Drexel University

Teacher: Kaatje Harrison

I.

Grade: 1

Abe Lincolns Hat by Martha Brenner

Content and Standards: Standards for this lesson are aligned with the content, the text and
materials.
a. CCSS.ELA-Literacy.RI.1.7
b.

c.
d.

e.

f.

II.

Use the illustrations and details in a text to describe its key ideas.
CCSS.ELA-Literacy.RL.1.2
Retell stories, including key details, and demonstrate understanding of their
central message or lesson.
CCSS.ELA-Literacy.RF.1.4.a
Read grade-level text with purpose and understanding.
CCSS.ELA-Literacy.W.1.5
With guidance and support from adults, focus on a topic, respond to questions and
suggestions from peers, and add details to strengthen writing as needed.
Alabama Social Studies Standard: 1.4. Identify contributions of diverse
significant figures that influenced the local community and state in the past and
present.
CCSS.Math.Content.1.OA.A.1
Use addition and subtraction within 20 to solve word problems involving
situations of adding to, putting together, and comparing.
CCSS.Math.Practice.MP2 Reason abstractly and quantitatively.

g.
Prerequisites:
We have been studying Abraham Lincoln all week. We have read a short biography passage
and completed questions about his life and the Civil War. We have read the book I am
Abraham Lincoln by Brad Meltzer, detailing Abraham Lincolns sense of fairness and life
story.

III.

Instructional Objective:
a. Students will know characteristics of Abraham Lincoln and be able to create a tall hat
with 4 characteristics or related words for Abraham Lincoln in a shared writing activity.

IV.

Instructional Procedures: BDA

a. Initiate All students, called by table, will come to the floor area.
i. We will review what we know about Abraham Lincoln. Students will discuss
what they know about Abraham Lincoln.

ii. We will discuss his height, 6 ft 4 inches tall, the same height as Mrs. Harrisons
brother who is exactly a head taller, 7 inches, than she is (5 ft 9 inches). Teacher
will demonstrate how tall this is with her hand over her head.
iii. We will discuss one of his key characteristics being a tall hat. The tall hat,
according to the Smithsonian, was another 7 inches tall! It was a stovepipe hat,
and may have been a gimmick to make for a memorable impression. Teacher
will demonstrate how much taller the hat would be on top of the other hand 7
inches taller than she is. How tall would that make him? 4 inches plus another 7
inches with the hat, that would put him at 6ft 11 inches, almost 7 ft tall with that
hat!
iv. We will make predictions about why he wears this tall hat.
b. During
i. Teacher will read Abe Lincolns Hat with expression and pauses to think-aloud
and make predictions.
ii. We will turn and talk with our partners about if we would have wanted to be a
lawyer in those days.
iii. We will discuss what the phrase he could make a cat laugh mean s.
iv. After the story, we will discuss what we would keep in our hat if we had a hat
like Abraham Lincolns.
v. Students will return to their seats by row.
vi. We will brainstorm good descriptive and related words for Abraham Lincoln.
vii. Pre-cut black hats will be given to each student. They will write their name on
the back, and Abraham Lincoln on the brim of the hat in white crayon.
viii. Each student will receive 4 white paper strips. They can write 4 descriptors and
related words about Abraham Lincoln and draw a small picture about the words.
They will then glue these strips on the hat.

c. After We will view the Gettysburg Address clip - https://www.youtube.com/watch?

v=U2a-S3rjDBw
i. We will discuss what 4 score and 7 years ago means (87) and how 1776, the year
the Declaration of Independence was written was 87 years before that Gettysburg
battlefield dedication.
ii. Students will turn in their Lincoln hats when they are finished.
iii. We will recap Lincolns character and how his hat is associated with him and
how we think of him.
iv.

We will view a map of the United States. First we will plot Alabama, and where
we are in Northern Alabama. We will then plot Kentucky (where he was born),
Indiana (where he lived for a while as a boy according to the I am Abraham
Lincoln book), Illinois, where he is most associated with and ran for Senator,
where he is on the back of the quarter for Illinois, Land of Lincoln, Washington,
D.C. of course, where he lived and died as president.

