3.+Five+Day+Unit+Plan

Teacher(s) Name: Rachel Lintner, Becky Mordente, Allison Carothers, Amanda Scheele Thematic Unit Theme/Title/Grade Level: Presidents on Money/First Grade Wiki space address: http://ucfgr1presidentsmoneyf09.wikispaces.com/ = Daily Lesson Plan Day/Title: Monday/ Presidential Commencement = Word Processed by Rachel Lintner

2) The student will be able to verbally contend that George Washington is on the dollar and on the quarter. 3) The student will be able to form opinions on what makes a good president and will be able to write those opinions out on a big coin. 4) The students will be able to write one memorable fact about George Washington on their fake dollar bill. || V. Individuals, Groups, and Institutions VI. Power, Authority, and Governance
 * =Learning Objectives=
 * What will students accomplish / be able to do at the end of this lesson?** || 1) The student will be able to verbally assert that George Washington was the first president.
 * **NCSS Theme/Sunshine State Standards** List each standard. Cutting and pasting from the website is allowed. //These can be downloaded from the Florida Dept of Education [|http://flstandards.org] .// || NCSS Themes:
 * Sunshine State Standards- Social Studies**

SS.1.A.2.1: Understand history tells the story of people and events of other times and places. __

SS.1.A.2.3: Identify celebrations and national holidays as a way of remembering and honoring the heroism and achievements of the people, events, and our nation's ethnic heritage.

SS.1.A.2.4: Identify people from the past who have shown character ideals and principles including honesty, courage, and responsibility. __

SS.1.A.3.1: Use terms related to time to sequentially order events that have occurred in school, home, or community.

SS.1.C.3.2: Recognize symbols and individuals that represent American constitutional democracy. __


 * Sunshine State Standards- Language Arts**

LA.1.1.6.1: The student will use new vocabulary that is introduced and taught directly.

LA.1.1.6.2: The student will listen to, read, and discuss both familiar and conceptually challenging text;__

Extension Standards:


 * Sunshine State Standards- Mathematics**

Model addition and subtraction situations using the concepts of "part-whole," "adding to," "taking away from," "comparing," and missing addend."

MA.1.A.1.4: Use counting strategies, number patterns, and models as a means for solving basic addition and subtraction fact problems.__

MA.1.A.6.1: Use mathematical reasoning and beginning understanding of tens and ones, including the use of invented strategies, to solve two-digit addition and subtraction problems. || //Teacher Activities/Student Activities// · What best practice strategies will be implemented? · How will you communicate student expectation? · What products will be developed and created by students? || //*This lesson plan makes the most sense to complete before President’s Day to allow students to know what the purpose is of the federal holiday. In order to prepare for the anticipatory set, the teacher might have “presidential” sounding music that will enhance the mood for the presidents. Also, an American Flag is important to have in the background. To be clear, there are activities that should be done in the reading block before the hour long lesson starts. I have included the attachments here:// //Introduce President’s Day. It could be amongst the lines of “President’s Day is a very special holiday. It is on a date between our very first president, George Washington’s// //birthday- February 18nd and Abraham Lincoln, our 16th president’s birthday- February 12. Though George Washington and Abraham Lincoln lived and were presidents a long time ago (in 1789- 1797 and in 1861-1865), as Americans, we wanted to honor our great presidents.//
 * Student Activities & Procedures

//Key Questions: Use these to guide a class discussion.// //“Does anyone know what honor means?”// //“Why do you think we would honor somebody?”// //“Do you know what a president does?”// //“Did you know that George Washington and Abraham Lincoln (If using the name Abe, explain that it is a shorter name for Abraham, like Mike for Michael or *compare to a student’s shortened name in class*) are on money?” “Do you know which pieces of money they are on?”//

//Read __President’s Day__ by Laura Alden//

//An extension project would be to make birthday cards for the two presidents.//

//This ensures some prior awareness and background knowledge that is necessary to start on the Social Studies unit of President’s on money*//

George Washington is the first president to be focused on.

Also, have an artifact bag to entice the children and pull out artifacts as they are relevant. This is optional but highly recommended.

1. The first activity (and the anticipatory set) is to create a K-W-L chart on George Washington. This can either be done whole group or in groups to promote cooperative learning. This is the pre-assessment and allows the teacher to informally assess where each student lies within the realm of president’s on money- specifically George Washington. (approximately 5 minutes)

2. Read __George Washington’s Teeth__ by Deborah Chandra. For this lesson plan purpose __George Washington’s Teeth__ will be read because it speaks about what he was involved in right before and as a president, such as The Revolutionary War. Also a list of terms from the book will be handed to each and every student to aid in comprehension or placed on the word wall. Have a portrait of George Washington hanging as one reads so the students can see that he is not smiling. Bring out the pair of wooden teeth from the artifact bag, pass them around, and discuss the book.

State that: “The Myth of George Washington’s Wooden Teeth: George Washington did not have wooden teeth. They were real teeth- they just weren’t his teeth. In fact, they weren’t even human teeth! They were made from hippopotamus ivory (in other words, they were carved from a hippo’s teeth), and were very expensive. They were also very painful. They’re one of the main reasons why we have no paintings of Washington smiling!” Source: __The Everything Kids’ Presidents Book__ by Brian Thornton

Key Questions: Use these to guide a class discussion.

“Why is this a painted portrait instead of a camera photograph?” Cameras were not made until 1839. “What can you tell about George Washington from the book?”

Keep adding the KWL chart. Make sure the KWL chart is large and hanging in a spot where the students can see it. (approximately 20 minutes)

3. See if the students retained the information of what bill and coin George Washington are on. Pass around the dollar bill and the quarter and tell the students to examine them. Show a brief slide show that tells facts about the president, the quarter and the dollar. (approximately 10 minutes)

4. Make a wallet out of folders. Demonstrate how to make the wallets for the students and provide instructions either on handouts or on the overhead (Writing them out on the overhead saves paper!). Have the students briefly decorate the wallets with a presidential theme and with presidential music playing in the background. The folder will be a portfolio from the unit plan on “presidents on money”. This will also count as the post assessment. All of the students work will be placed inside. (approximately 10 minutes)

5. The students will make a dollar bill of their own out of green construction paper strips and a big quarter coin. In order to make a big coin the students will glue two spray-painted silver plates (premade) together and draw the outline of George Washington’s face on one side. They will draw the George Washington outline on the dollar bill as well. On the back of the dollar bill the students will write **one fact that they learned about George Washington**. On the back of the coin, the students will apply creative writing and write upon the prompt of **“What makes a good president?”**

If students have time, they may share their coins and responses. If not, the students may finish their thoughts at home and share it for morning work on the following school day. (approximately 15 minutes)

