United States Presidents - Manchester Universityusers.manchester.edu/Student/AMDickman/ProfWeb/... · United States Presidents 2nd grade Amanda Dickman EDUC 327 7 December 2011

United States Presidents

2nd

grade

Amanda Dickman

EDUC 327

7 December 2011

Table of Contents

Introductory Sheet pages 3-5

Standards page 6

Curriculum Map page 7

Letter to Parents page 8

Trade Books pages 9-10

Bulletin Board pages 11-12

Field trip and Guest Speaker pages 13-14

Technology and Literature pages 15-16

Pre-test and Post-test page 17

Lesson Plans pages 18-45

Lesson 1 pages 18-20






Lesson 7 page 40




Introductory Sheet

Typical Learner

For a unit that emphasizes social studies, it is important to cover the overall concept of

the unit than focusing too much on historical time. For second graders, they do not understand

something that happened in 2003 versus something that happened in 1995. Learners will group

things into things that happened recently and events that happened a long time ago. A second

grader, usually 7 or 8 years old, should learn social studies in simple concrete terms. These

students should be given simple, specific details so they understand the concept easily and do not

get confused with other details that are not as important to know. Second graders will also learn a

lot from books and stories that they hear or read but they will only fully grasp the things that they

can relate to their own experiences. Overall 7 and 8 year olds’ interest is emerging in social

studies and their curiosity will increase as they learn more new information.

McDevitt, T. M., & Ormrod, J. E. (2010). Child development and education. (4th ed., pp. 389-

390). Unpper Saddle River, New Jersey: Pearson College Div.

NCSS Task Force. (1988). National council for social studies. In Social studies for early

childhood and elementary school children: Preparing for the 21st century NCSS.

Retrieved from http://www.socialstudies.org/positions/elementary

Rationale

This unit on presidents was created based on information I received from my cooperating

teacher. I asked her what she normally teaches in the spring when I will start student teaching in

her classroom. Since February is the month in which President’s Day falls as well as Lincoln’s

and Washington’s birthdays are in, she usually focuses on the topic of presidents. This was a

little challenging when I went to start organizing this unit. I went to look for standards to fit

some of my lessons but found no standards related to the presidents. Knowing this made the unit

seem a little harder because I had to be creative in how I was going to teach the presidents while

covering a plethora or different standards. In the end I found a couple of Indiana standards on

being a good citizen and I was able to incorporate these into a lesson but overall I integrated a lot

of other subjects into my lessons to make sure they met some Indiana standards. The NCSS

standards were also helpful in creating my lessons. These standards are a little broader and I was

able to incorporate the standards of authority, power and governance, as well as people, places,

and environments.

Overall the lesson was a little more difficult to create than a unit that would have had

more standards on the subject being taught but I believe that it is important to get students

familiar with the presidents and what they did for our country. It will help them in the future

when they are learning more in depth facts about our presidents. It also shows students that any

person can become president because most presidents started out just like them. It gives them

http://www.socialstudies.org/positions/elementary

something to strive for. In the end though there were not specific standards that covered the

presidents for second grade it is still good to teach a lesson especially in a month that focuses so

much on the presidents especially Lincoln and Washington.

Goals

After completing the unit plan students should be able to:

Describe some details of the life of George Washington

Describe some details of the life of Abraham Lincoln

Know the characteristics of a good citizen.

Write a friendly letter using the correct format.

Name jobs that the president does.

Identify the White House

Know where the White House is located.

Name a few of the rooms located in the White House

Learning Objectives

After reading the book, “So you want to be President”, students will list 5 facts about the

past presidents they learned from the book.

After being introduced to the presidents, students will create a list of 5 jobs that they

think the president does.

After learning about George Washington’s life, students will draw 3 pictures showing

how he impacted our country.

After learning about George Washington’s life, students will label their pictures with

characteristics describing why he was a good citizen.

Given facts about Abraham Lincoln, students will write three characteristics that make

him a good citizen.

Given written instructions on making a paper plate Abraham Lincoln, students will

follow the instructions with 100% accuracy.

Given their president information, students will write a friendly letter including all 5 main

components. (Date, greeting, body, closing, and signature)

Given their finished letter, students will complete the proofreading checklist while editing

their letter.

Given a finished letter, students will complete the proofreading checklist while editing

that letter.

Given the appropriate materials, students will construct their own White House including

3 shapes in their design.

Given a ruler, students will draw at least 3 shapes correctly using the ruler.

Given a part in the reader’s theater, students will read aloud their part with expression

and fluency based on the rubric, scoring at least an 80%.

After having read a book on elections, students will summarize the text, stating the main

idea and including 3 details from the book.

Given a worksheet on adding money, students will add whole numbers with at least 80%

accuracy.

Given all the information from the president’s unit, students will write a brief description

of four things that were learned from the unit.

Given a past president, students will write a research report that includes at least 5 of the

specific details.

Standards

1 2 3 4 5 6 7 8 9 10

Social Studies 2.2.5 X X

Social Studies 2.1.3 X

English 2.1.6 X

English 2.2.3 X

English 2.2.5 X

English 2.2.8 X

English 2.4.1 X

English 2.4.7 X

English 2.5.2 X

English 2.5.3 X

English 2.5.8 X

English 2.7.3 X

Math 2.2.2 X

Math 2.4.1 X

Unit Web

U.S. Presidents

Introduction: Read book introducing

presidents. Students create a

list of jobs the president does

Writing Prompt: If I were president....

George Washington Life: Short story

with the cherry tree

Research a President. Students will pick a president

to find fun facts about. Creating a

poster of what they find.

Abraham Lincoln's life: Create a paper

plate person

Virtual Field trip of the While House.

Money Math: Talking about the

presidents that are on money and

doing math problems using

money

Students act out a reader's theatre

about the presidents

Background of President's Day.

Students will do an acitivity about being the president for a

day

Students show of what they learned

from this unit. Students draw and

write details of what they learned.

Letter to Parents

Dear Parent/Guardian,

As February is quickly approaching, I wanted to inform you of the in class plans for the upcoming month. With President’s Day being celebrated in February, the second graders will be focusing on presidents of the United States. Mainly focusing of Abraham Lincoln and George Washington, students will also be learning about the other presidents as well as a little about the White House. It is important for the second graders to learn about the men that have run our country in the past. We will mainly be incorporating the topic on presidents into our English lessons, but we will also learn a little math with the presidents as well.

