MATERIALS
• ReaL Book, pp. 188–191 • Anchor Video: Most Wanted!
Resources for Differentiated Instruction
• Support: Attentive Listening• Extend: Create an Outline•
Language: Academic
Discussion
PREVIEWThe assassination of President Abraham Lincoln is one of
the most significant crimes in US history. Students will learn how
the Civil War divided the nation and how the assassination of
President Lincoln reverberated throughout society. Use this
extended whole‑group lesson to build community as students gain
background knowledge about this turbulent time.
LESSON 4.1 DIGESTTeacher Space » Workshop 4 » Lesson 4.1
ReaL Book, pp. 190–191
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ReaL Book, pp. 188–189
Lesson X.X Digest 201
TEACH
200 READ 180 UNIVERSAL Blended Learning Guide
TEACHWHOLE GROUP
BUILD VOCABULARYShare the content-area words.
Read each word aloud and have students repeat. Give a quick
definition or explanation of each.
Introduce the outline and model the first example. Assassin
makes sense in this context because it refers to the person who
shot the president.
Replay the video, reviewing and expanding on the meanings of the
content-area words. Have students complete their outlines.
TEACHING MOVES: Adapt ProceduresHave pairs collaborate on
completing the outline. Guide them to choose answers individually,
share responses, and discuss reasons for their choices. Provide
simple frames for their use. For example: I chose the word because
. Ask early finishers to circulate to support pairs who are still
working.
Formative Assessment: LITERACY GOAL
IF Nearly There/THEN: Guide students to complete response frames
to summarize key points. For example: 1) The Civil War was fought
between the and the . 2) During the war, Confederates disliked
Lincoln because .
IF Not Yet/THEN: Replay the video. Pause after key points,
guiding students to restate what they just viewed and ask
clarifying questions as you monitor and help build
understanding.
DISCUSSING MEDIA Write
Write what you learned from the video or what caught your
attention.
Discuss Have students use the ACADEMIC DISCUSSION routine to
exchange and record ideas.
Encourage students to use the language to exchange ideas and
take notes on others’ responses.
Report Model using the language to compare frames.
Reflect Model a response. Have students take turns sharing
responses.
Model: Language to Compare ResponseLike , I discovered that the
search for John Wilkes Booth was the biggest manhunt in
history.
My reaction was similar to ’s. The images of war dead caught her
attention. I was surprised that there were actual photos from this
period.
Model: Reflect ResponseAfter viewing the video, I am
particularly interested in learning more about why John Wilkes
Booth decided to assassinate the president.
Formative Assessment: LANGUAGE GOAL
IF Nearly There/THEN: You’ve restated (Name’s) points well. How
are they similar to or different from your points?
IF Not Yet/THEN: Help students to paraphrase. Let’s ask (Name)
to restate his/her idea. Listen for the main idea. Plan to say it
in your own words.
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SHARE TODAY’S GOALSToday we’ll preview Workshop 4 and discuss a
video that presents an overview of a dramatic time in US
history.
LITERACY GOAL
Pay active attention to a video in order to learn information
about key ideas.
LANGUAGE GOAL
Participate in an academic discussion to share and compare ideas
about a video, using new vocabulary and academic words.
INTRODUCE AND ENGAGEPreview the Workshop overview (pp
188–189).
Introduce the topic.Today we are starting a new workshop. We
will learn about how a president’s murder changed America
forever.
Read the short introductory paragraph and ask a question to
check for understanding.
Based on the title of the Workshop and the introductory text,
what “deadly plan” was John Wilkes Booth making?
Share the Focus Question and preview the Workshop texts. Have
students to read the text titles and share thoughts and
observations about the images associated with each text.
Preview the Writing Task.
TEACHING MOVES: Ramp Up the RoutinesSet up students for success
in the ANALYZING MULTIMEDIA routine by connecting the Focus
Question and Workshop texts to the upcoming Anchor Video. We’re
about to watch a video to get us started on our investigation of
President Lincoln’s assassination. The video and these texts will
explore how his death occurred and how Americans reacted to it.
BUILDING KNOWLEDGEUse the ANALYZING MULTIMEDIA routine to guide
viewing of the anchor video.
Set purpose for viewing by reading aloud the introductory text
on page 190.
As we watch this video, think about this: Why was the United
States divided by conflict from 1860 to 1865?
Have students use language to discuss to tell a partner what
they learned from the video.
Share Video Observations caught my attention.
A compelling detail from the video was .
Why was the United States divided by conflict from 1860 to 1865?
One situation that divided the US was .
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Lesson 4.1 Digest 201
ENGAGE AND DISPLAY ENGAGE AND DISPLAY
What do you think we will explore in this Workshop? Read the
title and look at the pictures on pages 188–190.I think we will be
exploring in this Workshop.
Revisit Workshop FocusHow does a country respond to the death of
a leader? Share one effect you found in the Anchor Video. According
to the anchor video, one way Americans reacted to Lincoln’s
assassination was .
WRAP UP
DO NOW: Make Predictions