-An American Flag -Presidential Music - A Picture/Pictures of George Washington - A Slide Show That Tells Facts About the President, The Quarter and the Dollar -Folders For Wallets -Rubric -__George Washington’s Teeth__ Vocabulary List -Colored Pencils/Presidential Stickers/Other Decorations for the Wallets - Green Construction Paper Strips -Glue -Silver Spray-Painted Plates -George Washington Face Outline -Pen or Markers - A President’s on Money Artifact bag (optional) -Wooden Teeth (optional) -A large K-W-L chart on George Washington
 * incorporate after math time, Math work will also go in their wallet* ||
 * == Resources/Materials == || Materials:

Books to Use and Also to Utilize as Resources: - __George Washington’s Teeth__ by Deborah Chandra - __President’s Day__ by Laura Alden (optional) - __...If You Grew Up With George Washington__ by Ruth Belov Gross (optional) - __The Everything Kids’ Presidents Book__ by Brian Thornton (optional)

Website Resources: 1. Secrets about the Presidents []

= 2. Teaching Money Skills Classified by Grade Level: First Grade: Counting Money Worksheets and Lessons = [] 3. 1st Grade Social Studies Technology Integration []

4. H.I.P. Pocket Change []

5. Read Aloud Book Club: George Washington’s Teeth []

6. George Washington Dollar Bill Tracking Website [] || · How will student learning be assessed? Authentic/Alternative assessments? · Are you using a rubric? · Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes || Pre-Assessment: The pre-assessment will be in the form of a K-W-L chart. This is an informal assessment to see the background knowledge that the students may have on George Washington. It allows students to hear the responses from their classmates which builds up some background knowledge in itself.
 * **Assessment**

Post-Assessment: The post assessment for the first day will comprise of the beginning of the wallet portfolio and the dollar and big coin. This is an alternative assessment to a regular test or quiz. The wallet itself allows educators to sample students’ work and is fair in the sense that the evaluation is based upon the holistic project. It also gives the students opportunity to share their creativity, develop personal responses in their writing and also allows the students to use higher thinking skills. The informal assessment of discussion of the writing also allows students to see various perspectives. There will be a rubric that states the items that needs to be in the portfolio. The rubric is attached. || What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || ESOL Accommodations: An English language learner (ELL) will be partnered up with a student/students in order to aid in comprehension throughout the entire lesson plan. The students are encouraged to ask questions to their partners.
 * == Exceptionalities ==

During step five, ELLs will be prompted if necessary in order to complete the big coin and dollar craft and writing project. If the English language learner is not capable of writing, then either he or she can draw the answers or another student or the teacher will be available to assist him or her with the writing. Additional terms can be added onto the vocabulary list with visual aids for reference.

As a teacher be patient and encouraging! Continuously watch behaviors throughout the lesson plan. When Gifted/Talented students are done, with work, allow them to explore the website []. This tracks the dollar bill all across the nation. Have the student make a chart of all the places the bill has been and then allow them to share it with the rest of the class. During step five, allow students to extend their thoughts on the dollar bill and have them write more than one fact that they learned about George Washington. Have book baskets filled with information about the president’s on money for students who finish early. Have the students make a birthday card for George Washington. Gifted/Talented students can help their peers who need guidance in their writing. Cooperative learning and discussion is promoted! ||
 * Gifted/Talented:**
 * == Discussion Notes == || The prequel that was discussed earlier is an extension to the lesson. It should be conducted during the 90 minute reading block.

The homework would be to finish their big coin and dollar writing prompt at home if time wears thin. This gives students the opportunity to share the integrated thematic unit plan with parents and have them help out if available. The teacher should send a letter home before starting this lesson plan and let the parents know if they can contribute any knowledge to their student, it would be much appreciated.

Also an extension to the lesson would be math worksheets on money. It would include calculating subtraction and addition totals of the quarter, the penny, the dollar bill, and the quarter.

Science can be incorporated after reading __George Washington’s Teeth__. Dental health can be spoken about. This website gives great extension lessons http://www.pbs.org/parents/bookfinder/bookclub/PKGO_bc01_gwsteeth.pdf

At the end, the big wallet with all of the work from the week including math, language arts, potentially science/health, and social studies will be sent home for students to share with their parents. ||

