Expert Pack: Lincoln’s Assassination - Achieve the … Lincoln's Assassination... · Expert Pack:...
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Expert Pack: Lincoln’s Assassination Lexile Range: 1010 – 1210 Topic/Subject: The Assassination of Abraham Lincoln Texts/Resources Articles 1. “The Assassination of President Abraham Lincoln” (Harper’s Weekly) 2. “Who Was John Wilkes Booth before He Became Lincoln’s Assassin” 3. “Timeline: The Assassination of Abraham Lincoln” 4. “Assassination of President Abraham Lincoln” Video 1. “Abraham Lincoln’s Assassination” Rationale and Suggested Sequence for Reading: This text set begins with a short video called “Abraham Lincoln’s Assassination” that gives a brief description of the events surrounding Lincoln’s assassination. In the next resource, “Who Was John Wilkes Booth Before He Became Lincoln’s Assassin,” students are introduced to, and provided background information on, Abraham Lincoln’s killer. The third resource, “Timeline: The Assassination of Abraham Lincoln,” is organized in the form of a timeline with 15 short sections. In the fifth resource, “Assassination of President Abraham Lincoln,” students read a recap of the events surrounding Lincoln’s assassination. This resource includes a summary of the events, a timeline that runs from March-July of 1865, and a gallery of photos, drawings, and documents of events related to that time. In the final resource, the students read an article from Harper’s Weekly called “The Assassination of Abraham Lincoln.” The article is written so that the students are transported back in time to April 1865. The Common Core Shifts for ELA/Literacy 1. Regular practice with complex text and its academic language 2. Reading, writing and speaking grounded in evidence from text, both literary and informational 3. Building knowledge through content-rich nonfiction College and Career Readiness Anchor Standards for Reading Literary and/or Informational Texts: 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 10. Read and comprehend complex literary and informational texts independently and proficiently. 1
Transcript of Expert Pack: Lincoln’s Assassination - Achieve the … Lincoln's Assassination... · Expert Pack:...
ExpertPack:Lincoln’sAssassinationLexileRange:1010–1210
Topic/Subject:TheAssassinationofAbrahamLincoln
Texts/Resources
Articles
1. “TheAssassinationofPresidentAbrahamLincoln”(Harper’sWeekly)2. “WhoWasJohnWilkesBoothbeforeHeBecameLincoln’sAssassin”3. “Timeline:TheAssassinationofAbrahamLincoln”4. “AssassinationofPresidentAbrahamLincoln”
Video
1. “AbrahamLincoln’sAssassination”
RationaleandSuggestedSequenceforReading:Thistextsetbeginswithashortvideocalled“AbrahamLincoln’sAssassination”thatgivesabriefdescriptionoftheeventssurroundingLincoln’sassassination.Inthenextresource,“WhoWasJohnWilkesBoothBeforeHeBecameLincoln’sAssassin,”studentsareintroducedto,andprovidedbackgroundinformationon,AbrahamLincoln’skiller.Thethirdresource,“Timeline:TheAssassinationofAbrahamLincoln,”isorganizedintheformofatimelinewith15shortsections.Inthefifthresource,“AssassinationofPresidentAbrahamLincoln,”studentsreadarecapoftheeventssurroundingLincoln’sassassination.Thisresourceincludesasummaryoftheevents,atimelinethatrunsfromMarch-Julyof1865,andagalleryofphotos,drawings,anddocumentsofeventsrelatedtothattime.Inthefinalresource,thestudentsreadanarticlefromHarper’sWeeklycalled“TheAssassinationofAbrahamLincoln.”ThearticleiswrittensothatthestudentsaretransportedbackintimetoApril1865.
TheCommonCoreShiftsforELA/Literacy1. Regularpracticewithcomplextextanditsacademiclanguage2. Reading,writingandspeakinggroundedinevidencefromtext,bothliteraryandinformational3. Buildingknowledgethroughcontent-richnonfiction
CollegeandCareerReadinessAnchorStandardsforReadingLiteraryand/orInformationalTexts:1. Readcloselytodeterminewhatthetextsaysexplicitlyandtomakelogicalinferencesfromit;citespecifictextualevidencewhenwritingorspeakingtosupportconclusionsdrawnfromthetext.2. Determinecentralideasorthemesofatextandanalyzetheirdevelopment;summarizethekey
supportingdetailsandideas.10. Readandcomprehendcomplexliteraryandinformationaltextsindependentlyandproficiently.
