teacherworksample

Name: Patricia Dillard Date: 04-05-01   Lesson Length: 30 min.

Subject: Reading Grade Level: 4     Topic: Brochures

Objectives: At the end of this activity, the students will be able to:
Design a brochure identifying and describing three interesting facts about Abraham Lincoln.

Connections:
This lesson will fulfill the Academic Expectation 2.20 �Students understand, analyze, and interpret historical events, conditions, trends, and issues to develop historical perspective.� Core Content Standard RD-E-3.0.8 �Identify information that is supported by fact.� Social Studies Thematic Strand �Time, Continuity, and Change.�

Context:
The class has been studying brochures and knows the various sections of the brochure. They have been introduced to several different brochures and understands their uses.

Materials/Technology:
1. Abraham Lincoln book(s)
2. Paper to make a brochure
3. Markers, pens, crayons
4. Overhead projector
5. Transparencies of brochures

Procedures:
A. Initiation: The teacher will begin the lesson by showing the students a brochure of Hodgenville, Kentucky. Ask questions, such as, Where was Abraham Lincoln born? When was he born? Which President was he?etc.

B. Strategy: The picture book, Honest Abe by Edith Kunhardt will be read to the students activating prior knowledge. The students will write notes as the story is read to help them recall specific information for their brochures.

C. Practice: After the story has been read to the students, the teacher will help the students map facts about A. Lincoln. Then, each student will create a brochure about A. Lincoln describing three important facts that pertain to him.

D. Closure: After each student has created a brochure, they will present the brochure to a group of peers. While in this group, students should discuss the facts they chose and why.

Student Assessment: The completion of the brochure with pictures and words about Abraham Lincoln. The brochures will graded according to the folloing criteria:    Scoring Guide

Reflection/Analysis of Teaching and Learning:
The students were attentive throughout all of the lesson. They participated in the discussion and listened quietly as I read Honest Abe. They eagerly began working on their brochures writing details about A. Lincoln, but I was not satisfied with the quality of work.

Lesson Extension/Follow-up:
The students did not have time to complete their brochures or to present them to peers, so I would allow 45 minutes instead of 30 minutes for this lesson. Also, I would introduce new vocabulary not included in the picture book while reading the story. I would give them specific examples of the kind of information I wanted in the brochure. Some students only focused on Lincoln being shot in the head.

Bibliography:
    Kunhardt, E. (1993). Honest abe. New York: Greenwillow Books.

     Freedman, R. (1987). Lincoln a photobiography. New York: Clarion Books.