Teacher(s) Name: Amanda Scheele, Rachel Lintner, Becky Mordente, Allison Carothers Thematic Unit Theme/Title/Grade Level: Presidents on Money/First Grade Wiki space address: http://ucfgr1presidentsmoneyf09.wikispaces.com/ = Daily Lesson Plan Day/Title: Tuesday/ Honest Abe = Word Processed by: Amanda Scheele  || * The student will be able to verbally express that Abraham Lincoln was the 16th president.  || || ** NCSS Themes ** V. Individuals, Groups, and Institutions VI. Power, Authority, and Governance  SS.1.A.2.3-Identify celebrations and national holidays as a way of remembering and honoring the heroism and achievements of the people, events, and our nation's ethnic heritage. SS.1.A.2.4- Identify people from the past who have shown character ideals and principles including honesty, courage, and responsibility. SS.1.C.3.2 -Recognize symbols and individuals that represent American constitutional democracy. LA.1.1.1.1- The student will locate the title, table of contents, names of author and illustrator, glossary, and index. LA.1.1.6.1 - The student will use new vocabulary that is introduced and taught directly. LA.1.3.1.1- The student will prewrite by generating ideas from multiple sources (e.g., brainstorming, webbing, drawing, group discussion, other activities) LA.1.6.4.1  - The student will use appropriate available technology resources (e.g., writing tools, digital cameras, drawing tools) to present thoughts, ideas, and stories.  || // Teacher Activities/Student Activities // · What best practice strategies will be implemented? · How will you communicate student expectation? · What products will be developed and created by students? || <span style="mso-bidi-font-size: 12.0pt; mso-bidi-language: #0400; msobidifontsize: 12.0pt; msobidilanguage: #0400; msolist: Ignore;">1) The teacher will begin the lesson by asking students what they learned yesterday about George Washington. The teacher will ask students to share their fact that they wrote about George Washington on the back of their fake dollar bill. <span style="mso-bidi-font-size: 12.0pt; mso-bidi-language: #0400; msobidifontsize: 12.0pt; msobidilanguage: #0400; msolist: Ignore;">2)  The teacher will introduce Abraham Lincoln, the 16th president of the United States by putting a penny and a five dollar bill on the dot cam. The teacher will ask if anyone knows who is on this coin and bill. The teacher can provide hints to help students. This is the pre asssessment to see what students already know about Abraham Lincoln and the money that he is on. <span style="mso-bidi-font-size: 12.0pt; mso-bidi-language: #0400; msobidifontsize: 12.0pt; msobidilanguage: #0400; msolist: Ignore;">3) The teacher will then tell the students a little background information about Lincoln. This will include where he was born, what he did, major accomplishments as President, etc. <span style="mso-bidi-font-size: 12.0pt; mso-bidi-language: #0400; msobidifontsize: 12.0pt; msobidilanguage: #0400; msolist: Ignore;">4)  The teacher will explain that they will be making a Penny Pendant to wear to celebrate President’s Day. All of the materials will be set a side in plastic bags for each student. Each bag will include: one big red star, one medium white star, one small blue star, one penny, and string. <span style="mso-bidi-font-size: 12.0pt; mso-bidi-language: #0400; msobidifontsize: 12.0pt; msobidilanguage: #0400; msolist: Ignore;">5) The students will be instructed to write on the back of the big red star, one fact they learned about Lincoln. Then they will glue the white star onto the big red star and glue the blue star onto the white star. This will create a red, white, and blue star. A penny, with the Lincoln side up, will be glued in the middle. The teacher will go around and punch a hole in the top of the star and help the students thread a piece of string through the pendant. It can be worn to celebrate Lincoln’s birthday! <span style="mso-bidi-font-size: 12.0pt; mso-bidi-language: #0400; msobidifontsize: 12.0pt; msobidilanguage: #0400; msolist: Ignore;">6)  The teacher will introduce the story “Honest Abe” written by: EdithKunhardt and illustrated by: Malcah Zeldis. The teacher will call on students to point out the title, names of author and illustrator and cover page. Before reading aloud, the teacher will introduce the word “honesty.” The teacher should provide a definition and an example. The teacher will set a purpose for reading by asking students to pay attention to the honest things that Abraham did. The teacher will then read aloud the story. <span style="mso-bidi-font-size: 12.0pt; mso-bidi-language: #0400; msobidifontsize: 12.0pt; msobidilanguage: #0400; msolist: Ignore;">7) The class will participate in a discussion about honesty. They will talk about the honest things Abraham did in his life. <span style="mso-bidi-font-size: 12.0pt; mso-bidi-language: #0400; msobidifontsize: 12.0pt; msobidilanguage: #0400; msolist: Ignore;">8)   Then, the teacher will ask students to think about what honesty means to them. The teacher will explain that the class will be putting together a photo story all about honesty. Today, the students will be asked to write one or two sentences about what honesty means to them. The teacher will put a writing prompt on the board that says “Honesty to me is…” The students do not have to use this prompt but it is available if they would like to. After writing their sentence they will be asked to draw a picture to represent their sentence. (After school or during their plan period the teacher would scan all of the images onto the computer. The next day for centers, small groups of students will be going to the computer to record their sentence that goes along with their picture. It will create a unique story of honesty.) <span style="mso-bidi-font-size: 12.0pt; mso-bidi-language: #0400; msobidifontsize: 12.0pt; msobidilanguage: #0400; msolist: Ignore;">9) To wrap up the lesson, the teacher will put a one dollar bill, five dollar bill, a penny, and a quarter on the dot cam. The teacher will call on students to tell her which President is on each piece of currency. || <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-language: #0400;"> || * Dot cam Other Books: Websites: [] <span style="font-family: 'Arial','sans-serif';">[]
 * =<span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-language: #0400;">Learning Objectives =
 * <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-language: #0400;">What will students accomplish / be able to do at the end of this lesson? **
 * <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-language: #0400;">The student will recognize that Abraham Lincoln is on the penny and the five dollar bill.
 * <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-language: #0400;">The student will express what honesty means to them.
 * <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-language: #0400;">The student will write one fact about Abraham Lincoln on the back of their penny pendant.
 * **<span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-language: #0400;">NCSS Theme/Sunshine State Standards **<span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-language: #0400;">List each standard. Cutting and pasting from the website is allowed. //These can be downloaded from the Florida Dept of Education [].//
 * Sunshine State Standards- Social Studies **
 * Sunshine State Standards- Language Arts **
 * Student Activities & Procedures
 * == Resources/Materials ==
 * Pictures of Abraham Lincoln
 * One penny for each student in the class
 * Quarter
 * One dollar bill
 * Five dollar bill
 * Construction paper starts (red, white and blue)
 * Glue stick
 * Hole punch
 * String
 * Book- Honest Abe written by: Edith Kunhardt and illustrated by: Malcah Zeldis
 * Photo Story software
 * Scanner
 * <span style="font-family: 'Arial','sans-serif';">The Story of Abraham Lincoln by: Patricia Pingry
 * <span style="font-family: 'Arial','sans-serif';">Abraham Lincoln for Kids: His Life and Times with 21 Activites by: Janis Herbert
 * <span style="font-family: 'Arial','sans-serif';">A. Lincoln and Me by: Louise Borden

