RU Teacher Education Lesson Plan Format

Candidate Name: Savannah Latimer Date: 2/15/17 Grade Level: Kindergarten

Lesson Title/Topic: Abe Lincolns Hat.

Standards:
History K.1 The student will recognize that history describes events and people of other times
and places by
a. Identifying examples of past events in legends, stories, and historical accounts of
Powhatan, Pocahontas, George Washington, Betsy Ross, and Abraham Lincoln.
Writing K.12 The student will write to communicate ideas for a variety of purposes.
C. Use letters and beginning consonant sounds to spell phonetically words to describe
pictures or write about experiences.

Specific Observable Objective(s):

I can tell my parents about what Abraham Lincoln kept in his tall hat.
I can draw a picture of what I would keep in my hat and write a sentence about what I drew.

Essential Vocabulary:
Trial - deciding if a person did the bad thing or not
Murder - killing a person

Assessment:
Formative Assessment: At the beginning of the story, I will ask the students what they think the
story is going to be about and what they already know about Abraham Lincoln. I will then take a
mental note of what I need to cover more throughout this lesson so that at the end they are able to
complete the worksheet about what they would put in their hat and write a sentence about their
picture.

Student Considerations:
During the story, I will allow to let the students sit where they think the best choice would be and
I will give them one chance to show me they can handle where they are sitting. After that I will
move the students that are talking apart from each other. During the writing activity, I will have
my lower students in a group with me while the other students are writing their sentences alone.
In the small group, the students will dictate their sentences to me and I will write them on
another piece of paper and they will then copy it onto their own papers.

Instructional Resources, Materials, and Technology:

Abe Lincolns Hat book, Abes hat drawing and writing worksheet, pencils, and crayons

PROCEDURES:
The Beginning (a.k.a. Anticipatory Set): (5 minutes)
After calendar time, the students will move from facing the board to facing me in the
rocking chair.
I will ask the students, What do you know about Abraham Lincoln? to see what they
already know.
 I will also ask, What do you think this story is going to be about? before diving into the
book
I will tell the students to keep an eye out for the letters coming out of his hat as we read!

The Middle: (20 minutes)

As we read the story, I will ask questions as we go along. We will go over the term
wilderness in case some of the students do not know what that is. Then I will ask, What
does the word trial mean? if the students know it then we will move on and if not then I
will explain that it is when a judge is deciding if the person did the bad thing or not.
Second question is, what could he do to remember the letters? I will also ask Where
could he put them?
Third question is, would you stop carrying the letters in your hat if they all came flying
out?
The next part is that we will have a conversation about 300 pounds and how much weight
that is. I will point out to them that the other people only have one horse pulling them but
he had two!
We will then have a conversation about if Abe would fit into a small bed and why not?
The next question I will ask is Why do you think he did not put the letter in his hat?
I will wrap up the book by talking about that even after all he went through, Abe still held
papers in his hat! I want you to start thinking about what you would want to keep in your
tall hat. Walk quietly back to your seat as you are thinking.

The End (a.k.a. Closing): (20 minutes)

The students will be handed a paper and instructed to write their names on it.
They will draw what they would keep in their tall hat if they had one like Abe Lincoln.
The students will then color the picture and write a sentence about what they wrote.
I will be walking around for the students to ask any questions they need and assisting
students in writing their sentence.
I will be taking notes on who needs more work with writing simple sentences and who
can write more complex sentences.
After the students are finished, they will put the papers on the table and get ready for the
next thing.

Teacher Reflection on Practice (following the lesson):

1. What evidence did you collect to show your students attained todays objective(s)? Please
explain how you know which students did and did not master your objectives. Use formative
assessment data to support your claims regarding the portion of students who did and did not
master the learning objective(s).

I was able to complete my objectives during this lesson, as my formative assessment was simply
asking the students what they knew about Abe Lincoln which they remembered a lot from what I
taught the day before. The students were able to independently draw their picture and write a
sentence on what they would keep in their hats and those papers became apart of their portfolios.
2. Based on the result of your assessment, what will you do tomorrow? Can you go ahead as
planned or will you need to reteach concepts from todays lesson? (Explain how you will reteach
and/or connect and feed forward.)
I will continue to talking about another famous American. Each day we will revisit the ones that
we talked about earlier in the week such as, George Washington and Abe Lincoln and I will ask
the students about the major facts of each of them so that they will remember each one as we
move forward.
3. If you have to teach this lesson again, what might you do the same and what might you do
differently?

I will teach this lesson just as I did, I think it went really well and I would not change anything.
The students really enjoyed the whole lesson and I loved seeing them learn and compare Abe
Lincoln to George Washington.