Thematic Unit Forgotten Stories: Women in History April 26, 2017 T&L 322: 02

Thematic Unit
Forgotten Stories: Women in History

April 26, 2017
T&L 322: 02
McKenzie DeVore, Merissa Leonard,

Nora Sabia, and Abigail Elyse Sanders
Thematic Unit Plan
Unit Plan: Women in History Grade Level: 6th
Rationale: Traditional academic materials used in public schools are often presented from a
male perspective. History textbooks and assigned literature frequently neglect womens roles.
Our thematic unit will highlight the less-told stories of American history: womens stories.
Students will be challenged to consider history through the lens of different womens
perspectives, as well as how we have forgotten them. Students will be challenged to consider the
world they know, and history as they have learned it from a new perspective. This unit will help
educate students on women in history, develop their understanding of the world around them,
and urge them to question information as it is presented to them.
Goals:
Student: Through this thematic unit, students should learn that while their history books have
frequently neglected to tell their stories, there are so many women who have contributed to
history and the world as they know it. Students should gain a rich understanding of numerous
historical women, their contributions to American history, and a contextualized understanding of
when they were from. On a larger scale, students should begin considering why the stories of
these women have been told less than those of their male counterparts, ending the unit with a
letter to the publisher of their history textbook about why they should include more perspectives.
Students should also begin to challenge and question information they are taught in schools, and
begin to seek out any perspectives that might be missing. By the end of this unit, students should
have a deep well of knowledge concerning women in American history, and be developing a
critical mind.
Teacher: Through this thematic unit, the teacher should gain a deep understanding of how the
students see the world, and challenge them to consider a new perspective. Through discussion,
assignments, worksheets, activities, and the culminating research project, the teacher should
develop an understanding of how the students perspective is growing. The teacher should also
continue to learn from how students are developing in general. Each project gives the teacher the
opportunity to better understand how student writing, reading, science, math, art, and history
knowledge are changing. This should inform instruction in all areas. The teacher should also
learn from the students. As each student presents their ideas to the class, the teacher should be
listening, as there is always something new to learn. The teacher should share what they learn
from students during class discussion time, demonstrating to students that they, too, are a
lifelong learner.
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Learning Targets/Standards
Anchor Standards (College and Career Readiness):

CCSS.ELA-LITERACY.CCRA.R.1
Read closely to determine what the text says explicitly and to make logical inferences from it;
cite specific textual evidence when writing or speaking to support conclusions drawn from the
text.
Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas.
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Analyze how two or more texts address similar themes or topics in order to build knowledge or
to compare the approaches the authors take.
Read and comprehend complex literary and informational texts independently and proficiently.
CCSS.ELA-LITERACY.CCRA.W.1
Write arguments to support claims in an analysis of substantive topics or texts using valid
reasoning and relevant and sufficient evidence.
Write informative/explanatory texts to examine and convey complex ideas and information
clearly and accurately through the effective selection, organization, and analysis of content.
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation.
Gather relevant information from multiple print and digital sources, assess the credibility and
accuracy of each source, and integrate the information while avoiding plagiarism.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
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CCSS.ELA-LITERACY.CCRA.SL.1
Prepare for and participate effectively in a range of conversations and collaborations with diverse
partners, building on others' ideas and expressing their own clearly and persuasively.
English Language Arts:

CCSS.ELA-LITERACY.RL.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
CCSS.ELA-LITERACY.RI.6.3
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in
a text (e.g., through examples or anecdotes).
Determine an author's point of view or purpose in a text and explain how it is conveyed in the
text.
Integrate information presented in different media or formats (e.g., visually, quantitatively) as
well as in words to develop a coherent understanding of a topic or issue.
Determine a theme or central idea of a text and how it is conveyed through particular details;
provide a summary of the text distinct from personal opinions or judgments.
Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how
the characters respond or change as the plot moves toward a resolution.
Social Studies:
Civics
1.4.1: Understands the historical origins of civic involvement.
Social Studies Skills

5.4.1: Analyzes multiple factors, compares two groups, generalizes, and connects past to present
to formulate a thesis in a paper or presentation.
5.2.2: Analyzes the validity, reliability, and credibility of information from a variety of primary
and secondary sources while researching an issue or event.
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Art:
EALR 2Visual Arts The student uses the artistic processes of creating, performing/presenting,
and responding to demonstrate thinking skills in dance, music, theatre, and visual arts.
Component 2.3: Applies a responding process to a presentation/exhibit of visual arts. (Engages,
describes, analyzes, interprets, and evaluates)
GLE: 2.3.1 Applies a responding process to a presentation/exhibit of visual arts. Demonstrates a
responding process:
Engages the senses actively and purposefully while experiencing visual arts.
Describes and communicates what is perceived and experienced through the senses (seen,
felt, smelled, tasted, and/or heard).
Uses developmentally appropriate elements and foundations of visual arts.
Determines personal meaning based on personal experiences and background knowledge.
Examines by using supportive evidence, background knowledge, and context.
EALR 3Visual Arts The student communicates through the arts (dance, music, theatre, and
visual arts).
Component 3.1: Uses visual arts to express feelings and present ideas.
GLE: 3.1.1: Analyzes the ways that visual arts are used to express feelings and present ideas and
applies his/her understanding when creating artworks.
Expresses feelings and presents original ideas (with teachers support and direction) by
using visual arts symbols in a variety of genres, styles, and media.
Expresses and/or represents in works of art/design what is perceived and experienced
through the senses (seen, felt, smelled, tasted, and/or heard).
Examines and explains artistic/design choices in a variety of media and/or styles.
Examines and describes the use and misuse of the practice of appropriating (plagiarizing)
copyrighted artworks and designs to communicate ideas and feelings.
Component 3.2: Uses visual arts to communicate for a specific purpose.

GLE: 3.2.1: Analyzes visual artworks that communicate for a specific purpose and applies
his/her understanding when creating artworks.
Uses (with teachers support and direction) media, materials, and resources deliberately
to communicate for a specific purpose.
Examines how visual arts styles and genres can communicate for a specific purpose.
Determines how an artistic work communicates a specific purpose or idea.
Works alone or in collaboration with others (and with teachers support and direction) to
plan and create visual artworks in a variety of media to communicate for a specific
purpose.
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EALR 4Visual Arts The student makes connections within and across the arts (dance, music,
theatre, and visual arts) to other disciplines, life, cultures, and work.
Component 4.3: Understands how the arts impact and reflect personal choices throughout life.
GLE: 4.3.1: Analyzes and evaluates how visual arts impact local economic, political, and
environmental choices.
Examines, responds to, and explains how the arts impact and reflect choices made: In the
family/home, in the classroom, at school, as part of activities in the community, at other
events outside of school, by advertisers, by consumers, by individuals (personal choices:
clothing, etc.).
Investigates and discusses the short- and long-term effects of visual pollution.
Assesses the personal and economic impacts of plagiarism and copyright infringement on
visual artists.
Component 4.4: Understands how the arts influence and reflect cultures/civilization, place, and
time.
GLE: 4.4.1: Applies his/her understanding of how specific attributes of a visual artwork reflect
and/or influence culture and history.
Explores, describes, and compares attributes of: Artworks in the classroom, artworks in
the school, specific artworks in the community, artworks of a specific culture, place, or
time.
Selects and uses specific attributes in artworks to reflect a specific culture, place, or time.
Component 4.5: Understands how arts knowledge and skills are used in the world of work,
including careers in the arts.
GLE: 4.5.1: Analyzes and applies understanding of how the knowledge, skills, and work habits
of visual arts are needed and used in the world of work, including careers in visual arts.
Explores and practices the productive work habits and safety procedures needed to create
art; for example, the student: Uses materials safely, uses tools safely, meets deadlines,
completes work, cares for personal and studio space, acquires good craftsmanship,
prepares work for presentation, works with success in the workplace.
Examines and describes how arts knowledge, skills, and work habits are needed for
careers in the arts and how arts skills transfer to various careers in the world of work.
Math:
CCSS.MATH.CONTENT.6.RP.A.3.C
Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the
quantity); solve problems involving finding the whole, given a part and the percent.
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Forgotten Stories: Women in History Thematic Unit Layout
Monday Tuesday Wednesday Thursday Friday
Day 1 Day 2 Day 3 Day 4 Day 5

Introduction to Video - Why Women During Women in Women Making
women in Women's the Civil War Politics Change
history History Matters:
Leigh Ann Mary Walker & Belva Lockwood Harriet Tubman
Wheeler Louisa May & Susan B.
Alcott Campaign Anthony
Art Walk KWL Design
Discussion Venn Diagram Interview

Women and the Women in the Women in Women in Modern Women
Right to Vote Arts Science Sports in Government
Suffrage & Frida Kahlo Rachel Carson Lizzy Murphy, Hillary Rodham
Alice Paul & Eugenie Clark Mary Garber, & Clinton & Ruth
Artistic Wilma Rudolph Bader Ginsburg
Socratic Seminar Expression/ Letter Writing
Response to Art Poster Creation Timeline

Introduction to Research Project Research project Research Project History/Art
Research Project Work Day work day Presentations walk, writing
letters to history
Create rubric In classroom One minute textbook authors
together researching with conferences with and reflecting on
books and teacher to what they
Show example laptops explain progress learned
on research throughout the
Send class to Art room work project unit
computer lab day
Art room work
Outline of day
research project
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Pre-Assessment
Summative: Students will complete an open-ended questionnaire about historical figures who
have impacted modern history (Figure 1). Questions will ask students to name historical figures,
without a gender modifier, which will allow them to consider their own bias, and the bias of their
education so far during discussion and throughout the unit. Questions will also ask students to
list historical men and women, which will allow them to consider how many more male
historical figures they are currently aware of. This questionnaire will serve as an indication of the
knowledge students will enter the thematic unit with. The teacher will use the questionnaire
rubric to evaluate (Figure 2).
Formative: Once each student has completed their questionnaire (Figure 1) and turned it in, the
whole class will engage in a discussion about their answers. This discussion will focus on the
disparity between the coverage of women in history, versus the coverage of men in history. This
discussion will serve as a brief introduction to the ideas that students will explore throughout the
thematic unit. To evaluate student contributions to discussion the teacher will mark when each
student speaks on the pre-assessment checklist (Figure 3).
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Day 1: Introduction to Women Today and in History
Overview
Students will be introduced to the idea of how women in history have affected women in todays
world.
Background Information
Teacher Candidate: Nora Sabia, Merissa Leonard, Abigail Sanders, and McKenzie DeVore
Date: April 26, 2017
Cooperating Teacher: Dr. Barbara Ward Grade: 6th grade
School District: Pullman School District School: Lincoln Middle School
University Supervisor: Lori White
Unit/Subject: Womens Rights
Instructional Plan Title/Focus: All About Women Today and in History
Section 1: Planning for Instruction and Assessment
Instructional Plan Purpose: Teacher candidates explain how this instructional plan develops
students conceptual understanding of overall content goals. This is sometimes also called a
rationale and includes a what, why, how general statement (see also Central Focus in
edTPA)
The purpose of this lesson is to introduce the topic of women in history and how they have
affected womens lives today. Students will begin by brainstorming women who are important in
their lives today, such as their mom, and will be asked to create a drawing that represents that
woman. This will guide students to think about how those women have affected their lives and
the topic of women in history will be introduced. Through discussion and reflection students will
begin to think deeply about how women in history have paved the way for women in todays
world.
While this is the first lesson in a set of a fifteen day unit, previously students were studying the
constitution in a history lesson. Students will have taken a pre-assessment the day before this
lesson in order for teaching candidates to know know where students thoughts are before diving
into this unit. As this is the introduction lesson students will discuss women in their lives and
will be introduced to women and how they have affected us in the present day. Tomorrows
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lesson will be a continuation of this introduction, students will be watching a video to further
introduce the main focus of this unit that is, women in history.
State/National Learning Standards:

partners, building on others ideas and expressing their own clearly and persuasively.
GLE: 3.2.1
Analyzes visual artworks that communicate for a specific purpose and applies his/her
understanding when creating artworks.
Content Objectives and alignment to State Learning Standards:
1. SWBAT justify their reasoning for the one important woman in their life that they chose
through discussion.
2. SWBAT create a drawing that represents one important woman in their life.
3. SWBAT participate in discussion about women in history and how that might affect
todays world.
Aligned standard:
GLE: 3.2.1
Language Objectives:
1. SWBAT appropriately communicate thoughts and feelings when reflecting on each
others art pieces following the art walk.
Aligned standard:
GLE: 3.2.1
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Previous Learning Experiences:
As this is the introduction lesson students will not have a lot of information about women in
history, and that is why this lesson is so important. Students will already know how to participate
in an art walk and have contributed to class discussions in previous lessons. While students are
participating in class discussions, they have already been taught the protocol and how to be
respectful of others thoughts and time while they are speaking.
Planning for Student Learning Needs

Any accommodations will be made in accordance with the IEP of each individual student as seen
necessary.
Accommodations for ELL Students:

This lesson is mostly discussion based, and each student will be given the opportunity to share
his/her ideas. As some students may struggle to share their ideas for they may be lacking in the
English vocabulary, they can snap their fingers when they agree with ideas shared by other
classmates. As all students will have a chance to participate in partnered discussions, ELL
students who speak the same language may be paired with one another to help them practice
speaking English but allowing them to take their time and not feel rushed by English speaking
students.
Accommodations for Gifted Students:

Gifted students may be asked to share their thoughts and ideas to the class to help other students
who may be struggling. These students may also have the chance to choose both one woman
who has affected them today and if they finish that early they can choose one women in history
who they feel made a difference in our world that affects us today. While this is not something
that will be anticipated from this class, there will be this as an option if students finish early.
Accommodations for Students with Special Needs:

Students with special needs will be given the option to work with a partner to complete the art
piece. Accommodations will be made for these students on an as needed basis. This is a fairly
simple lesson and most if not all students should not need accommodating.
Assessment Strategies:
Content/Language Objectives Assessment Strategies
Content: Formative: While students are brainstorming their

ideas of women that are important to them, teachers
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1. SWBAT justify their reasoning will take note of who they find important. Taking note
for the one important woman in their of this is necessary to see what they define as
life that they chose through important. Students answers will vary. Teachers will
discussion. observe each student's thoughts and ideas and will
2. SWBAT create a drawing that write each students important figure down on a class
represents one important woman in checklist. (Figure 4)
their life.
3. SWBAT participate in discussion Summative: Students will complete a journal entry
about women in history and how that where they will explain their reasoning for choosing
might affect todays world. the woman that they did. They will also add to this
journal entry at the end by explaining how they
believe women in history might have affected us
today. This will be a summative assessment of todays
discussions and students will compare this journal
entry to their final thoughts about women in history at
the end of this unit. Students will be marked off on a
checklist if they have appropriately completed this
journal entry. (Figure 5)
Language: Formative: As students participate in the art walk,