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|| <span style="font-family: Symbol; font-size: 9pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-bidi-language: #0400; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msobidilanguage: #0400; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-language: #0400;">How will student learning be assessed? Authentic/Alternative assessments? <span style="font-family: Symbol; font-size: 9pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-bidi-language: #0400; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msobidilanguage: #0400; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-language: #0400;">Are you using a rubric? <span style="font-family: Symbol; font-size: 9pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-bidi-language: #0400; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msobidilanguage: #0400; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-language: #0400;">Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes || **<span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-language: #0400;">Pre-Assessment: ** <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-language: #0400;">The teacher will evaluate students’ prior knowledge of Abraham Lincoln by showing them a penny and a five dollar bill and asking students if they know who is pictured on the pieces of currency. The teacher will give them clues about the President to help them guess. This will be done informally through a discussion. <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-language: #0400;">The teacher will have students write one fact they learned about Abraham Lincoln on the back of their penny pendant. The students will also write one to two sentences about what honesty is to them. The teacher will continually assess the students throughout the lesson by walking around and monitoring students work. The teacher will also ask questions during class discussion to evalate the students informally. || What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || **<span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-language: #0400;">ESOL/SLD: ** <span style="font-family: Wingdings; font-size: 12pt; mso-bidi-font-family: Wingdings; mso-bidi-language: #0400; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msobidilanguage: #0400; msofareastfontfamily: Wingdings; msolist: Ignore;">Ø <span style="font-family: 'Times','serif'; font-size: 12pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;">Extensions to this unit plan could include math lessons involving money, lessons about citizenship, etc. <span style="font-family: Wingdings; font-size: 12pt; mso-bidi-font-family: Wingdings; mso-bidi-language: #0400; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msobidilanguage: #0400; msofareastfontfamily: Wingdings; msolist: Ignore;">Ø  <span style="font-family: 'Times','serif'; font-size: 12pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;">At the end of the week, the student will go home with a portfolio including all of their President’s Day assignments to share with their families. <span style="font-family: Wingdings; font-size: 12pt; mso-bidi-font-family: Wingdings; mso-bidi-language: #0400; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msobidilanguage: #0400; msofareastfontfamily: Wingdings; msolist: Ignore;">Ø <span style="font-family: 'Times','serif'; font-size: 12pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;">This would be a good lesson to invite parents in to help with the crafts. Parents could cut out the stars and get supply bags ready for students. They could also help students paste the stars, punch holes, and put the string through to complete the pendant. <span style="font-family: Wingdings; font-size: 12pt; mso-bidi-font-family: Wingdings; mso-bidi-language: #0400; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msobidilanguage: #0400; msofareastfontfamily: Wingdings; msolist: Ignore;">Ø <span style="font-family: 'Times','serif'; font-size: 12pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;">The lesson is continued the next day with Photo Story. The teacher will have to spend time preparing for the creation of the Photo Story by scanning all of the students artwork onto the computer. This way at center time all the student has to do is find their picture and hit record and read the sentence they wrote about honesty.
 * **<span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-language: #0400;">Assessment **
 * <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-language: #0400;">Post-Assessment: **
 * == Exceptionalities ==
 * <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-language: #0400;">Promote Cooperation (small group work)
 * <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-language: #0400;">Teach vocabulary supporting key concepts
 * <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-language: #0400;">Continually monitor students comprehension
 * <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-language: #0400;">Use visual aids
 * <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-language: #0400;">Encourage drawing to help students express themselves
 * <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-language: #0400;">De-emphasize speed and emphasize accuracy of work
 * <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-language: #0400;">Use alternative assessment strategies
 * <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-language: #0400;">Gifted/Talented: **
 * <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-language: #0400;">Abraham Lincoln was 6’4”, he was a very tall man! If students finish early have them draw a picture of Abraham Lincoln on paper that has been cut to measure 6’4”. This way the class can see how tall he really was.
 * <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-language: #0400;">A math worksheet that works on adding money.
 * <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-language: #0400;">Books about Abraham Lincoln will be provided so that students can learn more about the 16th President.
 * <span style="font-family: 'Times','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-language: #0400;">Students will be encouraged to help their neighbors who are struggling. This will help build peer relationships, allow the gifted to student to feel like a teacher, and it will help the stuggling student to finish their work. ||
 * == Discussion Notes == || <span style="font-family: 'Times','serif'; font-size: 12pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: #0400;">

||

**Teacher(s) Name:** Becky Mordente, Amanda Scheele, Rachel Lintner, Allison Carothers = Daily Lesson Plan Day/Title: Wednesday/Social Studies Literacy Stations =
 * Thematic Unit Theme/Title/Grade Level:** Presidents**/**Presidents on Money/First Grade
 * Wiki space address:** http://ucfgr1presidentsmoneyf09.wikispaces.com/
 * Word Processed by:** Arranged by Becky Mordente (Contributors: Amanda Scheele, Rachel Lintner, Becky Mordente and Allison Carothers)
 * =<span style="font-family: Times,serif;">Learning Objectives = || __**Station #1**__


 * The student will recall events from the story “Honest Abe” written by: Edith Kunhardt and illustrated by: Malcah Zeldis.
 * The student will participate in a class discussion about honesty.
 * The student will write one to two sentences about what honesty means to them.
 * The student will locate their picture on photo story and record the sentence they wrote about honesty.
 * The student will help the class create a photo story about honesty.

__**Station #2**__


 * The student will recall and illustrate two facts about each president. (George and Abe)
 * The student will write two facts about each president in proper sentence form.
 * The student will demonstrate proper us of grammar, spacing, and sentence structure.

__**Station #3**__


 * The student will work cooperatively with group mates to sort facts about George Washington and Abraham Lincoln.
 * The student will recall what they have learned about George Washington to correctly sort facts about George Washington.
 * The student will recall what they have learned about Abraham Lincoln to correctly sort facts about Abraham Lincoln.

__**Station #4**__


 * The student will work cooperatively with group mates to sort facts about George Washington and Abraham Lincoln.
 * <span style="font-family: Times,serif;">The student will be able to compare life now with George Washington’s life in the past
 * The student will be able to utilize fluent reading skills (prosody, rate, etc.)
 * <span style="font-family: Times,serif;">The student will be able to fill in blanks by using context clues. ||
 * <span style="font-family: Times,serif;">**NCSS Theme/Sunshine State Standards** || __**Station #1**__

V. Individuals, Groups, and Institutions
 * NCSS Themes:**

- Language Arts: LA.1.1.6.1 - The student will use new vocabulary that is introduced and taught directly. LA.1.6.4.1 -The student will use appropriate available technology resources (e.g., writing tools, digital cameras, drawing tools) to present thoughts, ideas, and stories. - Social Studies: SS.1.A.2.4- Identify people from the past who have shown character ideals and principles including honesty, courage, and responsibility. SS.1.C.3.2 -Recognize symbols and individuals that represent American constitutional democracy.
 * Sunshine State Standards**

__**Station #2**__

V. Individuals, Groups, and Institutions VI. Power, Authority, and Governance - Social Studies: SS.1.A.2.4: Identify people from the past who have shown character ideals and principles including honesty, courage, and responsibility. - Language Arts: LA.1.5.1.2: The student will use appropriate spacing between letters, words, and sentences. LA.1.5.2.1: The student will listen attentively and understand directions for performing tasks (e.g., multi-step oral directions), solving problems, and following rules;
 * NCSS Themes:**
 * Sunshine State Standards**

__**Station #3**__

II. Time, Continuity, and Change. VI. Power, Authority, and Governance
 * NCSS Theme****s:**

- Social Studies: SS.1.A.2.5: Distinguish between historical fact and fiction using various materials. SS.1.A.2.4: Identify people from the past who have shown character ideals and principles including honesty, courage, and responsibility.
 * Sunshine State Standards**

__**Station #4**__

<span style="font-family: Times,serif;">V. Individuals, Groups, and Institutions VI. Power, Authority, and Governance
 * NCSS Themes**

- Social Studies: SS.1.A.2.1: Understand history tells the story of people and events of other times and places.
 * Sunshine State Standards**

SS.1.A.2.2: Compare life now with life in the past. SS.1.A.2.4: Identify people from the past who have shown character ideals and principles including honesty, courage, and responsibility. SS.1.A.3.1: Use terms related to time to sequentially order events that have occurred in school, home, or community. SS.1.C.3.2 -Recognize symbols and individuals that represent American constitutional democracy. <span style="font-family: Times,serif; font-size: 11pt;">- Language Arts: LA.1.1.6.2: The student will listen to, read, and discuss both familiar and conceptually challenging text. ||
 * Teacher Activities/Student Activities & Procedures || __**Before Stations**__

1.) The teacher will set expectations as to appropriate behavior and expectations at each station. 2.) The teacher will explain the traffic pattern and flow from station to station and the arrangement of students in each of the four groups. 3.) Teacher will demonstrate the activities which will take place at each of the four stations.

