter or letters for most consonant and short-vowel sounds (phonemes).
    • Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Discipline: Language Arts
Domain: L.1 Language
Grade(s): Grade K
Cluster: Conventions of Standard English
Standards:

  • L.1.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • Print all upper- and lowercase letters.
    • Use common, proper, and possessive nouns.
    • Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
    • Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).
    • Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).
    • Use frequently occurring adjectives.
    • Use frequently occurring conjunctions (e.g., and, but, or, so, because).
    • Use determiners (e.g., articles, demonstratives).
    • Use frequently occurring prepositions (e.g., during, beyond, toward).
    • Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
  • L.1.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • Capitalize dates and names of people.
    • Use end punctuation for sentences.
    • Use commas in dates and to separate single words in a series.
    • Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
    • Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Discipline: Language Arts
Domain: RL.1 Reading: Literature
Grade(s): Grade K
Cluster: Craft and Structure
Standards:

  • RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
  • RL.1.5. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
  • RL.1.6. Identify who is telling the story at various points in a text.

Discipline: Language Arts
Domain: RL.1 Reading: Literature
Grade(s): Grade K
Cluster: Integration of Knowledge and Ideas
Standards:

  • RL.1.7. Use illustrations and details in a story to describe its characters, setting, or events.
  • RL.1.8. Not applicable to literature.
  • RL.1.9. Compare and contrast the adventures and experiences of characters in stories.

Discipline: Language Arts
Domain: W.1 Writing
Grade(s): Grade K
Cluster: Production and Distribution of Writing
Standards:

  • W.1.4. begins in grade 3.
  • W.1.5. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
  • W.1.6. 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: RL.1 Reading: Literature
Grade(s): Grade K
Cluster: Key Ideas and Details
Standards:

  • RL.1.1. Ask and answer questions about key details in a text.
  • RL.1.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.
  • RL.1.3. Describe characters, settings, and major events in a story, using key details.

Discipline: Language Arts
Domain: SL.1 Speaking and Listening
Grade(s): Grade K
Cluster: Comprehension and Collaboration
Standards:

  • SL.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
    • Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
    • Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
    • Ask questions to clear up any confusion about the topics and texts under discussion.
  • SL.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
  • SL.1.3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Discipline: Language Arts
Domain: SL.1 Speaking and Listening
Grade(s): Grade K
Cluster: Presentation of Knowledge and Ideas
Standards:

  • SL.1.4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
  • SL.1.5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
  • SL.1.6. Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 for specific expectations.)

Discipline: Language Arts
Domain: RL.K Reading: Literature
Grade(s): Grade K
Cluster: Craft and Structure
Standards:

  • RL.K.4. Ask and answer questions about unknown words in a text.
  • RL.K.5. Recognize common types of texts (e.g., storybooks, poems).
  • RL.K.6. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

Discipline: Language Arts
Domain: RL.K Reading: Literature
Grade(s): Grade K
Cluster: Integration of Knowledge and Ideas
Standards:

  • RL.K.7. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).  
  • RL.K.8. not applicable to literature.
  • RL.K.9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

Discipline: Language Arts
Domain: RL.K Reading: Literature
Grade(s): Grade K
Cluster: Key Ideas and Details
Standards:

  • RL.K.1. With prompting and support, ask and answer questions about key details in a text.
  • RL.K.2. With prompting and support, retell familiar stories, including key details.
  • RL.K.3. With prompting and support, identify characters, settings, and major events in a story.

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

  • SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
    • Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
    • Continue a conversation through multiple exchanges.
  • SL.K.2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
  • SL.K.3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
  • SL.K.4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
  • SL.K.5. Add drawings or other visual displays to descriptions as desired to provide additional detail.
  • SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.

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

  • W.K.4. begins in grade 3.
  • W.K.5. With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
  • W.K.6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

Discipline: Language Arts
Domain: W.K Writing
Grade(s): Grade K
Cluster: Text Types and Purposes
Standards:

  • 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...).
  • W.K.2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
  • W.K.3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

Discipline: Language Arts
Domain: W.1 Writing
Grade(s): Grade K
Cluster: Text Types and Purposes
Standards:

  • W.1.1. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
  • W.1.2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
  • W.1.3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

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

  • Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

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

  • Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound–letter correspondence, sentence structure, context, graphics).

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: 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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