English Lesson Plan: Online Literature Discussion
Time: 10 class periods
Planning & Preparation
Standards:
NYS Social Studies Learning Standards
UNIT FOUR: THE PROGRESSIVE MOVEMENT: RESPONSES TO THE CHALLENGES BROUGHT ABOUT BY INDUSTRIALIZATION AND URBANIZATION
I. Reform in America
Theme: Diversity
- Women’s rights and efforts for peace
(1) The suffrage movement (Elizabeth Cady Stanton, Susan B. Anthony); Seneca Falls
Common Core Learning Standards for English Language Arts & Literacy
Writing Standards- Grades 11 & 12 Students
3. Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
Objectives:
1. Students will read With Courage and Cloth: Winning the Fight for a Woman's Right to Vote by Ann Bausum
2. Students will actively participate each day in an online discussion forum, answering the question assigned for that chapter
3. Students will interact with one another by responding to two posts other than their own in a positive, engaging manner
4. Students will create a collage that summarizes at least five main points learned during reading the text through images, quotations, and important words
Purpose:
The purpose of this lesson is for students to engage themselves in a nonfiction novel about the Women's Rights Movement and participate in an online discussion that facilitates their knowledge of both the text and background information and synthesizes their learning in a unique way, spanning multiple modes and perspectives.
Modifications/Accommodations:
1. For students who read sufficiently below grade level, the teacher will provide a handout for each chapter that
summarizes main ideas and important information
2. For students who have visual impairments or difficulties reading the text, a larger printer will be provided
Classroom Environment
Arrangement of Physical Space:
During day 1 of the lesson, students will be seated at their desks facing the front of the room during the lecture portion. During the following days, students can move their desks into small groups for their discussion circles.
Classroom Procedures/Routines:
Materials
- With Courage and Cloth: Winning the Fight for a Woman’s Right to Vote by Ann Bausum
-Kidblog.org (http://kidblog.org/ICPStudentBlog/)
- Laptops
Instruction
Anticipatory Set:
The class will engage in a directed brainstorm of influential woman and events of the suffrage movement.
Body:
This lesson plan will span 10 days. Before each class, one chapter and activity is assigned to the classroom site. In addition, the student must also engage positively with two other class members. The activity will be the basis for the literature discussion that day.
Day 1: Introduction Blog
I will read the three pages of the introduction as a read aloud to the class, as they follow along, to set the tone of the book. The rules of "Netiquette" will be discussed, as well as the guidelines for submitting posts. Then, each student will then log on to our Kidblog account for a quick tutorial on how to use the site. They will then proceed to answer the following question:
Explain where the title of the book comes from. What do you think the author is trying to suggest about women’s rights? Reflect upon your knowledge of the women’s rights movement thus far in your educational career.
Day 2: Chapter 1- Parade, 1913
Write a diary entry as if you are a woman experiencing the brutality during the 1913 parade. Aim to make it as realistic as possible, recounting feelings and emotions evoked as well as relaying the importance of what the parade meant to women during that time, especially why it was a turning point of the movement.
Day 3: Chapter 2-Rights, 1848-1906
Using a method of your choice, compare and contrast the National Woman Suffrage Association (NWSA) and the
American Woman Suffrage Association (AWSA).
Day 4: Chapter 3- Momentum, 1906-1916
Pretend you are a writer for the weekly newspaper mentioned, The Suffragist. Write an article about the details of the first vote on woman suffrage in 27 years.
Day 5: Chapter 4- Protest, 1917
Write a letter to President Wilson supporting the suffragists. Use details from the chapter to base your arguments.
Day 6: Chapter 5- Prison, 1917
Write a postcard to your family from jail as if you are one of the 106 “jailbirds” who were arrested during the 1917 fight for suffrage.
Day 7: Chapter 6- Action, 1918-1919
Create a timeline of the events from 1918-1919.
Day 8: Chapter 7- Victory, 1919-1920
Pretend you are a reporter interviewing one of the hardworking suffragists after the ratification of the 19th amendment. Create a dialogue, making sure to including important information and memorable events.
Conclusion
Days 9/10: Afterword
Upon completion of this book, create a collage using quotations, important excerpts, images, etc. as a summary of what you have read.