1. SWBAT appropriately teacher will facilitate discussion and observations
communicate thoughts and feelings made by students. Teacher will take note of students
when reflecting on their own and who are appropriately communicating their ideas of
each other's art pieces following the others pieces thoughtfully. This will help the teacher
art walk. to take mental notes of what students are learning for
this introduction lesson, and what might need to be
made more clear to the students in the following
discussion.
Summative: Students will be asked to complete a

short paragraph reflection. From this reflection
teaching candidates should know why students chose
who they to create their art piece because of how they
communicated their thoughts and feelings. This
reflection will be a credit or no credit score based on
whether they included that or not.
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Student Voice:
Student-based Description of how students will
K-12 students will be able evidence to be reflect on their learning.
to: collected
1. Explain student Exit Slip Students will be asked to complete

learning targets and what is an exit slip at the end of the lesson.
required to meet them This exit slip will be given to
(including why they are students so that they can know if
important to learn). they understand what the rest of
the unit will be focusing on. Each
learning target is important to meet
so that students understand the
overall purpose of the unit which is
to learn about how women in
history have affected us today.
(Figure 6)
2. Monitor their own Exit Slip Students will be answer questions

learning progress toward the on the exit slip at the end of class.
learning targets using the Throughout the lesson teaching
tools provided (checklists, candidates checked in on how
rubrics, etc.). students were understanding the
learning targets and it allows
students to reflect on what they
learning about women today and
women in history and how they
have all affect us today. (Figure 6)
3. Explain how to access Checklist Students will be given a checklist

resources and additional that is part of the exit slip which
support when needed (and asks them to check off what
how/why those resources resources were helpful to them
will help them). throughout the lesson. This
checklist will make students aware
of what was available to them, as
well as what would be useful to
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them next time in a lesson similar
to this one. This checklist will
provide teaching candidates with
an idea of what resources they
need to include next time to
support students learning needs.
(Figure 6)
Grouping of Students for Instruction:

Introduction: Students will start the lesson at their desks with the teacher at the front of the room.
The introduction is a discussion of women that are important to students today and why they are
important to them. Teacher will write down women that student are brainstorming to provide a
visual for them.
Step 1: Students will remain at their desks once they decide what one woman they will create
their art piece for. This is an independent work time and allows for students to focus on the task
at hand. During this time students should not be talking to one another, as art does not require
discussion.
Step 2: Students will then participate in an art walk, where students pieces of art are displayed at
their desks. Each student will walk around and make observations and share their ideas with one
another about each piece. This allows for students to gain new perspectives from their peers and
can help them to better understand the learning targets of this lesson.
Step 3: Immediately following the art walk students will return to their desks to participate in a
class discussion regarding the important women each student chose to depict. This is a
whole-class discussion that gives students the opportunity to share their ideas with one another.
Teaching candidates will guide the discussion into women in history and how they might have an
affect on todays world. This will prompt students to begin to think about what this unit is
focusing on.
Step 4: When the discussion is coming to a close students will work individually to write a short
journal entry reflection explaining their reasoning for choosing the woman that they did as well
as a sentence of two explaining how they women in history have an affect on our lives today.
This will be individual so that teaching candidates can see what students know, as well as to help
students stay focused on what they are writing with minimal interruption.
Closure: Students will then be asked to complete an exit slip that is to be completed individually.
This lesson will be mostly individual as teaching candidates want to figure out what students
know about the topic. Seeing students responses will allow us to plan for the rest of the 15 day
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unit. Students will be at their desks and the teacher will remain seated at their desks and teacher
will provide a brief overview of tomorrows lesson to the students.
Section 2: Instruction and Engaging Students in Learning

Introduction:
Teacher says:
Hello sixth graders! Today we are going to talk about women that are important to us and our
lives. I know that a lot of you probably have some ideas of women in your life that are important
to you. Lets all take a minute to think about one woman that is important to you. (allow students
to think for a minute) To me, I would say that my sister is important. She is a hard worker,
always helps me when I am struggling, and always reminds me that I can do whatever I set my
mind to. Those are just a couple of reasons of why my sister is so important to me and how she
affects my life. Can you guys raise your hand if you have an idea of one woman that is important
to you in your life? (allow time for students to raise their hands) That is so awesome you guys!
Lets list some of those women on the board! (teaching candidate calls on Kendra, Austin, Tyler,
Brynlynn, and Douglas) You guys have given me a good idea of who you look up to and how they
have affected you today. I want each of you to come up to the board and write down one woman
who you find important to you. You will be creating a drawing that depicts that woman and when
you go to sit down I will ask each of you to explain why you chose that person in one sentence.
Lets begin make a 3 lines and write one name on the board. (allow students ~5 minutes to
complete this task) Alright! Now that I see who each of you have chosen, we will go in
alphabetical order starting with Angelica and ending with Tyler. Remember you will explain in
one sentence why you chose who you chose. (task should take approx 7 minutes and teacher will
fill out the Important Woman Checklist (Figure 4)) Awesome job sixth graders! You all have
some solid ideas and I cannot wait to see your art pieces! Lets move on to the next part of our
activity.
Questions:
1. Why did you chose the woman you did as your most important person who affected you?
(Evaluating)
2. How do you define an important woman in your life? (Knowledge/Understanding)
3. Why do you think we did the art walk? What did you discuss with your peers during the
art walk? (Understanding/Remembering/Evaluating)
4. Do you think that your ideas about what makes someone (women) influential will change
as we continue through this unit? Why? How? (Understanding/Analyzing)
5. How do you think women in history affect our world today? (Understanding/Applying)
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Learning Activities:
Learning Steps and Activities Supporting Theories/Principles
1. Transition students from introduction Bandura: Observational Learning-

to next activity where students will Providing instruction for students is
create a drawing. important for them to succeed. The
teaching candidates lead by example
Teacher says: Now what you are all with drawing a picture as well so that
going to do is grab a piece of blank students can see what they will also
paper. I have supplies up here for you need to be doing during the time
all to use to create your masterpieces of allotted to them to complete their
the woman you chose. Use whatever you drawings.
need in order to depict to the best of
your ability that woman. While you Bronfenbrenner: Bioecological Model-
wont be graded on your artistic ability, Each student's prior knowledge and
please be creative in your depiction of experiences will differ so allowing
the woman you chose. I will also be time for additional questions is
drawing a picture of the woman I chose important to be able to build on their
that has affected my life, my sister. knowledge and make clarifications
During this time you should not be about the activity.
talking with one another, in order for
you to have your full attention on your
masterpiece. Are there any questions or
clarifications before we begin? (allow
for student questions/clarification and
provide answers to students) Now that
we have all that settled, lets begin
creating our masterpieces!
*allow students time to complete their

pieces of art and give a 5 minute
warning before they need to have their
drawings completed (~30 minutes)
2. Transition students from drawing to next Constructivism (Vygotsky, Piaget,

activity art walk. Wertsch, John-Steiner, Mahn): Learners
construct their own knowledge- While
students walk around during the art walk
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Teacher says: You all should now be they gain new perspectives from their
completely finished with your masterpieces peers. As they discuss their thoughts and
and I must say from what I see they look ideas with one another it can help them
awesome! What we are going to do now is to better understand the learning targets
clean up everything from our desks except of this lesson. During this art walk
for our drawings. Lets take a moment to students are in charge of their own
do that. (allow students 5 minutes to clean learning.
up) Perfect, thank you for doing that so
quickly and quietly. Now we are going to Vygotsky: Importance of Language-
do an art walk like we have done Teaching candidates allow and strongly
previously. While we are looking at our encourage students to discuss with one
peers art pieces lets think about a few another as they are participating in the
different things. First, I want you guys to art walk. Talking with our peers brings
share why you guys think that each person in new thoughts that students might not
decided to depict that individual. Also, you have had previously and it supports their
should be thinking about how those women learning.
have an affect on each person today.
Lastly, lets make sure that we think talk
with one another about why we are doing
this activity. There is a purpose which we
will discuss after the art walk is complete.
We will have 10 minutes to walk around
and observe each other's drawings. Lets
get up and start looking at some awesome
masterpieces!
*allow time for students to complete the
art walk and participate in walking
discussion (~12 minutes)
3. Transition students from art walk to Piaget: Scheme, schemes, schema-

discussion. Teaching candidates know that student
have previously participated in an art
Teacher says: Can we all return to our walk as well as a discussion reflecting
desks now that we have had a sufficient on the purpose of it and what they
amount of time to complete the art walk discussed while looking at their peers
and talk with our peers about the art art. Following the art walk teaching
pieces? (allow time for students to return candidates made the decision to have
to their desks) Lets talk about what we students talk about and reflect on their
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heard during the art walk and what we ideas, this builds on their prior
saw. This discussion will be mainly you knowledge and they tap into schema.
all talking with one another but let me
start you off. What do you think the
purpose of the art walk was? (students
should reply and begin discussion,
answers will vary but should be along the
lines of it allowed us to learn about the
women that are important and have
affected our peers lives by looking at
their art pieces and listening to their
reasoning for choosing those women)
*allow time for students to discuss the art

walk, why they did it, what they
discussed, and why this is relevant to
what we will be working on in later days
(~10 minutes)
Teacher says: I am loving everything Bronfenbrenner: Bioecological Model-

that you all are sharing with one another! Because students come from all
Can we now think about how women in different backgrounds their prior
history might have had an impact on knowledge develops differently. What
where our world is today? Who has any this means is that each student brings in
thoughts on this idea? (allow for students different experiences so their answers
to share and teaching candidates will will vary. It is important for the teaching
write students thoughts on the candidates to be prepared to work with
whiteboard) Since we have thought about these students of different backgrounds
why we have done this art walk and about and provide scaffolding by guiding the
women who are important to us today discussion when students struggle and
and about how women in history have an tuning into their prior knowledge to get
affect on todays world, I want you all to their brain powered and thinking.
think in your heads about how you think
you ideas about what makes a woman
important might change throughout this
unit. Take a moment to think about this
and jot down your ideas if you want to.
We will be moving on to a short journal
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entry reflection in when you guys look
ready.
*allow students time to discuss with one

another the prompted question and then
allow them about one minute to think
silently to themselves (~7 minutes)
4. Transition students from silently Ausabel & Mayer: Advance Organizers-

thinking to attention on teaching Students are asked to create a journal
candidates. entry and this allows them to really
think about the learning targets of not
Teacher says: I believe that we have had only this lesson but to begin to think
a good amount of time to think to about the learning targets of this unit.
ourselves and to discuss with each other This journal entry is meant for them to
our thoughts, so we will move on to one organize their ideas regarding what we
of our last activities of the day. What I discussed today and helps them build on
would like for you all to do is take out the knowledge that they just gained
your writing journals and make a new from the lesson.
entry. This entry will be a reflection of
what we discussed today. You should
include who you chose for your important
woman who has affected you personally,
why you chose them, and finally you
should include a couple sentences
explaining how you believe women in
history have an affect on our world today.
Your responses are not given a grade for
being right or wrong as you answers will
be strictly based on your opinion, but I
will be checking you off on a checklist
based on the effort you put into this
journal entry so please make sure that
you are writing something relative to the
context down in your journals (Figure 5).
Are there any questions? (allow time for
questions and provide answers as
necessary) Now that those were all made
18
clear you may take out your journal and
begin reflecting on todays lesson, please
be thoughtful in your entries.
*allow students time to complete journal

entries (~15 minutes)
Closure:
Teacher says:
Now that you all have finished writing your journal entries reflecting on what we discussed
today, I am going to pass out these exit slips (Figure 6). This will be the last activity for today
and is you ticket out the door. (teacher passes out exit slips to students) PLease read each
question carefully and answer honestly, there are no right or wrong answers. These are for me to
know how you all are doing with what e learned about and discussed today. Your answers will
help inform me of what we still need to discuss tomorrow before moving onto the next part of this
unit. Tomorrow we will be focusing more on women in history and their affect on todays world.
We will be watching a video that will help us all better understand what we will be learning for
the next couple of weeks. Good job today, and when you are done with your exit slip get packed
up and ready for the bell to ring. Dont forget to put your name at the top of your paper and
please hand me your papers on the way out the door!
Independent Practice:
For additional practice students will be encouraged to talk with their parents about the woman
we discussed in class today. The final part of the whole-class discussion is to prompt students to
go home and do research as well as discuss what they learned about in class. In the final part of
the discussion students are asked how they think women in history affect us today. This will be
fresh in students mind and they will most likely try to do research at home on the computer about
women in history as well as ask their parents about this topic. The goal of this first day is to get
students thinking and to get them to look into the topic more before next class.
Instructional Materials, Resources, and Technology:

Paper
Colored pencils
Crayons
Markers
Tape
Whiteboard markers
19
Whiteboard
Important Women Checklist
Journal Entry Checklist
Exit Slip
Acknowledgements:
This lesson plan was written and created by Merissa Leonard using Common Core State
Standards.
20
Day 2: Why Womens History Matters
Goal: As a continuation of the previous days introduction to this thematic unit, students will
watch Why Women's History Matters: Leigh Ann Wheeler at TEDxBinghamtonUniversity
while completing a KWL chart. This video, and the associated chart, serve to further introduce
the purpose of this thematic unit, discussing why women in history should be covered.
Throughout the unit, this video will provide a framework to help students make sense of what
they are learning, and a larger context to fit their learning into.
Objectives:
Content Objectives
1. SWBAT demonstrate reflection on what they already know and want to know on KWL
chart.
2. SWBAT take thorough notes on information learned from the video.
3. SWBAT contribute their perspective to class discussion about the video.
Language Objectives
1. SWBAT effectively communicate what they learned from the video during class
discussion.
Overview: The teacher will recap the main points from the previous days introduction to the
thematic unit, allowing students to contribute the salient points they remember. The teacher will
then tell the students that today they will watch a video on the importance of womens history,
asking them to complete the first and second columns of a KWL chart (Figure 7). The teacher
will ask students to raise their hands and share something they wrote in their Want to Know
column, allowing students to respond. Students will then watch the video, Why Women's
History Matters: Leigh Ann Wheeler at TEDxBinghamtonUniversity, taking notes in the last
column of their KWL chart on what they are learning. After the video has ended, the teacher will
ask students to discuss what they have learned from the video. The teacher will respond to
student responses not by telling students more, but by asking them open ended questions to
encourage deeper thought, like, Why do you think she mentioned that? or, How do you think
learning about [historical woman] would add to history class? The teacher will close the lesson
by asking students to write down one question they want to explore in this thematic unit, at the
bottom of their KWL chart before turning it in. Students KWL Chart will not be assessed based
on content, students will simply get credit for completing it. Student participation in discussion
will be noted on the Participation Checklist (Figure 8).
Materials:
KWL Chart for each student (Figure 1), pens/pencils, projector and screen, internet access to
watch video Why Women's History Matters: Leigh Ann Wheeler at
TEDxBinghamtonUniversity
Instructional Strategies: Discussion, KWL charting, video watching
21
Day 3: Women During the Civil War
Goal: Students will learn about two women alive during the American Civil War, Louisa May
Alcott and Mary Walker. Students will listen to stories about the lives of each woman, and the
effect of the Civil War on their lives. Comparing and contrasting the experiences of these
women, and considering the historical context, will help students put into perspective the notion
that historical events they are already familiar with deeply affected the lives of women, as well
as the men they might have already learned about.
Objectives:
Content Objectives
1. SWBAT analyze the differences and similarities between Louisa May Alcott and Mary
Walker, considering the time period.
2. SWBAT Contribute their perspective and notes to group and whole class discussions.
3. SWBAT explain who Louisa May Alcott and Mary Walker are.
Language Objectives
1. SWBAT effectively communicate the historical significance of Louisa May Alcott
and Mary Walker, including the time period.
Overview: The teacher will brief students on the outline for the unit, spending time highlighting
women who have helped shape history, then each student will choose a woman to do a research
project on, so students should take note of who they might want to research more. The teacher
will then pass out the handout (Figure 9), which students will use to take independent notes. The
teacher will read aloud Louisa May's Battle: How the Civil War Led to Little Women by Kathleen
Krull and Carlyn Beccia. The teacher will tell students theyll be reading another story from the
same time period. The teacher will read aloud Mary Walker Wears the Pants: The True Story of
the Doctor, Reformer, and Civil War Hero by Cheryl Harness and Carlo Molinari, during which
time the students will take notes. The teacher will then ask students to complete the Venn
Diagram portion of the handout in their table groups, discussing each story and comparing and
contrasting the experiences of both women in the same time period. Once the students have
completed their diagrams, they teacher will bring the group back for discussion. Students Venn
Diagrams will be evaluated once they have been turned in, using the Venn Diagram Checklist
Rubric (Figure 10).
Materials: Louisa May's Battle: How the Civil War Led to Little Women by Kathleen Krull and
Carlyn Beccia, Mary Walker Wears the Pants: The True Story of the Doctor, Reformer, and Civil
War Hero by Cheryl Harness and Carlo Molinari, Venn Diagram Worksheet (Figure 2),
pens/pencils
Instructional Strategies: Whole-class discussion, read aloud, worksheet/handout, Venn

Diagram, cooperative learning/group discussion
22
Day 4: Women in Politics
Goal: Students will be introduced to the life of Belva Ann Lockwood by reading aloud the book
Ballots for Belva: The True Story of a Woman's Race for the Presidency by Sudipta
Bardhan-Quallen. Belva was one of the first women to attend law school and the second woman
to run for president but she actually received votes. As it is unlikely that students will have heard
of Belva before, she will serve as evidence that womens stories often remain untold in history
education.
Objectives:
Content Objectives
1. SWBAT explain who Belva is and why she is an important woman in history.
2. SWBAT discuss Belvas life in detail after completing the read aloud.
3. SWBAT collaborate with a classmate or on their own to create a campaign poster.
Language Objectives
1. SWBAT use appropriate vocabulary when creating their posters to depict the correct
time period.
Overview:
To begin this lesson teachers will read aloud Ballots for Belva: The True Story of a Woman's
Race for the Presidency by Sudipta Bardhan-Quallen to the class. After reading, students will
participate in a whole class discussion about their thoughts on the book. Students will then
brainstorm ideas for a campaign poster to make for Belva. This poster should relate to Belvas
life and depict the time period in some way. Students will also have time to brainstorm with their
peers before beginning their posters. Having students complete an artistic expression project to
show their understanding of Belvas place in history will be a great way to get everyone involved
and adding variety to the unit. Students may work by themselves or with a partner on this project
and will present their posters to the class at the end of the day. The teacher will grade their
presentations and their posters using a rubric. (Figure 11) After all the posters are presented
students will get together in table groups to complete a math worksheet that will help students
determine what percentage of the vote Belva received during her run for office. This worksheet
will be their ticket out the door for the day. (Figure 12)
Materials: Ballots for Belva by by Sudipta Bardhan-Quallen, Poster Board, Markers, Colored
Pencils, Paper, Tape, Glue
Instructional Strategies: Read Aloud, whole class discussion, brainstorming, artistic expression
23
Day 5: Women Making Change
Goal: In this lesson students will look deeper into the lives of Harriet Tubman and Susan B.
Anthony. As students will have already been introduced to these influential women, they will be
read aloud the book, Chasing Freedom: The Life Journeys of Harriet Tubman and Susan B.
Anthony, Inspired by Historical Facts by Nikki Grimes. Both women were known for their
activism and fight for civil rights. Students will put themselves in the time period of when both
women lived and create interview questions as well as participate in a mock interview.
Objectives:
Content Objectives
1. SWBAT explain who both Susan B. Anthony and Harriet Tubman are.
2. SWBAT discuss why both Anthony and Tubman are important to womens history.
3. SWBAT collaborate with one other classmate to create interview questions that one
would ask both women.
Language Objectives
1. SWBAT effectively communicate understanding of historical events and chronology in
interview questions.
Overview:
The teacher will begin this lesson with reminding students of whom Harriet Tubman and Susan
B. Anthony are, as they should have previously learned about these historical figures in their
history class. After the recap, the teacher will read aloud the book, Chasing Freedom: The Life
Journeys of Harriet Tubman and Susan B. Anthony, Inspired by Historical Facts by Nikki
Grimes. Once the read aloud is completed students will participate in a whole-class discussion
regarding what they took away from the book, and how each woman was an influential person in
womens history. Immediately following the discussion students will break off into pairs and
create questions that they would ask both women. Students will be asked to create two separate
sets of questions for both women as both their experiences differ in many way, although there
may be a few overlapping questions. Once students have had an adequate amount of time to
complete their questions they will participate in a mock interview, where two students will be
chosen to be the Tubman and Anthony. While students may not answer the questions the same as
the real women would, this gives students a chance to get their creative juices following and
turns the classroom into a piece of history. Each student will be assessed on the interview
questions that they generated through a rubric (Figure 13).
Materials: Chasing Freedom, notebook paper, pencils
Instructional Strategies: Read aloud, whole-class discussion, brainstorming, role playing/

interviewing.
24
Day 6: Women and the Right to Vote
Goal: Students will add to their understanding so far in the unit about women in history by
learning about the suffragette movement and the fight for women to vote in American elections.
Understanding this struggle for representation in American government, to have their voices
heard, will parallel the units overarching theme of womens underrepresentation in the coverage
of history.
Objectives:
Content Objectives
1. SWBAT prepare three to five open-ended questions based on the article, book, or
previous knowledge to pose to classmates.
2. SWBAT participate in a Socratic seminar, contributing to discussion.
3. SWBAT exhibit active listening skills during seminar, paying attention to their peers.
Language Objectives
1. SWBAT effectively use the term suffragette and suffrage during seminar.
Overview: The day before, the teacher will have assigned students to read The Fight to Vote
TIME for Kids article as homework. Students should also have prepared three to five open-ended
questions about the article and womens fight for a vote, as well as any connections they might
have made to previously learned material, to pose to their classmates. The teacher will read aloud
Miss Paul and the President: The Creative Campaign for Womens Right to Vote by Dean
Robbins, during which time students will listen as a class. After listening to the book, students
will move their seats into a larger circle formation, with each student facing inward, toward their
classmates. Students will participate in a Socratic seminar about womens fight for a vote,
representation in society and government, and the article and book they have now read. The
teacher will have prepared each student by explaining the expectation that each student will have
read the article, prepared questions, listened to the story, and be willing to listen and contribute
to the seminar. The teacher will not respond to student discussion, but will observe and simply
record on a copy of the class list how many times a student speaks, and any comments they
might want to revisit with the class during the remainder of the unit (Figure 14). The students
may take notes during the seminar, but that is not required.
Materials:
Miss Paul and the President: The Creative Campaign for Women's Right to Vote by Dean
Robbins, TIME for Kids article The Fight to Vote by Nellie Gonzalez Cutler, pencils/pens for
notes, class list
Instructional Strategies: Read aloud, Socratic seminar/whole-class discussion
25
Day 7: Women in the Arts
Overview
The information included in this document is to support faculty in teaching about and supporting
students with the T&L (and edTPA) Instructional Plan. While there are many variations of lesson
plans, this format meets departmental requirements and is aligned with the 2014 edTPA as well.
Background Information (When doing the actual edTPA, leave out identifiers)
Teacher Candidate: Abigail Sanders, Merissa Leonard, McKenzie DeVore, and Nora Sabia
Cooperating Teacher: Dr. Barbara Ward Grade: 6th Grade
Unit/Subject: Womens Rights/History
Instructional Plan Title/Focus: Finding Frida Kahlos Identity
a. Instructional Plan Purpose:

The purpose of this lesson is for students to get familiar with another historical figure that has
helped shape history. This lesson will allow students to discover a new culture they might not
have known about as well as explore their own culture. They will be studying Frida Kahlo, a
famous Mexican artist in the early 1900s. Students will be learning this information to further
their knowledge of womens role in history. Students will be learning about this figure through
books, lecture, photographs, and diving into art for themselves.
This lesson is one of many in a Women in History Unit. Previously students would have been
learning about different historical women before the 1900s. After this lesson students will
continue to learn about historical figures that made a difference after the early 1900s. At the end
of the unit students will be asked to compose a research project about a woman who changed
history.
b. State/National Learning Standards:

English Language Arts:
History:
26
Art:
Anchor Standards:
c. Content Objectives (to be copied in Assessment Chart below) and alignment to State
Learning Standards:
1. SWBATExplain what Frida Kahlo contributed to womens history.
Aligned standard:
2. SWBATCompose a mask that represents their identity and culture.

Aligned standard:
3. SWBAT List three facts about Frida Kahlos life.

Aligned standard:
1. SWBATUse the correct language of surrealism when explaining Frida Kahlos paintings.
Aligned standard:
27
d. Previous Learning Experiences:

Previous to this lesson students would have learned about many famous women who have
impacted history throughout many decades. The lesson that came before this, students would
have learned about womens suffrage and gaining women the right to vote. Students would have
demonstrated their knowledge about American elections and the struggle that women went
through to gain the right to have a say in what happens in the country.
e. Planning for Student Learning Needs

As this lesson has a decent amount of writing involved in the beginning and the end of the lesson
certain accommodations may need to be made to assist ELL students. If a student is having a
hard time finishing the correct number of sentences for the warm up, they will be allowed to alter
the number of sentences they are required to write. Students will also be given extra time to
finish their thoughts on their exit slip or warm up if they need it. Students will be given access to
a dictionary if they need to find a specific word for their exit slip or their warm up.
Gifted students will be asked to share their thoughts first
with the class if no volunteers are wanting to share in discussion. This pushes
these students to share while encouraging possible struggling students to do
the same. The questions being asked of the students are setup to promote
critical thinking, if a gifted student answers with a direct answer that lacks
thought they will be asked to think harder about the question and give the
teacher a deeper response to the question.
Students with special needs
will be given the option to work with a partner to complete the art piece if
they need. Accommodations will be made for these students on a needed basis. If
a student is struggling with physically writing they will be asked to verbally
voice their opinions.
f. Assessment Strategies
28
SWBATExplain what Frida Kahlo Summative: Students will complete an exit
contributed to womens history. slip than offers as a quiz. This will serve as
an end of the day recap of what the students
have learned as well as serve as a resource
for the teacher to determine if students are
grasping the content.
(Figure 18)
SWBATCompose a mask that represents Formative: Students will be checked off if

their identity and culture they have completed the mask, represented
their culture/identity in the creation of their
mask. (Figure 19)
SWBAT List three facts about Frida Summative: Students will complete an exit
Kahlos life. slip than offers as a quiz. This will serve as
an end of the day recap of what the students
have learned as well as serve as a resource
for the teacher to determine if students are
grasping the content. Here they will be
graded on accuracy of facts.
(Figure 18)
SWBATUse the correct language of Formative: Students will be asked at the end
surrealism when explaining Frida Kahlos of the day, after they have made their masks
paintings. what type of art Frida Kahlo Paints. They
will be asked to take out their whiteboards
and write the correct answer the board. The
teacher will have a checklist where he/she
can mark the students who have the right
answer, and those that need to be reminded
again.
(Figure 20)
g. Student Voice:
29
K-12 students will Student-based evidence to Description of how students
be able to: be collected (things will reflect on their learning.
produced by students:
journals, exit slips,
self-assessments, work
samples, projects, papers,
etc.)
1. Explain student Exit Slip Students will complete and exit

learning targets and slip that will allow them to
what is required to answer questions about their
meet them learning target. If students are
(including why they not confident that they know
are important to the answer they will be aware
learn). that they need to revisit the
information that they just
received. Students can
determine their own learning
through their understanding of
the questions on the exit slip.
(Figure 18)
2. Monitor their Exit Slip Student will be asked to

own learning complete and exit slip that they
progress toward the will go over in class as the start
learning targets of the next day. This way
using the tools students can track their
provided knowledge of Frida Kahlo and
(checklists, rubrics, her impact on history.
etc.). (Figure 18)
30
3. Explain how to Checklist Students will be asked to show
access resources and their knowledge of resources
additional support with a thumbs up, sideways, or
when needed (and down. This way they can
how/why those reflect on their understanding
resources will help of available resources and if
them). they do not feel confident can
move forward from there.
h. Grouping of Students for Instruction:

Students will start their day at their desk which will be grouped in fives. They will start the
lesson by doing their warm up. This is an independent activity where students are to think for
themselves. It is because of this that they will stay at their desks to work independently. The
class will then talk about their responses to the warm up as a class. Students will continue to stay
at their desks for this portion of the lesson as well. All discussions take place while students are
sitting at their desks. This is because the classroom is set up for every student to see their peers
and the teacher. Class discussion is set up this way so every students can see who is taking and
hear them clearly. Next the teacher will have students get out of their desks and head to the
carpet area of the classroom for a read-aloud of Viva Frida!. The teacher gathers the students in
this way for maximum visibility of each student. The teacher will be at the front of the group
while the rest of the class sits crisscross applesauce on the floor. This way each student can see
the pictures of the book visibly as well as hear the teacher's reading clearly. After this the teacher
will again regather the students to their desks for the rest of the lecture, and the class discussion.
The teacher has students in their desk for the lecture so each student can visibly see the teacher
and the board where the key points of the lecture are being written. The teacher will also have
students stay at their desks, which are in groups of five for the artistic aspect of this lesson. This
way students can share their materials with their table mates while still individually working on
their art projects. Next, students will be free to roam around the room and look at their peers
artwork. This way each student can move at their own pace, taking longer to look at some, and
sorter at others. Lastly, students will regather back in their desks to work independently on their
exit slips.
a. Introduction: Teacher starts the class by projecting Frida Kahlos self-portrait on the
whiteboard. There will be a question under the picture asking students to write three to four
31
sentences about what this painting makes them feel and what they think the artist was feeling as
a warm up to start the day. This activity acts as an introduction to Frida Kahlo in an independent
work format. This way students will have time to think for themselves about which historic
figure the class will be talking about today. As the class is aware, each day of this unit is learning
about a different woman who has made an impact in history. By projecting a painting of a
women on the board, students will have an idea that they will be learning about a famous artist.
(Figure 15)
b. Questions:
1.) What do you think Frida Kahlo was feeling when she painted this self-portrait?
(Analyze/Divergent)
2.) Could you imagine growing up as a woman is a time where it was frowned upon to wear
pants and play sports? How do you think Frida felt as she did what was frowned upon and
disregarded the norm? (Evaluate/Evaluative)
3.) How do you think Frida Kahlos life experiences affected her paintings? (Apply/Divergent)
4.) Why do you think that Frida Kahlo depicts herself in the forms that she does in her
paintings? (Evaluate/Evaluative)
5.) What do you think determines identity? (Create/Evaluative)
c. Learning Activities:
Learning Steps and Activities Supporting
Theories/Principles
*Teacher starts the class by projecting Frida Kahlos Piaget: The purpose of this is to
self-portrait on the whiteboard. There will be a question act as a cool down after the
under the picture asking students to write three to four students come into the
sentences about what this painting makes them feel and classroom for the first time in
what they think the artist was feeling as a warm up to the morning. It is known that
start the day. (Figure 15) students at this age of cognitive
(~ 5 minutes) development benefit from a
warm up activity to regather
their attention. This warm up
allows students to take time to
independently gather
themselves back into learning
from being outside. They will
be asked to interpret the art in
anyway they choose.
32
*After their warm up time has passed the teacher will Vygotsky: By having students
begin by using their attention grabber and then saying, share their thoughts with one
another in a group discussion
Okay class now that you have had some time to study they will hear different ideas
this gorgeous painting done by a woman named Frida and concepts students may not
Kahlo, I want to take a minute to hear what you all had have considered or thought of
to say about this painting and possible ideas about how previously.
Mrs. Kahlo was feeling when she chose to paint this
self-portrait. I want to mention, and I want you all to Piaget: This also allows the
remember this word; her style of painting is called teacher to see where each
surrealism. It was a very famous style in Mexico during student is in their thinking
Kahlos lifetime. process about this artist and her
life. This will also give the
*The teacher will have a class discussion where teacher an idea of who might
students share their thoughts on the painting for about already know something about
five minutes calling on five to six different students to Frida Kahlo.
share their thoughts.
(~5 minutes)
*The teacher will then ask students to gather on the Ausabel & Mayer: The teacher
carpet area of the class to read a book about the artist will first explain what he/she
that they just talked about. Here the teacher will read wants their students to pay
Viva Frida! by Yuyi Morales attention to while reading in
order to actively engage that
Okay class can you please gather on the carpet, I part of their brain. By telling
have another book for us to read today. This one is students what they need to pay
called Viva Frida! it is written by Yuyi Morales and the attention to the teacher is
photography you see in the book is done by Tim guiding their learning in the
OMera. This a book that does not necessarily convey desired way.
Fridas life like many of the other books that we have
been reading throughout this unit, but represents it
through pictures of her feelings, life, and culture. I
want you all to pay great attention to the photographs
found in this book and see what you can interpret when
I am reading and showing you the pages.
33
Okay class, now that I have finished reading, I want Vygotsky: Here the teacher will
you all to return to your desks and turn to your elbow allow students to individually
partner. I want you all to think about what I just read to absorb the book that was just
you and what you saw in those pictures. I will have a read to them while also giving
few copies of the book up here at the front of class if them the opportunity to speak
you and your partner want to take a look at the with a partner about what they
photographs again. I want you all to think about how thought. This way students will
you felt when looking at those photographs and be able to bounce ideas and
listening to Morales words; think about how Frida felt thoughts off one another.
during her life.
(~5 minutes)
Okay class, now that you got a chance to share with Constructivism (Vygotsky,
some of your peers your thoughts on Frida Kahlo, we Piaget, Wetsch, John-Steiner,
are not going to look deeper into her life. I want to see Mahn): The teacher will leave
a show of hands if any of you think that they know a the personal discussion by itself
little something about Fridas life based on the little at first intentionally, the teacher
information that I have given you thus far. will continue the lesson by
telling students more about
*Here students will raise their hands and share things Frida Kahlo and then regroup
that they may have talked about in their discussion with as a whole class, again letting
their peers or that they have learning form the painting, students absorb the different
photographs, or words in the book. It is expected that information. The teacher will
students say something along the lines of, she has a allow students to share what
tough life, she was a Mexican artist, she liked animals, they think they know about
she got in an accident Frida Kahlo to again see where
(~2 minutes) students now stand this far into
the lesson.
34
Those are all great observations that you made so far Constructivism (Vygotsky,
about Frida. I want to just talk a little deeper about Piaget, Wetsch, John-Steiner,
her, and why she is so iconic in history. Does anyone Mahn): Here the teacher will
remember from the book what Frida was diagnosed give more information about
with as a child? Fridas life and what pushed
her to paint like she did. The
*Teacher will wait for students to recall that it was teacher will be writing the main
polio. The teacher will also be writing key points on the points on the board in order for
board for students to look back on after the short students to remember the
lecture. lecture and the points that
pushed Frida to her success as a
That is right at age 6 Frida was diagnosed with polio, famous Mexican artist. The
which left her with a limp that she would have for the teacher will pause and allow for
rest of her life. Frida lived in Coyocoan, Mexico with a short discussions in order to
her three sisters, father, who was a photographer, and promote student thinking.
mother. Frida was a very smart girl, just like all of you Students should be thinking
in this classroom. Frida went to a special preparatory about how hard it must have
school where she learned how to speak four different been for Frida to grow up in a
languages and first meets her soon to be husband, time where women were not
Diego Rivera. She was one of a very few students to be allowed the same rights as men
a female. Can you all think about that for a second? were. This will allow students
Frida lived in a time of war where it was not common to look at a different culture
for females to attend school. In fact, Frida was the type and discuss thoughts as a class.
of girl that pushed boundaries for her gender in Mexico
during the early 1900sin many ways. Frida would
dress like a boy wearing suits and pants instead of
the traditional dress that was expected from a woman.
She participated in sports and outdoor activities that
were thought to be only for males. Could you all
imagine living in a time where it was not accepted to be
a woman who wore pants or played sports? What do
you guys think about that?
*Here the teacher will allow time for students to share

thoughts about the time period that Frida Kahlo lived in
as a woman.
35
I cant imagine living like that either! Frida was a Paivio: The teacher will finish
brave woman for her time. So, when Frida was 18, she lecturing to give new
was in a terrible car accident when she was riding in a information to students about
wooden bus. Frida was severely injured from the crash Frida Kahlo. The teacher will
and many doctors and surgeons did not think that Frida continue to write main points
was going to make it. It was when Frida was at home on the board for students to
recovering from her bus injury that she painted her first remember and recall the
painting. It was a self-portrait that she did by looking discussion further in the lesson.
at her reflection in the mirror. She gave that painting to The teacher will end lecture
her love, Diego Rivera. Frida went through so much section of the lesson and open
pain throughout her life because of this injury, Frida the discussion part of the lesson
was forever ill because of the accident. Eventually to see where students are after
Frida married Diego and they stayed happy for a absorbing the information
while. However, in and out of their relationships Diego about Frida Kahlo. The teacher
was not faithful to Frida, which broke her heart. She gives visuals while lecturing to
walked away from Diego but got so sick again, that aid the oral instruction.
Diego came back to her rescue where they were
married for a second time. Frida continued to paint
through all of her injuries and heart ache. Eventually
Frida fell so ill that she was bedridden with a metal
corset. Frida died when she was 47 years old. This is
the last painting that Frida painted.
*Teacher projects the watermelon painting on the board

for the students to see (Figure 16).
At the bottom of the painting she wrote Viva La Vida

Frida Kahlo which means to live life. Frida lived a very
intense, eventful life. She traveled, and painted her
feelings for the majority of her life. What do you all
think about Frida and her experiences?
*The teacher will allow time for students to raise their

hand and patriciate in class discussion about their
thoughts about Frida. Most students will say something
along the lines of, I think she was brave, I think she
painted her suffrage, I think she was a smart person, she
was a lover, etc.
36
(all above sections ~7 minutes)
*Next the teacher will project three more portraits that Paivio: The teacher is allowing
Frida Kahlo painted onto the board for students to take students time to absorb the
a look at. (Figure 17) The teacher will give the students paintings as a visual
a few minutes to look at these photos of the paintings. representation of aspects that
(~1 minute) were just lectured about and
determine what exactly they
think they are representing.
Why do you think that Frida Kahlo paints herself in Vygotsky: By asking students
these ways? to discuss Fridas intentions as
a class they are playing off
*teacher will allow students time to share their thoughts each of their thoughts and thus
about why Frida depicts herself this way. The expected learning more from their peers
response will be, Frida painted herself like this and their thoughts. This way
because it was her identity at each time of her painting. they can talk through the
If she felt sad she painted herself as so like in the concept together.
picture to the left. She felt like she was grown into her
bed like the bottom picture because she was bedridden
from her injuries, all she thought about what Diego,
therefore she painted him on her forehead on the
picture to the right. If students do not allude to this
type of identity the teacher will stray the discussion as
so.
I agree with all of you. Frida painted herself to Bandura: The teacher reiterates
express her feelings. She shows us as observers how where the discussion led to
strong she was through her suffrage and her paintings. ensure students are grasping the
She shows us who she is culturally through her classic overall essence of Frida Kahlo.
modern Mexican style and her feelings through her The student will learn from the
depictions of herself. teacher's final thoughts to
promote their own thinking
strategies.
37
Frida changed history because she was not afraid to Landson-Billings: Here the
express herself in a time in Mexico where that was teacher is touching on the
frowned upon. She beat to her own drum and captured students different culture. The
her freedom through her paintings. I now want you all intention if for each students to
to put yourself in Fridas shoes and try to think about start to think about their culture
your identity. I want you all to think about where you in comparisons to Fridas.
come from, your culture, your struggles and successes
that you have had so far.
(all above sections ~5 minutes)
*The teacher will hand out one piece of white Landson-Billings: This activity
construction paper to each student, a large stack of is intended for students to put
multi colored construction paper, many different skin themselves in Frida Kahlos
colored pieces of construction paper cut out in the shoes in terms of her
shape of a mask, scissors, markers, and glue sticks. expressing their identity
through art. They are to create
Now with the materials I have left on your desk, I masks that show their identity
want you all to attempt to make a self-portrait of to express their unique cultures.
yourself that shows your identity. I want you each to
glue a mask of your choosing to the white piece of
paper and embellish it however you like. You may cut
things out of construction paper and glue it onto your
paper, draw straight on your mask, or a combination of
both. Make sure that you are representing yourself and
your identity like Frida Kahlo did through her
paintings. I have pictures of Fridas paintings on the
front table if you would like to look at them again. If
any of you are having trouble thinking about your own
identity come talk to me and I will help you get on the
right track. I am going to give you all about 20 minutes
to do this, so take your time and do your best work!
(~23 minutes)
38
*Students will be given a five minute warning to finish Landson-Billings: This is
up their masks. again, a way for students to get
exposed to different cultures by
Okay class, now that we have all focuses on our walking around and looking at
different identities and different aspects that contribute all of their peers different
to our unique identities, I want you all to place your masks that represent their
artwork on the middle of your desk. We are going to do different cultures and identities.
an art walk and look at the different masks that our
peers have composed.
*Teacher will allow students to walk around the

classroom and look at the different masks.
(~3 minutes)
Okay class now I want you all to sit down and quickly Vygotsky: The teacher asks
take out your whiteboards. I want to ask you a quick students to this question to see
question. You will not be graded on your answer, I just if they remember the answer to
want to test your memory from early today. I told you the question of Fridas artistic
all what type of artist Frida Kahlo was. I want you to style. It is unlikely that all
write the type of art that she paints on your students will remember this
whiteboard. phrase, thus the teacher does
this small exercise to remind
*Teacher gives students about 30 seconds to write their students who may not have
response. remembered the answer exactly
the type of art that Kahlo
Okay hold up your answers. Thank you all. Can produced.
someone shout out the answer for me?
*Student will voice, Surrealism.
Awesome job, now put those whiteboards to the side.
d. Closure:
The teacher will say, Okay class can you show me with you thumbs if you think that learning
about Frida Kahlo was beneficial to you? Up is yes, sideways is a little, and thumbs down is
no. Then students will be asked to fill out an exit slip before they are released to go (Figure 18).
39
The exit slip will serve as an assessment of student understanding of the concept and the relation
to women history and the accomplishments that they have. This slip should take them about ten
minutes to complete as it engages their previous knowledge and requires each student to
critically think about the relation of Frida Kahlo and changes in history.
e. Independent Practice:
For independent practice students will be encouraged to go home and see if they know anything
about Frida Kahlo. Chances are they do, which in that case means that students can share and
discuss what they learned in class about Frida. They can share their knowledge with their family
members if they did not know who she was. This project also has students think about their
identity and where they come from. This will encourage students to look deeper into their culture
and their identity. This will promote at home discussion about culture and identity.
f. Instructional Materials, Resources, and Technology:

- Warm up slide
- 7 Photographs of Frida Kahlos paintings
- Viva Frida! By Yuyi Morales
-White construction paper
- Multicolored construction paper
- Different skin colored masks of construction paper
- Markers
- Scissors
- Felt tip markers
- Projector
- White board
- Exit Slip
g. Acknowledgements:
- Lesson Plan written and created by Abigail Elyse Sanders
- Blooms Taxonomy
- Common Core State Standards
- Fridakahlo.org. (2011). Frida Kahlo: Paintings, biography, quotes. Retrieved April 21,
2017. from fridkahlo.org
- Morales, Y., & O'Meara, T. (2015). Viva Frida! New York, NY: Scholastic Inc.
40
Day 8: Women in Science
Goal: This lesson will introduce students to two famous female scientists, which will offer a
strong contrast to the mostly male scientists depicted in their science textbooks. Students will
learn about these two female scientists, and consider the topics they studied, as well as the
obstacles in their careers, and write them letters.
Objectives:
Content Objectives
1. SWBAT describe the scientific studies of both Eugenie Clark and Rachel Carson as
described by the books.
2. SWBAT compose a letter to either Eugenie Clark or Rachel Carson asking questions
about their areas of study and experience as female scientists.
3. SWBAT participate in class discussion synthesizing readings, as well as unit so far.
Language Objective
1. SWBAT effectively use the scientific terms learned in both books and use them in
discussion and in letter composition.
Overview: The teacher will read aloud Shark Lady: The True Story of How Eugenie Clark
Became the Ocean's Most Fearless Scientist by Jess Keating, and Rachel Carson and Her Book
That Changed the World by Laurie Lawlor. During reading, students will listen as a class and
take individual notes on key details and story points. After reading, the class will discuss the
books and the women scientists, with students referring to their notes. During discussion, the
teacher will ask open ended questions and refer to the activities of previous days, challenging
students to think and consider the unit as a whole. Example questions: What challenges did Clark
and Carson each face? How are Clark and Carson like the other women we have studied? How
are Clark and Carson similar or different from other scientists you have learned about? After
discussion, each student will write a letter to one of the scientists they learned about. Students
should ask questions about their scientific field, as well as their experience as both scientific and
female pioneers. Student letters will be evaluated based on their accuracy and writing using the
letter composition rubric (Figure 21).
Materials: Shark Lady: The True Story of How Eugenie Clark Became the Ocean's Most
Fearless Scientist by Jess Keating, Rachel Carson and Her Book That Changed the World by
Laurie Lawlor, paper, pens/pencils
Instructional Strategies: Read-aloud, independent note-taking, whole-class discussion,

independent letter-writing
41
Day 9: Women in Sports
Goal: In this lesson students will learn about three women who played sports during the late
1800s and early to mid 1900s. At this moment in history, men were seen as the only individuals
to play sports. It is important for students to know that these individuals are part of the reason we
are able to participate in all sports today. Through this lesson students will read about these three
women and the sports they played, and will consider what hurdles they faced to get where they
were.
Objectives:
Content Objectives
1. SWBAT summarize Mary Garber, Lizzie Murphy, and Wilma Rudolphs journey based
off the books portrayal.
2. SWBAT participate in class discussion considering each womans journey and why it is
important today.
3. SWBAT create a poster to root on one of the women who inspires them personally.
Language Objectives
1. SWBAT justify their reasoning for their poster creation in words to the class.
Overview:
To begin this lesson the teacher will read aloud three separate stories, Wilma Unlimited: How
Wilma Rudolph Became the World's Fastest Woman by Kathleen Krull, Miss Mary Reporting:
The True Story of Sportswriter Mary Garber by Sue Macy, and Queen of the Diamond: The
Lizzie Murphy Story by Emily Arnold McCully. While the teacher is reading students will pay
close attention to each individual story of these women and note why their stories are important
to use today. After the read aloud, students will participate in a whole-class discussion
summarizing each womans story as well as why we believe they are so important for us as a
class to learn about. Following the discussion, students will be given the opportunity to choose
one of the women that we read about to create a poster for them. This poster is supposed to root
on that woman and students will present their creation to the class. Students will be assessed on
their poster creation through a checklist created by the teacher (Figure 22). This checklist
assesses student's creativity and knowledge of that person. It is important that students begin to
feel comfortable with presenting to the class why they chose that individual and why they
believe they made such a big impact on us today.
Materials: Wilma Unlimited: How Wilma Rudolph Became the World's Fastest Woman by
Kathleen Krull, Miss Mary Reporting: The True Story of Sportswriter Mary Garber by Sue
Macy, Queen of the Diamond: The Lizzie Murphy Story by Emily Arnold McCully, poster
supplies
Instructional Strategies: Read aloud, whole class and small group discussion, independent
work time for posters, student presentations
42
Day 10: Modern Women in Government
Goal: Students will listen to a read aloud of two books, about the two final women the unit will
highlight, Hillary Rodham Clinton and Ruth Bader Ginsburg. As they have spent the unit thus far
learning about women historical figures farther removed from their own lives, ending this part of
the unit with women they have most likely heard of will help students put the whole unit in
context.
Objectives:
Content Objectives
1. SWBAT explain who Hillary Rodham Clinton and Ruth Bader Ginsburg are.
2. SWBAT identify and place in chronological order the events of each womans life in the
context of major events in womens history.
3. SWBAT compose a written justification for their timelines.
Language Objectives
1. SWBAT effectively communicate their timeline choices to peers and in justification.
Overview: The teacher will ask students to remind the class of some of the women they have
learned about thus far. The teacher will then ask who among the class has heard of Hillary
Rodham Clinton and/or Ruth Bader Ginsburg, then explain that they will be learning more about
the lives of both women today. The teacher will read aloud both I Dissent: Ruth Bader Ginsburg
Makes Her Mark by Debbie Levy and Hillary Rodham Clinton: Some Girls Are Born to Lead by
Michelle Markel, during which time students should be taking individual notes. After reading,
the teacher will pass out the Timeline Handout (Figure 23), and ask students to use their notes
from previous lessons, as well as their notes from today, and create a timeline of the lives of
these women, as well as important moments in womens history. Students may talk in their
groups as they create their timelines. Each timeline has a space for students to highlight major
events, and include smaller events. On the back of their timelines, students should write a short,
one paragraph justification of why they included and highlighted the events they did. For
example, students might start their timeline with the 19th Amendment, then add when Ruth
Bader Ginsburg was born, to show how close together those events were. After students have
completed their timelines, the teacher will ask a few students to share their timelines and talk
about the choices they made, encouraging a class discussion about some of the major events and
historical progress. Students will all turn in their timelines to the inbox. Student timelines will be
assessed based on accuracy and justifications using the Timeline Rubric (Figure 24).
Materials: I Dissent: Ruth Bader Ginsburg Makes Her Mark by Debbie Levy, Hillary Rodham
Clinton: Some Girls Are Born to Lead by Michelle Markel, pens/pencils, document camera,
Timeline Handout (Figure 3)
Instructional Strategies: Read aloud, independent work, cooperative learning/group discussion
43
Day 11: Research Project Introduction
Goal: The goal of the day is for students to walk away knowing the overview of a women in
historys life they did not previously know about. Here students will get the opportunity to go to
the library and use books and computers to research a woman in history that they were
unfamiliar with. The goal is for students to use resources such as books and websites to look
further into a historical figure's life. This will give students the opportunity to work on their
knowledge of women in history and their contributions along with their research skills.
Objectives:
Content Objectives
1. SWBATcollaborate with the rest of the class to complete an artistic expression rubric
that will be used to score their finished research projects.
2. SWBATchose a historical figure by the end of the class period.
3. SWBAT complete an outline identifying their chosen historical figure and aspects of
their life.
Language Objectives
1. SWBAT use appropriate vocabulary adjusted to their historical figures accomplishments
when completing their outline/exit slip.
Overview: The teacher will begin the day by first explaining that the next half of the week will
be dedicated to researching a historic woman from anytime period of their choosing. The teacher
will explain in this beginning lecture the expectation of the next three days, which are research,
research and work day, and a final work day. After the beginning lecture the teacher will project
a short rubric with base bones (figure 27) on the board that the class and the teacher will then
collaborate to finish adding new expectations and guidelines to the rubric. After the class has
completed making the rubric for the research project, an artistic expression, the teacher will hand
out the collaborated rubric, the reflection questions (figure 26), and the rubric for the reflected
write up that goes along with the project (figure 25). The teacher will show an example of an
artistic mask that someone created in a previous year so students can see what is expected of
them. Next the teacher will put a list of possible outlets that students can use when choosing to
do their artistic expression (figure 28). After this the students will go to the library where they
will have access to books and computers to collect research about their chosen figure. Students
will have the remainder of the day to fill out their exit slip (figure 29) which will act as an outline
for their project.
Materials: Reflection rubric (figure 25), Reflection Questions Handout (figure 26) Artistic
reflection bones (figure 27), list of possible outlets (figure 28), Research Project Exit Slip (Figure
29), projector, whiteboard, library/computer lab, previously done artistic expression mask
Instructional Strategies: independent work, cooperative learning/group discussion
44
Day 12: Research Project Work Day
Goal: The goal for the day is for students to get one step closer in researching their chosen figure
for their research project. By the end of the day, students should complete their research and
begin working on their artistic expression.
Objectives:
Content Objectives
1. SWBATIndependently complete all their research using library books and websites.
2. SWBAT Begin their artistic expression using resources from the internet or the art
room.
3. SWBAT Determine the amount of work they have left to complete and adjust their pace/
address they may need to work on it at home and take according actions.
Language Objectives
1. SWBAT use the correct language when searching the internet for information about
their historic figure.
Overview: The teacher will begin the day by projecting the finished collaborated rubric for the
artistic expression on the board. The teacher will tell the students that today will be another work
day for their research project. They will be given about half the class to finish up with their
research using books they got from the library yesterday and the laptops available in the
classroom. The teacher will explain that about half way through class they will head to the art
room to gather materials and begin working on their artistic expression, the computers will still
be available if students are using technology to complete their artistic expression. At the end of
the class the teacher will revisit the timeline that students have left to complete their project and
the reflection write up that follows. Students will be reminded that some of this project might
have to be done as homework, and they may take any materials from the art room they need to
bring home.
Materials: Rolling computer lab, library books, art room martials, completed collaborated
artistic expression rubric
Instructional Strategies: independent work
45
Day 13: Research Project Work Day
Goal: Students will finish the day with a progress report on their work for their artistic
expression and reflection piece. They will finish up their artistic expression, or be close to
finishing by the end of the day and beginning and/or finishing their reflection on their artistic
expression.
Objectives:
Content Objectives
1. SWBAT Participate in a one minute conference with their teacher explaining their
progress on their artistic expression project.
2. SWBAT Work independently on their artistic expression during class time.
3. SWBAT Work independently on their reflection to their artistic expression during class
time.
Language Objectives
1. SWBATUse the proper language needed when discussing their historical figures and
their progress on their project in their quick student-teacher conference.
Overview: At the beginning of class the teacher will again quickly go over the rubric that the
class made for the artistic expressions. The teacher will then project the questions for the
reflection on the board (figure 26) and leave it there for the entire class (they were already given
a copy of these questions on day 11). The teacher will briefly explain that the day is going to be
their last work day in class today, and that tomorrow they will be turning in and presenting their
projects to the class. The students will be told that in about twenty minutes the teacher will be
walking around and asking each of the students a few questions about their project and their
progress. They will be given the art room and the rolling computer lab to finish up what is
needed for them to finish their projects. The teacher will then go around to every student and
asking them a few questions about their project and mark if the student is on track with their
project (Figure 30). After the conferences, the teacher will regather the students and tell them to
gather any materials they need to take home to finish up their projects if they are not done yet.
The teacher will then take them back in the classroom to start or finish working on their
reflection piece of the assignment. The teacher will end the day with a brief discussion on the
students progress and what they still need to do at home to finish by tomorrow morning.
Materials: Reflection Questions (figure 26), Rolling computer lab, Materials from art room,
Student-Teacher Conference Checklist
Instructional Strategies: Independent work, group discussion
46
Day 14: Research Project Presentations
Goal: Students will present their research projects to their peers and receive feedback from them
and their teachers.
Objectives:
Content Objectives
1. SWBAT present their projects in an engaging way to their peers
2. SWBAT give positive/constructive feedback to their peers on their projects
3. SWBAT discuss the necessary steps they took to complete their research
Language Objectives
1. SWBAT use appropriate vocabulary showcasing the time period the women they
researched are from
Overview: Now that students have completed their research projects, they will present their
projects to their peers and teachers. Students will need to explain the steps they took to complete
their projects and tell their peers what they learned during the process. The idea of these research
projects is to show the students how many woman have made an impact in history and how
many never get mentioned during history lessons. After each presentation students and teachers
will evaluate each presenter on their overall presentation skills and give them one positive and
one constructive piece of feedback. Each presentation will be short but thorough due to time
constraints for the lesson. (Figure 31)
Materials:
Paper
Pencils
Projector
White board
Instructional Strategies: Presentation, peer feedback
47
Day 15 History Walk and Reflection
Overview
Students will look back on the Women in History unit as a whole and reflect on why these
women are not in our history books today.
Background Information (When doing the actual edTPA, leave out identifiers)
Teacher Candidate: Abigail Sanders, Merissa Leonard, McKenzie DeVore, and Nora Sabia
Cooperating Teacher: Dr. Barbara Ward Grade: 6th Grade
Unit/Subject: Womens Rights/ History
Instructional Plan Title/Focus: History Walk and Reflection
Instructional Plan Purpose:

Students will complete a History/art walk to remember all the women discussed over the course
of the Women In History unit. Students will then reflect on why these women are not in any of
our textbooks and complete a letter written to the authors of those books explaining why these
women should be included in our history books today.
This will be the final lesson in the Women in History unit and will come after the students have
studied several different important women in history and completed a research project where
they focused on one person and learned all about their life.
State/National Learning Standards:

CCSS.ELA-LITERACY.W.6.1.A
Introduce claim(s) and organize the reasons and evidence clearly.
CCSS.ELA-LITERACY.W.6.1.B
Support claim(s) with clear reasons and relevant evidence, using credible sources and
demonstrating an understanding of the topic or text.
CCSS.ELA-LITERACY.SL.6.2
Interpret information presented in diverse media and formats (e.g., visually, quantitatively,
orally) and explain how it contributes to a topic, text, or issue under study.
48
Content Objectives (to be copied in Assessment Chart below) and alignment to State
Learning Standards:
1. SWBAT determine why certain individuals are highlighted in our history books and why
some are not.
Aligned standard: CCSS.ELA-LITERACY.RI.6.3
2. SWBAT justify their claims using examples from text and previous knowledge from the unit.
Aligned standard: CCSS.ELA-LITERACY.W.6.1.A
3. SWBAT explain why they think a certain woman should be featured in our history books and
use evidence to back up their claim.
Aligned standard: CCSS.ELA-LITERACY.W.6.1.B
1. SWBAT interpret and effectively communicate what they learned from the Women in
History unit through discussion with peers during the history/art walk.
Aligned standard: CCSS.ELA-LITERACY.SL.6.2
Previous Learning Experiences:

This lesson will be the closure to the Women in History unit and will allow students to reflect on
everything they have learned throughout the unit. Students will be able to use their new
knowledge of women in history to complete a history/art walk and determine who they feel
should be featured in our history books. .
Planning for Student Learning Needs:

Any accommodations will be made in accordance with the IEP of each individual student as
necessary.

Reading every book aloud during the unit will be very beneficial for ELL students. Group work
will allow ELL students to work with proficient English speakers, learning from their modeling
and speaking, and accommodating each text to be accessible to ELLs. Students may be paired
with proficient students to listen to them read their groups assigned story if needed.
49
Group work will allow gifted students to help ELL students and students with special needs gain
more access to learning materials. Gifted students may be asked to share their thoughts and ideas
to the class to help other students who may be struggling.