Students will be doing numerous activities and projects throughout the unit. Students will be writing their very own letter to the White House and hopefully in a couple of months we will hear something back from the president and White House. Students will be also learning specific details about the lives of Abraham Lincoln and George Washington. One of the big projects we will be doing is a research based project. Students will pick a president they want to learn a little bit more about and they will be researching the president they choose. Students will be doing more little activities as well and when students bring them home I encourage you to ask them about what they are doing in class.

Overall, this unit is teaching students that most of the presidents started out their life just like them. They will be learning about being a good citizen so that one day they may choose to run for president! I hope we have some future presidents in my classroom!!

Miss Dickman

Trade Books

Davis, K. (2002). Don’t know much about the presidents. New York: Harpers Collins.

This book is full of fun facts about the presidents. This book would be a great reference

tool for students to use when they are researching their president.

Edwards, R. (2009). Who was George Washington? New York: Penguin Group.

The real story of the life of George Washington is told. It goes through all of the eventful

moments of the life to George Washington. This is a good extension of the life of Washington

the students can look at and learn more about Washington, not just his cherry tree.

Hovland, G. and O’Connor, J. (2004). If these walls could talk. New York: Simon and Schuster

Books.

The book goes into detail about each president and how he lived in the White House. It

gives specific details for each president and how they changed the White House to fit how he and

his family wanted to live there. The book gives an interesting look into the White House and how

it has changed from each presidency.

Jordano, K. (1999). Celebrating President’s Day. St. Louis, Missouri: Turtleback Books.

President’s Day is explained to students and why we celebrate this holiday. The books

also talks about who the president is and what he does. Students will be able to understand why

we celebrate this special day while learning about the presidents as well.

Pingry, P. (2001). The story of Abraham Lincoln. Danbury, Connecticut: Ideals Publishing.

This book tells the most important events in the life of Abraham Lincoln. This will be a

good supplemental resource for students to read when they have down time to gain more

information about Lincoln.

Rockwell, A. (2008). President’s day. New York: Harper Collins.

A class puts on a play for President’s day. Each member of the class plays a part.

Students will learn a little about the president as well as about President’s Day.

St. George, J. (2004). So you want to be president? New York: Penguin Group.

This book is a great introduction to the unit. The book goes through most of the

presidents and gives a fun fact about them. It goes through every day type of situations and how

the presidents lived in the White House.

Stier, C. (2007). If I ran for president. Morton Grove, Illinois: Albert Whitman and Company.

The election process is discussed in this book. Different children take you through the

election process as if they were running for president. This will be good for children to see what

it takes to run for president and how the process takes place.

Stier, C. (1999). If I were president. Morton Grove, Illinois: Albert Whitman and Company.

This book tells the details of the president’s life. It goes through the day to day activities

that a president has to accomplish. It will be good for when students are done making their list of

what the president does to see what the president has to actually do.

Winters, K. (2008). My teacher for president. New York: Penguin Group.

This book tells the story of Oliver and how he believes that his teacher should be

president. He recognizes how busy she is and he believes that she would make a wonderful

president. This book helps students realize that anyone can become president and helps students

learn about class presidents and the voting process.

Bulletin Board

This bulletin board will go along with the research report that the students will be

completing during the unit. The American flags will be able to be lifted and have a fact

underneath of them. The flags can be numbered and then the name of the president and a fun fact

can be written or put underneath of the flap. Depending on the amount of room that is available,

all of the presidents can be put on the board or just the presidents that the students are

researching. Students will then be able to go around and lift the flaps and learn an interesting fact

about a president.

Field Trip

A field trip that could be possible to do with this unit is to take a trip to the home of

Benjamin Harrison. Harrison was the 23rd

president of the United States and the only president

from Indiana. His home is located in Indianapolis. While there students will go on a tour of the

home which is filled with actual artifacts that were found in his home during the time he lived

there as well as artifacts from that time period that would have been found in a house during the

late 1800s.

The field trip will cost $5.00 for each student to take a tour of the house. A bus and driver

will also need to be lined up as well as chaperones to go along. The total cost for each student

would be less than $10.00. The teacher, bus driver, and chaperone will get in free to the house.

The house also has a picnic area that we could use to eat lunch at so students will need to pack

their own lunch to eat after we take the tour and before we head back to school.

While at the house, those in charge offer additional activities to do while there, a program

about the Indians and the treaty that Harrison’s grandfather made with them and learning about

the pledge of alliance or the constitution. These are available for an additional cost that may be

good for the students to do there as well. There is also a teacher’s resource that is available for

teachers to use to supplement the experience as well as to get students ready to see Harrison’s

home. Also students can bring a notebook along with them and write down the artifacts that they

have not seen before so that when you get back to school you can have a discussion with students

about what they saw. Students should be interacting with what they see when they are touring the

house so that they may do extension activities when they get back to school.

Overall the field trip will show students how Benjamin Harrison lived in the late 1880s. It

shows students that he was just an ordinary person that became president. It can happen to

anyone. After students visit the house, there is an activity on the website for students to create a

campaign lantern, like ones that they will see in the house. The website has a lot of great ideas

for extending what they see as well as for activities to do while visiting the house. They can all

be found at http://www.presidentbenjaminharrison.org/index.php.

http://www.presidentbenjaminharrison.org/index.php

Pre-test and Post-test

Name: _________________________ Presidents Pre-Test

1. Name the house where the president lives and the city that it is in.

________________________________________________________________________

2. Who is our current president?

________________________________________________________________________

3. Name characteristics of a good citizen.

________________________________________________________________________

________________________________________________________________________

4. Name three past presidents.

________________________________________________________________________

________________________________________________________________________

5. List a few jobs that a president does.

________________________________________________________________________

________________________________________________________________________

Name: ________________________ Presidents Post-test

1. Name a fun fact about the president you researched.

________________________________________________________________________

________________________________________________________________________

2. Who had the nickname “Honest Abe”?

________________________________________________________________________

3. Name three rooms found in the White House.

________________________________________________________________________

________________________________________________________________________

4. Name 3 presidents that you would find on money.

________________________________________________________________________

________________________________________________________________________

5. List 3 events in the life of George Washington.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

6. List 3 events in the life of Abraham Lincoln.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Technology and Literature

Literature plays a big part in any activity that a teacher will do with students. A book is

an element to include in lessons because it is another aspect that students will be able to connect

with a concept even more. For this unit there are lessons that utilize specific books but books

should also be available in the library area of the classroom for students to read when they have

free time. The teacher should get a hold of some books on presidents so that there are books to

set out in the classroom so that when students are finished with their work they can choose to

read more about the presidents.