__**Station #1**__

//**This is a two day activity** See lesson plan for Tuesday for specific step by step information leading up to this activity. This is part of a learning center. This will take place at the computer center.// 1.) The teacher will show students an example of a Photo Story and explain that students will be creating their own. 2.) At the computer center, the Photo Story will be open with the students scanned images from the day before already loaded. 3.) The students will locate their image of what honesty means to them. They will be asked to click the record button under their picture, read their sentence into the microphone and then hit stop. The students are to take turns and help each other. 4.) Once the entire class has gone through this center the story will be complete. The class will watch it at the end of center time. 5.) The teacher will prepare a copy of the photo story for each student in the class so they can take it home and share it with their families.

__**Station #2**__

1.) The students will receive a George Washington sheet and Abe Lincoln sheet. 2.) The students will select two facts about each president and write a complete sentence for each fact in the lined area of the activity sheets. 3.) The students will illustrate each fact in the boxes provided on the activity sheets. 4.) Learning Center will include a variety of nonfiction books about George and Abe and a Word Wall for extra assistance. __**Station #3**__ 1.) Prior to students splitting off for stations the teacher will explain to students that they are to sort each statement and decide whether the statement is a fact about George Washington or Abraham Lincoln. The student will then place the statement on the corresponding president's poster. The teacher will also explain that each person in the group is to write a fact about Either George Washington or Abraham Lincoln on a blank strip and the rest of the group will sort the fact accordingly. 2.) At the station students will have two laminated posters, one with George Washington and the other one with Abraham Lincoln on it and a set of laminated facts with information about both presidents. 3.) Students will work together as a group to sort out which facts correspond to George Washington and which facts correspond to Abraham Lincoln and place them on the appropriate poster. 4.) Students will each take a blank strip and write a fact about either George Washington or Abraham Lincoln. 5.) The remainder of the group will work together to decide if the new fact is a fact about Abraham Lincoln or George Washington and place it on the appropriate poster. __**Station #4**__

1.) The teacher will explain to the students with whole group instruction that they will be breaking off into their center groups. The teacher should base the groups off of heterogeneous abilities. Differentiated instruction is extremely important. There will be four kids per group. (If there is a student absent, they will have to figure out who will portray two of the narrators (usually the stronger reader)). The teacher will explain that this reader’s theatre is different in the sense that one does not just read. There are fill in blanks involved. The teacher should model one of the blanks. For example: “Narrator 1: **If I grew up with George Washington**, I would use a candle that was made from beeswax or from the tiny berries from the bayberry bush to light the house at night. Narrator 1: I use __lamps and light bulbs__ to light the house at night because now we have electricity.” Let the students know they can pre-read and fill in the blanks, or fill in the blanks as they go, depending on what the student feels most comfortable with. Make sure the instructions are clear and ask if anyone has any questions. State that you want the students to read with their best acting abilities and to use expression! 2.) Assign parts, pass out the laminated narrator cards to wear around the student’s neck, and have the students read the script and fill in the blanks. 3.) If they have time, have the students discuss what they liked about this reader’s theatre. ||
 * ==Resources/Materials== || __**Station #1**__


 * Book- “Honest Abe” written by: Edith Kunhardt and illustrated by: Malcah Zeldis
 * Photo Story software
 * Example of previously completed Photo Story
 * Drawings completed by students the day before
 * Scanner
 * Microphone

__**Station #2**__

Author: Ann Turner Author: Laura Alden Author: Wil Mara Author: David Adler
 * Literature books:
 * Title: Abe Lincoln Remembers
 * Title: Presidents’ Day
 * Title: Abraham Lincoln
 * Title: A Picture Book of George Washington
 * George and Abe activity sheets
 * Pencils
 * Crayons
 * Word Wall

__**Station #3**__


 * Laminated poster with George Washington's picture
 * Laminated poster with Abraham Lincoln's picture
 * Laminated set of facts about Abraham Lincoln and George Washington with Velcro on the back to stick to the president posters
 * Blank set of laminated strips for students to write their own facts on
 * Dry erase markers for each student in the group to use to write their facts

__**Station #4**__


 * <span style="font-family: Times,serif;">Reader ’s Theatre Script for …__If You Grew Up With George Washington__ for each student.
 * A pen or pencil if necessary
 * Laminated narrator cards to wear with string around the neck ||
 * <span style="font-family: Times,serif;">**Assessment** || __**Station #1**__

Pre-Assessment: The students will participate in a class discussion about the honest things Abraham Lincoln did in his life. They will also discuss what honesty means to them. This is an informal assessment.

Post-Assessment: The students will be asked to prepare one to two sentences explaining what honesty means to them. They will be assessed by creating a Photo Story. Each student will have to write a sentence and then read and record it onto the computer.

__**Station #2**__

Assessment: The teacher will assess activity sheets for following directions, inclusion of to facts, written in sentence form with corresponding illustrations.

__**Station #3**__ Pre-assessment: Students will work together to use what they have learned about each of the presidents in order to correctly sort facts about George Washington and Abraham Lincoln.

Post- Assessment: Students will use what they have learned about the presidents to write their own fact for the rest of the group to sort accordingly.

__**Station #4**__

<span style="font-family: Times,serif;">Pre-Assessment: The students will participate in a reader’s theatre. The participation itself is the pre-assessment and it is informal.

Post-Assessment: The students will discuss the reader’s theatre if they have time in between the change of centers. They will state what they liked about the reader’s theatre. ||
 * ==Exceptionalities== || __**Station #1**__

ESOL/SLD: - Promote Cooperation (small group work) - Use Visual Aids - Encourage drawing to help students express themselves - Use alternative assessment strategies

Gifted/Talented: - Have students create an introduction to the story. This can include information about Abraham Lincoln and the story “Honest Abe.” - Challenge students to come up with another sentence that helps them express what honesty is.

__**Station #2**__

ESOL/SLD: - Cooperative learning; students can work together in a “low threat” environment to better understand and organize information. - Provide support through visuals (Word Wall), models, and demonstrations. - Allow to illustrate only. - Cooperative learning; students can work together in a “low threat” environment to better understand and organize information. - Provide support through visuals (Word Wall), models, and demonstrations. - Allow students to write only one factual sentence with illustration, instead of two.

Gifted/Talented: - Upon completion of assignment, allow independent reading. - Upon completion allow student to assist fellow classmates, who may struggle with the assignment.

__**Station #3**__

ESOL/SLD: - Students will work as a group to sort facts and can gain valuable insight and support from their peers in this small group environment. - Students can work with group mates if they have difficulty coming up with a fact to write or struggle with writing their fact out. - Students can verbally recite their fact rather than writing it if they are unable to write.