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AnnotatedBibliography
N/A “AbrahamLincoln’sAssassination”Author:UnknownGenre:VideoLength:4:47Synopsis:Ashortvideo(4:47)thatgivesabriefdescriptionoftheeventssurroundingLincoln’sassassination.Citation:http://www.teachertube.com/video/abraham-lincoln039s-assassination-185959RecommendedStudentActivities:PopQuiz
1010L “WhoWasJohnWilkesBoothbeforeHeBecameLincoln’sAssassin?”Author:ReneeMontagneGenre:InformationalLength:4pagesSynopsis:ThistextprovidesinformationaboutthelifeofJohnWilkesBoothbeforetheassassinationofAbrahamLincoln.
Citation:Montagne.R.(2015).“WhowasJohnWilkesBoothbeforeHeBecameLincoln’sAssassin?”RetrievedNovember16,2015,fromhttp://www.npr.org/2015/04/15/399579416/historian-john-wilkes-booth-not-a-deranged-lone-madman
RecommendedStudentActivities:QuizMaker
1070L “Timeline:TheAssassinationofAbrahamLincoln”Author:PBSGenre:InformationalLength:15brieftimelinesectionsSynopsis:ThisarticleprovidesatimeoftheeventsofApril1865.FromLincoln’ssecondinauguraladdresstothedeathsofMarySurratt,LewisPowell,DavidHeroldandGeorgeAtzerodt.Citation:“Timeline:TheAssassinationofAbrahamLincoln”.PBS.Retrievedfromhttp://www.pbs.org/wgbh/americanexperience/features/timeline/assassination/
RecommendedStudentActivities:APictureofKnowledge
1150L “AssassinationofPresidentAbrahamLincoln”Author:UnknownGenre:Informational;includesarticle,timeline,andgallery
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Synopsis:ThisarticlerecapstheeventssurroundingtheassassinationofLincoln,atimelineofthoseevents,andagalleryofphotos,drawings,anddocumentsrelatedtotheevents.Citation:AssassinationofPresidentAbrahamLincoln.https://memory.loc.gov/ammem/alhtml/alrintr.html
RecommendedStudentActivities:Wonderings
1210L“TheAssassinationofPresidentAbrahamLincoln”
Author:Harper’sWeeklyGenre:Informational;primarysourceSynopsis:ThisprimarysourcearticlefromHarper’sWeeklyreportsonthedeathofPresidentAbrahamLincoln.ItgivesbackgroundaboutJohnWilkesBooth,andexplainshowBoothplannedandcarriedhisplantokillPresidentLincoln.Citation:Harper’sWeeklyhttp://www.sonofthesouth.net/leefoundation/civil-war/1865/assasssination-abraham-lincoln.htmRecommendedStudentActivities:Wonderings
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SupportsforStrugglingStudents
Bydesign,thegradationofcomplexitywithineachExpertPackisatechniquethatprovidesstrugglingreaderstheopportunitytoreadmorecomplextexts.Listedbelowareothermeasuresofsupportthatcanbeusedwhennecessary.
