Grade 3-5, Post-Visit: Sandburg and Lincoln
- Grade Level:
- Third Grade-Fifth Grade
- History, Literature, Poetry, Reading, Writing
- 30-60 minutes
- Group Size:
- Up to 36
- National/State Standards:
- Reading Standards for Informational Text
CCSS.ELA-Literacy.RI.3.1, RI.4.3, RI.5.3
North Carolina Essential Standards - Social Studies
3.H.1, 3.H.2, 4.H.1
OverviewThis lesson is intended to be used following a visit to the Sandburg, but can be used as a stand-alone lesson in the classroom. Students will write a poem in the acrostic style and compare and contrast facts of Sandburg's and Lincoln's life.
- I can identify biographer, autobiographer, biography and autobiography.
- I can compare and contrast Carl Sandburg and Abraham Lincoln.
- I can identify key details within an informational text.
Common Core State Standards
Reading Standards for Informational Text
CCSS.ELA-Literacy.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-Literacy.RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
CCSS.ELA-Literacy.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
North Carolina Essential Standards
3.H.1 Understand how events, individuals and ideas have influenced the history of local and regional communities.
3.H.2 Use historical thinking skills to understand the context of events, people and places.
4.H.1 Analyze the chronology of key events in the United States.
Check out the other lessons in this plan:
- Section of writing from "Abe Lincoln Grows Up" for teacher to read
- Sections of writing from "Abe Lincoln Grows Up" for small groups - may be printed on cardstock or laminated
- Sandburg / Lincoln fact sorting activity
- Whole class Venn diagram on whiteboard or large chart paper
- Optional—images of Lincoln and Sandburg from website projected on whiteboard: www.nps.gov/history/museums/exhibits/carl/lincolnBiographer.html
Acrostics - Teacher will vertically write the word CARL on the whiteboard. Teacher will ask students to think about words that begin with the letters C, A, R, and L that could describe Carl Sandburg. Whole class will determine the best words that describe Carl for each of the letters. Teacher will then complete the acrostic poem about Carl Sandburg.
1. Ask students "If you had someone famous to write about, who would it be and what might you write?" Prompt students in discussing the difference between an autobiography and a biography. Explain that Sandburg was a biographer of Abraham Lincoln.
- What does a biographer do? Introduce the term historian, and relate that many historians enjoy writing about notable people.
- How / Where does a biographer get information to write the biography?
- How does a biographer teach us about history?
2. Share the longer piece of writing from "Abe Lincoln Grows Up" with the class (can be projected on whiteboard for students to follow along).
- What do the students notice about the way Sandburg wrote?
- Why do they think he wrote this way?
- What does Sandburg teach us about Lincoln in this piece of writing?
3. Students will work in small groups using a piece of writing from "Abe Lincoln Grows Up" to identify facts about Lincoln and from "Prairie Town Boy" to identify facts about Sandburg. Groups will share facts with the class.
4. Teacher directed the whole class will complete a Venn diagram comparing and contrasting Sandburg and Lincoln.
5. As an independent activity to, give each student a Sandburg / Lincoln fact page to sort and paste.
Freeze Frame - a small group of students will create a tableau (a grouping of people not moving) that represents a key detail of Sandburg's or Lincoln's life. The other groups must guess the key detail of the tableau or freeze frame.