Gifted/Talented: - Students will be encouraged to help out their group mates who need assistance coming up with or writing out fact ideas for the group sort activity. - Students can use higher order thinking skills to create unique facts to share with the group for the group sort activity.

__**Station #4**__

<span style="font-family: Times,serif;">ESOL/SLD: - Small group work for centers is already in place, but a teacher could pair the student up with a buddy to help the English language learner. - The addition of pictures to the script could aid the student in figuring out some words.

Gifted/Talented: - Have the students make a short script of their own to share with the class. - Allow the students to help others who are struggling. ||
 * ==Discussion Notes== || __**Station #1**__

- This is a learning center idea for an extension from Tuesday’s lesson. - If students have never used Photo Story it would be a good idea to have a parent or volunteer at the computer with each group to help them record the story. - Send a copy of the Photo Story home with students so they can share it with their families.

__**Station #2**__

N/A

__**Station #3**__

- Students can help create the facts to be used in the fact sort in a lesson earlier in the week. Have students collectively discuss important facts they learned about each of the presidents and record them. Use these recorded facts that students came up with to create the facts used in the sorting station. - If time permits students can illustrate each of the facts using dry erase markers on the corresponding fact strip.

__**Station #4**__ <span style="font-family: Times,serif;">- It is good to get feedback from the students on the center. It is also important to consistently monitor the progress of the students and help them if they are stuck on anything. <span style="font-family: Times,serif; font-size: 9pt;">- An extension activity would be to do another reader’s theatre on __…If You Grew Up With Abraham Lincoln__. The students could perform for each other. ||

Teacher(s) Name: Allison Carothers, Amanda Scheele, Becky Mordente, and Rachel Lintner Thematic Unit Theme/Title/Grade Level: Presidents/Presidents on Money/1st Wiki space address: http://ucfgr1presidentmoneyf09.wikispaces.com = Daily Lesson Plan Day/Title: Thursday/ Up Close and Personal with George and Abe = <span style="font-family: 'Times','serif';"> || * <span style="font-family: 'Times','serif';">The student will recall important facts after listening to the guest speakers. (George Washington and Abe Lincoln) <span style="font-family: 'Times','serif';"> || <span style="font-family: 'Times','serif'; font-size: 11pt;"> <span style="font-family: 'Times','serif';"> || **<span style="font-family: Times,serif;">__NCSS Themes:__ ** <span style="font-family: 'Times','serif';">V. Individuals, Groups, and Institutions VI. Power, Authority, and Governance <span style="font-family: 'Times','serif';">SS.1.A.2.4: Identify people from the past who have shown character ideals and principles including honesty, courage, and responsibility. <span style="font-family: 'Times','serif';">LA.1.4.2.4: The student will write basic communications, including friendly letters and thank-you notes; and LA.1.5.1.2: The student will use appropriate spacing between letters, words, and sentences. LA.1.5.2.1: The student will listen attentively and understand directions for performing tasks (e.g., multi-step oral directions), solving problems, and following rules; <span style="font-family: 'Times','serif'; font-size: 11pt;"> || · <span style="font-family: 'Times','serif'; font-size: 9pt;">What best practice strategies will be implemented? · <span style="font-family: 'Times','serif'; font-size: 9pt;">How will you communicate student expectation? · <span style="font-family: 'Times','serif'; font-size: 9pt;">What products will be developed and created by students? || # The teacher will introduce the guest speakers, George Washington and Abe Lincoln. · Date · Address · Salutation · Introduction · Body · Conclusion · Closing · Thank you for… · I enjoyed… · I learned… · I never knew… <span style="font-family: 'Times','serif'; font-size: 9pt;"> || * Handwriting paper · <span style="font-family: 'Times','serif'; font-size: 9pt;">How will student learning be assessed? Authentic/Alternative assessments? · <span style="font-family: 'Times','serif'; font-size: 9pt;">Are you using a rubric? · <span style="font-family: 'Times','serif'; font-size: 9pt;">Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes <span style="font-family: 'Times','serif';"> || * <span style="font-family: 'Times','serif';">The teacher will informally assess comprehension through student responses of speaker facts. <span style="font-family: 'Times','serif'; font-size: 10pt;"> <span style="font-family: 'Times','serif'; font-size: 10pt;"> || What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || * <span style="font-family: 'Times','serif';">ESOL strategies: o <span style="font-family: 'Times','serif';">Cooperative learning; students can work together in a “low threat” environment to better understand and organize information. o <span style="font-family: 'Times','serif';">Provide support through visuals, models, and demonstrations. o <span style="font-family: 'Times','serif';">Allow extra time to complete assignment.
 * =<span style="font-family: 'Times','serif';">Learning Objectives =
 * <span style="font-family: 'Times','serif'; font-size: 11pt;">What will students accomplish / be able to do at the end of this lesson? **
 * <span style="font-family: 'Times','serif';">The student will write a friendly letter using proper format and grammar.
 * <span style="font-family: 'Times','serif';">The student will follow the writing prompts that are to be used in the body of the letter.
 * <span style="font-family: 'Times','serif';">The student will use appropriate spacing between letters, words, and sentences.
 * **<span style="font-family: 'Times','serif';">NCSS Themes/Sunshine State Standards **<span style="font-family: 'Times','serif'; font-size: 10pt;">List the overall theme and then each standard. Cutting and pasting from the website is allowed. <span style="font-family: 'Times','serif';">
 * <span style="font-family: Times,serif;">__Sunshine State Standards:__ **
 * <span style="font-family: 'Times','serif';">Social Studies: **
 * <span style="font-family: 'Times','serif';">Language Arts: **
 * **Student Activities & Procedures**
 * //Teacher Activities/Student Activities// **
 * 1) Each speaker will present facts in an oral presentation that were previously covered during the week.
 * 2) The students will be allotted time to ask questions of the speakers.
 * 3) After the speakers leave, the class will generate a list of facts about George Washington and Abe Lincoln, while the teacher writes them on the board.
 * 4) The teacher will use the overhead projector to show the students how to properly set up a friendly letter. The teacher will discuss each section including:
 * 1) The teacher will review possible prompts that students can use in the writing of their letter including: (These will be written on the board)
 * 1) The teacher will instruct students to select one of the presidents (George or Abe) to write a thank-you letter to.
 * 2) The students will incorporate three facts they learned in their letter.
 * 3) The students will be given a sheet of writing paper to begin their letter.
 * 4) During the assignment the teacher will circulate around the classroom to assist students as needed. ||
 * ==Resources/Materials ==
 * Pencils
 * Friendly letter transparency
 * Overhead projector
 * Dry erase markers for white board
 * Fact sheet for each speaker (will be given to speakers in advance to review) ||
 * **<span style="font-family: 'Times','serif';">Assessment **
 * <span style="font-family: 'Times','serif';">The teacher will asses student letters for proper format, grammar, and spacing, as well as inclusion of three facts about chosen president. <span style="font-family: 'Times','serif'; font-size: 10pt;">
 * ==Exceptionalities==

