Jodie Robinson

Lesson Plan 2

I. Describe the Class: The class consists of thirty fifth graders. Out of all the students, four are

gifted and one is hearing impaired.

II. Subject/Skill: History-learning about the life of Abraham Lincoln using the group

investigation cooperative learning strategy.

III. Objective: After viewing a short video and reading from the text, students will work in

groups and be able to identify and present important moments in Abraham Lincolns life.

IV. Procedures: 1. Have you ever looked at a five-dollar bill and wondered Who is this man

and why is he so important in history? This man was Abraham Lincoln and today we will learn

about his life and what he did to end up on our five-dollar bill.

2. Have students recall from previous lesson:

- Abraham Lincoln was the sixteenth president

-Abolished slavery/Emancipation Proclamation

3. Students will view and take notes on a short video summarizing Abraham Lincolns life

including when and where he was born, his younger life, and how he became nominated for

president. As a class, students will read a chapter from the text regarding Abraham Lincolns

most famous speeches and the Emancipation Proclamation. Students will form their own six

member groups and each will choose a subtopic about Abraham Lincolns life. After selecting

their subtopic, students will create a drawing and write three sentences underneath their art that

describes their subtopic. Each student in every group will have a job and the students will work

together to create their presentation.

 Jodie Robinson

4. As a class, each group will present their art and read the description of their subtopic. Each

groups art will be added to a large poster that will end up being a time line of Abraham Lincolns

life.

5. The events on the timeline will be out of order. As a class, place the art in the correct order to

create Abraham Lincolns life time line.

V. Materials: Over-head projector, Abraham Lincoln video, textbook, construction paper,

crayons, pencils, poster board, tape.

VI. Grouping Structures: The class will be divided into six groups of five. The tables and chairs

will be moved into the groups leaving the front center of the room open for the students to

present their work.

VII. Modifications: Assign several of the gifted students as groups leaders so they will not all

end up in the same group. The group leader will choose the other members of their group and all

students will be divided up evenly. One student wears a hearing aid but only has minor hearing

problems. Working in small groups will be a good task for him as he will be in close contact with

his fellow classmates and hearing will not be an issue. He will also feel involved and important

as each student has their own special task.

VIII. Assessment: 6. Turning the time line over so the students cannot see it, review each

subtopic and the correct order they go in. Answer any questions students may have.

7. Assign a fill-in-the-blank worksheet for students to take home as homework. Review the

worksheet and time line at the start of the next lesson.