V.

Materials and Equipment:

a. 21 Abe Lincolns Hat with enough white strips for 4 per student
b. You tube video clip - https://www.youtube.com/watch?v=U2a-S3rjDBw
c. Map of the United States Source: http://www.onlineatlas.us/united-states-map.htm

d. Elmo projector
e. Pencils
f.
VI.

White crayon / crayons

Assessment/Evaluation:
i.

Students will have 4 related words or descriptors for Abraham Lincoln; their
name will be on the back, and Abraham Lincoln will be spelled correctly, with
appropriate capitalization.

VII.

Differentiation: This should include examples for students with disabilities and English
Language Learners (ELLs): Individualized Activities:
a. Think alouds as well as pre-priming for knowledge about Abraham Lincoln will assist
with background knowledge and context. We have been discussing Abraham Lincoln, so
the students are familiar with him.
b. Interactive Group writing will assist in creating the related words and descriptors to
choose from when writing.

c. The Interactive think-alouds will aid in understanding what is coming next and making
and checking predictions (Rea & Mercuri, 2006, p. 75).
VIII.

Technology: Describe which technology will be incorporated and describe how

technology will assist learning.
a. Elmo projector
b. Smartboard with speakers for Gettysburg Address clip.

IX.

Self-Assessment
I expected this to be a fun, relatable lesson that will expand on what we have already been
talking about with Abraham Lincoln, and it was! The think-alouds, discussion, and student
participation in generating character traits and related words about Lincoln were wonderful
and demonstrated the engagement, relatability and critical thinking this group of students has
engaged in on this topic. I was a little concerned about adding the map here because it didnt
necessarily go with this particular piece, but was something that was absolutely necessary for
this module to give a sense of place to the students. I am so glad that I added it! The
comments were priceless the Pennsylvania doesnt look that far on the map, where is Clear
Creek River a recreation area not far from our town of Jasper, that Texas is the biggest state,
except for the state of Mexico and Canada. It was a wonderful opportunity to clarify these
map concepts! We also discussed and showed where Washington D.C. is on the map.
Several students then noticed Washington State, and we discussed how that is different from
Washington D.C. where the capitol of the United States is and where the president lives. It
was a valuable addition to this lesson and didnt detract from the theme of Abraham Lincolns
character. The actual output and product of this lesson, the hats, were beautiful, no 2 alike,
and the students did a wonderful job brainstorming characteristics. I had brainstormed a list
myself the night before so I had it handy, but I only wrote what the students came up with and
it was spot on. I was very pleased with the level of thinking and student engagement on this
lesson. It was exactly how I hoped it would go.
In terms of Danielsons Domain 3: Instruction, in addition to the annotated comments above,
here is how I addressed each of the subcomponents:

3a Communicating with Students Expectations for this lesson as well as a purpose for
reading this book were established up front, at the beginning of the lesson . Prior to the
expectations of the lesson, students previous knowledge based on prior activities from the
week were discussed to put their knowledge at the forefront of their minds before starting the
lesson activities and stating the purpose of what we were going to do no w.
Directions for the activities were clear, and structured so that students were not overwhelme d.
Students were given their hats after the instructions were given to use a crayon first to write
their names, then FLIP the hat over and write Abraham Lincoln on the brim. Abraham
Lincoln was written on the white board to copy from. Students had already brainstormed the
content for the writing strips. This was displayed on the Elmo projector, with different
colored bullet points by each phrase for ease of sight. After finishing with their names and
Abraham Lincoln writing, students were given 4 strips each to write a related word of their
choosing on first and draw a small picture if they had room. Then, they could glue these
strips down. I do not want to make it so teacher-directed that they have to wait for me to
glue, I trust my students judgement to wait, and if there is 1 or 2 students who get the order
wrong, I am walking around, monitoring and assisting to help in this instance. I like students
to have a sense of self, accomplishment, and competence in completing their own work that is
a reflection of their learning.
3b Using Questioning and Discussion Techniques I think questioning and discussion
techniques are some of the, if not the most, important parts of teaching. I value student
participation highly and like to have most input coming from students. In pre-priming
knowledge of President Lincoln, I was not refreshing their memories; they are refreshing us
all from their knowledge. In discussing the height of Lincoln + his hat, I start by giving them
real-world context with my height, and how much taller President Lincoln was than me.
Another real-world example of the size of a head was given, then I have them calculate how
much taller he would be with an extra 7 inches of a stovepipe hat. This is a critical
component for me to use student input to convey content. This student input, then allows
them to discover this information themselve s, make their own meaning, which is much more
effective than me telling it to them.
Student participation during the reading of the text was also used, with tprs (total physical
response storytelling) features like facial expressions of a cat, as well as total participation
techniques like thumbs up participation, turn and talk, and questioning with raised hands. I