o <span style="font-family: 'Times','serif';">Allow student to write a letter to each president if they would like to. o <span style="font-family: 'Times','serif';">Upon completion of assignment, allow independent reading. o <span style="font-family: 'Times','serif';">Upon completion allow student to assist fellow classmates, who may struggle with the assignment.
 * <span style="font-family: 'Times','serif';">Higher Achieving Students:

o <span style="font-family: 'Times','serif';">Cooperative learning; students can work together in a “low threat” environment to better understand and organize information. o <span style="font-family: 'Times','serif';">Provide support through visuals, models, and demonstrations. o <span style="font-family: 'Times','serif';">Allow extra time to complete assignment. || <span style="font-family: 'Times','serif';"> || <span style="font-family: 'Times','serif';">
 * <span style="font-family: 'Times','serif';">Lower Achieving Students:
 * ==Discussion Notes== || * <span style="font-family: 'Times','serif';">The teacher can involve parents/guardians by having them be the guest speakers.
 * <span style="font-family: 'Times','serif';">The students can take their letters home to complete for homework. They can share their letter with their parents and get feedback and assistance from them.

= Teacher(s) Name: Becky Mordente, Rachel Lintner, Amanda Scheele, Allison Carothers = Word Processed by: Becky Mordente Thematic Unit Theme/Title/Grade Level: Presidents/Presidents on Money/First Grade = Wiki space address: http://ucfgr1presidentsmoneyf09.wikispaces.com/ = = Daily Lesson Plan Day/Title: Friday/Interactive PowerPoint Review =

VI. Power, authority, and Governance. II. Time, Continuity, and Change. VIII. Science, Technology, and Society.
 * =<span style="font-family: Liberation Serif,serif;">Learning Objectives = || * <span style="font-family: Liberation Serif,serif;">The student will listen and follow directions given by the teacher to navigate through the interactive PowerPoint.
 * <span style="font-family: Liberation Serif,serif;">The student will use their knowledge of technology to navigate through the interactive PowerPoint
 * <span style="font-family: Liberation Serif,serif;">The students will use their knowledge of presidents acquired throughout the week to correctly respond to the quiz questions included in the PowerPoint.
 * <span style="font-family: Liberation Serif,serif;">The students will use the information they have acquired throughout the week and from the interactive power point to create and write two facts about George Washington using complete sentences.
 * <span style="font-family: Liberation Serif,serif;">The students will use the information they have acquired throughout the week and from the interactive power point to create and write two facts about Abraham Lincoln using complete sentences. ||
 * <span style="font-family: Liberation Serif,serif;">**NCSS Theme/Sunshine State Standards** || <span style="font-family: Liberation Serif,serif;">**NCSS Themes:**

<span style="color: #000000; font-family: Liberation Serif,serif;">Language Arts - LA.1.3.4.6: The student will edit for correct use of end punctuation for sentences, including periods, question marks, and exclamation points. - LA.2.3.4.2: The student will edit for correct use of capitalization, including initial word in a sentence, the pronoun I, and proper names - LA.K.5.2.1: The student will listen carefully and understand directions for performing tasks (e.g., three or four-step oral directions)
 * Sunshine State Standards:**

