Liberty University’s Standard Instructions ** TEACH IT, PRACTICE IT, TEST IT! ** Lesson Plan # 1: Abraham Lincoln Teacher Candidate: Sample Course: EDUC 307- Section ___ LESSON PREPARATION Topic: Abraham Lincoln- history, accomplishments, and contributions Concept: Life and Contributions of Abraham Lincoln Subject: History Grade: Second State Standard: VA SOL 2.11 - The student will identify George Washington, Abraham Lincoln, Susan B. Anthony, Helen Keller, Jackie Robinson, and Martin Luther King, Jr., as Americans whose contributions improved the lives of other Americans. Primary Objective: Given alist of eight events and contributions, students in groups of three or four will demonstrate knowledge of Abraham Lincoln’s life by placing at least six out of eight events in the correct order. Classroom Diversity and Differentiated Instruction: This lesson is being prepared for a group of 18 students who will be broken up into five groups of four based on their learning styles and learning levels. This group of students consists of learners who are at varying abilities and cover all three types of learning styles; auditory, visual, and kinesthetic. There are four students with visual impairments who will work with a teaching assistant, have their resources made on the braille printer, and will be accommodated by being given priority seating in the front of the classroom or directly in front of the teacher during carpet time. Their tactile timeline assessment will also be made on the braille printer and the students will be asked to present it to the class. There are three students with learning disabilities who will participate in the whole group lesson, will be given visual aids to reference during lesson, and will be given pictures to cut-and-paste into a flow map. They will be asked to present their flow map to the class. There are four students who are at a lower level and will require a little extra time to comprehend and complete the assignments. They will participate in the whole group lesson, be given extra time, and their assessment will be a timeline that they will cut-and-paste onto a stove-pipe hat. There are seven students who will be broken up into two groups; one of three and one of four. These students will participate in the whole group lesson with the rest of the class. These students were asked to come up with two activities that they would like to do for this lesson. They have decided that one group will write a letter to a friend or family member telling, in detail, about the life and contributions of Abraham Lincoln. The second group will be creating a detailed poster timeline of the life and contributions of Abraham Lincoln. Each group will be asked to present their project to the class. Materials/Equipment: Whole Group - computer, SmartBoard, KWL charts, Ábe’s Honest Words by Doreen Rappaport, Abraham Lincoln supplemental material (large print) by Barbara Spillman Lawson - one for each student, Abraha ...

1. Liberty University’s Standard Instructions
** TEACH IT, PRACTICE IT, TEST IT! **
Lesson Plan # 1: Abraham Lincoln
Teacher Candidate: Sample
Course: EDUC 307- Section ___
LESSON PREPARATION
Topic: Abraham Lincoln- history, accomplishments, and
contributions
Concept: Life and Contributions of Abraham Lincoln
Subject: History
Grade: Second
State Standard:
VA SOL 2.11 - The student will identify George Washington,
Abraham Lincoln, Susan B. Anthony, Helen Keller, Jackie
Robinson, and Martin Luther King, Jr., as Americans whose
contributions improved the lives of other Americans.
Primary Objective:
Given alist of eight events and contributions, students in groups
of three or four will demonstrate knowledge of Abraham
Lincoln’s life by placing at least six out of eight events in the
correct order.
Classroom Diversity and Differentiated Instruction:
This lesson is being prepared for a group of 18 students who
will be broken up into five groups of four based on their
learning styles and learning levels. This group of students

2. consists of learners who are at varying abilities and cover all
three types of learning styles; auditory, visual, and kinesthetic.
There are four students with visual impairments who will work
with a teaching assistant, have their resources made on the
braille printer, and will be accommodated by being given
priority seating in the front of the classroom or directly in front
of the teacher during carpet time. Their tactile timeline
assessment will also be made on the braille printer and the
students will be asked to present it to the class.
There are three students with learning disabilities who will
participate in the whole group lesson, will be given visual aids
to reference during lesson, and will be given pictures to cut-
and-paste into a flow map. They will be asked to present their
flow map to the class.
There are four students who are at a lower level and will require
a little extra time to comprehend and complete the assignments.
They will participate in the whole group lesson, be given extra
time, and their assessment will be a timeline that they will cut-
and-paste onto a stove-pipe hat.
There are seven students who will be broken up into two
groups; one of three and one of four. These students will
participate in the whole group lesson with the rest of the class.
These students were asked to come up with two activities that
they would like to do for this lesson. They have decided that
one group will write a letter to a friend or family member
telling, in detail, about the life and contributions of Abraham
Lincoln. The second group will be creating a detailed poster
timeline of the life and contributions of Abraham Lincoln. Each
group will be asked to present their project to the class.
Materials/Equipment:
Whole Group - computer, SmartBoard, KWL charts, Ábe’s
Honest Words by Doreen Rappaport, Abraham Lincoln
supplemental material (large print) by Barbara Spillman Lawson
- one for each student, Abraham Lincoln worksheet from U.S.