Assessment of Student Learning:
Students will be assessed using three rubrics. The first is a rubric for the quality of their online posts. The second is a rubric for the quality of student interactions. The third is a rubric for their final, cumulative post.
Follow Up Activity:
As a follow up, the student will review all ten of their posts, choose the one they believe best demonstrates their knowledge of With Courage and Cloth in a creative, comprehensive way, and enter it into their writing portfolio.
Evaluation
Of student learning:
1. Did students work respond on the discussion board in a timely manner?
2. Did students demonstrate knowledge of the text in an engaging, accurate way?
3. Did students respond to two additional posts each day?
4. Did students create a collage that serves as a sufficient summary of the most important aspects of the text?
Of teaching processes:
1. What were the strengths of this lesson?
2. How could the lesson be changed?
3. Were the materials appropriate and accessible to students?
How this lesson will enhance literacy awareness & student’s learning:
1. This lesson will enhance student’s learning because students will be using prior knowledge, the information they've been learning in their social studies classes, and textual evidence to synthesize their learning in a creative manner. It will allow students to gain a unique perspective of the Women's Rights Movement through accounts of real women who experienced first hand the trials and tribulations of being a suffragette.
2. This lesson will enhance student’s literacy awareness because students will be interacting with several different modes of text. First, students will use the novel With Courage and Cloth to gain insight to what it was like to be a woman during that time period. Next, students will use an online discussion blog to write narratives to develop real experiences using well-chosen details and well-structured events. Examples of narratives include dialogues, reflections, organizers, and multiple points of view. Students will also practice oral and written communication skills through both the online discussion blog and the face-to-face circles, fostering visual, oral, and written literacy awareness.
Time: 10 class periods
Planning & Preparation
Standards:
NYS Social Studies Learning Standards
UNIT FOUR: THE PROGRESSIVE MOVEMENT: RESPONSES TO THE CHALLENGES BROUGHT ABOUT BY INDUSTRIALIZATION AND URBANIZATION
I. Reform in America
Theme: Diversity
- Women’s rights and efforts for peace
(1) The suffrage movement (Elizabeth Cady Stanton, Susan B. Anthony); Seneca Falls
Common Core Learning Standards for English Language Arts & Literacy
Writing Standards- Grades 11 & 12 Students
3. Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
Objectives:
1. Students will read With Courage and Cloth: Winning the Fight for a Woman's Right to Vote by Ann Bausum
2. Students will actively participate each day in an online discussion forum, answering the question assigned for that chapter
3. Students will interact with one another by responding to two posts other than their own in a positive, engaging manner
4. Students will create a collage that summarizes at least five main points learned during reading the text through images, quotations, and important words
Purpose:
The purpose of this lesson is for students to engage themselves in a nonfiction novel about the Women's Rights Movement and participate in an online discussion that facilitates their knowledge of both the text and background information and synthesizes their learning in a unique way, spanning multiple modes and perspectives.
Modifications/Accommodations:
1. For students who read sufficiently below grade level, the teacher will provide a handout for each chapter that
summarizes main ideas and important information
2. For students who have visual impairments or difficulties reading the text, a larger printer will be provided
Classroom Environment
Arrangement of Physical Space:
During day 1 of the lesson, students will be seated at their desks facing the front of the room during the lecture portion. During the following days, students can move their desks into small groups for their discussion circles.
Classroom Procedures/Routines:
- Students will be expected to follow all classroom rules during this lesson.
- Students will be expected to actively participate in all parts of the lesson.
Materials
- With Courage and Cloth: Winning the Fight for a Woman’s Right to Vote by Ann Bausum
-Kidblog.org (http://kidblog.org/ICPStudentBlog/)
- Laptops
Instruction
Anticipatory Set:
The class will engage in a directed brainstorm of influential woman and events of the suffrage movement.
Body:
This lesson plan will span 10 days. Before each class, one chapter and activity is assigned to the classroom site. In addition, the student must also engage positively with two other class members. The activity will be the basis for the literature discussion that day.