<span style="font-family: Liberation Serif,serif;">Social Studies - SS.1.A.2.4: Identify people from the past who have shown character ideals and principles including honesty, courage, and responsibility. - SS.K.A.2.2: Recognize the importance of celebrations and national holidays as a way of remembering and honoring people, events, and our nation's ethnic heritage. - SS.K.A.2.4: Listen to and retell stories about people in the past who have shown character ideals and principles including honesty, courage, and responsibility. - SS.K.A.2.4: Listen to and retell stories about people in the past who have shown character ideals and principles including honesty, courage, and responsibility. SS.K.A.2.4: Listen to and retell stories about people in the past who have shown character ideals and principles including honesty, courage, and responsibility. || 2.) Teacher will escort students to a computer lab where each student will have access to his or her own computer. Be sure each computer is already cued up with the presentation ready to begin for each student. 3.) Teacher will demonstrate for students using a computer or smart board how to navigate through the PowerPoint presentation. (S)he will explain what each icon represents and how the presentation is set up. 4.) The teacher will take the students step by step through each portion of the PowerPoint presentation beginning with George Washington. 5.) The teacher will begin the lesson by asking students what they remember learning about George Washington throughout the week. The teacher will call on students individually to respond with what they learned about George Washington. (*See Gifted & ESOL/SLD accommodations) 6.) The teacher will begin by demonstrating clicking on the book icon. Students will click on the book icon as well and put on the headphones at their individual computers to hear the story of __George Washington and the Cherry Tree__. 7.) The teacher will next demonstrate clicking on the music note icon. The teacher will ask students to click on the music note icon as well and put on the headphones to listen to the song and read the lyrics. Once students have read the lyrics independently the teacher will read the lyrics out loud to the group and then as a class the teacher and students can sing along to the audio. (*See Gifted & ESOL/SLD accommodations) 8.) The teacher will next demonstrate clicking on the puzzle icon. The teacher will model how to click and arrange the puzzle pieces to create the image of a dollar bill. Students will arrange the virtual puzzles independently at their computer stations. 9.) The teacher will next demonstrate clicking on the test icon. The teacher will read the questions and answer choices aloud to students and demonstrate how to click on the answers. Students will choose what they believe to be the correct answer and click on the answer. If the student is incorrect he or she will repeat the process until they answer correctly and are able to proceed to the next question. The teacher will read each question and answer choice to the students as a whole group. 10.) The teacher will demonstrate to the students how to click on the Abraham Lincoln icon. Students will also click on the Abraham Lincoln icon at their own computers. 11.) The teacher will ask the students what they remember learning about Abraham Lincoln throughout the week. The teacher will call on students individually to respond with what they learned about Abraham Lincoln. (*See Gifted & ESOL/SLD accommodations) 12.) The teacher will demonstrate to the students how to click on the timer icon. Students can read the information in the time line independently. (*See Gifted & ESOL/SLD accommodations) 13.) The teacher will demonstrate to the students how to click on the music note icon. The teacher will ask students to click on the music note icon as well and put on the headphones to listen to the song and read the lyrics. Once students have read the lyrics independently the teacher will read the lyrics out loud to the group and then as a class the teacher and students can sing along to the audio. (*See Gifted & ESOL/SLD accommodations) 14.) The teacher will demonstrate to the students how to click on the crayons icon. The teacher will demonstrate how to click on the colors to “color” in the photo of Abraham Lincoln. The teacher will then demonstrate for students how they can print out their colored picture and each student can print their coloring page to keep. 15.) The teacher will demonstrate to the students how to click on the test icon. The teacher will read the questions and answer choices aloud to students and demonstrate how to click on the answers. Students will choose what they believe to be the correct answer and click on the answer. If the student is incorrect he or she will repeat the process until they answer correctly and are able to proceed to the next question. The teacher will read each question and answer choice to the students as a whole group. 16.) The teacher will collect the students' coloring pages from the printer and pass them out. The teacher will have the students turn the sheets over to the back side. The teacher will explain that the students are two write two facts they learned about George Washington and two facts they learned about Abraham Lincoln. 17.) The teacher will review important concepts related to sentence structure. The teacher will remind students to use capital letters to begin sentences, a period to end sentences, and capital letters for people’s names such as Abraham Lincoln and George Washington. 18.) Students will create two sentences about what they know about Abraham Lincoln and two sentences about what they know about George Washington on the back of their Abraham Lincoln coloring sheet. (*See Gifted & ESOL/SLD accommodations) || Resources used in presentation: http://www.primaryteachers.org/patriotic_songs_and_poems.htm http://sunniebunniezz.com/holiday/presiday.htm http://www.apples4theteacher.com/holidays/presidents-day/ http://www.rhapsody.com/mark-binder/classic-stories-for-boys-and-girls - Rubistar: This website was used to create rubric for the writing assignment. http://rubistar.4teachers.org - Computer for each student in the class <span style="color: #000000; font-family: Liberation Serif,serif;">- Set of headphones for each student in the class - A Smartboard (or similar) for the teacher to use for demonstration purposes - Color printer - Pencils for each student to write with || 1.) Informal assessment will be used to monitor whole class acquisition of information about George Washington and Abraham Lincoln. Students will discuss as a class what they have learned about the presidents from throughout the week and each student will have an opportunity to respond with a fact or story they learned throughout the week. 2.) Students will answer questions, complete sentences and respond to true or false statements about George Washington and Abraham Lincoln independently in the quiz section of the interactive PowerPoint. Questions/statements will include… <span style="font-family: Liberation Serif,serif;">Each question is presented in multiple choice format and students are informed if they answer the question correctly or incorrectly. If students respond incorrectly they are given the opportunity to respond as many times as necessary until they are able to correctly answer each of the questions presented.
 * <span style="font-family: Liberation Serif,serif;">Teacher Activities/Student Activities & Procedures || <span style="font-family: Liberation Serif,serif;">1.) Teacher will set expectations for students about computer usage and behavioral expectations in the computer lab.
 * ==<span style="font-family: Liberation Serif,serif;">Resources/Materials == || <span style="font-family: Liberation Serif,serif;">- Presidents on Our Money Interactive PowerPoint Presentation [[file:Presidents Day.ppt]]
 * <span style="font-family: Liberation Serif,serif;">**Assessment** || <span style="font-family: Liberation Serif,serif;">**Pre-Assessment:**
 * <span style="font-family: Liberation Serif,serif;">George Washington chopped down a(n)… _
 * <span style="font-family: Liberation Serif,serif;">What is George Washington’s nickname?
 * <span style="font-family: Liberation Serif,serif;">True or False: George Washington fought in the American Revolution.
 * <span style="font-family: Liberation Serif,serif;">True or False: Abraham Lincoln wrote the Gettysburg Address.
 * <span style="font-family: Liberation Serif,serif;">Abraham Lincoln was president during which war?
 * <span style="font-family: Liberation Serif,serif;">Abraham Lincoln was the __ president of the United States.

Students will compose two sentences about what they learned about George Washington and two sentences about what they learned about Abraham Lincoln. Students will be graded using a rubric which includes the validity of the sentences created (3 points), use of complete sentences (1 points), use of capital letters where appropriate (1 point) and use of correct punctuation (1 point). ||
 * Post-Assessment:**
 * ==<span style="font-family: Liberation Serif,serif;">Exceptionalities == || <span style="font-family: Liberation Serif,serif;">**ESOL/SLD:**
 * <span style="font-family: Liberation Serif,serif;">During step 5 and step 11 the teacher can prompt ESOL/SLD students to recall important facts by using detailed questioning techniques. For example, the teacher may ask “Did George Washington fight in any wars?” to get ESOL/SLD students to recall that George Washington fought in the Revolutionary War. This questioning method is much less intimidating than having students come up with facts entirely on their own accord.
 * <span style="font-family: Liberation Serif,serif;">During step 7 and step 13 ESOL/SLD students can be paired with students who are proficient in English to help them read through the lyrics.
 * <span style="font-family: Liberation Serif,serif;">During step 12 ESOL/SLD students can be paired with students who are proficient in English to help them read through the time line of Abraham Lincoln’s life.
 * <span style="font-family: Liberation Serif,serif;">During step 18 Have English proficient students assist ESOL/SLD students with writing their facts about the presidents.
 * <span style="font-family: Liberation Serif,serif;">ESOL/SLD students with extremely limited proficiency with English and writing can illustrate their facts in addition to writing to help them express their ideas.

<span style="font-family: Liberation Serif,serif;">**Gifted/Talented:**
 * <span style="font-family: Liberation Serif,serif;">During step 5 and step 11 the teacher can probe students to elaborate on facts about the presidents that require higher level thinking skills. For example if a gifted student shared the fact “Abraham Lincoln freed the slaves.” The teacher could prompt the student with the question “Why do you think Abraham Lincoln freed the slaves?”
 * <span style="font-family: Liberation Serif,serif;">During step 7 and step 13 : Gifted students will be paired with an ESOL/SLD student or struggling reader to help assist them with reading through the lyrics.
 * <span style="font-family: Liberation Serif,serif;">During step 12 Gifted students will be paired with an ESOL/SLD student or struggling reader to help assist them with reading through the information in the time line of Abraham Lincoln’s life.
 * <span style="font-family: Liberation Serif,serif;">During step 18 as gifted students finish they can assist classmates with composing their sentences about the presidents. ||
 * ==<span style="font-family: Liberation Serif,serif;">Discussion Notes == || * <span style="font-family: Liberation Serif,serif;">The teacher can E-mail out the PowerPoint to parents/guardians so that students can explore the presentation on their own at home.
 * <span style="font-family: Liberation Serif,serif;">Encourage parents/guardians to explore the PowerPoint at home with their students.
 * <span style="font-family: Liberation Serif,serif;">The teacher can have students create the questions that are used in the interactive PowerPoint. In a lesson prior to the PowerPoint students can discuss as a class important facts and possible questions which the teacher can include when creating the presentation. ||