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Lincoln Lithograph

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Summary

Students will identify important events and people in the life of Abraham Lincoln and their influence on his life.

Coin Type(s)

  • Cent

Coin Program(s)

  • Lincoln Bicentennial Cents

Objectives

Students will identify important events and people in the life of Abraham Lincoln and their influence on his life.

Major Subject Area Connections

  • Economics
  • Language Arts
  • Social Studies

Grades

  • Fourth grade
  • Fifth grade
  • Sixth grade

Class Time

Sessions: Five
Session Length: 45-60 minutes
Total Length: 151-500 minutes

Groupings

  • Whole group
  • Small groups
  • Individual work

Background Knowledge

Students should have a basic knowledge of:

  • Writing process
  • Timeline
  • Character
  • Point of View
  • Chronological order
  • Caption

Terms and Concepts

  • Quarter
  • Obverse (front)
  • Reverse (back)
  • Living picture (tableau or freeze frame)

Materials

  • 1 overhead projector (optional)
  • 1 overhead transparency (or photocopy) of each of the following:
  • "2009 Lincoln Cent Reverses" page
  • "Lincoln Life Organizer" worksheet
  • "Lincoln Portrait Rubric"
  • Copies of the following:
    • "What Is Happening?" worksheet
    • "Lincoln Life Organizer" worksheet
    • "Lincoln Portrait Rubric"
  • 1 copy of the Resource Guide (available at www.usmint.gov/kids)
  • Multiple copies of age-appropriate texts that contain information about Abraham Lincoln and his life, such as:
    • Lincoln: A Photobiography by Russell Freedman
    • Abraham Lincoln (In Their Own Words) by George Sullivan
    • Abraham Lincoln (A MyReportLinks.com Book) by Judy Alter
    • America in the Time of Abraham Lincoln: The Story of Our Nation by Sally Senzell Isaacs
  • Chart paper
  • 5x7 index cards (at least 1 per student)
  • Computers with Internet access

Preparations

  • Make copies of each of the following:
    • "What is Happening?" worksheet (1 per student)
    • "Lincoln Life Organizer" worksheet (1 per student)
    • "Lincoln Portrait Rubric" (1 per student)
  • Make an overhead transparency (or photocopy) of each of the following:
    • "2009 Lincoln Cent Reverses" page
    • "Lincoln Life Organizer" worksheet
    • "Lincoln Portrait Rubric"
  • Gather texts that contain information about Abraham Lincoln and his life (see examples under "Materials").
  • Arrange to use the school computer lab for one session.
  • Bookmark Internet sites that contain information about Lincoln’s Life and important events during that time period, including www.usmint.gov/kids/campCoin/timeline/.
  • Locate a previously read book or story for Session 1.

Worksheets and Files

Lesson plan, worksheet(s), and rubric (if any) at www.usmint.gov/kids/teachers/lessonPlans/pdf/138.pdf.

Sessions 1 and2

  1. Display the "2009 Lincoln Cent Reverses" overhead transparency or photocopy.
  2. With the students, examine the coin designs. Have the students identify the images and the writing included in these designs.
  3. Distribute a "What is Happening?" worksheet to each student. Review with the students what a caption is. Have the students write a caption for each image on the worksheet.
  4. Have the students share what they have written. Write down common ideas for each image on chart paper.
  5. Describe the "2009 Lincoln Bicentennial One Cent Program." Tell the students that the United States Mint will recognize the bicentennial of Abraham Lincoln’s birth and the 100th anniversary of the production of the Lincoln cent by issuing four dif- ferent one-cent coins in 2009. Tell the students that the back of a coin is called the reverse, and "obverse" is another name for the front. While the obverse will con- tinue to bear the likeness of President Lincoln currently on the penny, the reverse will change to bear four different designs, each representing a different period in Abraham Lincoln’s life. The four periods are:
    • Birth and early childhood in Kentucky (1809–1816)
    • Formative years in Indiana (1816–1830)
    • Professional life in Illinois (1830–1861)
    • Presidency in Washington, DC (1861–1865)
  6. Ask the students for examples of important events that have happened in their life.  Refer to a book read in class in which a character changes because of some life event. Explain to the students that many people—even presidents—experience events that help shape their character and change their lives for better or worse.
  7. Explain to the students the concept of a living picture, also known as a tableau or freeze frame. Tell them that they will be creating a living picture based on their research and a script they create. They will play a role and will pose in a living picture. The idea for the living picture will be one of the coin images. The teacher will then tap someone in the picture. That person will tell which character they represent and what part they play in the picture. They will also tell how their par- ticular character influenced Lincoln or was influenced by Lincoln. If the character is Lincoln himself, then that person will tell what impact the time period had on Lincoln’s life.
  8. Display the "Lincoln Life Organizer" overhead transparency. Explain to the students that they will be researching Lincoln’s life during the time period featured on one of the coins, including important events that were occurring during that time pe- riod and any people who may have been part of Lincoln’s life. Review the example given in the first row.
  9. Distribute a "Lincoln’s Life Organizer" worksheet to each student. Fill in the dates for the coin image’s time period on the timeline with the students. Emphasize to the students that they will each be researching all the people and events for that period. Remind the students that the events they research and report need to have a direct influence on Lincoln, either at that time or later in his life.
  10. Assign the students to groups of four. Allow the students time to research using the texts provided or computers in the computer lab.