Day 1: Introduction Blog
I will read the three pages of the introduction as a read aloud to the class, as they follow along, to set the tone of the book. The rules of "Netiquette" will be discussed, as well as the guidelines for submitting posts. Then, each student will then log on to our Kidblog account for a quick tutorial on how to use the site. They will then proceed to answer the following question:
Explain where the title of the book comes from. What do you think the author is trying to suggest about women’s rights? Reflect upon your knowledge of the women’s rights movement thus far in your educational career.
Day 2: Chapter 1- Parade, 1913
Write a diary entry as if you are a woman experiencing the brutality during the 1913 parade. Aim to make it as realistic as possible, recounting feelings and emotions evoked as well as relaying the importance of what the parade meant to women during that time, especially why it was a turning point of the movement.
Day 3: Chapter 2-Rights, 1848-1906
Using a method of your choice, compare and contrast the National Woman Suffrage Association (NWSA) and the
American Woman Suffrage Association (AWSA).
Day 4: Chapter 3- Momentum, 1906-1916
Pretend you are a writer for the weekly newspaper mentioned, The Suffragist. Write an article about the details of the first vote on woman suffrage in 27 years.
Day 5: Chapter 4- Protest, 1917
Write a letter to President Wilson supporting the suffragists. Use details from the chapter to base your arguments.
Day 6: Chapter 5- Prison, 1917
Write a postcard to your family from jail as if you are one of the 106 “jailbirds” who were arrested during the 1917 fight for suffrage.
Day 7: Chapter 6- Action, 1918-1919
Create a timeline of the events from 1918-1919.
Day 8: Chapter 7- Victory, 1919-1920
Pretend you are a reporter interviewing one of the hardworking suffragists after the ratification of the 19th amendment. Create a dialogue, making sure to including important information and memorable events.
Conclusion
Days 9/10: Afterword
Upon completion of this book, create a collage using quotations, important excerpts, images, etc. as a summary of what you have read.
Assessment of Student Learning:
Students will be assessed using three rubrics. The first is a rubric for the quality of their online posts. The second is a rubric for the quality of student interactions. The third is a rubric for their final, cumulative post.
- For the online posts, students will earn points if they have ten responses that:
- contain textual evidence
- adheres to the requirements of the question
- is completed in a thorough, creative manner that showcases student learning
- were submitted in a timely manner
- follow the standards of written English, with few mechanical errors - For student interactions, students will earn points if they:
- respond to two posts each day
- adhere to the "Netiquette" requirements discussed on the first day
- follow the standards of written English, with few mechanical errors - For the final post, students will earn points if their collage:
- encompasses at least five ideas learned throughout their reading of the text
- includes both pictures and quotations
- demonstrates creativity and active learning through words and images
Follow Up Activity:
As a follow up, the student will review all ten of their posts, choose the one they believe best demonstrates their knowledge of With Courage and Cloth in a creative, comprehensive way, and enter it into their writing portfolio.
Evaluation
Of student learning:
1. Did students work respond on the discussion board in a timely manner?
2. Did students demonstrate knowledge of the text in an engaging, accurate way?
3. Did students respond to two additional posts each day?
4. Did students create a collage that serves as a sufficient summary of the most important aspects of the text?
Of teaching processes:
1. What were the strengths of this lesson?
2. How could the lesson be changed?
3. Were the materials appropriate and accessible to students?
How this lesson will enhance literacy awareness & student’s learning:
1. This lesson will enhance student’s learning because students will be using prior knowledge, the information they've been learning in their social studies classes, and textual evidence to synthesize their learning in a creative manner. It will allow students to gain a unique perspective of the Women's Rights Movement through accounts of real women who experienced first hand the trials and tribulations of being a suffragette.
2. This lesson will enhance student’s literacy awareness because students will be interacting with several different modes of text. First, students will use the novel With Courage and Cloth to gain insight to what it was like to be a woman during that time period. Next, students will use an online discussion blog to write narratives to develop real experiences using well-chosen details and well-structured events. Examples of narratives include dialogues, reflections, organizers, and multiple points of view. Students will also practice oral and written communication skills through both the online discussion blog and the face-to-face circles, fostering visual, oral, and written literacy awareness.