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 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. I was exactly how I hoped it would go.
In terms of Danielsons Domain 3: Instruction, please see the above annotated comments
addressed each sub-domain.

X.

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.