• Provideabriefstudent-friendlyglossaryofsomeoftheacademicvocabulary(tier2)anddomainvocabulary(tier3)essentialtounderstandingthetext
• DownloadtheWordsmythwidgettoclassroomcomputers/tabletsforstudentstoaccess student-friendlydefinitionsforunknownwords:http://www.wordsmyth.net/?mode=widget
• Providebriefstudent-friendlyexplanationsofessentialbackgroundknowledgenoteasilylearnedfromthetext
• Includepicturesorvideosrelatedtothetopicwithinandinadditiontothesetofresourcesinthepack
• Selectasmallnumberoftextstoreadaloudwithsomediscussionaboutvocabularyworkandbackgroundknowledge
• Provideaudiorecordingsofthetextsbeingreadbyastrongreader(teacher,parent,etc.)• Chunkthetextandprovidebriefquestionsforeachchunkoftexttobeansweredbefore students
goontothenextchunkoftext• Pre-readingactivitiesthatfocusonthestructureandgraphicelementsofthetext• Providevolunteerhelpersfromtheschoolcommunityduringindependentreadingtime• UseExpertPacksastheresourcesforGuidedReadingwithasmallgroupofstudents
Why Text Sets Support English Language Learners
Those acquiring English as a second language have to learn many words in English to catch up with their English-only peers. Vocabulary builds at a much quicker pace when reading a set of connected texts. Text sets are anadaptable resource perfect for building knowledge and vocabulary. Student use of text sets can vary in terms ofindependence or teacher supports based on the individual needs of the students in the room. Activities foundwithin the text set resources reflect several best practices for English Language Learner instruction including:
• Providing brief, engaging texts that provide a high volume of reading on a topic.• Providing web-based resources and/or videos that are tied to the content of the texts students are reading.• Providing opportunities for students to learn new vocabulary through the use of student-friendly definitions in
resource-specific glossaries.• Allowing for options to reinforce newly learned vocabulary and/or content through graphic organizers.• Providing opportunities for students to reinforce new vocabulary through multi-modal activities including
written work, group discussion, viewing visual content, and reading texts that feature the vocabulary.
Teachers of ELLs may use the protocols on the following pages to provide additional support to students who arestruggling to access the content within text sets because they are new to English.
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ELL Text Set Protocol Grades 3-12
The goal of text sets is to help students build knowledge through a volume of independent reading,and it is important that educators provide scaffolds to allow English Language Learners to be successfulin engaging meaningfully with the texts, even as students are still developing English language skills.The protocol below can be used for teaching with text set resources as a full class. Students can alsobe trained on the protocol so that they can utilize text sets in small groups or partnerships as aresource for independent or reciprocal reading and study.
Please note that this protocol includes options for teachers. Individual decisions should be madeconsidering the needs of the students and the demands of the content, keeping in mind that the goal ofeach scaffold is to allow students to meaningfully access the text and move toward independent,knowledge-building reading.
Step one: Build knowledge and vocabulary.
Introduce students to the overall topic/content of the text set, including knowledge demands needed toengage in the content, and domain-specific vocabulary necessary for comprehension. This should bedone prior to engaging with the texts themselves; time allotted to this activity should reflect studentneeds (anywhere from 5 minutes prior to reading, to a full day’s lesson is appropriate).
Options for this step include:• Engage students in reading and discussing auxiliary texts (of lesser complexity) and resources
(illustrations, photographs, video clips) on the topic of the text set.• Pre-teach a few key content-specific terms prior to students engaging with a text set. (Ideas for
text-focused vocabulary instruction can be found here.)• Provide the student-friendly glossary included in the text set prior to reading each text.• When possible, allow students to read texts in their home language about the topic under study.
Step two: Read text orally.
Focusing on one resource at a time, allow students to listen to a fluent read of the resource, whilefollowing along with their own copy of the text.
Options for this step include:• Have a fluent reader model the first read of a text or resource.• Have students engage in a buddy/partner read.• Use recordings of the text to provide additional opportunities to hear expert reading.
Step three: Engage in group discussion about the content.
Allow students time in partnerships or small groups to discuss the content of the resource.
Options for this step include:• Allow for discussion/conversation (in the students’ home language if possible) with a small group of
students reading the same text set prior to writing or provide heterogeneous language groupings totalk about content and discuss what students are learning.
• Have students refer to the student-friendly glossary included with each text set to identify meanings fornew vocabulary necessary for comprehension.
Step four: Write about what was read.
Options for this step include:• Use the “Rolling Knowledge Journal” and/or “Rolling Vocabulary Journal” as a shared writing routine/
graphic organizer to help to scaffold the writing process and capture student knowledge over time.
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• Provide students with several supports to help students engage in writing/drawing about what theyread:
o Use mentor texts about which students can pattern their writing.o Allow them to write collaboratively.o Show students visual resources as prompts, etc.o Provide language supports such as strategically chosen sentence starters.
Repeat steps one through four with each resource in the text set as appropriate.
