Women's History Month
Student writings are hanging on a wire across the top of the classroom.
(Click on images below to enlarge)
Students samples show where students used the key vocabulary words when writing about what they want to do when they grow up.
(Click on student samples above to enlarge)
Social Studies
Grade: 1st
Topic: Women’s History Month
Time: 1.5 hours
ALCOS
1.3 Identify historical events and celebrations in communities and cities.
o Women’s History Month
Objectives
Students will demonstrate an understanding of the importance of highlighting or honoring females that have important roles in history.
Students will demonstrate an understanding of key vocabulary words.
Students will write and illustrate a short essay on what they want to be when they grow up placing emphasis on key vocabulary words and using complete sentences. Examples: I am courageous because I want to be…., I am innovative because I will…, etc.
(Vocabulary Words: courage, innovation, motivation, determination
Materials
Women’s History Month posters for display
Klier, Kimberly, 2008. You Can’t Do That, Amelia! Pennsylvania. Calkins Creek.
Coles, Robert. 1995. The Story of Ruby Bridges. New York. Scholastic Inc.
Discuss other important women such as Ellen Ochoa, etc.
Weekly Reader
Procedures
Monday (30 minutes): Ask students what they remember from their celebration of African American History Month. Inform them that March is Women’s History Month and explain what it means to celebrate Women’s History Month. Conduct whole class discussion on roles women have played in history.
Read aloud to students the book titled, You Can’t Do That, Amelia!
Introduce key vocabulary words:
courage: (bravery) the quality of character that makes a person able to face danger
determination: set on achieving a particular goal and not changing the course
innovation: a new way of doing something or creating something new
motivation: a desire or feelings that make a person do something
Display vocabulary words with definitions in sentence strip holder.
When reading aloud to students, ask how they would feel if someone told them they could not do something because they were a girl, skin color, etc. Ask students to think about, as they listen to story, what they want to do when they grow up.
Begin writing assignment with students.
Writing assignment: 1st writing assignment: Ask students to write about what they want to do and they don’t want someone to tell them they can’t do it just as Amelia Earhart was told. 2nd writing assignment: Ask students to write about what you want to be when you grow up. Do you want to be a doctor, inventor, pilot, astronaut, author, policeman or police women, etc.? Draw a picture of you in your new career. Model for students to use a key vocabulary word in their writing. Examples: I am determined to be a doctor when I grow up. I will be innovative and invent something new. I am courageous and can fly into space!
Remind students to use CCPS when writing. CCPS stands for Capital Letter, Complete Thought, Punctuation, and Spelling. Edit each student’s writing and have them make corrections.
Wednesday (30 minutes): Read aloud to students-The Story of Ruby Bridges. Discuss with students why Ruby Bridges is highlighted for Women’s History Month. Allow students to respond.
Have students continue with their writing assignments making corrections and creating their illustrations.
Thursday (30 minutes): Complete writing assignments. Weekly Readers
Assessment: Students writing should reflect an understanding of key vocabulary words. Assess the students’ use of CCPS. Observe students during classroom discussion for understanding of the importance of Women’s History Month and why we highlight these women.
Grade: 1st
Topic: Women’s History Month
Time: 1.5 hours
ALCOS
1.3 Identify historical events and celebrations in communities and cities.
o Women’s History Month
Objectives
Students will demonstrate an understanding of the importance of highlighting or honoring females that have important roles in history.
Students will demonstrate an understanding of key vocabulary words.
Students will write and illustrate a short essay on what they want to be when they grow up placing emphasis on key vocabulary words and using complete sentences. Examples: I am courageous because I want to be…., I am innovative because I will…, etc.
(Vocabulary Words: courage, innovation, motivation, determination
Materials
Women’s History Month posters for display
Klier, Kimberly, 2008. You Can’t Do That, Amelia! Pennsylvania. Calkins Creek.
Coles, Robert. 1995. The Story of Ruby Bridges. New York. Scholastic Inc.
Discuss other important women such as Ellen Ochoa, etc.
Weekly Reader
Procedures
Monday (30 minutes): Ask students what they remember from their celebration of African American History Month. Inform them that March is Women’s History Month and explain what it means to celebrate Women’s History Month. Conduct whole class discussion on roles women have played in history.
Read aloud to students the book titled, You Can’t Do That, Amelia!
Introduce key vocabulary words:
courage: (bravery) the quality of character that makes a person able to face danger
determination: set on achieving a particular goal and not changing the course
innovation: a new way of doing something or creating something new
motivation: a desire or feelings that make a person do something
Display vocabulary words with definitions in sentence strip holder.
When reading aloud to students, ask how they would feel if someone told them they could not do something because they were a girl, skin color, etc. Ask students to think about, as they listen to story, what they want to do when they grow up.
Begin writing assignment with students.
Writing assignment: 1st writing assignment: Ask students to write about what they want to do and they don’t want someone to tell them they can’t do it just as Amelia Earhart was told. 2nd writing assignment: Ask students to write about what you want to be when you grow up. Do you want to be a doctor, inventor, pilot, astronaut, author, policeman or police women, etc.? Draw a picture of you in your new career. Model for students to use a key vocabulary word in their writing. Examples: I am determined to be a doctor when I grow up. I will be innovative and invent something new. I am courageous and can fly into space!
Remind students to use CCPS when writing. CCPS stands for Capital Letter, Complete Thought, Punctuation, and Spelling. Edit each student’s writing and have them make corrections.
Wednesday (30 minutes): Read aloud to students-The Story of Ruby Bridges. Discuss with students why Ruby Bridges is highlighted for Women’s History Month. Allow students to respond.
Have students continue with their writing assignments making corrections and creating their illustrations.
Thursday (30 minutes): Complete writing assignments. Weekly Readers
Assessment: Students writing should reflect an understanding of key vocabulary words. Assess the students’ use of CCPS. Observe students during classroom discussion for understanding of the importance of Women’s History Month and why we highlight these women.
Description and Rationale: This was an assignment to highlight Women's History Month. The students were working on their writing skills so I planned this assignment with a focus on writing to give them more practice. Complete thought, capitalization, punctuation, and spelling (CCPS) was posted on the board and students focused on "CCPS" when they were writing.
Reflection: This was an enjoyable lesson. At the very beginning, I asked students to discuss what they remembered from African American History Month which had been highlighted the month prior. Then we discussed why we highlight these special individuals and why they believed we were going to discuss special women during this month. When the students wrote what they wanted to be when they grew up, I wanted them to include the amazing vocabulary words we discussed throughout the week. As you can see from the writing samples above, each student included an amazing word in their writing. I then displayed the students writings across the classroom on a wire hung from one end of the classroom to the other end.
Reflection: This was an enjoyable lesson. At the very beginning, I asked students to discuss what they remembered from African American History Month which had been highlighted the month prior. Then we discussed why we highlight these special individuals and why they believed we were going to discuss special women during this month. When the students wrote what they wanted to be when they grew up, I wanted them to include the amazing vocabulary words we discussed throughout the week. As you can see from the writing samples above, each student included an amazing word in their writing. I then displayed the students writings across the classroom on a wire hung from one end of the classroom to the other end.