Theme:  Leadership, Courage

Lesson Plan Title: “Gardner’s Lincoln: With Malice toward None, With Charity for All”
“All men are created equal” - Abraham Lincoln, “The Gettysburg Address”, Nov. 19, 1863

Subject areas: Visual Arts; American History - The Civil War; Social Studies; Language Arts; Literature; Photography.

Skills Covered:
Historical comprehension;
Analyzing and interpreting photographs;
Making inferences and drawing conclusions;
Internet research skills;
Creative writing.

General Goals:

Specific Objectives:

Materials/ Visual Aids:
“Picturing America” Educators Resource Book
Artwork 9B Alexander Gardner “Abraham Lincoln, February 5, 1865”

http://4.bp.blogspot.com/_h0T6dovaapo/
S7J3nIvnKGI/AAAAAAAAArI/zVfrlejIoeA/s1600/pa_neh_18.jpg
Glossary (Appendix A), Activity worksheets (Appendices B, C, D, E, F),  Answer worksheet (Appendix G).

Step-by step procedures:
Lead-In (3 min.)
Show two photograph portraits to class:
Alexander Gardner’s “Abraham Lincoln, February 5, 1865”
and Barak Osama’s official photo
http://www.google.ru/images?client=opera&rls=ru&oe=utf-8&q=
barack+obama+images&um=1&ie=UTF-8&source=univ&ei=
TpM9TLrvNMySOKP6uKgP&sa=X&oi=image_
result_group&ct=title&resnum=1&ved=0CC8QsAQwAA
Start by asking students low level questions, such as

Activities:

Activity 1. Reading Lincoln’s biography (10 min.)

Students will read a short biography of Lincoln in order to become acquainted with his life and thoughts  http://www.whitehouse.gov/about/presidents/abrahamlincoln
Assess their understanding of the subject matter with the help of a Listening Activity Worksheet (Appendix  B ). After completing this activity encourage students to give an oral summary of what they read and heard.

Activity 2. Analyzing Alexander Gardner’s Photograph (20 min.)
Students will analyze Alexander Gardner’s photograph “Abraham Lincoln, February 5, 1865”. Remind them of the fact that this photograph was taken

Step 1.   Description activity.

Students are divided into four groups. Each group is responsible for brainstorming words for one part of speech - nouns, verbs, adjectives, and adverbs – that they see in the photograph. When word lists are ready, have each group copy the words down in the appropriate section of a worksheet (Appendix C).
Using the words from different sections of the list, students compose descriptive sentences on the photograph.

Step 2. Matching activity
Assess students to complete worksheets “Matching Activity” (Appendix D). This activity will help students sum up the previous description activity and enhance their vocabulary.
Besides, it will be handy while doing their assessment task and homework. This activity is done in pairs.

Step 3.  If-activity 
Students will match two parts of conditional sentences type 3 (Appendix E). Making inferences and drawing conclusions independently is rather difficult for students learning ESL. So have them use ready-made inferences, making necessary changes in grammar. The students can use this activity as a springboard for creating their own 2-3 sentences.
Closure (2 min.)

Assessment: “Look and compare” (15 min.)
Assess students to work individually and compare two Lincoln images (Appendix F):

http://farm4.static.flickr.com/3054/3253743680_006d5dfd2d_o.jpg

Encourage students to find differences in Lincoln’s appearance, clothing, mood, facial expression, posture, etc. Have them write down their descriptions in spaces provided near the portraits.
Extensions:

Meeting special needs (verbal/linguistic):

 http://bartleby.net/124/pres32.html
It is the shortest inaugural speech delivered by an American president (703 words). Why is it considered a rhetorical masterpiece? Try to find at least five reasons of its success.

poem caused by Lincoln’s assassination was composed by Walt Whitman – “When Lilacs Last in the Dooryard Bloom’d” (1865). http://theotherpages.org/poems/whitm01.html
Have students read all its 208 lines, feel its subdued mood of loving grief and make a translation of one of its 16 parts.
Homework: Creative Writing (two options)

List of References:

Selected Websites:

http://www.archives.gov/education/lessons/worksheets/photo.html

http://theotherpages.org/poems/whitm01.html

                                                          Glossary

Proper Names:                                                              Geographical Names:
Abraham Lincoln                                                           Washington D.C.
Alexander Gardner                                                        Boston
Mathew Brady                                                               Appomattox

Walt Whitman

Appendix B

Student name ____________                                                                            Date _____
                         Listening Activity Worksheet “Abraham Lincoln’s Biography”
Overview: The purpose of this activity is to practice listening.
Directions:
1. Listen to your teacher’s reading and underline the correct choice in each group of three italicized words in bold.
2. Give an oral summary of what you heard.

Appendix C

Student   name ___________                                                                    Date _____
Description Activity
Overview: The purpose of this activity is to practice collaborative work and to expand your knowledge of different parts of speech related to a person’s appearance
Directions: 1. Divide into four groups 2. Brainstorm words for one part of speech that you see in the photograph and write them down in the appropriate section. 3. Copy the words down from your partners’ lists.                                              

4. Using words from all sections above make up 7-10 descriptive sentences on Abraham Lincoln’s portrait 5. Present your sentences to the class. 6. Have fun and enjoy yourself!

Appendix D

Student name ______________                                                                        Date _____
                                                           

Matching Activity

Overview: The purpose of this activity is to enhance your vocabulary. 
Directions:  1.In pairs match the words in the list; make up 2-3 sentences using these collocations and write down below the table. 3. Each pair shares the sentences with class.

Appendix E

Student name __________                                                                         Date _____

“If”- Activity

Overview: The purpose of this activity is 1. To help students make inferences and draw conclusions 2. To practice grammar (Conditionals Type 3) 3. To enhance student’s vocabulary
Directions: 1. Match the columns to make up sentences.

2.  Make up your own 2-3 sentences using Conditional Type 3.

Appendix F

Student name _______                                                                                          Date _____

“Two Portraits” (writing task)                              
Overview: The purpose of this activity is to assess student’ ability to analyze photo images of a person taken at different periods of his life, make observations and inferences.
Directions: 1. Describe each image in the spaces provided; be sure to use new words and phrases you learned at the lesson; try to use adjectives of comparison as much as possible.   

http://farm4.static.flickr.com/3054/3253743680_006d5dfd2d_o.jpg

Appendix G
                                                          Answer Sheet

              1f, 2j, 3k, 4l, 5h, 6a, 7m, 80, 9n, 10e, 11i, 12d, 13b, 14c, 15g

 1c, 2d, 3a, 4e, 5b, 6g, 7f