Reading every book aloud during the unit will be very beneficial for students with special needs
to understand each woman's story better. Group work will allow students with special needs to
gain more access to learning materials by partnering with proficient and gifted students. Students
who cannot speak or write may be given different responsibilities during group work. For
assignments that are meant to be done as an individual, students with special needs will work
with an aid or get more help from the teacher in order to complete the assignment to the best of
their ability.
Assessment Strategies:
Content example: Formative: While students are working on

1. SWBAT determine why certain their letters for the author of a history
individuals are highlighted in our textbook, teachers will walk around and
history books and why some are not. monitor their progress and how they are
getting their information for their letters.
2. SWBAT justify their claims using They should be doing research and justifying
examples from text and previous their choices based on what they learned
knowledge from the unit. throughout the unit.
3. SWBAT explain why they think a Summative: Students will recall what they
certain woman should be featured in have learned over the course of the unit and
our history books and use evidence to they will compose a letter to a history
back up their claim. textbook author explaining why they think a
particular woman in history should be
featured in their textbook and why. Students
will turn in their letters at the end of the day
for teachers to grade.
Language example: Formative: As students are walking around
50
SWBAT interpret and effectively the classroom observing and discussing the
communicate what they learned from pictures displayed in the history/art walk,
the Women in History unit through teachers will be monitoring discussion and
discussion with peers during the making notes of the students who seem to
history/art walk. understand the purpose of the activity and
who do not.
Summative: After completing the history/art

walk we will have a class discussion based
on what they saw and what they discussed
with peers during the walk. Teachers will ask
prompting questions to lead the discussion
and have every student contribute to the
discussion to see what they know. The
discussion will be participation based, the
teachers will determine if students are
engaged and contributing equally to the
discussion.
Student Voice:
Student-based evidence to be Description of how
K-12 students will be able collected (things produced by students will reflect on
to: students: journals, exit slips, their learning.
self-assessments, work
samples, projects, papers,
etc.)
1. Explain student Exit Slip At the conclusion of the

learning targets and what is lesson students will
required to meet them complete an exit slip on
(including why they are which they will explain
important to learn). if they understood what
learning targets were
being taught during the
lesson, whether or not
they felt they mat those
51
targets, and why.
(Figure 32)
2. Monitor their own Self-Assessment After the history/art walk

learning progress toward the students will complete a
learning targets using the self-assessment to
tools provided (checklists, determine if they
rubrics, etc.). reflected well enough
during the walk or not.
(Figure 33)
Students will also have a
checklist to use when
they are writing their
letters to make sure they
are completing the
assignment to the best of
their ability. (Figure 34)
3. Explain how to access Check-In Slip At the beginning of the

resources and additional lesson students will fill
support when needed (and out a check in slip that
how/why those resources explains what you do
will help them). when you are confused
or need help during the
lesson. This way
students are aware of
their resources and
know how to problem
solve on their own
when they become
stuck. (Figure 35)
Grouping of Students for Instruction:

Introduction: Students will start the lesson individually walking around the classroom but are
allowed to discuss what they are seeing with their peers if they wish.
Step 1: Students will move to their seats and start a small group discussion about the history/art
walk.
52
Step 2: Students will transition into a whole group discussion (teacher will start the discussion
and the students will keep the discussion going) about the history/art walk where everyone needs
to contribute to the discussion.
Step 3: Students will complete a self-assessment (individually) reflecting on their contribution to
the history/art walk and the discussion.
Step 4: Students will transition into writing their individual letters to an author of a history
textbook.
Step 5: Students will complete exit slips individually so the teachers know if they understood the
learning targets and how they thought they did during the lesson.
Closure: Students will come back together for a whole class discussion about the days lesson
and about the unit as a whole.
Introduction:
As students walk into the classroom they should be overwhelmed with the amount of pictures on
the walls depicting different women from history. The teacher will ask students to silently recall
what they have learned over the course of the unit and when they are ready students can start
moving about the room looking at each picture. This exercise does not have to be silent and the
teachers will encourage students to talk quietly with their peers during the history/art walk to
encourage continual learning. Some students might remember more about one woman we
covered than others and can help their peers understand their importance in history.
As you begin walking into the classroom, I want everyone to notice the amount of pictures
scattered over the walls. Each one of the pictures depicts an important woman in history. Some
we have covered in this unit and some we have not. Three weeks is not long enough to cover
every important or influential woman in history so I hope these pictures start to give you an idea
of how many there actually is. I want everyone to think to themselves for a minute about the
women you remember us covering in class. When you are done thinking, I want you to begin
your walk. When you come across someone you recognize, I want you to talk quietly to your
peers about that person and remind each other why they are important. This exercise is to
refresh your memory about the women we have talked about during this unit and to get you
thinking about other women you could still research. I also want everyone to think about who
they think they should have learned about in history class from your textbooks and why they
should be included. Close your eyes and we will begin our minute of think time before we start
walking. The minute starts now.
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Questions:
1. Why do you think there are so many influential woman from history that are not covered
in our textbooks? (Blooms: Analyze)
2. Can you recall any women in the history/art walk that we covered during these last few
weeks? (Blooms: Remembering)
3. Why do you think doing an history/art walk is important to your learning? (Blooms:
Understanding)
4. Why did you choose the women you did to write your letter on? (Blooms: Applying)
5. Do you think the facts and language used in your letter would be convincing enough to
get the author to put the woman you chose into their textbook? (Blooms: Evaluating)
Learning Activities:
Learning Steps and Activities Supporting Theories/Principles
(Why are you doing what you are
doing?)
1. The teachers will prompt students Students should remember some of the
how to navigate the history/art women showcased in the history/art
walk and what they should be walk but the goal is for them to be a
thinking about as they walk. little overwhelmed with the amount of
Students should talk quietly to influential women on the walls.
their peers about what they are Discussing what they see during the
seeing and what they remember walk quietly with their peers will keep
from the unit. them focused on the activity and remind
them of some people they may have
You should all be walking around the forgotten about during the unit.
room looking at the many pictures of
woman scattered throughout the room (Vygotsky) It is important for students to
and quietly talk to your peers about who talk through their ideas with others in a
you remember and who you want to learn lesson.
more about. Ask each other questions and
have meaningful conversations during
your walk. We will have a class
discussion to follow so be thinking about
what you want to contribute to our
discussion.
2. After students are done walking around Having students discuss what they saw
the room, they will sit in their seats to will reinforce what they learned and get
54
have a small group and then whole group them to think about aspects of the walk
discussion about their thoughts on the they might have overlooked.
history/art walk.
(Vygotsky) It is important for students to
We will now start our class discussion talk through their ideas with peers
about what we saw during the history/art during lessons.
walk. I want everyone to talk in their
table groups first about their initial
thoughts about the walk and then we will
transition into a full class discussion
where everyone needs to participate.
[students will start discussing in small
groups and the teacher will decide when
they are ready to move into a full group
discussion]
3. After the whole group discussion Reflection on your learning is

students will take a few minutes to fill out important for students because they can
a self-assessment (Figure 33) so they can honestly look back at their effort level
reflect on their contribution to the during the lesson and determine if they
history/art walk and the discussions that could have contributed more/better.
followed.
(Vygotsky, Piaget, Wertsch,
John-Steiner, Mahn) Having students
reflect on their learning will help them
stay actively engaged in their learning.
4. Once all self assessments are turned Having students use what they just
into the teacher, the teacher will explain learned or relearned right away will
the letters they will be writing for the rest help them remember the information.
of the lesson.
Accommodations:
Now that we have refreshed our ELL students and students with special
memories about the different women we needs who need help with reading,
have covered during this unit and have writing, and/or the language can work
seen so many other influential women with an aid to complete the letter.
around the room, we are going to write Gifted students may help others as they
letters to the authors of our history need it and may share their letters with
textbooks explaining to them why they the class when they complete them.
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should put a woman of your choice into
their textbook. (Bloom) Providing different
opportunities during the lesson to
accommodate each of your students
various levels of learning ability is
very important for the success of your
students.
5. Students will choose who they want to Giving students the opportunity to
write their letters about and begin choose who they want to write about
researching facts to use within their gives them voice within the
letters. Students will also complete a assignment.
check-in slip to remind students where
they need to go for help when doing (Bronfenbrenner) Each child comes
research. (Figure 35) from a different background and will
gravitate towards different woman in
Before you begin researching the history to write about based on those
woman you have chosen, I need all of you personal experiences.
to complete a check-in slip to refresh
your memory on what we do when we
need help during a project. When you
hand the slip in to the teacher, you may
begin working on your letters.
6. Students will be given a checklist for Giving students a resource such as a

them to reference when they write their checklist gives them control over their
letters to keep them on track and to cut grades and learning.
down on questions.
(Vygotsky, Piaget, Wertsch,
As you begin writing your letters make John-Steiner, Mahn) Having students
sure to look over the checklist I have reflect on their learning will help them
provided for you to make sure you have stay actively engaged in their learning.
covered everything you need to in your
letters.
7. When students complete their letters Summative assessments allow teachers

they will turn them into the teacher to be to see how much students have learned
during a unit.
56
graded as a summative assessment of
their learning progress during the unit.
8. After students turn in their letters they Exit slips will address student voice
will fill out an exit slip that asks if they and allow students to reflect on their
think they met the learning targets for the learning.
lesson and why they feel like they did or
did not meet them. (Figure 32) (Vygotsky, Piaget, Wertsch,
John-Steiner, Mahn) Having students
After you turn in your finished letters, I reflect on their learning will help them
would like each of you to fill out an exit stay actively engaged in their learning.
slip discussing the learning targets for
todays lesson and how you feel you did
with achieving those learning targets. If
you do not think you met the learning
targets for today, please explain why you
think that is.
9. Closure Whole class discussion will allow

Once everything is turned in students will students to actively engage in their
participate in a discussion about the learning, reflect on what they have
learned, and further synthesize their
letters they wrote and students will have
learning by listening to their peers and
the opportunity to share their letters with hearing the letters they wrote. The
the class if they wish to do so. Students teacher can guide discussion back to
will be able to discuss what they learned learning targets if necessary through
during this unit and how they think their questions.
opinions about women in history has
changed or shifted over the course of the (Vygotsky, Piaget, Wertsch,
John-Steiner, Mahn) Allowing students
unit. to work in groups will help them build
on prior knowledge and help them
Now that we have completed our letters learn new information.
and our Women in History unit, lets
discuss what we learned through this
experience and how our opinions have
changed or shifted over these last couple
of weeks. If anyone wants to share their
letters from today we can have a few
students share those as well during this
discussion. [Students will discuss their
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thoughts about the unit. This is be student
led]
Closure:
At the end of the lesson the teacher will ask students to complete an exit slip and when they turn
that in they will begin debriefing on the unit and how their opinions about women in history has
changed over the course of the unit.
Independent Practice:
For additional practice students will be encouraged to talk to their parents about the women they
learned about in class and if they know who the woman are or not. If they do not know who they
are, it will be a great opportunity for students to reteach what they have learned to their parents
and/or guardians. Teaching someone else something you learned will reinforce the information
in your mind and help you retain the information.
Instructional Materials, Resources, and Technology:

Pictures of influential women
History textbooks
Tape
Paper
All the childrens books from the unit to use as resources
Pens/pencils
Exit Slip
Self-Assessment sheet
Check-in slip
Acknowledgements:
This lesson plan was created and written by McKenzie DeVore.
58
COLLABORATION FORM
Working together on an assignment or project means sharing the responsibilities for completing that assignment.
While each member will naturally shoulder different responsibilities while working on the project, collaboration
does not mean merely tacking someone elses name to the project so that they can earn credit for completing it.
Listed below are the members of our collaborative group along with our signatures. We have also specified the
aspects of the project for which each one of us was responsible and rated ourselves on our collaborative work.
Names of Group Responsibilities Self-Assessment

Members &
Signature
McKenzie DeVore Contributed to creation of pre-assessments,

Contributed to unit outline and topics,
creation of lesson overviews for days 4 and
14, created the closing lesson plan for day A
15, assignment reflection.
Contributed to creation of pre-assessments,

creation of day 5 lesson overviews, creation
of day 9 lesson overviews, created the
Merissa Leonard introduction lesson plan for day 1, A
contributed to unit outline and topics,
assignment reflection.
Found childrens books, creation of