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TextComplexityGuide
“WhoWasJohnWilkesBoothBeforeHeBecameLincoln’sAssassin?”byReneeMontagne
1. QuantitativeMeasureGotohttp://www.lexile.com/andenterthetitleofthetextintheQuickBookSearchintheupperrightofhomepage.MosttextswillhaveaLexilemeasureinthisdatabase.YoucanalsocopyandpasteaselectionoftextusingtheLexileanalyzer.
2-3band 420-820L4-5band 740-1010L6-8band 925-1185L9-10band 1050-1335L11-CCR 1185-1385L
2. QualitativeFeaturesConsiderthefourdimensionsoftextcomplexitybelow.Foreachdimension,notespecificexamplesfromthetextthatmakeitmoreorlesscomplex.
Meaning/PurposeThearticlepresentsBoothasacelebrityofthetime,drawingcomparisonstomoderncelebrities.“…Boothwasthefirstactorknowntohavehadhisclothestornbyfans."Thiscomparisonwillresonatewithstudents.
ThetextpresentsBoothascourteous,andevenheroic.ThisimagecontradictsthecommonunderstandingofBoothasamonsterwhoassassinatedourPresident.
Moredifficult,isunderstandingthedistinctionbetweenBoothbeinga“madman”v.theassassinationbeing“politically”motivated.Understandingthisdistinctioncouldprovedifficultforstudents.
StructureThetextisorganizedasaNewsFeature—withthepurposeandcentralideaopeningthearticle.
However,thetextisnotorderedchronologicallyandmovesbetweenthefamily’srecollectionofBooth,anecdotesabouttheseinteractionswiththepublic,andhis“ideological”beliefsthatmotivatedtheassassination.
LanguageSomeofthephrasingsmaywarrantunpacking:“Boothbroughttothatagitationextremism,thepassionalmostofafanatic.”
Thoseideologicaldifferencesincludeincreasingthepowerofthefederalgovernmentandemancipatingtheslaves,boththingsBoothwasvehementlyagainst.
KnowledgeDemandsStudentsmustknowthatBoothassassinatedourPresidentafterthesurrenderoftheConfederacyintheCivilWar.
1010L
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3. ReaderandTaskConsiderations
Whatwillchallengestudentsmostinthistext?Whatsupportscanbeprovided?• Thelanguagewillbethebiggestchallengetostudents.Providingtheglossaryto
definewordsandallowingopportunitiesforclosereadingofstrategicparagraphs(orevensinglesentences)couldalleviatethecomplexity.
• UnderstandingwhytheauthormakesthedistinctionbetweenBoothas“madmen”andBoothasapoliticallymotivated“fanatic”couldrequireopportunitiesforstudentdiscussionandcollaborationandstrategicquestioningtodrivethepointhome.
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ExpertPack:Lincoln’sAssassination
1. RollingKnowledgeJournal
• Readeachselectionintheset,oneatatime.• Afteryoureadeachresource,stopandthinkwhatthebiglearningwas.Whatdidyoulearn
thatwasnewandimportantaboutthetopicfromthisresource?Writeorlistwhatyoulearnedfromthetextabout(topic).
• Thenwriteorlisthowthisnewresourceaddedtowhatyoulearnedfromthelastresource(s).SampleStudentResponse
Title WriteorList
Newandimportantlearningaboutthetopic
HowdoesthisresourceaddtowhatIlearned
already?1.“AbrahamLincoln’sAssassination”
Lincolnwaselectedpresidentin1861andwasopposedtoslavery.
JohnWilkesBoothcameupwithaplantokillthe3topleaderssothegovernmentwouldfallapart.
WhileLincolnwaswatchingaplayBoothshothiminthebackofthehead.
Boothwascaught12dayslater.
Boothbrokehislegashewasescaping,butescapedbyhorseback.
Lincolndiedthenextmorning.
LearningWorthRememberingCumulativeActivities–Thefollowingactivitiesshouldbecompletedandupdatedafterreadingeachresourceintheset.Thepurposeoftheseactivitiesistocaptureknowledgebuildingfromoneresourcetothenext,andtoprovideaholisticsnapshotofcentralideasofthecontentcoveredintheexpertpack.ItisrecommendedthatstudentsarerequiredtocompleteoneoftheCumulativeActivities(RollingKnowledgeJournalorRollingVocabulary)forthisExpertPack.
