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Students will learn facts of Abraham Lincoln·s life and contributions to society and civil rights.
Students will create imaginative


 

 


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This lesson will be taught in a second grade classroom. The students will already familiar with the
use of technology and the audacity programs.

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Given the podcast lesson the student will be able to follow along in their books while the podcast
recording plays.

Given the assignment of writing a journal the students will be able to create a journal entry that
written from the point of view from Abraham Lincoln or another character from the book.

Given the proper equipment the students will create their own podcast by recording their own
podcast by using their journal entry.

 


This lesson will require one class period 45 to 60 minutes. If needed, the lesson can extend into the
following day.

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1.Y Teacher will introduce the book to the class, performing a small short book talk.
2.Y Teacher will give the directions (The students will listen to the podcast while following along
in their own book.)
3.Y Once the podcast is over the teacher will lead the class in short discussion regarding the
book; (The role of President Lincoln, his and Vinnie·s common interest in art, the Civil War,
how time has changed since then, etc.)
4.Y The students will discuss the story with their neighbor for two to four minutes.
5.Y The students will write the sequence of events in their journal.
6.Y Writing from the point of view from Abraham Lincoln or Vinnie Ream they will write about a
typical day in which Vinnie met and sculpted the president
7.Y The student will include three historical facts about Abraham Lincoln.
8.Y The students will go to the computer lab and record their own podcast, using their journal
entry.

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1. Investigate through children·s literature (e.g., fables, legends, and historical fiction) the cultural
similarities and differences among people in different regions, and how they have changed over
time.
2. Compare and contrast the ways people in the United States and other communities in other
countries use art, music, and stories to communicate (e.g., storytellers, paintings, and folk songs).
3. Examine the purposes of government (e.g., providing essential services and protecting people and
property from the actions of others) and identify representative leaders and their roles in the
community.

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4: Write brief personal descriptive narratives (stories) with a consistent focus of a beginning,
middle, and ending that:
a. Present a logical sequence of events.
b. Develop a main idea.
c. Use details to support the main idea.
4. Make journal entries.

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!.Use technology resources (e.g., calculators, data collection probes, videos,
educational software) for problem solving, self-directed learning, and extended learning activities.

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The students will complete a journal entry written from the point of view of Abraham Lincoln or
another character from the story. This journal entry will contain two to four historical facts from
the life of Abraham Lincoln and the sequence of events from the book.

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If a student has a speech or physical impairment, the child can type out their journal or use a voice
recorder to tape an oral journal entry. If the impairments are more severe, we would make sure to
have an aide present who could record the student·s journal.

 
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1.Y åook: Vinnie and the President
2.Y Pencil and paper
3.Y Podcast
4.Y Computers
5.Y Voice recorder

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This lesson is expected not to go over the 60 minutes if it does, the teacher will allow it which will
shorten literacy time. This is permitted because the students are engaging in literacy activities
with the journal assignment and book reading.



































 
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 ello Students! You will be listening to a very important book. Pay close attention
to the historical facts regarding the life of Abraham Lincoln. åe sure to follow
along in your own book. Enjoy!

(åook reading)

Wasn·t that a good story? It is time to create your own journal. Imagine that you
are Vinnie or Abraham Lincoln and write an entry from that person·s point of view.
For example, if you are Vinnie how did you feel meeting the president, were you
nervous to draw him? If you are Abraham Lincoln what did you think of this young
girl? Is it difficult being president, are you sad about this war that had to happen?

You will have a class discussion for a few minutes and off to work!