annotated bibliography for childrens books
Nora Sabia and other resources, contributed to creation
of pre-assessments, creation of lesson A
overviews for days 2, 3, 6, 8, and 10,
including all worksheets and assessment
materials, reflection, contributed to unit
outline and topics, composed unit rationale
and goals.
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Contributed to unit outline and topics,
created the summative and formative
Abigail Elyse Sanders pre-assessment rubric, created the lesson A
overviews for days 11, 12 and 13, completed
day 7 lesson plan, contributed to unit outline
and topics, and assignment reflection
Our signatures above attest that we all contributed equally in this project.
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Reflections
McKenzie DeVores Reflection
I would be lying if I said I was not nervous about this project early on in the semester but
the amount of preparation we received throughout the semester prepared me for the thematic
unit. It was hard coming up with just the right subject area to focus on, our group spend hours
trying to pick something that was meaningful to us and something we thought students should
learn about. We eventually landed on the idea of teaching women in history and showing our
students how many women have done incredible things throughout our history that we do not
even know about. Watching my group members passion for this subject is what got me excited
to start our unit. I dont think I would have chosen this subject matter on my own but I am so
happy this is what we decided to focus on.
Working in practicum and talking with multiple teachers I know that throughout our
teaching careers we are going to work in groups or collaborate with colleagues during the course
of the year. Completing our thematic unit took a lot of collaboration and teamwork in order to
produce something we all were proud of. It can be difficult getting four people on the same page
when we all have a different way of working but we all were able to work together and create a
unit that we would all teach in our classroom someday in one way or another. If I had a choice to
work in a group or by myself, I would often choose working alone. However, this is not because
I dont know how to work in a group or that I think I can do the assignment better than others. I
have a very busy schedule, so finding times that work with everyone to meet gets frustrating and
not having to rely on other people fits into my schedule better. With that being said, there is no
way I could have done the thematic unit on my own. Through this project I learned that when
you really want something you can make it happen. In this case it was finding time to meet with
my group members even if it was late at night. We made it work and I am very proud of our final
product.
The hardest part of the thematic unit for me was familiarizing myself with the content we
were teaching. I did not know a lot of influential women in history before starting this unit but
now that we have been working on it for countless hours I am way more confident in my
knowledge on this subject. Once I researched the women I wrote mini lessons on, it was a lot
more fun because I knew their story and wanted to make each lesson meaningful to them and
what they accomplished. Although I did struggle with the content at first the most enjoyable part
of the thematic unit for me was coming up with each of the lessons for the 15 days. We worked
as a group to decide what we wanted to cover each day and I loved how every so often someone
would get a great idea and become so excited that whatever we were discussion stopped and we
had to hear what they had to say. Several of our lessons are a product of these ah ha moments but
everyone in the group. It was great to see us all work together and have everyones ideas
accounted for during the creation of our unit. Like I said before working in groups would not be
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my first choice but this group had so much passion for this subject that it made every group
meeting enjoyable. My experience could have been much different if I had worked with a
different group so I am so thankful to my group members for making working in a group so easy.
Unfortunately I will not be able to teach this lesson when I become a teacher because our
unit is geared towards 6th grade students and I hope to teach 2nd or 3rd grade. I may be able to
work in some of our artistic expression projects and give them a taste of women in history but
completing the full unit would not be possible with such a young group of students. I will always
keep this unit on file if I ever end up teaching upper grades or to give to colleagues who are
teaching 6th grade and want to do a woman in history unit with their students. As teachers we
could be moved from grade to grade depending on the need in our schools and/or districts so
keeping resources for younger and older grades is a great idea for the off chance you find
yourself teaching a different grade than youre used to.
Completing this thematic unit took so many hours of hard work, dedication, creativity by
everyone, collaboration, compromise, and teamwork. This project taught me so much about how
I work in a group setting and how when I put my mind to something I can get it done in a timely
fashion. I am really proud of the work we did as a group and the final unit we came up with. I
would be thrilled to teach this unit in my future classroom if I find myself in 6th grade
somewhere down the line. I think it is important for students to learn about history while
incorporating art, math and english at the same time. Students will be pushed to think for
themselves and form opinions about why most of these women are not taught in our textbooks
and how they feel about the hardships women have gone through throughout history.
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Merissa Leonards Reflection
It is safe to say that this assignment was intimidating when I first heard about it, and was
scared that it was going to take a toll on me for the worst. Now that it is completed, I can
honestly say that it helped me prepare for my future as a teacher. While this assignment was
lengthy and time consuming it was not impossible and I am extremely proud of our final product.
After extensively discussing with my group our ideas as well as meeting numerous amount of
times we were able to split up the work and decide how we wanted women in history to be
represented throughout the unit. We each took this lesson seriously and created it as if we were
going to teach it the day we turned it in. During our first meeting we tossed around a couple of
different themes that we were thinking about focusing on but we decided that creating a unit
relating to feminism was the obvious choice. As we got to working we realized that the unit was
not necessarily about feminism but was more about how women in history have affected women
in todays world. Our overall purpose of this unit was to teach students about something they
may have not ever been exposed to previously, and I believe it does just that.
One thing that worried me about this project was that it was a group effort. Although as
teachers we are going to be expected to work with staff frequently so this was something that I
got over very fast because it was not a choice and I knew in the end I would appreciate multiple
people working on completing it.In previous experiences working in groups has not always
turned out well for me because I tend to pull all the weight. As I had doubts in the beginning
about this being a group project, I am happy with my group members and their commitment to
this project. The individuals who were in my group, are how I hope my future co-workers will
be, although I do know that is not always the case. My group members went above and beyond
to make this unit fun for students as well as educational, and I could not be more thankful that we
all worked so well together.
The most enjoyable part of this assignment for me was creating the chart that listed out
what we would do each day in the class. This was how we began to work on our lesson after we
decided exactly what we were going to be focusing on. We met at a coffee shop sat down and
began to decide how we wanted to introduce the unit and what we wanted to students to walk
away with knowing. After a while we began to think our ideas were repetitive so we tried our
hardest to be creative with each lesson for the full 15 days. We have students participating in
socratic seminars, writing letters, creating interviews, making artistic expressions, and so much
more. The planning of each lesson took time but it was most definitely my favorite part of this
project because we all contributed our thoughts and ideas about what we should include
throughout the unit.
The most difficult part of this project was definitely trying to figure out how each of our
split up parts would fit together. There was one other part of this project that I found to be
difficult, that was creating the introduction lesson plan. This was hard for me to complete
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because it was less content and more of interpretation left for students to do through discussion. I
find these lesson plans normally not extremely hard to create but this one I did have a more
difficult time with because I am a perfectionist and wanted it to be so good. For the most part, I
overcame all of the difficulties with the help of my group members and I know that I would not
have been able to complete this project without them.
While I do not think I will be able to use this unit in my future classroom I think that I
will be able to modify it if it feels like my students could handle the topic. My plan right now is
to teach 3rd grade, while this unit is for 6th graders. This is an interesting topic and I do think
that I could discuss women in history with 3rd graders although teaching them the idea of
feminism. Overall, this unit is lengthy and intense but I do believe that it has a lighter touch on
the topic of how women in history affect women in todays world.
Creating this lesson took dedication and a lot of hard work, this is a product that I can
easily say each and every one of my group members is proud of and would love to someday use
in our class.
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Nora Sabias Reflection
We spent quite a bit of time in class building up to this project. There were increasingly
frequent mentions of the upcoming thematic unit, we drafted lesson plans, studied text sets, and
talked about what we want students to get from the time they spend in our class. Going into this
project, all I knew was that I wanted to study something that mattered to me, something that
would teach students a lesson they might not be getting anywhere else. After multiple meetings
with my group, many hours spent on GoodReads, frequent use of our group text, and running
down the battery on my laptop a few times, I think we have accomplished just that. This thematic
unit highlights some truly inspirational women, and challenges students to seek out information
that is important, and question the information they get from traditional textbooks. We wanted to
give women in history a voice, and I think this thematic unit does that. It took some hard work,
but we created something I feel deeply proud of.
I recently spoke with my mentor teacher for student teaching, alongside the principal of
the school. They both expressed the importance of collaboration, and that they expect frequent
collaboration from every member of the school team. That conversation allowed me to
contextualize the significance of this thematic unit. If I can expect to work with other teachers of
my grade regularly, then I should get practice in now. So often group projects have a bad
reputation, group members who do not pull their weight, or ending up with a project youre not
proud of. That was not the case with this project. I was able to work with people whom I
consider entirely capable and wonderful pre-service teachers. We met multiple times, planning
out the unit and the contributions of each member. We were all able to participate in the
conception of ideas, everyone adding their own perspective and strengths, and then work at our
own pace. The end result is a unit I feel very proud of, and I know that would not be the same
had I worked on my own or with another group. I can only hope collaborations with my peers in
the schools are this productive. I almost wish I was teaching a middle grade so I could use this
unit.
Perhaps the most enjoyable part of this unit for me, was creating the book list. We knew
we wanted to have a large pool of books to choose from, and because we were assigning a
research project, we would need a library of books for students to choose from. To accomplish
this, my first job was to find our books and complete the annotated bibliography for them. I
discovered so many incredible books. I have already ordered a few of them for my own library. I
started with Dr. Wards feminist bookshelf on GoodReads, then did some searching online. I
found books about women whom I consider personal role-models, and books about women I had
not heard of. I then got to work finding videos and online copies of the books, so I knew they
would serve our purposes for this project. The result of this work is an annotated bibliography I
not only feel proud of, but can absolutely use in my classroom. I worked hard to find women
from different eras and walks of life, from government, to science, to sports. I feel better
prepared to fill my class library with books about powerful women, and make recommendations
to my future students.
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While creating the booklist was my favorite contribution to this project, writing lesson
overviews was also quite fun. Because there were four people in the group and only three full
lesson plans to write, we chose to have three members write lesson plans, and I would create the
booklist and annotated bibliography, as well as five lesson overviews. Most of the teachers I
know do not write out full lesson plans in the edTPA style, so familiarizing myself with a
simplified lesson plan seemed very helpful. Writing out the objectives and the overview was
certainly the most enjoyable. I loved taking the concept we had all brainstormed and fleshing it
out a bit into a more complete idea. Writing the goal was also helpful, because that was where I
linked each day back to the main purpose of the unit. It was satisfying to take these lesson ideas
and put them into the context of the unit we put so much thought into.
The most difficult part of creating this thematic unit was making sure everything made
sense together. We met as a group multiple times to come up with ideas, and we all quickly
agreed that we wanted to focus on women. We started by talking about feminism, but we were
concerned that we wouldnt get the message across that we wanted to in this time. So, we
changed our focus to women in history, and then it was easier to get to work. We all believed
that women have not gotten fair coverage in history. For all the contributions women have made,
history is still mainly told from a mans perspective. I feel proud that we used this project to give
voice to some of the less told stories of women in history. However, it sometimes took work to
connect daily lessons to the main theme of Forgotten Stories. There were some lesson ideas
that we liked, that simply did not make the cut because we couldnt draw a straight line for
students from the lesson to the big idea. That was a good lesson that I will remember when Im
teaching. Sometimes a lesson sounds like fun or a cool idea, but it has to do work for the
students. Everything has to link back to what you want the students to get out of the lesson. That
aligns well with one of the biggest lessons I took from our assessment course, where we
frequently discussed backwards design. Starting with the desired outcome means youll end up
with lessons and assessments that make sense for the students. So we threw out the lessons that
wouldnt work, and started talking about how we can get students to learn that women have
contributed to history, and their stories are just as worthy of being told as those of men.
Unfortunately, I will not be able to use this thematic unit as it is now when I teach,
because I plan to teach kindergarten. While these lessons might not be accessible to students that
age, I can certainly transfer these ideas, in their simplest forms, to my teaching. I can use every
book I found in my teaching, as they are all picture books. I hope to read at least one book aloud
to my class every day, and there are certainly enough days to read each of the books I found. If I
choose not to read each one, I can at least have them in my class library. Thinking about how I
could simplify these lessons or transfer them to a younger grade also helped me to realize why
teaching this content is important to me. Whatever age my students are, I want them to work to
consider as many perspectives as possible, to consider the sides of the story they are not
necessarily experiencing or hearing about. A big part of teaching is helping students become
more empathetic and considerate, I think this lesson helps students grow in those areas. Its also
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important to link across content areas so students can contextualize what they are learning In this
unit, we teach students that there are women in science, sports, government, and throughout
history who have contributed to how we live our lives today. Teaching ELA content alongside so
many other content areas helps students better understand how everything they are learning
matters.
Creating this thematic unit took hard work, time, and commitment to the idea that these
lessons were worth teaching. I would be proud to teach this unit to my students, and I think it
would enrich their understanding of history and the world around them, encourage them to be a
voice for the voiceless and challenge their conceptions about the traditional perspective from
which so many things are taught.
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Abigail Sanderss Reflection
This project was a handful to say the least. It tested my time management, my ability with
edTPA, and my sanity. However, I loved every minute of it. I loved it because it prepared me for
lesson planning in the future far more than I ever suspect I will need to be. As most of us know,
teachers in the real world do not write lesson plans like the edTPA require us to, although
throughout my many semesters of lesson plan writing, I understand the benefits of this type of
intense training. Its like a police officer, they are trained how to kill someone, but they will not
necessarily ever use that skill. Its kind of like that for us teachers on a very lesser scale. I have
the capability to write an entire month's worth of intensive lesson plans, but I will not necessarily
need to use that skill when Im out in the field. We do this type of planning to have it in the back
of our head when we are writing short, to the point lesson plans. I will always still be thinking of
my assessments, my student voice, my purpose, and how they will align to state standards even if
I do not script them out as I do now. I respect this assignment and think it was extremely
beneficial to have an entire unit planned for us.
Coming up with the topic itself was by far my favorite part. Our group is all full of
extremely strong, proud women, so it only made sense that we wanted to teach all of our students
how to be the same way, and introduce other individuals who helped shape us into strong
individuals. Nora took the historic figures under her wing and found our group great women to
honor and teach about in this lesson. We looked at those women and then decided that we
wanted to tell the stories that our history books dont to our students. This is how our women in
history unit was born.
I of course, was ecstatic with our concept and insisted that I took over the Frida Kahlo
lesson plan. She is one of my favorite artist and one of the people that I have looked up to as a
strong individual for as long as Ive know she existed. I wanted to share her story of a strong
women who went against the norm to convey the importance of every student finding their own
identity regardless of their gender, Frida was my way of doing that. I had a great deal of fun
writing this lesson plan. I already knew so much about Frida and her life that it was easy for me
to share my knowledge through lecture to the students. I chose to read a book about her first that
shared very little about Frida through words, but mostly through pictures because of the visual
appeal of the book, Viva Frida!. I wanted students to appreciate art during this lesson, so I shared
many of Fridas paintings and the photographs in Viva Frida to accomplish this. I also wanted
students to get in touch with their own culture like Frida does through her paintings, so I had the
students do a self-portrait through masks. I had a blast writing this lesson plan, and will
definitely be teaching it to my students if I teach a grade where this will be acceptable.
I also had a great time working with the girls that I got to work with. Normally, I despise
group work. I am a perfectionist and want things to all be alike and just so, which is nearly
impossible to do with four different people who have different thoughts and voices to compose.
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However, I think that our final product turned out amazing. I am so proud of the collaboration
that we executed and the unit that we constructed. We got together a few times and brainstormed
every day out and then divvied the work up equally and each of us strived with the task that we
were given. I cannot explain how proud I am of my group and the final product that we came up
with.
Overall this project taught me a lot of what goes into being a teacher. We have a
curriculum, but we get to make up how we want to teach it. This is something that I simply
cannot wait for in the future. The creative side of teaching was brought out during this unit plan
and I had a blast getting to tune into it. I enjoyed this assignment very much, and am getting even
more excited to get to teach the lessons that I have composed.
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Figure 1: Summative Pre-Assessment Questionnaire
Name _________________________ Date_____________
Women in History Pre Assessment

1.) List five famous historical figures and their accomplishments that had an impact on
history.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_____________________________________________________________
_________________________________________________________________
2.) What do you know about womens impact in history?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_____________________________________________________________
_________________________________________________________________
3.) What do you know about mens impact in history?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_____________________________________________________________
_________________________________________________________________
Be prepared to discuss your ideas with the class!
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Figure 2: Summative Pre-Assessment Rubric
Women in History Pre-Assessment Rubric

Student Name _______________________
3 2 1
Student includes all five Student includes four historic Students include three or less
historic figures and their figures and their historic figures and their
accomplishments for question accomplishments for question accomplishments for question
one one one
Student has to sentences Student has one sentence Student does not have a
explaining their knowledge of explaining their knowledge of complete sentence explaining
women in history women in history their knowledge of women in
history
Student has to sentences Student has one sentence Student does not have a
explaining their knowledge of explaining their knowledge of complete sentence explaining
men in history men in history their knowledge of men in
history
Total ___/9
71
Figure 3: Formative Pre-Assessment Discussion Checklist
Participation Checklist
Activity: Pre- Assessment Discussion Checklist
______ Mikayla Paris
______ Danielle Rhea
______ Kyra Wonders
______ Molly Slothower
______ Pam Henderson
______ Lizzy Hernda
______ Alex Daniels
______ Brooke Whitney
______ Crystal Ingram
______ Hollianne Weiland
______ Howie Kahekili
______ Makenna Taylor
______ Mandie Hill
72
Figure 4: Day 1- Important Woman Checklist
Activity: Important Woman Checklist