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2.“WhowasJohnWilkesBoothBeforeHeBecameLincoln’sAssassin?”
JohnWilkesBoothassassinatedLincolnatFord’stheaterashewatchedaplay.
Hewasafamousactor--hehad“hisclothestornbyfans”!
Boothwasn’ta“madman.”HewaspoliticallymotivatedtoassassinateLincoln.
Hewasagainstemancipation,incometax,andthedraft.
Hedidn’tserveintheConfederateArmybecausehismotherbeggedhimnotto.
Hecarrieda“tattered”fortunethatpredictedhisdeathinhiswallet.
Hisactionsdestroyedhisfamily.
Boothwasaconfederatesympathizer,whichiswhyhewantedtokillLincoln.
3.“Timeline:TheAssassinationofAbrahamLincoln”
LeesurrenderedtoGrantatAppomattoxCourthouseonApril9,1865.
BoothplotstokidnapLincolnandholdforransomwithotherconspirators.
BoothwascaughtandkilledonApril26,1865byUnionsoldiers.
ThiswastheendoftheCivilWar.TherewereotherswhoshareddislikeofLincoln.
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4.“TheAssassinationofPresidentAbrahamLincoln”
BoothfirstplannedtokidnapLincolninMarch1865whileLincolnwasvisitingasoldiers’hospital,butLincolncanceledthatvisit.
AfterBoothescapedthetheaterhestoppedinMarylandtohavehisbrokenlegbandagedbyDr.SamuelMudd.
SixdaysafterhediedLincoln’sbodywastakenbytraintoIllinoistobeburied.Funeralprocessionswereheldincitiesalongtheway.
BoothandhisaccompliceHeroldwerefinallycaughtinatobaccobarninVirginia.Heroldsurrendered,butBoothwasshotandlaterdied.
InJuly1865,fouraccompliceswereexecutedbyhanging,andothersweresentencedtolifeinprison.InJuly1865,fouraccompliceswereexecutedbyhanging,andothersweresentencedtolifeinprison.
Thisconfirmsthattherewaspre-meditationinvolved;thiswasnotaspur-of-the-momentkilling.
Boothreceivedhelpforhisbrokenleg.Wouldhehavebeenabletoescapewithoutthishelp?
AlthoughnoteveryoneagreedwithLincoln,hewasmuch-lovedbymany.
Boothhadanumberofaccomplices.
5.“TheAssassinationofPresidentAbrahamLincoln”(Harper’sWeekly)
Boothwas26whenhekilledLincolnHewasanactorbutwasnotsuccessfulHefrequentlythreatenedtokillPresidentLincolnBoothplannedtokillthePresidentBoothescapedthetheaterwiththehelpofaccomplices.
BoothhadcarefullyplannedouthowhewasgoingtokillPresidentLincoln.
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2.RollingVocabulary:“SensationalSix”● Readeachresourcethendeterminethe6wordsfromeachtextthatmostexemplifythe
centralideaofthetext.● Nextuseyour6wordstowriteaboutthemostimportantideaofthetext.Youshouldhave
asmanysentencesasyoudowords.● ContinuethisactivitywithEACHselectionintheExpertPack.● AfterreadingalltheselectionsintheExpertPack,gobackandreviewyourword● Nowselectthe“SensationalSix”wordsfromALLthewordlists.● Usethe“SensationalSix”wordstosummarizethemostimportantlearningfromthisExpert
Pack.
Title SixVocabularyWords&Sentences
“AbrahamLincoln’sAssassination”
Words:adamantly,abolition,simultaneously,CivilWar,assassinate,derringer1. AbrahamLincolnwasadamantlyopposedtoslavery.2. TheabolitionofslaverywasLincoln’sgoal.3. TheCivilWarstartedafterthesouthernstatessecededfromtheUnion.4. JohnWilkesBoothcreatedaplantoassassinateLincoln.5. Booth’splanwastosimultaneouslykillLincolnandtwoother
governmentleaders.6. BoothshotLincolnwithaderringer.
“WhowasJohnWilkesBoothBeforeHeBecameLincoln’sAssassin?”