Technology is an aspect of teaching that is becoming more and more popular in the

classroom. With this unit the teacher should utilize the smart board in the classroom as much as

possible. It would be a good idea to find the books that are used in certain lessons on the internet

and project them onto the smart board so that the teacher is not always reading the books to the

students. Also the students are doing a web quest in one of the lessons as well as going on a

virtual field trip in another lesson. Both of these incorporate technology as well. Students will

also be using the internet for research on their president.

Lesson Plans

Lesson: Introduction to Presidents Unit

Length: 45 minutes

Age or Grade Level Intended: 2nd

Grade

Academic Standard(s):

English 2.2.3 Use knowledge of the author’s purpose(s) to comprehend informational text.

English 2.4.1 Create a list of ideas for writing.

Performance Objective(s):

After reading the book, So you want to be President, students will list 5 facts about the past

presidents they learned from the book.

After being introduced to the presidents, students will brainstorm jobs they think a president does

and will create a list of jobs that they think the president does.

Assessment:

Students will make a list of facts from the book and 5 jobs that they think the president should

do. Teacher will check each list to make sure each student has a list of at least 5 jobs.

Advance Preparation by Teacher:

Get a copy of “So You Want to be President” by Judith St. George and David Small. Printout

pictures of Obama, Washington, and Lincoln.

Procedure:

Introduction/Motivation:

Hold up pictures of the presidents. Ask students if they know who any of these people are

(Bloom: Knowledge). Tell students that these men are all similar because they are all presidents

of the United States. For the next couple of weeks we are going to be learning about what the

president does, where he lives, and a lot of other important facts about them. Let’s start off by

seeing if anyone knows any other presidents (Bloom: Knowledge). Make a list on the board of

presidents that the students know (start with Obama, Lincoln, and Washington), then continue on

to see if any of the students know others. (Gardner: Visual-Spatial).

Step-by-Step Plan:

7. Tell students that there have been 42 presidents so far and that we elect a new president

every 4 years.

8. Ask students if they would like to be president when they get older. Tell them that we are

going to read a book that tells you all about being a president.

9. Read So you want to be President. Each time a new president is mentioned have students

raise their hands to stop you from reading and add the names to the list.

10. Once you have finished reading ask students some questions about the book. What

surprised you? Did you know any of these facts already? Did any of the presidents like or

do things that are similar to you? (Bloom: Comprehension)

11. Have students look at the list on the board? Did we cover all 42 presidents?

12. Talk to students about making two new lists. One is going to be 5 facts that they learned

about presidents from the book. After they turn that into the teacher they will make a list

of jobs that they think that the president does. Explain to students that they can use a T-

chart for this. Draw a T-chart on the board and model how it will be used for students.

13. Have students come up with a few examples, fill in the T-chart as a model, (Gardner:

Verbal-Linguistic) and then have students make up their own list of at least 5 facts from

the book. (Gardner: Intrapersonal) and (Bloom: Application) Give students examples of

facts to think about-a fun fact about the president, what number president were they, what

was his nickname, etc.

14. After getting the first lists from the students, have them start on the next list.

15. Explain to students that we are going to use this list in a couple of days for a writing

assignment that they will be doing.

Closure:

Collect the students’ paper as an “exit slip” for us to move on to the next part of our day. Each

student has to be able to tell you at least one job that was on their list. Ask students how many

presidents we have. Also ask them what interesting fact they learned about one of the presidents

from the book. (Bloom: Comprehension)

Adaptations/Enrichment:

Student with Learning disability in reading comprehension

Have this student have a copy of the book while reading. Have a note sheet with some of the

most important facts from the book.

Student with ADHD

Have this student take turns with the teacher in writing the presidents’ names on the list we are

creating.

Student with Gifts and Talents in Creativity

Have this student draw pictures of the 5 jobs that they come up with.

Self-Reflection:

Were students engaged in the book?

Was it too long that it needs to be read in a couple of sittings?

Were students able to come up with 5 jobs without any problems?

Did students need to be guided more when writing lists?

Do students need more background knowledge of the presidents before we start?

Lesson: Presidents Unit Lesson 2 (adapted from IN DOE lesson “Picturing first Families”)

Length: 45-60 minutes


grade


SS.2.2.5 History: Roles of Citizens: Identify people who are good citizens and describe the

character traits that make them admirable.

SS.2.1.3 History: Identify individuals who had a positive impact on the local community.


After learning about George Washington’s life, students will draw 3 pictures showing how he

impacted our country.

After learning about George Washington’s life, students will label their pictures with

characteristics describing why he was a good citizen.

Assessment:

Students will be graded on the pictures that they draw of George Washington’s life that make

him a good citizen. They will also be graded on the characteristics they wrote along with the

pictures describing why Washington was a good citizen. The teacher will have a rubric to use for

grading.


Print out a copy of the poem “George Washington and the Cherry Tree” found at

http://www.history-for-kids.com/george-washington.html. Gather some information of

Washington (there are a lot of good sites out there). Bring up the video on Washington

(http://www.youtube.com/watch?v=e2_mIqwZ0gM ). Print a copy of the timeline of

Washington’s life. (http://www.apples4theteacher.com/holidays/presidents-day/george-

washington/timeline.html )

Procedure:


A few days ago we started talking about the United States Presidents. Does anyone remember

how many presidents there have been in our history? (Bloom: Knowledge) (Let someone

answer) There have been 42 presidents of the United States. Can someone tell me who the very

first president of our country was? (Gardner: Verbal-Linguistic) That’s right! It was George

Washington. (Bloom: Knowledge) Today we are going to learn a little more about his life.

Starting with a poem I am going to read to you. George Washington was once a little boy, like

some of you, and one day he did a little troublemaking and we are going to see what happened

that day and why Washington is such a good citizen.

Step-by-Step Plan:

1. Read the poem “George Washington and the Cherry Tree”

2. Stop after the first stanza and ask students if Washington’s toy is something that should

be played with today? (Bloom: Application) An axe would not make for a very good toy

today.

http://www.history-for-kids.com/george-washington.html

http://www.youtube.com/watch?v=e2_mIqwZ0gM

http://www.apples4theteacher.com/holidays/presidents-day/george-washington/timeline.html

http://www.apples4theteacher.com/holidays/presidents-day/george-washington/timeline.html

3. After reading, ask students why Washington was considered brave and courageous at the

end of the poem. (Bloom: Analysis) This is a characteristic that a good citizen has.

George told his father the truth and that is what good citizens do. Is it better to tell the

truth of to lie about something? (Gardner: Existential) Right, it is always better to tell the

truth even if it is something bad. A good citizen always tells the truth, just like George

Washington did.

