Gettysburg Address

Learning Objectives

• RL.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences.
• RL.5.4: Determine the meaning of words and phrases as they are used in a text, including figurative language.
• RI.5.3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical text.
• SL.5.4: Report on a topic or text, sequencing ideas logically and using appropriate facts and relevant details.
• Language: L.5.4a: Use context as a clue to the meaning of a word or phrase.

Standards referenced are from the Common Core State Standards for English Language Arts (CCSS.ELA-LITERACY).

---

Materials

• Simplified and chunked version of the Gettysburg Address (approx. 2-3 short paragraphs) printed for students
• Visual aids: illustrations related to the Gettysburg Address and Civil War
• Vocabulary cards with simple definitions and images (e.g., nation, freedom, brave, honor, dedicated)
• Chart paper and markers
• Audio recording of the Gettysburg Address (simplified) read aloud by a clear speaker
• Graphic organizer for comprehension questions (cause and effect, main idea, sequence)

---

Lesson Timeline

1. Introduction & Vocabulary Pre-Teaching (10 minutes)

Objective: Students will understand key vocabulary before reading and listening to the Gettysburg Address.

• Begin with a brief hook: Show an image of the Gettysburg battlefield and ask students what they see.
• Pre-teach 5 key vocabulary words: nation, freedom, brave, honor, dedicated. Use vocabulary cards with an image and a kid-friendly definition.
• Use quick activities like “Say it with me,” and a simple matching game (word to image).
• Ask students to use each new vocabulary word in a simple sentence orally—this builds oral language skills (SL.5.1).

Differentiation:

• For ELL / Low-level learners: Provide vocabulary cards with pictures and have peers model sentences.
• For advanced learners: Prompt them to use the words in more complex sentences or think of synonyms.

---

2. Chunked Reading & Listening (12 minutes)

Objective: Students will be able to follow along and understand the main ideas of the Gettysburg Address in simplified form.

• Distribute simplified text broken into 3 small chunks (2-3 sentences each).
• Play an audio recording of the first chunk while students follow silently.
• Read the same chunk aloud as a group (choral reading).
• After reading, briefly summarize the meaning in simple language, linking to the vocabulary.
• Repeat the same for the next two chunks.

Scaffolding:

• Use finger tracking for students while reading—helps with focus and fluency.
• Pause frequently to ask quick “What did the speaker say?” questions in simple language.
• Provide sentence starters for students to answer these questions (e.g., “The speaker says that our nation...”).

Differentiation:

• Small group support for struggling readers with a paraphrased script and visuals.
• Challenge advanced learners to identify figurative language or main ideas in the chunk.

---

3. Visual Aids & Comprehension Questions (10 minutes)

Objective: Reinforce understanding and make connections to historical concepts.

• Show related images (e.g., Lincoln giving the speech, flags, Civil War soldiers).
• Use a graphic organizer with 3 comprehension questions, simple and scaffolded:
  1. What is the speech about? (Main idea)
  2. Why does Lincoln want people to be “dedicated”? (Purpose)
  3. What can we learn from bravery and honor? (Theme/Message)
• Read questions aloud; have students answer orally or write short answers with the graphic organizer. Provide sentence frames for support: “The speech says ...”

Differentiation:

• Allow answers in drawing or oral form for students with writing difficulties.
• Small groups led by teacher or paraprofessional for additional support.

---

4. Wrap-Up and Reflection (8 minutes)

Objective: Summarize understanding and practice speaking skills.

• Volunteers share their answers or drawings from the graphic organizer.
• Teacher models a brief summary using vocabulary and main ideas.
• Have all students stand and repeat a simplified sentence summarizing the purpose of the speech together (choral response).
• Quick thumbs up/down: “Do you understand why Lincoln gave this speech?”

---

Assessment

• Informal: Observation during vocabulary pre-teaching and group reading to check engagement and understanding.
• Formal: Completion of the graphic organizer with support, showing understanding of main ideas and vocabulary.
• Oral responses to comprehension questions with sentence starters evaluate understanding of text and concepts.

---

Differentiation Strategies Summary

• Use of visual and auditory supports (pictures, audio recording).
• Sentence frames and oral language modeling for low-level and English Learners.
• Multi-modal responses: drawing, speaking, or writing.
• Small group and one-on-one support during chunked reading and comprehension.
• Extension opportunities for advanced learners (figurative language, synonyms).

---

Reflection Question for Teachers

• How did chunking the speech and pre-teaching vocabulary affect student engagement and comprehension?
• Which differentiation strategy supported the most improvement?
• What modifications will you try next time based on student responses today?

---

This detailed plan ensures students connect with a foundational text in American history at their level and practice key literacy skills aligned to the Common Core.