Words:murder,prominent,heroism,ideological,opposition,heinous1. BoothwasresponsibleforthemurderofAbrahamLincoln.2. Boothwasaprominentactorwhowaswell-knownandwell-loved;fans
torehisclothesasheleftthetheater!3. Hewasrememberedforhisactsofheroism,likesavingawomanwhose
dresscaughtonfire.4. Booth’sideologicalbeliefsconflictedwithLincoln’s,especiallyhisbeliefs
aboutemancipation,incometax,andthedraft.5. Withtheendofthewar,Booth’soppositiontoLincolnandhisbeliefs
grew.6. Heplottedtocommittheheinousact:theassassinationofLincoln.
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“Timeline:TheAssassinationofAbrahamLincoln”
Words:surrendered,conspirators,mourners,executions,manhunt,Confederatesympathizer
1. LeesurrenderedtoGrantatAppomattoxCourthouse.2. SamuelArnoldandMarySurrattwereconspiratorswithBoothin
Lincoln’sassassination.3. OnEasterSunday,churcheswerefullofmournersforLincoln’sdeath.4. PicturesweremadeoftheexecutionsofBooth’sco-conspirators.5. TherewasamanhuntforBooth,peoplewerelookingforhimfarand
wide.6. Confederatesympathizers,suchasBooth,disagreedwithLincoln’s
ideology.
“AssassinationofPresidentAbrahamLincoln”
Words:figure,lodged,claiming,retained,conspirators,mayhem1. JohnWilkesBoothwasawell-knownperson,orfigure,inthetheater
world.2. ThebulletthatkilledLincolnwaslodged,orstuck,behindhisrighteye.3. LewisPaine,whotriedtokillSecretarySeward,gotintothehouseby
claiminghewasdeliveringmedicine.4. Sewardnotonlysurvived,heretainedhisplaceinthegovernment,and
isknownforpurchasingAlaskafromRussia.5. Therewereatleast4conspiratorsintheplottokillLincolnandothers.6. AfterLincolnwasshot,therewasmayheminthetheateraspeopletried
tofigureoutwhathadhappened.“TheAssassinationof
PresidentAbrahamLincoln”(Harper’sWeekly)
Words:accomplices,deliberately,audience,frequently,private,nation1. BoothhadaccomplicesinhisplantokillLincoln.2. Boothplannedoutanddeliberatelykilledthepresident.3. Lincolnandhiswifewereintheaudienceonthenighthewaskilled.4. BoothfrequentlythreatenedtokillPresidentLincoln.5. ThePresidentandhiswifeweresittinginaprivateboxinthetheater
watchingtheplay.6. TheentirenationwasverysadwhenPresidentLincolndied.
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SensationalSix Words:assassination,surrendered,accomplices,heinous,executions,conspiratorsTheassassinationofAbrahamLincolnhasfascinatedtheAmericanpublicformorethan150years.TheeventssurroundingtheassassinationbeganshortlyafterLeesurrenderedtoGrantin1865.Priortothat,JohnWilkesBoothandhisaccomplices,drivenbytheirangeratLincoln’sbeliefs,hopedtokidnapLincolnandbringanendtotheWarandaConfederatevictory.Whenthewarendedbeforetheirplottookplace,theydecidedtocommittheirheinouscrime.Boothandhisco-conspiratorseludedcapturefor12days.TheybelievedtheywouldbeviewedasheroesforkillingthePresident.Littledidtheyknow,theywouldbecalledcowardsandexecutionswouldbecarriedoutoncetheywerecaptured.AlthoughBoothdiedbeforehecouldbetried,hisco-conspiratorswerecapturedandeitherhangedorsentencedtolifeinprison.
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StudentCopy
1.RollingKnowledgeJournal• Readeachselectionintheset,oneatatime.• Afteryoureadeachresource,stopandthinkwhatthebiglearningwas.Whatdidyoulearnthat
wasnewandimportantaboutthetopicfromthisresource?Writeorlistwhatyoulearnedfromthetext.
• Thenwriteorlisthowthisnewresourceaddedtowhatyoulearnedfromthelastresource(s).SampleResponse
TitleWriteorList
Newandimportantlearningaboutthetopic
HowdoesthisresourceaddtowhatIlearnedalready?
