Lesson Plan (based on AR Teaching Standards) Teacher candidate: Chrissy Davis Grade: 5th Subject(s): Language Art and

Social Studies Topic(s): Chasing Lincolns Killer by James Swanson

Circle the Blooms Domains that apply: Cognitive Affective Psychomotor

Arkansas Frameworks (complete SLEs): or Common Core Standards CCSS.ELA-Literacy.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-Literacy.RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). H.6.5.8 Identify and explain the significance of the following people: Fredrick Douglas, Harriet Tubman, John Brown, Abraham Lincoln, Ulysses S. Grant, Robert E. Lee, Sojourner Truth, Dorothea Dix Length of lesson (specify beginning and ending time): Start 1:20 /Finish_2:20 Learning Goals/ObjectivesStds 4-8 The students will use the text to examine Booths assassination plan and how it was carried out. The students will compare and contrast Powells assassination attempt on Secretary of State William H. Seward and how Booth carried out the assassination of Lincoln. Considering Prior Knowledge Stds 1-5, 7 Students have prior knowledge of both the assassination attempt on the Secretary of State William H. Seward and the assassination of Lincoln from the previous chapters in the book Chasing Lincolns Killer. Student GroupingStds 1-3, 8 Students will be grouped in groups of 4 or 5. Teaching MethodsStds 4, 6, 7-8 I will model the T chart as well as how to fill out the graphic organizer. I wanted to use these tools to help the students organize their thoughts so that writing a short paragraph would be easier and be clearer. LESSON DESCRIPTION/ACTIVITIESStds 1-8 Procedures 1. Introduction: Projected Time: _5-7 minutes___ Earlier today we read chapter three in the book Chasing Lincolns Killer. We read about Powells attempt to assassinate the Secretary of State, William H. Seward, and everything that went wrong. We are going to look at Booths plan for that assassination, as well as what actually

happened. We are also going to take a look at Booths plan for assassinating Lincoln and how the plan was carried out. 2. Lesson Content: Projected Time: _45 minutes___ I have handed out two pieces of paper and I want you to label one of the papers Assassination attempt on Secretary of State William H. Seward. Under that on the left side of the paper write Booths plan for Powell to carry out on the right side write Powells execution of the plan. Draw a line under the two headings and a line separating them down the middle of the page making a T chart. (I will be modeling this on the Elmo) Go back in the book and look at what Booth had planned for Powell to do and write it down in the correct column. Then look at what actually happened when Powell attempted to assassinate the Secretary of State. Be sure to include page numbers. On page 26 and 27 is where the plan is located and pages 46-59 are the pages of the assassination attempt. (The students work on that) On your next page you are going to set it up the same, but label this paper Booths assassination of Lincoln under that write Booths plan for assassinating Lincoln on the left and Booths execution of the assassination. Draw a line under the two headings and a line separating them down the middle of the page making a T chart. Go back in the book and look at what Booth had planned for Lincolns assassination and write it down in the correct column. Then look at the assassination itself and write down how it was carried out. Be sure to include page numbers. On page 26 and 27 are the pages you need to read for the planning of the assassination. Pages 33 45 are the pages where the assassination and escape takes place. Now we are going to compare and contrast Powells execution of the plan and how Booth carried out his part of the plan. (Graphic organizer) Look at your graphic organizer and use it to help you write a paragraph in your packet comparing and contrasting Powells execution of the plan and how Booth carried out his part of the plan. (This may take more than one day to complete) I will be walking around monitoring their progress. 3. Closure: Projected Time: __5-7 minutes___ I want you to talk quietly with your group and pick one interesting thing that you learned today. (groups share)

What was one difference in Booths plan for Powell verses what actually happened? Did Booths assassination of Lincoln go according to plan? 4. Extensions: Create a time line of events National Treasure: Book of Secrets Movie QR code sending students to http://www.history.com/topics/abraham-lincolnassassination Web quest/ scavenger hunt http://aam.govst.edu/projects/jshileny/images/lincoln%20webquest/Scavengerhunt_works heet.pdf Materials and TechnologyA4 Paper/ pencil Elmo Projector Chasing Lincolns Killer by James Swanson Chasing Lincolns Killer worksheet/ packet Graphic organizer Assessment: Formative: I will be assessing the students through group discussion and while I am walking around checking on each groups progress. Summative: A formal assessment will take place at the end of the unit. Modifications or Accommodations I will be walking around the class assisting students that have questions or need extra help. For the struggling students I will make sure their peer buddy is with them to assist them in any way.