Guided Reading

Grade 8 Abraham Lincolns First Inaugural Address title

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-Teacher will pass out Abraham Lincolns First Inaugural Address
-Students will do a preliminary read of the document
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-What do you think Lincolns First Inaugural Address might have been like?
Think of the setting, the people there, and how you feel before you make a
speech.(Class discussion)
-Inaugural Addresses take place on the day a president takes the Oath of
Office and they go over the Presidents stances and goals for the next four
years. Recall the issues facing the United States in the 1860s and any
biographical information you have learned about Abraham Lincoln.
-Speaking your mind in an environment of conflict can be daunting.
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-Inaugural Address: (given in introduction)
-Union: states were thought of as their own countries before the Civil War, so
when the US is referred to as the Union it is meant to emphasize there is an
important bond between the states.
-Secession: if a state is unhappy in the Union it can vote to leave the Union; if
multiple states leave they can form a new union.
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(Elements of a Speech)
-The paragraphs are numbered so you can easily navigate the passage
-Look at the title and the date.
-Mind the salutation and to whom the speech is addressed.
-Notice the division of paragraphs. They are short and separated so the orator
can more effectively communicate.
-Important points tend to be indented to remind the speaker to emphasize
that section.
-Pay attention to what words at capitalized, they are probably important.

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ASK: As you read think of a time when you had to voice your opinion in an
uncomfortable situation? (text-to-self connection)
Underline words
that remind you
of a situation in
your own life.
Highlight
sentences that
have a unique
meaning for you.
Do not get distracted by unimportant
connections! For example, I might
start to think about my last vacation
to the South, but this does not make
a connection to a time I stood up for
myself in a conflict.
Circle emotion
words and
judgment words.
Jot down vocab
you dont know.

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Students: Read to selves paragraphs
1 through 12.
Use strategies as they go.
Teacher: Monitor students are using
strategies.
Gather information for review.
Provide strategy cue support.
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-Modeling: As I was reading I made a text-to-self connection in the first
paragraph. When Lincoln says he wants to address the citizens before being
sworn in as president I thought of the first day of school each year when I talk
to my students about what they should expect for 8
th
grade before I begin my
lessons.
-Students will share their connections as a class
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As the students are sharing their text-to-self connections I will have another
student explain the similarities between their peers connection and the text.
(Student 1- I made a connect between the school rules and how Lincoln talks
about the Constitution. Student 2- I think Student 1 made that connection
because both are rules and even though I might want to do something
different I have to listen to the rules.)
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Have students look up the words they did not know.
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Students will: Continue reading the
text or reread the text, especially the
parts with unfamiliar vocabulary.
Continue using text-to-self strategies.
Teacher will: Clarify any parts a
student is still unclear about on an
individual basis.
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Written Response: For homework, write 1-2 paragraphs about a time you had
to speak your mind in an uncomfortable situation and use your underlined,
circled, and highlighted words to show your connection to Lincoln.




Guided Reading
Grade 8 Abraham Lincolns First Inaugural Address
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-Students will review their guided reading notes from yesterday in guided
reading groups
-Teacher will check student notes for completion of the extension activity.
-Teacher will pass out a different colored highlighter so students can
differentiate between text-to-self and text-to-text connections.
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There are many examples in history of people giving their opinions in times of
conflict. Fictional literature provides comparable situations as well.
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As you continue reading today recall the important vocabulary words and the
importance of Inaugural Addresses.
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-Look for paragraphs that been with Again. Repetition is a strategy used in
speeches to emphasize important points.
-Look at the number and kind of questions Lincoln asks. Most are rhetorical,
meaning they are not meant to be answered. If Lincoln asks a question expect
him to answer it later in the speech.

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ASK: Lincoln references the Constitution many times in this address. What other
documents or works of literature can you make connections to?
Think of the big-
idea or themes
of documents.
Compare the
speakers and the
audiences.
Think of people
with similar
writing styles.
Make
connections
between specific
events.
Write words
down that you
need to look up.
Highlight
sentences that
make text-to-text
connections.
Circle big-ideas
or themes.
Underline events.
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Students: Read to selves paragraphs
13 through 25.
Use connection strategies.
Teacher: Monitor students are using
strategies.
Gather information for review.
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-Modeling: Use the example of the Constitution to show a text-to-text
connection because Lincoln mentions it explicitly.
-Students will share connections in guiding reading groups of 4 people and see
if any common text connections were made.
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As students are sharing in groups the teacher will monitor for comprehension,
especially in the common texts the students used. Teacher will clarify any
misconceptions.
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Students will look up any unfamiliar words.
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Students will reread paragraphs 13-
25, thinking about the connections
their peers made and seeing if they
can comprehend that connection.
Teacher will answer individual
questions to clarify misunderstandings
or conflict within groups.
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Homework: Students will research the most recent Inaugural Address given by
President Obama on January 20, 2013 and make of list of 3-5 similarities.




Guided Reading
Grade 8 B Abraham Lincolns First Inaugural Address
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-Students will share with their guided reading group members the similarities
they came up with between Lincoln and Obamas speeches.
-Teacher will distribute a third colored highlighter for text-to-world connections
and check for homework completion.
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One of the most impressive elements of our government is that it has survived
for as long as it has. The Constitution has been amended 27 times and has
faced numerous challenges. In Lincolns time that challenge was the possible
fragmentation of the Union. Think about problems are we facing today, either
in the US or around the world.
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-In guided reading groups students will discuss any important vocabulary terms
they need clarification on. Peers will help one another find the answer.
-Teacher will monitor for understanding.
-Diplomacy
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-Look at what words are italicized. They are mostly pronouns, description
words, and words indicating judgment. Italics help the orator remember which
words to emphasize and tell the reader which words were emphasized.

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ASK: Find text-to-world connections.
Highlight text-to-
world
connections.
Write in the
margins what
real-world
connection you
made.

Write down
unfamiliar
vocabulary.

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Students will: Read paragraphs 26-25
alone.
Use strategies as they read.
Teacher: Monitor students are using
strategies.
Gather information for review.
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Students will share with group members the sections they highlighted.
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Students will share with group members the real-world connections they made
and make a list of similar connections.
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Students will look up definitions as needed.
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Students will finish reading the
document or reread sections with
which they have difficulty.
Teacher will collect the real-world lists
from each group and review.
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Make inferences with your group about why the Civil War began. Use Lincolns
First Inaugural Address as evidence. Write a paragraph for homework about
what you infer.