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2.RollingVocabulary:“SensationalSix”● Readeachresourcethendeterminethe6wordsfromeachtextthatmostexemplifythe
centralideaofthetext.● Nextuseyour6wordstowriteaboutthemostimportantideaofthetext.Youshouldhave
asmanysentencesasyoudowords.● ContinuethisactivitywithEACHselectionintheExpertPack.● AfterreadingalltheselectionsintheExpertPack,gobackandreviewyourwords.● Nowselectthe“SensationalSix”wordsfromALLthewordlists.● Usethe“SensationalSix”wordstosummarizethemostimportantlearningfromthisExpert
Pack.SampleResponse
Title: SixVocabularyWords&Sentences
SensationalSix
Words:
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1.APictureofKnowledge(Recommendedfor“TheAssassinationofPresidentAbrahamLincoln”(Harper’sWeekly)and“Timeline:TheAssassinationofAbrahamLincoln”)
● Takeapieceofpaperandfoldittwotimes:onceacrossandoncetoptobottomsothatitisdividedinto4quadrants.
● Drawtheseshapesinthecornerofeachquadrant:
1.square2.triangle3.circle4.questionmark
● Write!
Square:Whatonethingdidyoureadthatwasinterestingtoyou?Triangle:Whatonethingdidyoureadthattaughtyousomethingnew?Circle:Whatdidyoureadthatmadeyouwanttolearnmore?QuestionMark:Whatisstillconfusingtoyou?Whatdoyoustillwonderabout?
• Findatleastoneclassmatewhohasread[selection]andtalktoeachotheraboutwhatyouputineachquadrant.
2.QuizMaker(Recommendedfor“WhoWasJohnWilkesBoothbeforeHeBecameLincoln’sAssassin?”)
● Makealistof#questionsthatwouldmakesureanotherstudentunderstoodtheinformation.● Yourclassmatesshouldbeabletofindtheanswertothequestionfromtheresource.● Includeanswersforeachquestion.
LearningWorthRememberingSingularActivities–thefollowingactivitiescanbeassignedforeachresourceintheset.Thepurposeoftheseactivitiesistocheckforunderstanding,captureknowledgegained,andprovidevarietyofwaysforstudentstointeractwitheachindividualresource.Studentsmaycompletesomeornoneofthesuggestedsingularactivitiesforeachtext.Singularactivitiesshouldbeassignedatthediscretionoftheteacher.
1.
?
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● Includethewhereyoucanfindtheanswerintheresource.Question Answer
1.
2.
3.
3.Wonderings(Recommendedfor“TheAssassinationofPresidentAbrahamLincoln”)I’malittleconfusedabout: Thismademewonder:
Ontheleft,trackthingsyoudon’tunderstandfromthearticle. Iamconfusedaboutordonotunderstand….
Ontherightside,listsomethingsyoustillwonder(orwondernow)aboutthistopic.Iwonderorwouldliketolearnmoreabout….
4.PopQuiz(Recommendedfor“AbrahamLincoln’sAssassination”(video))Answerthefollowingquestions:
Question PossibleAnswer
1.
2.
3.
4.
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ExpertPack:Lincoln’sAssassinationExpertPackGlossary
“AbrahamLincoln’sAssassination”
Word Student-FriendlyDefinition
secede ToquitanorganizationThesouthernstatessecededfromtheUnion.EmancipationProclamation AnofficialannouncementissuedbyPresidentAbrahamLincolnonJanuary1,1863,freeingslavesintheareasoftheConfederacystillatwarintheUnitedStatesTheEmancipationProclamationmadepeoplewhosupportedtheconfederacyangry.
CivilWar AwarwithinanationbetweenopposingfactionsTheCivilWarintheU.S.wasbetweentheNorthernstatesandtheSouthernstates.
Confederacy Aunionofpersons,groups,states,ornationsTheSouthernstatesthatsecededfromtheUnionwereknownastheConfederacy.
sympathizer SomeonewhofeelsorshowssupportfororapprovalofsomethingSincehewasinfavorofslavery,hewasconsideredaconfederatesympathizer.
“WhoWasJohnWilkesBoothbeforeHeBecameLincoln’sAssassin?”
