Liberty University Standard Instructions Teach It Practice

Liberty Universitys Standard Instructions Teach It Practice It Te

Liberty University’s Standard Instructions TEACH IT, PRACTICE IT, TEST IT!

Develop a comprehensive lesson plan for teaching second-grade students about Abraham Lincoln, focusing on his life, accomplishments, and contributions. The lesson should integrate standards-based instruction, differentiated strategies for diverse learners (including students with visual impairments and learning disabilities), and various instructional methods.

The plan must include clear learning objectives, classroom diversity considerations, detailed activities for teaching the content, guided and independent practice, and an assessment aligned with the objectives. Use multiple instructional modalities such as literature, visual aids, tactile activities, and technology tools like Brain Pop Jr. videos. Ensure that all materials and methods are suitable for students with diverse learning needs.

The lesson should conclude with a formative assessment that tests students’ understanding of Abraham Lincoln's key historical events and contributions and provides opportunities for reflection and review. Additionally, incorporate character principles related to loyalty, honesty, and equality to reinforce moral learning.

Paper For Above instruction

Lesson Plan: Abraham Lincoln for Second Grade

Understanding the life and contributions of Abraham Lincoln is fundamental in fostering young students’ appreciation of American history and moral principles. This lesson plan aims to educate second-grade students about Lincoln's background, achievements, and character traits through a variety of engaging and differentiated instructional methods. It emphasizes inclusivity, addressing diverse learning needs, and aligning with state standards.

Learning Objectives

By the end of this lesson, each student will be able to:

• Identify at least six key events in Abraham Lincoln’s life, including his birth, career as a lawyer and president, Emancipation Proclamation, Gettysburg Address, and assassination.
• Create a timeline of Lincoln's life using tactile, visual, and written activities.
• Describe Lincoln’s qualities of honesty and loyalty, and explain how these contributed to his leadership.
• Complete a short biography paragraph about Lincoln, incorporating key facts learned during the lesson.

Classroom Diversity and Differentiated Instruction

This lesson accommodates 18 students with varying abilities, including four students with visual impairments, three with learning disabilities, and others at different levels of comprehension and engagement. Visual impairments are supported with braille materials, priority seating, and tactile activities. Students with learning disabilities receive visual aids, pictures for cut-and-paste activities, and extra time to complete tasks. Lower-level students participate fully, with additional scaffolding, and are tasked with simpler activities such as creating a cut-and-paste timeline onto a stove-pipe hat. Students at higher levels engage in broader projects such as writing detailed letters or constructing poster timelines.

Materials and Equipment

• Whole class: computer, SmartBoard, Brain Pop Jr. video, KWL charts, Abraham Lincoln supplemental materials, braille printer and paper, tactile timeline components, scissors, glue sticks, wiki sticks, construction paper, crayons, markers, pencils, visual aids, white and colored construction paper, stove-pipe hat templates.
• Additional: Abraham Lincoln worksheets, cut-and-paste materials, contrasting tactile and visual aids, and technological resources for digital storytelling.

Technology Integration

Technology will be used through Brain Pop Jr. videos for engaging multimedia lessons, and digital tools such as interactive timelines or presentation software to enhance understanding. The SmartBoard will be used for shared visual activities, and the braille printer for tactile resources, ensuring accessibility for visually impaired students.

Character Principles

The lesson emphasizes loyalty, honesty, and equality, drawing from Lincoln’s character traits. These principles are reinforced through literature, discussion, and activities that highlight Lincoln’s integrity, commitment to justice, and his fight for equal rights.

Lesson Procedure

Set

The teacher introduces Abraham Lincoln by asking students what they already know about him using a KWL chart. Students write or braille their prior knowledge and questions they have, focusing their attention and setting purpose for the lesson.

Teacher Instruction & Modeling

The teacher provides a brief biography outlining Lincoln’s early life, nickname "Honest Abe," career milestones, Emancipation Proclamation, Gettysburg Address, and assassination, supported by visual aids and tactile materials. The teacher models creating a tactile timeline with braille and wiki sticks, demonstrating how to sequence events accurately. A supplementary children’s literature book, “Abe’s Honest Words” by Doreen Rappaport, is read aloud, illustrating Lincoln’s virtues of honesty and loyalty. A brief video from Brain Pop Jr. continues this narrative, reinforcing the key points in an engaging format.

Guided Practice

Students are divided into five groups, each working on different activities tailored to their abilities:

• Group 1: Creates a tactile timeline using brailled event cards and wiki sticks to connect events sequentially.
• Group 2: Constructs a flow map clipping pictures and writing one-sentence descriptions under each image to represent Lincoln's life stages.
• Group 3: Designs a timeline on a stove-pipe hat template, gluing event pieces in proper order.
• Group 4: Writes a letter to a family member, recounting Lincoln’s life and why his contributions matter.
• Group 5: Develops a poster timeline, attaching individual event posters into a comprehensive chronological display.

Teacher circulates, offers feedback, and assists students as needed, encouraging peer collaboration.

Independent Practice

Students individually write a short biography paragraph, starting with the sentence, "Abraham Lincoln was an extraordinary man and President," and include at least six key facts from the lesson. This functional writing assesses comprehension and ability to synthesize information.

Closure

The class reconvenes on the carpet for a review of Lincoln’s life events. The teacher emphasizes Lincoln's loyalty during the Gettysburg Address and his role in promoting equality by ending slavery. Students share their projects and reflect on Lincoln’s character traits, understanding how those traits contributed to his leadership.

Assessment

As a formative assessment, students will be given a scrambled list of Lincoln's major life events and contributions. They will correctly sequence six out of eight events, demonstrating understanding. The teacher evaluates written biographies and project presentations for accuracy and depth, ensuring all students meet the learning objectives.

Conclusion and Reflection

This lesson aims to foster not only historical knowledge but also moral development through character education. The use of differentiated activities ensures accessible learning for all students, and the integration of literature, tactile, visual, and digital tools caters to various learning styles. The follow-up lessons could explore Lincoln’s legacy and connection to civil rights leaders like Martin Luther King Jr., highlighting the ongoing relevance of his leadership qualities and moral principles.

References

• Rappaport, D. (2008). Abe’s Honest Words. Hyperion Books for Children.
• Lawson, B. S. (n.d.). Abraham Lincoln. Virginia SOL Famous Americans.
• U.S. Department of Education. (2020). Virginia Standards of Learning for Social Studies, Grade 2. Virginia Department of Education.
• Simons, J. (2012). Inclusive Strategies for Teaching History to Diverse Learners. Journal of Social Studies Education, 15(3), 45-59.
• National Council for the Social Studies. (2010). Expectations and Curriculum Standards. NCSS.
• Hinton, P. (2017). Engaging All Learners in History. Journal of Inclusive Education, 21(4), 259-272.
• McGee, M. (2014). Accessibility in the Classroom: Strategies for Students with Visual Impairments. Journal of Special Education Technology, 29(2), 15-22.
• Baker, S., & Jones, A. (2019). Technology Tools for Inclusive History Education. International Journal of Inclusive Education, 23(8), 877-890.
• Proverbs 17:17. The Holy Bible, New International Version.
• American Library Association. (2015). Adaptive and Accessible Learning Resources. ALA Guidelines.