prompt for this by raising my own hand I do choral response as well, and usually put my
hands out for their response in that case or put my hand by my ear to hear it. This gives
effective signals for the different types of responses I expect.
3c Engaging Students in Learning Throughout this lesson, I am constantly using
engagement techniques to keep my students talking and participating, making-meaning in this
lesson. As I mentioned above I use a variety of engagement techniques to keep my students
explaining and making their discoveries about the material. As shown in my preparation
evidence, I prepare lists ahead of time, just so my knowledge is primed, however I make a
fresh brainstormed version with my students for what were important concepts to them
related to President Lincoln. They came through in spades.
The structure and pacing of this lesson was appropriat e. There were several parts a prepriming, introduction of the purpose and structure of the lesson, whole group participative
reading on the floor in the front of the room, a whole group map discussion of places
pertinent to President Lincoln, a brainstorming specifically of the related words we want to
put on our own hat, students returning to their seats, being given the hats with instructions for
their name- FLIP Abraham Lincoln on the brim, and then being given the four strips of
paper for their related words of their choosing. The Gettysburg Address and timeline with 4
score and 7 years ago was moved to the next day for pacing, with touches on the flexibility
and responsiveness subcomponent next.
The grouping of students was whole group and then individual, which was appropriate for
this lesson.
3d Using Assessment in Instruction - Assessment for this project was given in a verbal
checklist, and each project was assessed after turn-in for: Students will have 4 related words
or descriptors for Abraham Lincoln; their name will be on the back, and Abraham Lincoln
will be spelled correctly, with appropriate capitalizatio n. Students are familiar with my
criteria for capitalization and punctuation, and I reiterate these standards as I am walking
around while they are working. Feedback to students is given both as they are working and
in the form of a grade with comments.
3e Demonstrating Flexibility and Responsiveness As I mentioned above, this lesson was
adjusted to take the Gettysburg Address part and 4 score and 7 years ago timeline discussion

to the next day. This was a good plan for pacing and for student saturatio n. We then fleshed
out the timeline more with the current year, student birthdates, one hundred years prior, two
hundred years prior, when the Civil War started and Abraham Lincolns election roughly at
the same time (1860), the Gettysburg Address (1863), the end of the Civil War (1865). We
then calculated 4 score and 7 years previous with skip counting by 2s and then 20s to 80, and
then adding 7. I calculated the year difference for them from 1863 taking away 87, and
arriving at 1776. I then asked what happened then, and students answered thats when
America was born.
During this lesson, I also responded to students comments as we went, as they are doing the
primary talking for remembering content information and making connections. I also doing
think-alouds, adding new content information and keeping precision on factual and
chronological dating / context; it is a balance.
For persistence, we completed the majority of this lesson, minus the timeline and Gettysburg
address listening. I think that set an appropriate pace and structure, with appropriate work
output for the time period.
Overall, I think this was a very successful lesson that demonstrates proficiency in the
instructional domain.

References:

https://www.youtube.com/watch?v=U2a-S3rjDBw
Brenner, M., & Cook, D. (1994). Abe Lincoln's hat. New York: Random House.
Danielson, C. (2013). Danielson Group : The Framework. Retrieved January 16, 2016, from
http://www.danielsongroup.org/framework/
Rea, D. M., & Mercuri, S. (2006). Research-based strategies for English language learners:
How to reach goals and meet standards, K-8. Portsmouth, NH: Heineman.