| |
|
|
| |
|
Grade:
Grade 4
Subject: English Language Arts
Created by:
Kendall Pope
Lesson Length:
2 hours
Keywords/Tags:
Election, Lincoln, reading, writing
Lesson Description:
This lesson's goal is to have students be able to read a story critically and be able to answer specific questions using the text. Students will be asked to read the story then reread it to find specific answers and information to use to answer the following questions. The students will be asked to answer a serious of vocabulary questions to further grow their knowledge on domain specific and general academic words. They will also have to answer a serious of discussion questions to help them better understand the reading and questions that require them to dissect the reading. These questions will help the students better understand the content of the story and it will teach them how to read critically. This lesson will take 2 days to complete. |
Common Core Standards Covered with This Lesson
- CCSS.ELA-Literacy.RL.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
- CCSS.ELA-Literacy.RL.4.4: Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
- CCSS.ELA-Literacy.W.4.1b: Provide reasons that are supported by facts and details.
|
|
|
| |
|
|
| |
|
|
| |
|
Lesson Content: Reading
|
|
| Instructions: Please read the following reading passage as many times as needed (aloud and silent) before starting to go through other lesson pages. Understanding the content of this passage is very important since the lesson activities will be all about this content. Feel free to print the passage if needed. |
The Election
The Election
I was in Chicago when the country took a giant step. I saw history in the
making.
I was at the Wigwam, that’s what they called it. It is the Sauganash Hotel.
There at the corner of Lake Street and Wacker Drive the Republicans met and
fought. Most of them wanted William Seward. His manager Thurwood Weed said,
“Who is this man Lincoln? A nobody from nowhere.”
It looked like Seward had it locked up.
I met Thurwood Weed, who was there to get the votes for Seward. I have
rarely met a man who was so devious, He would promise one thing to one person.
Then another promise to a different person. And none of them would he keep. He
lied all day long.
“I’m going to offer Lincoln the Vice Presidency,” Weed told me. Of course he
has the Illinois votes. But who else would vote for him. He is not really ready to be
president. Look at my man. Seward is a leader. He is smart. He knows how to
make decisions. He will not let other people tell him what to do.”
I thought that Weed was a good name for him. He was not a decent man. He
was buying votes. He was going to make sure his man got the nomination. He did
not care about being honest.
I saw Lincoln’s team leader, David Davis, at the convention. I asked him what
he would do to make sure Lincoln got the nomination. He just smiled. Later I
learned he had gotten more of their supporters into the hall by giving them extra
tickets. They printed those tickets themselves. “Abe would not have liked this at
all,“ said Davis, but we were not bribing people like Weed. And the Lincoln team
gave them whistles. When Lincoln was nominated, there was so much noise that
everyone thought this is our man.
Later after he was elected, Lincoln did something surprising. He made
Seward his Secretary of State. I always thought this man is different. He knows
how to get elected. He knows how to work with others. He knows how to lead our
country.
I’m not sure what is next for our country. It is 1862 and we are at war. I
don’t think that Seward would have been able to lead us through this war. I believe
Abraham Lincoln can.
|
|
|
| |
|
|
| |
|
|
| |
|
Task 1: Vocabulary Activity (40 points)
|
|
| Instructions: Please complete the following vocabulary activity by choosing the correct meaning of each word selected from the passage and use of each word correctly in a sentence. |
|
|
|
| Standards Covered with This Lesson Activity: CCSS.ELA-Literacy.RL.4.4, |
|
|
| |
|
|
| |
|
|
| |
|
Task 2: Discussion Activity (30 points)
|
|
| Instructions: This discussion forum will have questions for students to respond. Read the posted questions, and respond to each. Students are responsible for posting one initial and and two peer responses for each topic. |
|
| |
Topic Title |
Replies |
|
 |
Why is Thurwood Weed...
In this story, the author tells that he "rarely met a man who was so devious," when talking about Thurwood Weed. Why was Thurwood Weed considered "so devious"?
Sent on: Jun 28, 2020 by: Kendall Pope |
0 |
|
|
"When Lincoln was nominated"...
The author describes how "When Lincoln was nominated, there was so much noise that everyone though this is our man." Why was there so much noise when Lincoln was nominated?
Sent on: Jun 28, 2020 by: Kendall Pope |
0 |
|
|
"He knows how to get elected"...
After Lincoln was elected, the author states that "He knows how to get elected." What did he do differently than Seward to get himself elected?
Sent on: Jun 28, 2020 by: Kendall Pope |
0 |
|
|
| Standards Covered with This Lesson Activity: CCSS.ELA-Literacy.RL.4.1, |
|
|
| |
|
|
| |
|
|
| |
|
Task 3: Writing Activity (30 points)
|
|
| Instructions: At the end of this passage, the author says "I don't think that Seward would have been able to lead us through this war. I believe Abraham Lincoln can." In 2-3 paragraphs, use evidence from the text to prove why Abraham Lincoln would be able to get the United States through the war in 1862.
|
|
|
Standards Covered with This Lesson Activity:
CCSS.ELA-Literacy.W.4.1b, |
|
|
| |
|
|
University of South Florida Patent & Copyright Office © 2017 (Tech ID # Pending)
|