1. Kelly Lamoureux
February 20, 2015
Dr. Campbell
Special Education Student Teaching
Lesson Plan #4
George Washington and Abraham Lincoln
1.1 Learning Outcomes
Students will be able to answer questions related to the articles on George
Washington and Abraham Lincoln.
Students will be able to use a Venn diagram to show the differences between George
Washington and Abraham Lincoln.
1.2 Standards
CC.1.2.1.I Identify basic similarities in and differences between two texts on the same
topic. CC.1.2.2.I Compare and contrast the most important points presented by two
texts on the same topic. CC.1.2.3.I Compare and contrast the most important points
and key details presented in two texts on the same topic.
CC.1.3.1.B Ask and answer questions about key details in a text. CC.1.3.2.B Ask and
answer questions such as who, what, where, when, why, and how to demonstrate
understanding of key details in a text. CC.1.3.3.B Ask and answer questions about the
text and make inferences from text, referring to text to support responses.
1.3 Anticipatory Set
First, the teacher should go over that Monday was President’s Day and that this is a
day that celebrates all the presidents of the United States, but in particular George
Washington and Abraham Lincoln.
Ask if the students know anything about George Washington or Abraham Lincoln to
help build the background knowledge.
1.4 Procedures
Give all the students the article about George Washington first.
Take turns reading the article, each student can read one of the short paragraphs.
Assign the shorter paragraphs to the first grader and the one student who is in second
grade but is a struggling reader.
Then give out the questions for the story to the students (5 questions). Read the
questions allowed with the students. Have the students go back in the reading to help
them find the answers.
Go over the answers.
After everyone is finished, give out the article about Abraham Lincoln, and assign the
readings again to the students.
Then give out the questions for the story to the students (7 questions).
2. Go over the answers to the questions.
Hand out the papers with the different facts about George Washington and/or
Abraham Lincoln to the students.
Have the students cut out all the different pieces.
Then hand out the Venn diagrams.
Go over that anything that is true for both of the presidents goes in the middle where
the two circles overlap, on the right have the students put the facts about the Abraham
Lincoln and in the left circle the facts about George Washington.
Allow the students to use the articles to figure out if the facts go along with
Washington or Lincoln.
For the students that are struggling, underline the main facts in the article that they
have to cut out and put on the Venn diagram.
The students will glue on the pieces to each part of the circle.
1.5 Differentiation
Assign the shorter paragraphs to the students who are not as advanced in reading and
help those students read the paragraph by going over some of the harder words first.
Underline the parts of the reading that the students will be using on the Venn
diagram.
For some of the students who need more guidance on where to put the different facts
about Lincoln and Washington, the facts in the article will be underlined for the
students to easily find and differentiate.
1.6 Closure
Go over the Venn diagram and what is in each circle.
Have the student’s share why they put certain facts in each circle.
Remind the students that Venn diagrams are a helpful strategy to bring two readings
together to compare and contrast them (or characters).
Hang up the student’s Venn diagrams in the hall.
1.7 Formative/Summative Assessment
Formative Assessment
o The teacher will listen to the student’s responses about what they know about
Washington and Lincoln.
o The teacher will listen to the students as they discuss whether or not the different
facts go along with Lincoln or Washington.
Summative Assessment
o The questions with the answers will be collected and checked for accuracy on the
two articles.
o The Venn diagram will be collected and checked that each piece is in the right
spot.
1.8 Materials
Article on George Washington
Questions for the George Washington article
3. Article on Abraham Lincoln
Questions for the Abraham Lincoln article
Venn diagram
Cut out sheet of the different parts to put on the Venn diagram
Scissors
Glue
1.9 Technology
N/A
2.1. Reflection on Planning
Since this week was short and the students had benchmark testing, my cooperating
teacher didn’t want to start a new reading unit. So she told me to think of a reading to do with the
students. I figured I would do something for President’s Day since Monday was President’s Day
and my class doesn’t have social studies so this would be a good thing to cross curriculums. I
decided this would also be easy to tie into their math class too, with coins. I considered students
background knowledge by asking the questions about the two presidents to see what they know
in order to build on this. The articles on the presidents are short enough for the students to be
able to concentrate during but detailed enough to get the main ideas about the presidents.
2.2. Reflection on Instruction
When I implemented this lesson, the students seemed to understand the material pretty
well. The lesson was broken up because the students had to go to special, so they read the article
on Washington and answered the questions. Then after their special, they read the other article,
answered the questions and completed the Venn diagram. It worked out well this way because it
broke up the material, but it was hard to get the students to get back and concentrated. I knew my
instructional objectives were met because when I looked at their completed Venn diagrams, I
knew that they understood which facts applied to which president. One thing I feel like I
implemented well was the use of the articles to help fill out the Venn diagrams with the
underlined material in the article. I helped guide the students back into the articles to help answer
the questions and fill out the Venn diagram.