Session 3

  1. Review with the students the idea of the living picture and remind them of the re- search they did during the previous session. Display the "Lincoln Portrait Rubric" overhead transparency and review it with the students.
  2. Have the students meet in the groups of 4 from the previous session. Distribute a "Lincoln Portrait Rubric" to each student. Explain to the students that each group will create a living picture and determine what characters will be in the picture. They will need to sketch how they want the living picture to look. They will then write a rough draft of a script, indicating what each person will say to convey the information they researched from the previous session. Tell the students that props and costumes are optional, and that each of the students in each group must partici- pate in the picture.
  3. Allow the students time to draw their picture and write their draft scripts.
  4. Have the students edit each other’s rough drafts.
  5. Collect the draft scripts.

Session 4

  1. Review the idea of a living picture. Return the script drafts to the students.
  2. Review the "Lincoln Portrait Rubric."
  3. Have the students write their final scripts on large index cards. Allow time for the students to practice their living pictures.

Session 5

  1. Have the students perform their living pictures.
  2. Have the students complete the rubrics individually.
  3. Collect the rubrics.

Differentiated Learning Options

  • Allow students to record or videotape each group reading their parts.
  • Provide video/multimedia resources on Lincoln’s life.

Enrichments/Extensions

  • Have the students perform for another class or a younger grade level.
  • Take pictures of the "living pictures" and have the students design a picture book by adding the text from their scripts.
  • Use the "Lincoln Portrait Rubric" to evaluate whether they have met the lesson objectives.
  • Check the "Lincoln Life Organizer" worksheet for accuracy.
There are no related resources for this lesson plan.

Discipline: Language Arts
Domain: RL.6 Reading: Informational Text
Grade(s): Grade 6
Cluster: Key Ideas and Details
Standards:

  • RI.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • RI.6.2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
  • RI.6.3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

Discipline: Language Arts
Domain: RL.6 Reading: Informational Text
Grade(s): Grade 6
Cluster: Integration of Knowledge and Ideas
Standards:

  • RI.6.7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
  • RI.6.8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
  • RI.6.9. Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

Discipline: Language Arts
Domain: W.6 Writing
Grade(s): Grade 6
Cluster: Research to Build and Present Knowledge
Standards:

  • W.6.7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
  • W.6.8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
  • W.6.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
    • Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).
    • Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).

Discipline: Language Arts
Domain: L.4 Language
Grade(s): Grade 6
Cluster: Conventions of Standard English
Standards:

  • L.4.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
    • Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
    • Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
    • Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
    • Form and use prepositional phrases.
    • Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
    • Correctly use frequently confused words (e.g., to, too, two; there, their).
  • L.4.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • Use correct capitalization.
    • Use commas and quotation marks to mark direct speech and quotations from a text.
    • Use a comma before a coordinating conjunction in a compound sentence.
    • Spell grade-appropriate words correctly, consulting references as needed.

Discipline: Language Arts
Domain: L.5 Language
Grade(s): Grade 6
Cluster: Conventions of Standard English
Standards:

  • L.5.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
    • Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
    • Use verb tense to convey various times, sequences, states, and conditions.
    • Recognize and correct inappropriate shifts in verb tense.
    • Use correlative conjunctions (e.g., either/or, neither/nor).
  • L.5.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • Use punctuation to separate items in a series.
    • Use a comma to separate an introductory element from the rest of the sentence.
    • Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).
    • Use underlining, quotation marks, or italics to indicate titles of works.
    • Spell grade-appropriate words correctly, consulting references as needed.

Discipline: Language Arts
Domain: L.6 Language
Grade(s): Grade 6
Cluster: Conventions of Standard English
Standards:

  • L.6.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • Ensure that pronouns are in the proper case (subjective, objective, possessive).
    • Use intensive pronouns (e.g., myself, ourselves).
    • Recognize and correct inappropriate shifts in pronoun number and person.
    • Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
    • Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.
  • L.6.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
    • Spell correctly.

Discipline: Language Arts
Domain: RL.4 Reading: Informational Text
Grade(s): Grade 6
Cluster: Craft and Structure
Standards:

  • RI.4.4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
  • RI.4.5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
  • RI.4.6. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

Discipline: Language Arts
Domain: RL.4 Reading: Informational Text
Grade(s): Grade 6
Cluster: Integration of Knowledge and Ideas
Standards:

  • RI.4.7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
  • RI.4.8. Explain how an author uses reasons and evidence to support particular points in a text.
  • RI.4.9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

Discipline: Language Arts
Domain: RL.5 Reading: Informational Text
Grade(s): Grade 6
Cluster: Craft and Structure
Standards:

  • RI.5.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
  • RI.5.5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
  • RI.5.6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

Discipline: Language Arts
Domain: RL.5 Reading: Informational Text
Grade(s): Grade 6
Cluster: Key Ideas and Details
Standards:

  • RI.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
  • RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
  • RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

Discipline: Language Arts
Domain: RL.6 Reading: Informational Text
Grade(s): Grade 6
Cluster: Craft and Structure
Standards:

  • RI.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
  • RI.6.5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
  • RI.6.6. Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Literature
Grade(s): Grades K–12
Standards:

  • Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.