Have students share their completed charts. Discuss how doing a KWL chart can help them set a purpose for reading. Ask whether having a purpose helps them focus on the text information.
Have students point out any questions they had that were not answered by reading the text. Talk about places where they can go to find further information on Lincoln. Refer to the Explore More feature on page 25.

Discuss other aspects of the text.
Ask and say: How do you think the author feels about Abraham Lincoln? How do you know? Show me examples in the text that give you this understanding. How do you think people in the South might have felt about Lincoln at this time? How do you feel about Lincoln? What do you think might have happened if Lincoln had not been elected president?  

Word Work

Descriptive Language
Discuss how Lincoln was known for his great speeches. Explain that to be a great orator, you need to use language well. If possible, read the Gettysburg Address with students and discuss the language Lincoln used in it. 

Have students analyze the language of the author of this book. Have them turn to page 5 and read the description of Lincoln. Highlight words such as tall, lanky, solemn, and eloquent as examples of descriptive language. Point out that the first three words describe Lincoln, while the word eloquent describes his speeches. 

Give students worksheet 2. Tell them you want them to find examples of good descriptive language in the book. Have them record the words they select in column one, the page number where it was found in column two, and what the words describe in column 3. 

Dictionary Skills
Have students turn to the glossary and note how the words are organized by alphabetical order. Explain that the glossary serves as an aide for readers to help them understand unfamiliar words. Select a word from the glossary and have students find it in their dictionaries. Discuss how the dictionary provides other information about the word, such as word origin, pronunciation, and part of speech. Show students how to find this information. Then assign a word from the glossary to a pair of students and have them use a dictionary to provide this extra information for their word. 

Writing Connection
Have students write a speech arguing for something they are interested in or feel strongly about. Help them brainstorm ideas for their speeches. After they have written a rough draft of their speeches, have them analyze the language they have used to decide whether other word choices would make their speeches more eloquent. You might want to have students work in pairs to analyze their speeches together. When students are satisfied with their speeches, have them present them to the group. 

Assessment

• Review students’ KWL charts to determine if they can ask relevant questions about the topic. Note if they are able to locate information in the text that answers some or all of their questions. Note if they can record relevant information about what they learned on the chart.
• Review completed worksheet 2 to assess if students can identify descriptive vocabulary in the text and what it describes.
• Note if students can use effective language to create a speech.