Lesson+Plan

“Just in Time Abraham Lincoln”
 * **Name of Lesson:**
 * **Materials: “Just in Time Abraham Lincoln” by Patricia Polacco**
 * Technology: n/a** ||
 * **Standard(s): **SS5H1 The student will explain the causes, major events, and consequences of the Civil War.****

c. Identify major battles and campaigns: Fort Sumter, Gettysburg, the Atlanta Campaign, Sherman’s March to the Sea, and Appomattox Court House.
 * Element(s):**

d. Describe the roles of Abraham Lincoln, Robert E. Lee, Ulysses S. Grant, Jefferson Davis, and Thomas "Stonewall" Jackson.

e. Describe the effects of war on the North and South. ||
 * **Identify Desired Results** ||
 * **Enduring Understanding(s):** |||| **Essential Question(s):** ||
 * **What will students understand as a result of this plan?**

Students will understand the effects of the Civil War. |||| **What questions will focus this plan?**

How did the Civil War affect the citizens of the United States? ||
 * **Determine Acceptable Evidence (Assessment)** ||
 * **What evidence will show that students understand . . .** ||
 * **Performance Task(s):**


 * Students will use graphic organizers to complete vocabulary activity.**


 * Students will create a RAFT writing sample.** ||
 * **Other Evidence: (quizzes, observation, work samples, etc.)**


 * -Students will do a quick write to support their RAFT.** ||
 * Plan Learning Experience and Instruction ||
 * **Given the targeted understandings, other lesson/unit goals, and the assessment evidence identified, what knowledge and skills are needed?** ||
 * **Students will need to know . . .** |||| **Students will need to be able to . . .** ||
 * -What the Civil War was.

-Who participated

-The major causes |||| -Comprehend orally

-Use information from a story to create a writing piece ||

|||| **What teachings and learning experiences will equip students to demonstrate the targeted understandings?**
 * **Hook: Introduce students to the book “Just in Time Abraham Lincoln” by Patricia Polacco. Tell students that they are going to follow two boys as they journey back in time to the Civil War.** || **Prior Knowledge:**
 * Ask students questions about the Civil War.**
 * -What caused it?**
 * -What were the two sides?**
 * -When was it?**
 * -Who was the President at the time?**
 * -Who was the President at the time?**


 * __Pre-Reading Activity__:**

Before reading the book “Just in Time Abraham Lincoln”, students will complete the Picture Dictionary graphic organizer. The student will write the vocabulary word on the line and then draw a picture to help them remember the meaning of the word. This will help students make a visual connection to the word. While reading the book, students can look back through their Picture Dictionary when necessary to look at the picture to spark their memory of the meaning of the word. -bayonets -archives -Antietam -precedes -invincible -abolish -typhoid ||
 * Vocabulary:**
 * **Rationale for type instruction(D), (CL), (PB)**


 * The students can be read the book aloud and participate in discussion.** || **__During Reading Activity__**
 * Direct Instruction:**
 * Read the book aloud to students and use questioning activities during your readings.** ||
 * **Differentiation: (needs, interests, abilities of learners)**

After listening to the story “Just in Time, Abraham Lincoln” the students will participate in a quick write. They will have five minutes to write about if they think the boys were really traveled back to the Civil War or if they think it was just a reenactment. Using the quick write, students will write a persuasive letter using a RAFT format. The following format should be followed. -Role: Derek or Michael -Audience: their grandmother -Format: letter -Topic: Students will write a letter and either Derek or Michael, attempting to persuade their grandmother that they really went back to the Civil War and saw Abraham Lincoln. ||
 * Students who will need more assistance with creating a writing piece through comprehension will be pulled into a small group with the teacher for extra support.** || **__After Reading__**
 * Reflect:**
 * **What went well?**


 * **What would I modify?**


 * **What learners increased their knowledge of subject matter?**


 * **Did my assessment meet my goals to guide future instruction in this area?**