4. Go over some of the key facts about George Washington’s life from the timeline. Things

to consider talking about: (Can use whatever information was found in researching

Washington)

1. 1732 Washington is born in Westmoreland County, Virginia

2. He was a colonel for a long period of time, fighting for his country

3. Married his wife Martha in 1759

4. 1776 Declaration of Independence was signed

5. 1789 elected the first president of the United States (Bill of Rights)

6. 1793 Re-Elected

7. 1799 Died at Mount Vernon when he was 67

5. Ask students to recall some of the events that happened in George Washington’s life.

(Gardner: Verbal-Linguistic) (Bloom: Comprehension)

6. Play the video as a recap of what the students have been hearing about Washington.

7. Ask students if they believe that Washington was a good citizen. What made him a good

citizen? (Gardner: Existential) (Bloom: Application)

8. Pass out paper for students and explain to students that they are going to draw three

events from George Washington’s life. (Gardner: Visual-Spatial) With these events they

are going to tell why this picture makes George Washington a good citizen.

9. Give students 20 minutes to work. (Gardner: Intrapersonal) Set out markers, crayons, or

other supplies that students may need to color if they do not already have it.

10. Walk around the room to make sure students are staying on task and doing things

correctly.

11. Collect papers as students get done (These would be good to hang on a wall or hallway or

even use for a bulletin board during the unit).

Closure:

Ask students to tell some facts from Washington’s life. What kind of tree did he cut down when

he was little? What did he tell his father? (Bloom: Comprehension) Was George Washington a

good citizen? Do you think all of the presidents are good citizens? In the next couple of days we

are going to learn about another president, Abraham Lincoln. People sometimes called him

“honest Abe” and we will figure out why he had this nickname.



Students should not have a problem with this lesson. A sheet of notes may be given to the

student if he/she needs one.

Student with ADHD

Have this student pass out papers or help start the video to get him/her up and moving.


Student may use one sheet of paper for each drawing so that more detail can be included in the

pictures.

Self-Reflection:

Are students engaged?

Do the facts need to be presented in a different manner?

Is there another way to present the facts to the students?

Are students given enough time to finish or does the lesson time need to be longer?

Do students understand the life of Washington?

Is there too much information being presented that the lesson needs to be broken into two parts?

George Washington & the Cherry Tree

(http://www.history-for-kids.com/george-washington.html)

A poem for kids, by Paul Perro

Little George Washington was a good boy

So his mummy gave him a brand new toy.

It was a little axe, a real sharp one;

And George thought that it would be lots of fun.

He took the little hatchet out into

The garden, where lots of plants and weeds grew.

He chopped at some weeds, chopped them to the ground,

After that he began to look around.

He looked around for something else to chop;

He was having a ball, and could not stop.

Right at the bottom of the garden he

Came across his daddy's best cherry tree.

He chopped at it with his little hatchet

The tree was big, he could only scratch it.

So he tried much harder, chopping the wood,

Until at last it fell down with a thud.

Then George was happy and put down his axe

And he sat down and started to relax.

Suddenly, a cry, it was George’s dad;

He’d seen the felled tree and was really mad.

“Who has chopped down my lovely cherry tree?”

His face was red he was really angry.

George was scared to tell the truth but he knew

Telling the truth was the right thing to do.

So George said “Sorry daddy, it was I,

I killed the tree, I cannot tell a lie.”

At first dad was cross, then he realised

As he looked into his little boy’s eyes,

George’s behaviour had been outrageous

But he’d been honest, which was courageous.

“My boy” said dad, “I’m very cross, but still,

Your honesty is quite admirable.

I cannot punish you because I’m so

Proud that you’re my son. I love you, you know.”

If you’re brave and honest, you can go far,

You can grow up to be a superstar.

Yes George grew up to be one of the greats

A President of the United States!

George Washington as a Good Citizen

Name: ________________________ Teacher: Amanda Dickman

Date : ___________________ Title of Work: ___________________

Criteria Points

1 2 3 4

Events of

Washington's

Life

1 accurate event is

drawn. X

2 accurate

events are

drawn.

3 accurate

events are

drawn.

____

Citizen

Characteristics

1 Characteristic of a

good citizen is

described.

X

2 characteristics

of a good

citizen are

described.

3 characteristics

of a good

citizen are

described.

____

Spelling and

Grammar

3 or more spelling

or grammar

mistakes are made

in the

characteristics.

X

1 or more

spelling or

grammar

mistakes are

made in the

characteristics.

No spelling or

grammar

mistakes are

made in the

characteristics.

____

Total----> ____

Teacher Comments:

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Lesson: Abraham Lincoln (US Presidents Unit Lesson #3)

Length: 30-45 minutes


grade


Social Studies 2.2.5: Identify people who are good citizens and describe the character traits that

make them admirable.

English 2.2.8 Follow two-step written instructions.


Given facts about Abraham Lincoln, students will write three characteristics that make him a

good citizen.

Given written instructions on making a paper plate Abraham Lincoln, students will follow the

instructions with 100% accuracy.

Assessment:

Students will write three characteristics that make Lincoln a good citizen. Students will be

assessed on these characteristics when they turn their list into the teacher. They will be given

credit if the characteristics fit a good citizen. Students will also have to follow directions when

making their paper plate person and the teacher will know if the student followed instructions

because the paper plate person will be constructed correctly.


Make copies of the template for each student (from the book Paper Plate People by Bee Gee

Hazell). Get paper plates, black construction paper, brown construction paper, and white

construction paper for each student. Have scissors and glue laid out for students. Have the

Lincoln slide show opened up and ready to go

(http://score.rims.k12.ca.us/activity/presidentsday/pages/lincoln.htm)

Procedure:


Teacher will hold up a completed paper plate person of Abraham Lincoln. Can someone tell me

who this man is? (Bloom: Knowledge). That’s right! This is Abraham Lincoln. He was the

sixteenth president of the United States. Do you remember the other president we talked about a

few days ago? (Bloom: Knowledge) And what number president was George Washington?

(Gardner: Verbal/Linguistic) Right! Washington was the first president of the United States and

we talked about how he was a good citizen. Today we are going to talk about Lincoln and what

made Lincoln a good citizen a president. First we are going to make Lincoln. (Gardner:

Visual/Spatial)

Step-by-Step Plan:

1. Each child will get a paper plate, template sheet, and one piece of each color of paper.

(Gardner: Intrapersonal)

2. Make sure students have scissors and glue.

3. Write two instructions on the board. Cut out all templates first. Trace each template onto

the right colored paper. Then follow directions of the template sheet. (Gardner: Bodily/

Kinesthetic)

4. Walk around the class making sure students are following directions and cutting out

things correctly.

5. Once students get to gluing, tell students to make sure to follow the directions on their

template sheet for the correct order to glue things.

