The Fight for The Right..............Women's Suffrage

Description:

This lesson was designed for fifth grade students to perform research on the struggle and sacrifice made by women during the Women's Suffrage Movement. The students will be actively engage in a variety of activities including reading, writing and researching individually and in groups as they use print and electronic resources to make new discoveries.

Goals & Objectives:

Instructional Goals:

Students will access information.
Students will organize information.
Students will present information.

Learning Objectives:

Students will successfully locate biographical information.
Students will organize information using 5 W’s and an H.
Students will present information to classmates via PowerPoint presentation.

Motivational Goals:

To generate interest in American history.
To motivate students curiosity and encourage their use of information skills.
To recognize technology (internet) as a way to attain information.

Materials & Sources:

chart paper and markers
instruction sheet
KWL worksheet

Read aloud material
Internet access
Library access
5 W’s & H sheet
Writing Rubric
Instruction Sheet
Laptop
projector

Procedures:

Introduction

Day1: Teacher will generate a discussion on women’s suffrage by asking the students questions about, one’s fight for rights, etc. building up to the question of what they know about women’s struggle for the right to vote. A KWL chart will be developed based on student’s responses. Students will be read aloud a general history of Women’s Suffrage and told that to learn more about the great women of this era they will be doing research. Students will be told that they will need information from at least two sources ; print and electronic.

Students will choose a name of the women that they are to research as well as the group that they will be in.
Students will be given a personal KWL chart to keep jot down information as they progress through their project.
Students will be provided with an instruction sheet detailing the project.

Students will meet with group members to discuss how they might proceed.

Body

Day 2: Teacher will model and students will use acquired skills tobegin to gather information by doing a print and electronic search on the women they have selected.

Day 3 and 4: Once students have retrieved the information they need, the teacher will model techniques for getting information from non fiction material and paraphrasing by putting the information into an organizer the 5W’s and H organizer.

Students will use this format the 5 W’s and H as they shift through their research

Who ( the name of the person they researched)
What (what role did this person play in the movement)
When (when did this take place dates)
Where (did the action take place)
Why (why did this movement take place
How (how did they do this)

Day 5 and 6: Once the 5 W’s and H organizer has been completed students. Students create a 3 paragraph essay. The students will work in groups to apply a rubric to their writing pieces, with the teacher providing final approval. Once publication is complete students will be given the ok to proceed to the next step the PowerPoint.

Day 7: The teacher will model the use of a PowerPoint Story Board. The teacher will provide a sample of what a completed PowerPoint presentation might look like. Students will be given PowerPoint story board and instruction sheet to construct a layout of their presentation.

Day 8: Students will assess their PowerPoint presentation by working within their group to apply the rubric. The presentation will include all information collected on the 5W’s and an H’s sheet as well as any other Relevant and interesting information the student wishes to include. Once all students have completed their PowerPoint slides Satisfactorily as per rubric the presentation date will be set.

Conclusion

Day 9 and 10: Students will work with their groups to make to organize and present their presentation.

Assessment:

• Observations: throughout
• Work samples: drafts, KWL chart, 5 W’s & H chart, PP story boards
• Student conferences: throughout
• Student self-assessments: Instruction check sheets, rubrics, reflection
• Group discussions: group feedback.
• Listening to student presentations
• Student writing
• Final Project

Collaborators:

Mr. Green

Sources:

Print this Lesson Plan

Presented By: Christine Rolling

Collaborative: Mr. Green