This technique will support struggling readers as well as English language learners (ELL). The teacher then asks the class to join in with the reading after a few sentences while the teacher continues to read along with the students, still serving as the model for the class. The teacher models prosody, inflection, and punctuation. This is done by having the students follow along silently while the teacher begins reading aloud.
Resist the temptation to put the speech into too much context. Tell the students that they will be learning what Abraham Lincoln was saying in the Gettysburg Address by reading and understanding Lincoln’s own words. In the first lesson this will be facilitated by the teacher and done as a whole-class lesson. Through reading and analyzing the original text, the students will know what is explicitly stated, draw logical inferences, and demonstrate these skills by writing a succinct summary and then restating that summary in the student’s own words. Students will be asked to "read like a detective" and gain a clear understanding of the content of President Abraham Lincoln’s Gettysburg Address of 1863. Through this step-by-step process, students will acquire the skills to analyze any primary or secondary source material. Students will demonstrate their knowledge by writing summaries of selections from the original document and, by the end of the unit, articulating their understanding of the complete document by answering questions in an argumentative writing style to fulfill the Common Core State Standards.
These units were written to enable students to understand, summarize, and analyze original texts of historical significance. This lesson on President Abraham Lincoln’s Gettysburg Address is part of Gilder Lehrman’s series of Common Core State Standards–based units. Gilder Lehrman Collection by clicking here.įor another resource on the Gettysburg Address click here.
0 kommentar(er)