3. Presidents workbook, braille printer, braille paper, 11”x14”
black construction paper, slant boards, scissors, glue sticks,
wiki sticks, writing paper, pencils, 8.5”x11” white paper,
construction paper of various colors, crayons, markers, and/or
colored pencils, visual aids to reference during whole group for
students with learning disabilities, 11”x14” white construction
paper for cut-and-paste flow map, cut-and-paste parts for flow
map, stove-pipe hat cut-outs in black, cut-and-paste timeline
pieces
Lawson, B. S. (n.d.). Abraham Lincoln. Virginia S.O.L. Famous
Americans
Rappaport, D. (2008). Abe’s honest words. Hyperion Books for
Children. New York
Technology Integration:
Brain Pop Jr. video to be used as closure for the lesson -
http://www.brainpopjr.com/socialstudies/biographies/abrahamli
ncoln/
Character Principle:
Loyalty – Steadfastness or faithfulness to a person, custom, or
idea. "A friend loves at all times." (Proverbs 17:17a)
LESSON PRESENTATION
Set:
The students will be broken up into their respective groups.
Each student will then be given a KWL chart and asked to write
down or braille at least three things they know about Abraham
Lincoln and at least three things they want to know about
Abraham Lincoln.
Teacher Instruction:
The goal of this lesson is teach the students a brief biography of

4. Abraham Lincoln, as well as, some of his most important
contributions. The history portion of the lesson will include
Lincoln’s birth, why he was known as “Honest Abe,” becoming
a lawyer, election to Congress, election to Presidency,
Emancipation Proclamation, Gettysburg Address, and his
assassination. Contributions to be covered include the
Emancipation Proclamation and his Gettysburg Address.
Teacher Modeling:
The Abraham Lincoln supplement written by Barbara Spillman
Lawson will be handed out to all students. They will assemble
on the carpet and the teacher will read the supplement aloud to
the students, making sure to stop and highlight the parts listed
above.
This is to be followed up by the Brain Pop Jr. video which will
discuss the remaining historical facts such as an example of
why his nickname was “Honest Abe.”
Optional - Children’s Literature Selection:
Selection: Abe’s Honest Words by Doreen Rappaport
Lesson Concept: provide real examples of Abraham Lincoln’s
honesty, loyalty to his fellow man, and his fight for equal
opportunity for all people
Character Principle: Equal Opportunity, Gratitude and Loyalty
Rappaport, D. (2008). Abe’s honest words. Hyperion Books for
Children. New York.
Guided Student Practice:
Group one - They will create a tactile timeline using the brailled
events provided and the wiki sticks to connect the events. The
teaching assistant will assist the students in cutting out the
events and gluing them down.

5. Group two - these students will construct a flow map by cutting
and pasting pictures provided onto a sheet of 11”x14”
construction paper. They will be asked to write a one sentence
description under each picture.
Group three - these students will create a timeline using the
cutout of the stove-pipe hat. They will cut out the events
provided and glue them onto the hat.
Group four - these students will write a letter to a friend or
family member telling that person what they have learned about
Abraham Lincoln. They are to include all eight facts that they
have learned and why Lincoln’s contributions are so important
to this country.
Group five: these students will create a poster timeline of the
eight events discussed during the lesson. They will use the
construction paper and supplies provided to create eight
separate posters, one of each event. They will then attach them
together to create a timeline.
Independent Student Practice:
Students will complete a writing activity. They are to write a
short biography of Lincoln’s life and it should include the at
least six of the historical points discussed during the lesson.
They are to be given the topic sentence: Abraham Lincoln was
an extraordinary man and President. The rest is up to them.
They can write as much or as little as they want as long as they
include the appropriate information.
Closure:
Gather students back on the carpet and review the eight events
from Lincoln’s life. Remind the students of how Lincoln
showed his loyalty to the country by honoring all those who

6. died in his Gettysburg Address; how Lincoln was loyal and gave
equal opportunity to all of the citizens of this country by
freeing the slaves.
Summative Assessment:
The students will be given a sheet of the historical events and
contributions placed out of order. They are to write the correct
number by each event, placing them in the correct order.
Students should get six out of eight events and contributions
correct. This assignment is to be graded by the teacher.
LESSON REFLECTION
I would anticipate all students to remain engaged throughout the
lesson. I would anticipate full participation from all students.
I would anticipate at least 14 students to be able to put at least 6
out of 8 events and contributions in the correct order.
This lesson could also be taught as a reader’s theater. A part
could be assigned to each student and the students could then
create props, puppets, etc. to use while they “act” out their
respective parts.
This lesson should be followed up by exploring the life and
contributions of Martin Luther King, Jr. It should be pointed out
to the students that Abraham Lincoln paved the way for people
like Martin Luther King, Jr. and other Civil Rights leaders.
�The VA SOL is named (2.11) and written out.
�The objective contains the important components described in
the directions and rubric.
�Notice that the diversity of the classroom is described…18

7. students, 4 students with visual impairments, 3 students with
learning disabilities, etc. Also, specific ideas are shared for how
the lesson will be differentiated for instruction for the
individual needs.
�Notice that the assessment matches the objective.