Beacon Lesson Plan Library

President Who?

Tabitha Kosmas
Santa Rosa District Schools

Description

Using their reading comprehension skills, the students will demonstrate their knowledge of basic facts on George Washington and Abraham Lincoln through a question and answer game format.

Objectives

The student reads and organizes information (for example, in outlines, timelines, graphic organizers) throughout a single source for a variety of purposes (for example, discovering models for own writing, making a report, conducting interviews, taking a test, performing a task).

Materials

-Handout on George Washington (See Preparation)
-Handout on Abraham Lincoln (See Preparation)
-Fill in the blank reports, one for Washington and one for Lincoln {See Associated File)
-Class set of George Washington silhouettes (See Preparation)
-Class set of Abraham Lincoln silhouettes (See Preparation)
-List (or index cards) of game questions (See Associated File and Preparation)
-Poster listing prizes
-Prizes

Preparations

1. Create a handout of basic information on both George Washington and Abraham Lincoln. (Visit the website recommended below and/or refer to [Teacher's Friend Publications, Inc., February Idea Book].)

2. Download and print Fill-in-the-Blank reports for both George Washington and Abraham Lincoln from the associated file. Make one copy of each report for every student.

3. Create class sets of George Washington and Abraham Lincoln silhouette cards. (If you need help creating silhouettes, refer to [Teacher's Friend Publications, Inc. February Idea Book].)

4. Download and print the thirty-two game questions found in the associated file. More questions can be created if desired.

5. Create a prize poster.

6. Collect prizes.

7. Prepare tokens for correct answers. Small pieces of construction paper work well.)

Procedures

Day One:

1. Give students a handout on George Washington.

2. Have the students read this handout in a round robin fashion. (Readers will be selected from volunteers.)

3. Interrupt throughout the reading to elaborate on any point that would benefit through further elaboration.

4. After the class reads the handout, lead a class discussion on our first president.

5. Give the students a fill-in-the-blank report on George Washington. (The students may utilize the handout to answer the questions on the report.)

6. Collect reports at the end of class.

7. Remind students that in two days they will participate in a game for prizes, answering questions on George Washington and Abraham Lincoln.

Day Two:

1. Give students a handout on Abraham Lincoln.

2. Have the students read this handout in a round robin fashion. (Readers will be selected from volunteers.)

3. Interrupt throughout the reading to elaborate on any point that would benefit through further elaboration.

4. After the class reads the handout, lead a class discussion on Abraham Lincoln.

5. Give the students a fill-in-the-blank report on Abraham Lincoln. (The students may utilize the handout to answer the questions on the report.)

6. Collect reports at the end of class.

7. Remind students that they will participate in a game the next day for prizes, answering questions on George Washington and Abraham Lincoln.

Day Three:

1. Begin by going over the rules for playing games in classes.

2. Review the prizes and the criteria for winning each prize.

3. Give each student a card with a silhouette of George Washington and one card with a silhouette of Abraham Lincoln.

4. Instruct the students to answer each question by holding up the card with the correct President's silhouette.

5. Give each student a small token (made of a piece of construction paper) for each correct answer.

6. At the end of the game, have the students turn their tokens in for prizes.

Assessments

Formatively assess student ability to read and organize information from the reading selection through the fill-in-the-blank report. Conduct this assessment for both day one and day two. Both fill-in-the-blank reports have fifteen questions and are included in the attached file. Also, formatively assess students through the number of correct answers during the game on day three. When each student turns in his or her tokens, you may record the number by each student's name.

Extensions

1. Instead of a class set of silhouette cards for both Washington and Lincoln, a class set of cards containing each President's name can be used.
2. Modifications for students with learning disabilities: When reading the passages, have the students highlight or underline important information that may be included in the report.

Web Links

Web supplement for President Who?
The White House Presidents' Hall

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