6. Give students about 20 minutes to complete the paper plate Abe Lincoln.

7. Once students are done have them keep their paper plate on their desk and have them go

and sit quietly on the carpet area.

8. Once all students are finished, start talking about Lincoln’s life.

http://score.rims.k12.ca.us/activity/presidentsday/pages/lincoln.htm

9. Go through the slide show, reading to students about the life that Lincoln led.

10. Stop and ask students questions while reading: When was Lincoln born? How many

siblings did Lincoln have? What states did Lincoln live in? How old was Lincoln when

he became president? What was Lincoln’s nickname? (Bloom: Comprehension)

(Gardner: Verbal/Linguistic)

11. Have students talk about how Lincoln was a good citizen. After discussing for awhile

have students go back to their seats and write down three things that made Lincoln a good

citizen.

12. Students turn in their facts about Lincoln. They have to tell the teacher one of the

characteristics that they write down before turning their paper in.

13. Once students are finished, have a couple students share with the class their

characteristics.

Closure:

When a few students have shared, asks students about the similarities of Washington and

Lincoln. Are there things about them that are similar? What is different about them? (Bloom:

Analysis) Is Lincoln or Washington a better citizen? Or both? (Bloom: Evaluation) Ask students

if they know the holiday coming up in a few days. We are going to learn more about that day

tomorrow and figure out why we celebrate President’s Day. (Gardner: Verbal/Linguistic)



These students may have trouble with the instructions. Read the instructions to the students

before they begin constructing their paper plate person. Also give students a list of facts about

Lincoln that will be discussed in the slide show.

Student with ADHD

Have this student pass out the paper or help set out supplies to keep them moving before the

lesson.


This student may draw pictures to go with the citizen characteristics. They may also draw

Lincoln instead of making a paper plate person if they choose.

Self-Reflection:

Were students able to follow directions?

Were more instructions needed?

Were students given enough time to work?

Was the slide show engaging?

Did students learn facts about Abe Lincoln or should facts be presented in a different manner?

Lesson: President Unit Lesson #4

Length: 60 minutes


grade


English 2.5.3 Write a friendly letter complete with the date, salutation (greeting, such as Dear

Mr. Smith), body, closing, and signature.

English 2.4.7 Proofread one’s own writing, as well as that of others, using an editing checklist or

list of rules.


Given their president information, students will write a friendly letter including all 5 main

components. (Date, greeting, body, closing, and signature)

Given their finished letter, students will complete the proofreading checklist while editing their

letter.

Given a finished letter, students will complete the proofreading checklist while editing that letter.

Assessment:

Students will be graded on their letter, whether they have the 5 main components. They will also

get points for completing the editing and proofreading checklist. The teacher will be using the

attached rubric for grading.


Print out copies of the editing checklist as well as the stationary paper for students to write on.

Procedure:


Does anyone remember the book we read that introduced us to the presidents? That’s right! And

does anyone remember what we wrote about after we read that? Correct, you guys write jobs that

you think the president should do. Well today we are going to use those lists we created to write

a letter to the White House. Do you guys know who lives in the White House? Right! So we are

going to write to the president! (Gardner: Verbal/Linguistic) (Bloom: Knowledge)

Step-by-Step Plan:

1. Before we can write out letters we need to review the parts of a friendly letter. Who can

name one of the parts that make up a friendly letter? (Bloom: Knowledge)

2. Write up the components of a letter on the board as the students name them off. There

should be 5 total: date, greeting, body, closing, salutation, and signature. (Gardner:

Visual)

3. Show students a sample letter on the overhead projector and call students up to label the 5

letter components on the letter. (Gardner: Visual)

4. Now we are going to use those 5 things to compose our own letters. But we are going to

pass out our lists first because I also want you guys to incorporate what you wrote on

your lists in your letter.

5. Have the paper passer pass out everyone’s lists.

6. Once everyone has received their lists back go over how to incorporate these topics on

their lists into their letters.

7. We are going to be writing to the president. And who is the president of the United States

right now? (Bloom: Knowledge) Right, it is Barack Obama. So to incorporate the lists

into our letters we could ask Mr. President if he does any of the tasks on your lists or you

could suggest that he start doing the things on your list.

8. Ask students if they have any questions. Also mention to students that we are going to be

proofreading these and then writing them on special paper to send to Washington D.C.

9. Give students time to write. (Gardner: Intrapersonal)

10. Once students start finishing their drafts, pass out the editing checklists and have students

go over their own writing. Marking things with a colored pen on their paper and checking

things off on the list.

11. When students are done proofreading their own paper, partner students up with their

reading buddy and have them edit each other’s papers.(Gardner: Interpersonal)

12. When that is done give students the writing paper to write their letters on and have

students write their final draft on this paper, including all the changes that were made.

Closure:

When students have written their drafts on the stationary, have students fold their letter up and

put it into an envelope. Have an example of what should be written on the front of the envelope

on the board so students are able to address the envelope. Talk with students about why they will

be addressing them this way. These will then be turned in (make sure students are not sealing

their envelopes). Students should read or journal until everyone is done. Explain to students that

I am going to send these all in a big envelope and we will hopefully get a response back. We will

have to keep checking the mail. In the mean time, we are going to go explore the White House

while we wait. Tomorrow we are going to take a tour of the White House from our classroom.



Student should not have any problems since we are doing no reading. Student may have to have

their letter or their partner’s letter read to him/her.

Student with ADHD

Have this student partner up with a student that does not sit by them so the student has a chance

to move. This student may also take a break during writing if need be. This student may also

write their letter in a quieter spot if needed.


This student may make/color their own stationary paper that they will write their final draft of

their letter on.

Self-Reflection:

Does this lesson need to be broken up into different days?

Does it flow smoothly?

Are students given enough time?

Are they being productive when editing their peers’ letters?

Was the review of the letter format in depth enough?

Were students on task for the whole lesson?

Did students seem engaged?

Dear Mr. President

Name: ________________________ Teacher: Miss Dickman

Date : ___________________ Title of Work: ___________________

Criteria Points

1 2 3 4

Date Date is not included.

Date is included. ____

Greeting Greeting is not

included. X X Greeting is

included. ____

Body Body is short and

incomplete.

Body is short and does not include topics from list.

X

Body is of second grade length and includes topics

from list.

____

Closing Closing is not included. X X Closing is included. ____

Signature Signature of student is

not included. X X

Student signature is included.

____

Total---->

+ 10 for

editing

checklist

____

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Lesson: Presidents Unit Lesson #5

Length: 60 minutes


grade


Math 2.4.1 Construct squares, rectangles, triangles, cubes, and rectangular prisms* with

appropriate materials.


