Childrens Literature Assignment

Educ 128/228
1st Grade
1. Name of Childrens Book:
Aylesworth, Jim. McClintock, Barbara. 2009. Our Abe Lincoln. New York,
NY. Scholastic, Scholastic Press.
2. Summary of Childrens Book
Our Abe Lincoln is a biography song of Lincoln that has been adapted from the tune of The Old
Grey Mare. This song was popular during Lincolns presidential campaigns. The song tells the
story of Lincolns iconic or seminal moments of his life.
The story is told in a school auditorium. Parents, sibling, family and peers are sitting in the
audience waiting for the show to begin. The story is acted out by high-spirited schoolchildren
telling the story of Abraham Lincoln through a musical biography.
3. Questions
After introducing the title as students, Who of my friends as heard of Abe Lincoln, place
give me a thumbs up?
Do you think this little boy on the front is Abe Lincoln when he was young?
Open book to the first page and ask, Looking as this page, what predictions can you
make about the story?
Who do you think might be telling this story? (This could be tricky!)
Pg. 5 Can someone explain what a log cabin is to the rest of the class?
Pg. 11 Have any of my friends ever been praised for being honest? Please touch your
nose if so.
Pg. 19 Can one friend tell me what slavery means?
Last page. Now does anyone have any ideas who told this story?
Why is Abe Lincoln such an important man?
4. Activities to follow the Book .
ACTIVITY ONE related to the book: Timeline
a. Content Discipline: Geography, history, reading/language
b. What NCSS strand(s) fits this activity? Strand II Time, Continuity, and Change.
Human being seek to understand their historical roots and to locate themselves in times.
Understand by these are important events in Abes Life.
c. State the goal or objective of what you plan to accomplish in this activity?
Given a set of pictures the first grade students will be able to place them in proper sequence on
the timeline with no more than one error.

d. Describe the activity (What would you have kids do?)

Students will each be given a timeline and life events cut outs.
Students will cut out events.
Students are asked to glue sequence of events in order from the first event of Abes life
to the last.
Differentiation
Challenged learners will be given extra time to work on timeline. Guided help from
teacher by pulling small groups.
Gifted learners make a timeline of their life.
e. How would you assess this activity? INCLUDE the rubric or checklist with specific
performance expectations.

Timeline Assessment
___ 1. Student has written name at the top of page.
___ 2. Student has clearly followed teachers instructions.
___ 3. Student has no more than one error on timeline sequence.
___ 4. Student participated cooperatively in activity.

2Name

Abe Lincolns Timeline

I can put the pictures in order to show the event
of Lincolns life.

1
2

He borrowed
books to
read

He was born
in a log cabin

He became
the 16th
President

He gave a
famous
speech

4. Activities to follow the Book.

ACTIVITY Two related to the book: Map
a. Content Discipline: History, Geography
b. What NCSS strand(s) fits this activity? People, places, and Environments.
This activity will show the importance for locations where Abe lived throughout his life.
c. State the goal or objective of what you plan to accomplish in this activity?
Using AbrahamLincolnonline.org the first grade students will be able to pinpoint three citys
Abraham lived throughout his life with no errors.
d. Describe the activity (What would you have kids do?)
Students will each be given a map and color the states Kentucky, Indiana, Illinois and
Indiana
Students will locate and place a sticker near Hogenville, Kentucky.
Students will locate and place a sticker near Spencer County, Indiana.
Students will locate and place a sticker near Spring Field, Illinois.
Students will locate and place a sticker near Washington, D.C.
* Students will follow directions one by one given by the teacher following along.
Differentiation
Challenged learners will be given extra time. Guided help from teacher or asked to one
place 3 stickers or work with partner to located all four cities.
Gifted learners will be asked to use book and resourses to find Gettysburg, PA on map.
e. How would you assess this activity? INCLUDE the rubric or checklist with specific
performance expectations.

Map Assessment

___ 1. Student identify at least 3 cities on

map.
___ 2. Student followed teacher instruction
___ 3. Informal observation. Observe students
and make sure all they understand the concept
of a map.

ACTIVITY 3 related to the book: Abraham Lincoln Paper Plate Craft

a. Content Discipline: history, drama, expressive arts
b. What NCSS strand(s) fits this activity? III People, Places, and Environment
This activity will show students why Abe was so well known for his features of a wearing a top
hat and beard.
c. State the goal or objective of what you plan to accomplish in this activity?
Given the necessary materials the first grade students will construct an Abraham Lincoln Paper
Plate Craft with no more then two errors while cutting rectangles.
d. Describe the activity (What would you have kids do?)
Paint the bottom of the paper plate flesh colored.
Draw a mouth and nose with black marker.
Cut on lines two circles from white paper for eyes and two smaller circles from black
and white paper for the pupils. (Teacher will trace circles. Students will cut on lines.)
Glue in proper place for eyes.
Cut rectangles on traced lines from black paper to assemble a hat. Glue to top of plate.
Roll cut out strips of brown contraction paper around a pencil to curl them.
Glue them all the way around the play as hair and a beard (except where the hat goes.)
Properly pins cut out to a spot on bulletin board.
Differentiation
Challenged learners will be given extra time to work on timeline. Guided help from
teacher to answer questions.
Gifted learners will be given paper to write a couple sentences stating a time they had
been honest just like Abe was.
e. How would you assess this activity? INCLUDE the rubric or checklist with specific
performance expectations.

Paper Plate Cute Out Assessment

___ 1. Assembled and place materials in proper placement.
___ 2. No more than 2 cutting errors present.
___ 3. Worked efficiently and effectively to finish in a timely
manner.
___ 4. Student places finished product on bulletin board.

Sources:
http://www.abrahamlincolnonline.org/lincoln/sites/homes.htm
https://www.pinterest.com/pin/ATEL5qvWyqmoDpeRbagDlO6qMNIdhDNf4jrKhOmasRM1jfA
1wRDOKUY/
http://www.dltk-kids.com/usa/mplatelincoln.htm