Word Student-FriendlyDefinition
coordinated ToworktogetherinacommoncauseoreffortThestudentcouncilcoordinatedthehomecomingdance.
delves TosearchhardforfactsorinformationTheresearcherdelvesintomanybooksatthelibrary.
prominent WidelyknownOurneighborisaprominentscientist.
fundamental basicFoodisafundamentalneed.
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ideological SharedideasorbeliefsDemocratsandRepublicanshavedifferentideologicalbackgrounds.
vehemently IntenseexpressionofemotionJohnvehementlydeniedthatheliedaboutskippingclass.
extremism Belief in and support for ideas that are very far fromwhat mostpeopleconsidercorrectorreasonableThe events on 9/11 in theUnited States are examples of religiousextremism.
exile Livingawayfromone’shomeorcountrywhilebeingrefusedpermissiontoreturnorfearingpunishmentBooth’ssisterwentintoexile,becauseshewasworriedshewouldsufferforherbrother’scrimes.
heinous VerywickedorevilThemurderedwaspunishedfortheirheinouscrime.
“Timeline:TheAssassinationofAbrahamLincoln”
Word Student-FriendlyDefinition
Inauguraladdress SpeechgivenduringaceremonywhichinformsthepeopleofhisorherintentionsasaleaderLincolngavehissecondinauguraladdressonMarch4th,1865.
conspirators PeopleinvolvedinasecretagreementtocommitacrimeBooth’sfellowconspiratorshelpedhimtocarryouthisplan.
acquaintance ApersonsomeoneknowsslightlybutisnotafriendWhileBoothisontherun,anacquaintancehelpshimwithhisbrokenleg.
fugitive SomeonewhohasescapedfromaplaceorishidingtoavoidpersecutionTherewasalargerewardforthefugitiveswhotookpartintheplantoassassinateLincoln.
liberator SomeonewhofreespeoplefromoppressedBooththoughtthathewouldbeconsideredaliberatorforassassinatingLincoln.
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“TheAssassinationofPresidentAbrahamLincoln”
Word Student-FriendlyDefinition
boardinghouse AresidencethatprovidesroomsandmealstopayinglodgersAfterhewasshot,thedoctorarrangedforLincolntobecarriedacrossthestreettoaboardinghousewherehelaterdied.
dagger Ashort,pointedweaponlikeaswordAfterheshotLincoln,Boothdroppedhisgunandwavedadaggeratthosetryingtostophim.brutally CruelorsavageWhenSeward’ssontriedtostopPainehewasbrutallybeaten.
attending Inthisarticlethewordattending,isusedtomeanapracticingdoctorSeward’ssonAugustuswastheattendinghospitalcorpsveteran.
gallows Ahigh,woodenframetowhichropesforhangingcriminalsareattachedBooth’sco-conspiratorswerehungatthegallowsoftheOldPenitentiary.
secretary TheheadofagovernmentdepartmentSecretaryofStateWilliamSewardwasattackedandleftfordeadonthesamenightthatLincolnwaskilled.
“TheAssassinationofPresidentAbrahamLincoln”(Harper’sWeekly)
Word Student-FriendlyDefinition
weary Tiredinbodyormind;fatiguedStudyingfortheexammadeherweary.
prospect SomethingthatisexpectedorverylikelytohappenGoingtocollegeisanexcitingprospect.
deliberately DoneonpurposeHedeliberatelyhurtherfeelings.
eminent Notable;outstandingSheisaneminentscientist.
audience AgroupofpeoplegatheredtoseeorhearsomethingTheaudiencewassilentduringhisspeech.
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profession AjobortypeofworkHeenteredthelegalprofessionafterfinishinglawschool.
degree MeasureoramountSkiingtakesahighdegreeofskill.
secretary AnofficialwhoistheheadofagovernmentdepartmentWhenthepresidenttakesoffice,hewillsoonappointsecretariestomanagespecificdepartments.
conversed TohaveatalkIconversedwithmyparentsaboutthemoviewehadjustseen.
private RestrictedtotheparticipationorknowledgeofspecifiedpeopleI’msorry,butthisisaprivatemeetingandnooutsidersareallowedtoattend.
scene ApartofanactinamovieorplayThelastsceneinthemoviewasverysad.
according InagreementwithAccordingtotradition,thebrideworewhite.
producing Tobringintobeing;yieldOurchickensareproducingeggsformarket.
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