Given the appropriate materials, students will construct their own White House including 3

shapes in their design.

Given a ruler, students will draw at least 3 shapes correctly using the ruler.

Assessment:

Students will be graded on their use of shapes, how they made their shapes, and originality of

their ideas for rooms in their White House. Mostly using observations while they are drawing but

they will also be given points for the presentation of their houses the next day.


Bring up the White House tour so it is ready to use.

(http://www.whitehouse.gov/about/interactive-tour), Have paper ready for students to draw their

White House on.

Procedure:


We have been talking about the presidents. Who can name me a president that we have talked

about? (Bloom: Knowledge). Does anyone know where the president lives when he becomes

president? That’s right, the new president moves into the White House in Washington D.C. Do

you know how many rooms you have in your house? Would you be able to count them pretty

easily? (Bloom: Knowledge) Well what if I told you that there is one house in our country that

has 132 rooms in it! Well today we are going to get a tour of the White House. We are not going

to look at all 132 rooms but we will see the flower shop, red room, the various gardens, and even

a theater. Then you are going to get a chance to design your own White House. But first let’s

head to Washington D.C.

Step-by-Step Plan:

Have the website up and ready to go. If a smart board is available, call students up to click on the

different locations. If not then just click on some of the rooms and explore. Whether using a

smart board or not, still read the information or watch videos from each room. (Gardner: Visual)

Go through the first and ground levels and has many rooms as time allows. Some of the good

rooms to look at: oval office, the gardens, florist, theater room, situation room, dining room, etc.

Make sure to talk about each room as it comes up. It will be a good idea to look at the

information and all the rooms before to get familiar with the information and be able to inform

students on the important information about certain rooms.

http://www.whitehouse.gov/about/interactive-tour

Once the tour is done or time is up, ask students about what surprised them about the White

House? Are there certain rooms you would want in your house? How would you design them?

(Bloom: Application)

Explain to students they are now going to get a chance to create their own White House and

include rooms that they would want in their house.

Go over the guidelines. Remind students of the shapes that we have been talking about in math

class and let them know they can only use those shapes and have to draw those using rulers like

we have been practicing. Remember yesterday we learned how to draw shapes with our rulers, so

today we are going to take what we learned and use it to draw our houses. (Gardner:

Mathematical) Also make sure to include rooms that are necessary for living: a kitchen,

bathroom, etc. But also let them know that they are able to include any room that they want. Be

creative!!

Pass out materials to students (paper, rulers, crayons, colored pencils, etc). (Gardner: Visual)

Give students plenty of time to work (around 30 minutes). (Gardner: Intrapersonal)

After students have completed their drawing, make sure they label rooms and details.

Have the other students journal or read until everyone is done.

Closure:

Bring everyone together once everyone is finished. Ask students what rooms they included into

their house? What made you decide to include that into your house? What are you going to use

that room for? (Bloom: Application) What shapes did you use with your house? Were you able

to draw them with a ruler like we talked about? (Bloom: Evaluation) Well tomorrow we are

going to get a good look at everyone’s’ house because we are going to be presenting them to the

class and giving the class a tour of our houses! So be ready!



They will not be affected.

Student with ADHD

Have this student help pass out materials. Also if a smart board is present, make sure this student

is one to interact during the tour.


Have this student make the overall layout of their house but then include on a separate sheet of

paper a detailed look at one or two rooms. What things are in that room? What is the color

scheme? Etc.

Self-Reflection:

Was classroom management a factor during the interactive tour?

Was enough time allotted for both activities?

Were students engaged?

Were students able to draw the shapes using the rulers?

Were students able to stay on task?

Was the information on the rooms effectively understood?

Assessment (checklist):

3 or more shapes were used ________

Creative/original rooms were included ________

Shapes drawn correctly using rulers ________

Neatness ________

Tour covered the entire house ________

Unit Lesson # 6 (Reader’s Theater)

Academic Standard:

English 2.1.6 Read aloud fluently and accurately with appropriate changes in voice and expression.

Performance Objectives:

Given a part in the reader’s theater, students will read aloud their part with expression and

fluency based on the rubric, scoring at least an 80%.

Advanced Preparation by Teacher:

Copies of the reader’s theater

(http://www.educationworld.com/a_curr/reading/ReadersTheater/pdfs/ReadersTheater007.pdf)

or any other type of reader’s theater that fits into the topic, fluency checklist

Lesson Plan:

1. Ask students about what they have been learning about. Who can name a president that

we have talked about? Today we are going to do something with presidents.

2. Read to students the reader’s theater that they will be doing. Over use expression and

model appropriate fluency when reading. When you are finished talked to students about

the expression that they heard in my voice. Explain to students about fluency and

expression.

3. Break students into two groups. Give the students in each group a part of the reader’s

theater. Making sure that the part that a certain student reads fits their reading level.

4. Give students the rest of the time to let them practice their parts. Remind students to

practice expression and fluency when reading.

5. Have students come back together and tell them to practice their parts at home and

tomorrow you will have time to practice before you will present your groups’ reader’s

theater to the class.

6. Hand out the fluency checklist so students know what it is they are expected to do when

they read their part in reader’s theatre. Tell students to be ready for theatre tomorrow!

Assessment: Have a checklist of fluency related things to look for as students read. Here is an example one

(http://www.ggusd.k12.ca.us/departments/k-

6/teacher_resources/documents/Oralreadingfluencychecklist.pdf)

http://www.educationworld.com/a_curr/reading/ReadersTheater/pdfs/ReadersTheater007.pdf

http://www.ggusd.k12.ca.us/departments/k-6/teacher_resources/documents/Oralreadingfluencychecklist.pdf

http://www.ggusd.k12.ca.us/departments/k-6/teacher_resources/documents/Oralreadingfluencychecklist.pdf

Ask the Presidents

By Cara Bafile

NARRATOR ONE:

The minute her finger released the ENTER button, Penny suspected she’d

made a mistake. After checking her Sent folder, she was sure of it. The

joke she meant to send to her best friend Abby had gone to her teacher,

Ms. Abbington, instead.

PENNY:

It will be all right. I'm sure she’ll think it’s funny too…. At least I think she

will…. I hope she will!

NARRATOR TWO:

Penny didn’t have to wait long to find out. Before class the next morning,

Ms. Abbington called Penny to her desk.

MS. ABBINGTON:

Penny, I received an interesting e-mail last night. Here it is, right here:

"What’s the difference between presidents and potatoes? Potatoes are

spuds. Presidents are duds!" Was it from you?

PENNY:

Yes, that’s my e-mail, Ms. Abbington. I’m sorry. I sent it to you by mistake. I

meant to send it to Abby.

MS. ABBINGTON:

Well, the joke is an interesting play on words, Penny. But I can’t say I agree

with the words. Do you know what a president actually does?

PENNY:

Not really, but I know it's a pretty easy job. Whenever I see the president

on TV, he’s either riding in a limo, giving a speech, or getting off Air Force

One.

MS. ABBINGTON:

Oh, Penny, there’s so much more to the president’s job than that. Why, a

president…

NARRATOR ONE:

At that moment, the opening bell rang. Mrs. Abbington just smiled as Penny

hurried to her seat. But all day long, Ms. Abbington’s words echoed in

Penny’s brain…

MS. ABBINGTON:

…There’s so much more to the president’s job than that.

NARRATOR TWO:

As soon as she got home from school, Penny went straight to the computer

and opened her Internet browser.

PENNY:

I’m going to find out what a president really does. Maybe there is more to

the job than giving speeches and visiting other countries. Maybe it’s even a

job I’d like to do.

NARRATOR ONE:

Penny quickly typed “U.S. Presidents” into her search engine.

PENNY:

Hmmm. This looks interesting -- a chat room called The Virtual Oval Office.

The president’s office in the White House is called the Oval Office. I wonder

what the Virtual Oval Office is?

NARRATOR:

With her mother's permission, Penny entered the chat room and began to

read.

I_LIKE_IKE:

Everyone thinks the 1950’s were a simple time, but my term in office was

tough. The Supreme Court ruled that black and white students who went to

separate schools didn’t get the same education. The justices said that

black and white students should go to the same schools. But not everyone

agreed with the Court’s ruling. I had to send soldiers to Arkansas to force

officials there to let black and white students go to school together.

MONTY_CELLO:

Good call, Ike! In the Declaration of Independence, we wrote that all men

are created equal, and that the government serves all people.

HONEST_ABE:

Right, Tom. A president’s greatest duty is to preserve, protect, and defend

the nation. During my presidency, a group -- or Confederacy -- of states

tried to secede from the United States. I believed the law didn’t allow a

state to leave the Union and fought a civil war to keep the country united.

GENTLEMAN_FARMER:

I’m proud of you, Abe. As the first leader of the country, I worked hard to

set a good example for all the presidents who would follow me. High morals

and good manners were the virtues I brought with me from Virginia. Those

qualities helped me meet the challenge of organizing the executive branch

of a new government.

NEW_DEAL:

Yes, George, We all had hard work to do. I was president at a time when

millions of Americans were out of work. The country needed me, a victim of

polio, to help it recover from the Great Depression. During my four terms in

office, the United States also was a good neighbor to other countries. I

helped start the United Nations.

NARRATOR:

Penny couldn't believe her luck. She had stumbled onto a presidents’ chat

room! Excitedly, she began to type.

PENNY:

What qualities do you think people should look for in a president?

HONEST_ABE:

Dedication to the office is very important. Some presidents have even given

their lives for the office.

NEW_DEAL:

Right, Abe! A president must have courage, and not be afraid to do what

needs to be done. The only thing we have to fear is fear itself.

I_LIKE_IKE:

That’s true, Franklin. The challenges I faced as president were as great as

the challenges I faced as a general. Courage is a must.

PILLBOX_HAT:

A president must remember that he can’t do it alone. Working together, a

president and first lady can instill pride and patriotism in their country’s

citizens.

NEW_DEAL:

Bravo, Jackie! I certainly couldn’t have performed my duties without my

wife, Eleanor. She was my eyes and ears, and a trusted advisor.

NARRATOR:

Noticing some new names in the group, Penny clicked "Who's chatting?" to

check them out.

PENNY:

What do you think makes a good president, PT Boat Commander?

PT_BOAT_COMMANDER:

Well, I'm just here with Jackie, but I think every president first should ask

what he can do for his country. I helped put a man on the moon!

And I established the Peace Corps, an organization of people working to

help developing nations and promote peace.

GREAT_COMMUNICATOR:

Well said, Jack! A president must communicate well with Americans and

with people in other countries. I asked Mikhail Gorbachev to tear down the

Berlin Wall and reunite the city of Berlin and the country of Germany. When

he did, that success became part of my legacy.

MONTY_CELLO:

Speaking of legacies, Ron, I made it possible for Lewis and Clark to

explore western territories. I helped found the University of Virginia. And my

books formed the basis of the Library of Congress.

GENTLEMAN_FARMER:

That is an impressive legacy, Tom. Unfortunately, my legacy has become

the stuff of fables. Cherry trees and wooden teeth, indeed! Does anyone

care that I was a good dancer and a fine horseman? Does anyone care

about the work I did as president?

PT_BOAT_COMMANDER:

Stop whining, George. The girl asked an important question and she

deserves a thoughtful answer. Penny, I think we can all agree that the most

important qualities people should look for in a president are…

PENNY’S MOM:

Penny! Penny! Dinner’s ready!

NARRATOR:

Penny sleepily lifted her head off her keyboard.

PENNY:

Huh? What? I must have dozed off. I wonder how long I’ve been sleeping?

Did I really talk to presidents? Or was I dreaming?

NARRATOR:

Deciding that she was too hungry to figure it all out, Penny quickly headed

for the dinner table. She might have learned the answer to her question,

though, if she’d only looked back. Scrolling across her computer screen as

she left the room were the words “…courage, commitment, and

communication.”

Unit Lesson #7 (President for a Day)

Academic Standard:

English 2.2.5 Restate facts and details or summarize the main idea in the text to clarify and

organize ideas.

Performance Objective:

After having read a book on elections, students will summarize the text, stating the main idea and

including 3 details from the book.


Bring in books over the topic of elections. You can find a list of them here:

http://www.educationworld.com/a_curr/curr271.shtml, also have the website up to show students

what they will be doing after they complete the summary.

(http://pbskids.org/democracy/presforaday/index.html)

Lesson:

1. Talk to students about how a president gets to be the president. They go through a

process called elections. Go over the over details of how an election works.

2. Today you are going to learn a little more about the election process. You are going to

read a book about elections with a partner and then on your own you are going to write a

summary of the book. Remind students what a summary is and that it should include the

main idea and some details from the book.

3. Model writing a summary and finding the main details for the students. Use the reader’s

theatre that they did a few days ago and walk through what is expected when students

write a summary.

4. Have students pick a book to read. Students will read with their reading buddy. Once they

are done they should go back to their seats to write the summary.

5. Turn in summary when done and then go to the website listed on the board and go

through what the life of the president would be like.

6. Give all students time to go through the simulation once they are all done writing their

summary.

Assessment:

Go through each student’s summary checking to make sure they have a main idea and at least 3

details from the story.

http://www.educationworld.com/a_curr/curr271.shtml

http://pbskids.org/democracy/presforaday/index.html

Unit Lesson#8 (Research)

Academic Standard:

English 2.5.8 Write or deliver a research report that has been developed using a systematic

research process (defines the topic, gathers information, determines credibility, reports findings)

and that: uses a variety of resources (books, technology, pictures, charts, tables of contents,

diagrams) and documents sources (titles and authors).• organizes information by categorizing it

into single categories (such as size or color) or includes information gained through observation.


Given a past president, students will write a research report that includes at least 5 of the specific

details.


Have a student paired up with one of the past presidents. Schedule extra computer lab time for

students if possible.

Lesson Plan:

1. This could be used at the beginning of the unit as well as towards the end. Explain to

students that we learn about Lincoln and Washington because they were some of the most

popular presidents. You are each going to get a chance to find out more about another

president.

2. Give each student the name of the president that they will be researching. Explain to

students about their report and how they will be researching that president and finding out

certain details about that president. Hand out a list of specific details you will be looking

for. You should be helping students along the process as they continue to complete steps.

Explaining to students the steps as they get to them.

3. Go through what is expected of each student to include into their report. Have students

start researching the specific details that are wanted.

4. This will be done over a few days or students can continue to work on it at home. But

give students plenty of time over the next few days to continue to research and then to

write the report.

5. When students are done researching, go over with students how to take that information

and compile it into a report. Model an example for the students using research you found

about a president that none of the students are researching. Give students time to write the

report. This would also be a good time for students to go through the writing process as

well. This can really be set up to accommodate for how much time you want this lesson

to take up.

6. Students can then present their reports to the class so that the class can learn about the

other presidents as well.

7.

Assessment:

Students will be graded on their reports by using at least three sources and following the research

process. The teacher will grade students by observing their research and checking the student’s

name when they are doing the step. The teacher will also be looking for three resources that the

student uses.

President Report

Here are some details that would be good to put into your report. I will be looking for at least 5

of these details.

Full Name

Birth date

President Number

Years president

Family information

Interesting facts

Death date

How did he die

Best known for

Nickname

Presidential Research

Name: ________________________ Teacher: Amanda Dickman

Date Submitted: ____________ Title of Work: ___________________

Criteria Points

1 2 3 4

Organization Sequence of information

is difficult to follow.

Reader has difficulty

following work

because student

jumps around.

Student presents

information in

logical sequence

which reader can

follow.

Information in

logical, interesting

sequence which

reader can follow.

____

Content

Knowledge

Student does not have

grasp of information;

student cannot answer

questions about subject.

Student is

uncomfortable with

content and is able

to demonstrate basic

concepts.

Student is at ease

with content, but

fails to elaborate.

Student

demonstrates full

knowledge (more

than required).

____

Grammar and

Spelling

Work has four or more

spelling errors and/or

grammatical errors.

Presentation has

three misspellings

and/or grammatical

errors.

Presentation has no

more than two

misspellings and/or

grammatical errors.

Presentation has no

misspellings or

grammatical errors. ____

Neatness Work is Illegible. Work has three or

four areas that are

sloppy.

Work has one or

two areas that are

sloppy.

Work is neatly

done. ____

References Work displays no

references.

Work does not have

the appropriate

number of required

references.

Reference section

was completed

incorrectly

Work displays the

correct number of

references, written

correctly.

____

Total----> ____

Teacher Comments:

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Unit Lesson #9 (Math with the Presidents)

Academic Standard:

Math: 2.2.2 Add two whole numbers less than 100 with and without regrouping.


Given a worksheet on adding money, students will add whole numbers with at least 80%

accuracy.

Advanced Preparation by the Teacher:

Have worksheets printed out (http://www.mathworksheetwizard.com/files/coinaddition.html).

Select a book on President’s Day. (Here is a good list:

http://www.teachingheart.net/presidents.html).

Lesson Plan:

1. Ask students if they know what today? Explain to students that today is President’s Day.

Explain to students that today is an important day because we have been learning about

all the presidents and today is the day we honor all of them. Read a story to students on

this topic. (choose one from the list)

2. After the story is read, have students discuss where they see presidents every day.

Eventually you should come to the topic of money.

3. Have big pictures of the coins and see if students can identify which presidents are on the

coins. Teach students how to add two whole numbers. Explain that it is that same as the

math that they have been doing just with bigger numbers. Show students what to do with

regrouping. Show multiple examples for students.

4. Discuss the value that each coin has. Do a few examples so students can add up the

amounts.

5. Have the paper passer pass out the worksheet for students to complete.

6. When finished students should work in their journal or read quietly.

Assessment:

Teacher will grade the worksheets, making sure student get at least 80% correct.

Unit Lesson #10 (President’s Wrap Up)

Academic Standards:

English 2.7.3 Paraphrase (restate in own words) information that has been shared orally by others.

English: 2.5.2 Write a brief description of a familiar object, person, place, or event that: develops a

main idea and uses details to support the main idea.


Given all the information from the president’s unit, students will write a brief description of four

things that were learned from the unit.

http://www.mathworksheetwizard.com/files/coinaddition.html

http://www.teachingheart.net/presidents.html


The teacher needs to get pieces of light colored paper for students to fold, draw, and write their

descriptions on. Teacher should also get out art supplies if students do not have them at their

desks already.

Lesson Plan:

1. Ask students what we have been discussing the past week. Explain to students that today

is the last day talking about presidents and we will be moving on to a new topic.

2. Explain that today students are going to showcase all of the wonderful things they learned

about the presidents. Lead a discussion with students reviewing all of the activities they

have done as well as some of the information they learned.

3. Have a few students share some of the things they learned during the unit. Explain that

they will be using descriptions of what they learned. That is something that includes a

main idea with support from details. Use an example. I learned that Abraham Lincoln’s

nickname was honest Abe because he was very honest with others. That is giving a main

idea and then supporting it with details.

4. Have the paper passer pass out the paper. Model for students how to fold the paper so that

there are four squares. Have students come up with four things that learned from this unit.

5. Give students time to work and once students are done have them work on their journals

or read quietly.

Assessment:

Students will draw and write about four things that they learned from this unit. Students will be

graded on their descriptions of what they learned, mainly focusing on if it is accurate information

that the child is providing.

Documents

United States Presidents - Manchester Universityusers.manchester.edu/Student/AMDickman/ProfWeb/... · United States Presidents 2nd grade Amanda Dickman EDUC 327 7 December 2011