Student Important Woman/ Comments
______ McKenzie DeVore
______ Nora Sabia
______ Kyra Wonders
______ Lizzy Hernda
______ Alex Daniels
______ Mandie Hill
73
Figure 5: Day 1- Journal Entry Checklist
Activity: Journal Entry Checklist

Students will be given a check mark for completing this journal entry, a dash for answers the
questions partially, and an X if they did not complete the journal entry at all.
Student Comments
______ Nora Sabia
______ Kyra Wonders
______ Lizzy Hernda
______ Alex Daniels
______ Mandie Hill
74
Figure 6: Day 1- Exit Slip
Name: _________________________
Explain what we learned today in class from choosing one woman who is important to you.
Why was this part of what we did today? Did it help you understand how final discussion of
women in history and how they might have had an impact on our world today?
I feel like I am (Circle One)
Understanding the Topic Trying to understand Not understanding
Is there anything that could help you with learning this idea better? (Check all that apply). List
anything else that you believe could have helped you in learning this idea better next to the
columns below.
Teacher Assistance
Visuals
Texts/ Books/ Articles
Partner Work
Why do you think that this idea of women today and women in history is important to learn?
75
Figure 7: Day 2 - KWL Chart
NAME:________________________________________________________________________
WhyWomen'sHistoryMatters:LeighAnnWheeleratTEDxBinghamtonUniversity
Know WanttoKnow Learned
76
Figure 8: Day 2 - Video Discussion Participation Checklist
Activity: Video Discussion Why Womens History Matters Participation
Student Comments
______ Nora Sabia
______ Kyra Wonders
______ Lizzy Hernda
______ Alex Daniels
______ Mandie Hill
77
Figure 9: Day 3 - Venn Diagram Handout
NAME:______________________
NOTES:
78
Figure 10: Day 3 - Venn Diagram Checklist Rubric
79
Figure 11: Day 4- Ballots for Belva Poster Rubric
Poster Rubric
3 2 1
Represents Belvas campaign Could be for Belvas Does not seem to be directed
very well campaign or someone elses towards Belvas campaign
Poster depicts the time period Poster somewhat depicts the Poster does not depict the
well time period but could be time period well
better
Represents the Touches on the Does not show any of Belvas

accomplishments Belva accomplishments of Belva accomplishments
Is visually appealing Is somewhat visually Is not visually appealing

appealing
Final product shows the effort Final product is neat and Final product shows there
put into it shows some effort put into it was little effort put into it
____/15
80
Figure 12: Day 4- Ballots for Belva Math Worksheet
Name________________________
Percentage Worksheet
1. What percent of the vote did Belva receive during her run for the presidency in 1884 if she
received 4,194 votes nationally out of 1,171,312 total votes?
Answer___________
2. How many more votes would Belva had to have received to have received 1% of the total
vote?
Answer___________
81
Figure 13: Day 5- Interview Questions Rubric
Interview Questions Rubric

Student Name:__________________________ Partner Name: __________________________
3 2 1
Created interview questions Created a basic set of Created questions that we

for both Harriet Tubman & interview questions, rather already know the answer to
Susan B. Anthony that apply than 2 sets for each woman based off of the lesson
to each
Questions show that students Questions show that students Questions show that students
understand historical events somewhat understand events understand very little about
and chronology of both and chronology of both events and chronology of
womens lives womens lives both womens lives
Students participated in the Students participate in mock Students participate in mock

mock interview process and interview process but do not interview process but do not
through that they explain how explain in depth how each explain how each woman is
each woman is important to woman is important to important to women's history
womens history womens history through the the process
Total ___/9
82
Figure 14: Day 6 - Participation Checklist
Activity: Women and the Right to Vote Socratic Seminar
Student Comments
______ Nora Sabia
______ Kyra Wonders
______ Lizzy Hernda
______ Alex Daniels
______ Mandie Hill
83
Figure 15: Day 7- Warm up Slide
Warm Up Activity
Please take out a piece of paper and write three to four sentences about your first reaction to this
painting. What does it make you feel when you look at it? What do you think the artist was
trying to convey through this self portrait?
*Be prepared to share your thoughts to the class after five minutes of work time.
84
Figure 16: Day 7- Frida Kahlos Last Painting Viva la Vida
Frida Kahlo
Viva la Vida - Live Life
85
Figure 17: Day 7- Identity discussion portraits of Frida Kahlo
Frida Kahlo
86
Figure 18: Day 7- Frida Kahlo Exit Slip
Name_________________________Date____________
Frida Kahlo Exit Slip

1.) What are two things that you took out of todays lesson?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2.) What are three facts that you learned about Frida Kahlo?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3.) What did Frida Kahlo contribute to womens history?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4.) How did Frida Kahlo express her identity through her art?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
5.) What was your favorite part about todays lesson?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
87
Figure 19: Day 7- Identity Mask Checklist
Identity Mask Checklist

Student Name Completed Mask Shows Culture of Identity
Mikalya Paris YES NO YES NO
Danielle Rhea YES NO YES NO
Kyra Wonders YES NO YES NO
Molly Slothower YES NO YES NO
Pam Henderson YES NO YES NO
Lizzy Hernda YES NO YES NO
Joni Stevens YES NO YES NO
Alex Daniels YES NO YES NO
Brooke Whitney YES NO YES NO
Crystal Ingram YES NO YES NO
Hollianne Weiland YES NO YES NO
Howie Kahekili YES NO YES NO
Makenna Taylor YES NO YES NO
Mandie Hill YES NO YES NO
88
Figure 20: Day 7- Surrealism Checklist
Surrealism Mastery Checklist
Student
______ Danielle Rhea
______ Kyra Wonders
______ Lizzy Hernda
______ Alex Daniels
______ Mandie Hill
89
Figure 21: Day 8 - Women in Science Letter Rubric
Student Name: ___________________________________________
1 2.5 5
Scientific Scientific information Scientific information
information either somewhat accurate, but accurate, including
Scientific not present or not missing details or key details and key facts
Content accurate points
Accuracy to Information in letter Information in letter Information presented

Historical demonstrates demonstrates student demonstrates student has
Woman student does not has some clear understanding of
understand who understanding of woman they are writing
Woman: they are writing to woman, but is not to
_____________ entirely representative
Writing has many Writing has some Writing is nearly

errors and/or is errors and/or is choppy, error-free, fluent, and
Writing choppy, lack of demonstrates some demonstrates
clarity demonstrates understanding through understanding of books
misunderstanding of questions, but could be through thoughtful
lesson clearer questions and
commentary
Total: ______/ 15
90
Figure 22: Day 9- Poster & Presentation Checklist
Poster & Presentation Checklist

Student Name: _____________________________
Incomplete/Complete Comments
Student neatly created a

poster that roots on one of the
three women that was
discussed
Student explains their

reasoning for their choice of
who to root on to the class
while presenting
Student briefly explains the

history of the woman they
chose to root on in their
poster
Total ___/9
91
Figure 23: Day 10 - Timeline Handout
92
Figure 24: Day 10 - Timeline Rubric
Student Name: _______________________________
Justification ______/10
1 5 10
Demonstrates clear Demonstrates some Demonstrates clear
misunderstanding of knowledge of historic understanding of both
historic women and women, but historic women
historic context incomplete Demonstrates
Justification is Demonstrates some understanding of
missing or does not knowledge of historical context
make sense of historical context, but Elaborates on
timeline incomplete timeline, effectively
Elaborates on justifying choices
timeline, but
justification does not
completely make
sense of timeline
Total: ______/20
93
Figure 25: Day 11 Historic Woman Research Project Reflection Rubric
Historic Woman Research Project Reflection Rubric
3 2 1
Reflection is at least two Reflection is one and a half Reflection is less than one
pages double spaced (12pt pages double spaced (12pt and a half pages double
Times New Roman font) Times New Roman font) spaced/ is not in 12pt Times
New Roman Font
There are less than three There are four to six There are more than six
grammatical mistakes, that do grammatical mistakes that do grammatical mistakes/ the
not take away from the not take away from the mistakes take away from the
reading of the reflection reading of the reflection reading of the reflection
The reflection is insightful The reflection takes the The reflection takes the
and takes the reader through reader through most but not reader through either the
the research process and the all of the research process and research process or the artistic
creative process used to the process used by the author expression process but not
complete the project to complete the artistic both
expression
The reflection addresses all of The reflection addresses most The reflection addresses three
the questions asked on the of the questions asked on the of less of the Reflection
Reflection Questions Handout Reflection Questions Handout Questions Handout questions
Total____/12
94
Figure 26: Day 11 - Reflection Questions
Reflection Questions
After working on your research project I want you to step back and reflect on the process that
you took to complete this project. I want you to look at all the research and strategic choices that
you used when completing your artistic expression. You must answer all of the questions that are
found on this page to get full credit on the assignment. Your end reflection should be at least two
FULL pages double-spaced, 12pt Times New Roman font.
1.) Why did you chose the historical figure that you did? What stood out to you about your
chosen person?
2.) How did you go about conducting your research on this figure? Did you run into any
problems when trying to find information on your figure?
3.) Why did you chose the artistic expression that you did? Was it inspired by your figures
accomplishments? Did you chose it because you thought it would represent their lives?
Explain.
4.) How does your artistic expression represent your historical figure and their
accomplishments?
5.) What was your favorite part of this assignment?
95
Figure 27: Day 11- Artistic Expression Rubric Bones
Artistic Expression Rubric (Outline)

3 2 1
Represents the chosen

historical figure
Contains the birth and death

of the chosen historical figure
Represents the
accomplishments of the
chosen historical figure
Is visually appealing
Total _______
- The class will work on this rubric together to get a finished product.
96
Figure 28: Day 11 - List of possible outlets to use for artistic expression project
- Poster
- Prezi
- Glogster
- Powerpoint
- Sculpture
- Drawing
- Mask
- Painting
- Video
- Comic Strip
- Book cover
- Collage
- Playlist
- Journal entry
- Musical composition
- Other
- If you have other ideas, lets talk about them!
97
Figure 29: Day 11- Research Project Exit Slip
Research Project Outline/Exit Slip

Name_________________________________________________________________________
What is the name of your chosen historical figure?
______________________________________________________________________________
What year was your figure born? What year did your figure die?
______________________________________________________________________________
What geographic area did you figure live in?
______________________________________________________________________________
What is your figures biggest accomplishment? What are they famous or known for?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What are two interesting fact about your figure?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What are two different ways that you could possibly represent your figure and their
accomplishments through artistic expression?
______________________________________________________________________________
______________________________________________________________________________
98
Figure 30: Day 13- Student Teacher Conference Checklist
Student-Teacher Conference Checklist

Student Name:
The student has a reason for choosing their artistic expression vice ____ Yes ____No
The student has an idea of what else they need to do to complete their project ____Yes ____ No
Student Name: Kyra Wonders
Student Name: Molly Slothower
Student Name: Pam Henderson
Student Name: Lizzy Hernda
Student Name: Alex Daniels
Student Name: Brooke Whitney
99
Figure 31: Day 14- Research Project Presentations Rubric
Presenters Name_____________________ Your Name:_______________________
Presentation Rubric
3 2 1 Comments
(Why did you give
them this score?)
Explained how they Touched on how they Did not explain the
completed the project completed the project steps they took to
(the steps they took to but could have complete the project
complete it) explained in more
detail
Explained what they N/A Did not explain what

learned from they learned from
completing this completing this
project project
Used a strong voice Voice was hard to Did not use a strong
when presenting hear at times during voice when
the presentation presenting
Had good eye contact Could have made Did not make eye
through the more eye contact; contact during the
presentation (was not looked at their paper presentation
looking at their paper a lot during the
the whole time) presentation
Was engaging and Kept me somewhat Did not keep me

easy to listen to engaged during the engaged during the
presentation presentation
Comments: (One constructive, one positive comment about the presentation)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
100
Figure 32: Day 15 - Exit Slip
101
Figure 33: Day 15 - Self- Assessment
102
Figure 34: Day 15 - Checklist for Letter
103
Figure 35: Day 15 - Check-In Slip
104
Annotated Bibliography
Barasch, L. Hiromi's hands. (2007). New York, NY: Lee & Low Books.
This story follows the life and career of Hiromi Suzuki. She wanted to follow in the
culinary footsteps of her family before her, but women were not considered chefs. Hiromi
worked hard, proved herself, and became the first female sushi chef in New York City.
Bardhan-Quallen, S. (2015). Ballots for Belva: the true story of a woman's race for the
presidency. New York, NY: Abrams Books for Young Readers.
This story details the life of Belva Lockwood, a woman who ran for president in 1884.
Her fight for equality did not end with women, as she was also a champion for the rights
African Americans. This book includes a detailed factual account of Belvas life and
Campaign, a glossary of relevant terms, and a timeline of womens rights and Belvas
life.
Bridges, R. (1999) Through my eyes. New York, NY: Scholastic Press.
Ruby Bridges is one of the most famous women in American history, famous for her
courage as the first African American girl to attend a desegregated school. This book is
Ruby Bridges account of her dramatic and moving piece of American history. This book
is especially compelling, as it is written by Bridges herself.
Cutler, N. G. (2013, March 01). Women's History Month. Retrieved April 20, 2017, from
http://www.timeforkids.com/news/fight-vote/81911
This TIME for Kids article outlines the suffragette movement and womens fight for the
right to vote, including a timeline of the movement. Being written specifically for an
adolescent audience means that the information is presented in a way that will be helpful
and manageable for these students. This article will help prepare students to discuss Alice
Paul during the Socratic seminar, and give them background knowledge to consider
throughout the unit.
Davis, L. (1998). Susan B. Anthony. Mankato, MN: Bridgestone Books.
With large photos and easy to understand text, this photo biography of Susan B. Anthony
is both engaging and informative. One of the most well-known women in American
history, Susan B. Anthony worked tirelessly as a suffragette, fighting for equality and
Womens right to vote. This book will be manageable for elementary students while
adding to their knowledge on a deeply important woman in American history.
105
Dray, P., & Alcorn, S. (2008). Yours for justice, Ida B. Wells: the daring life of a crusading
journalist. Atlanta, GA: Peachtree.
Born into slavery, then freed by the Emancipation Proclamation at the age of two, Ida B.
Wells knew there was still justice to fight for. Wells would become a revolutionary
Journalist, fighting for truth and justice with her words. This book chronicles her life
from birth and through her career.
Fridakahlo.org. (2011). Frida Kahlo: Paintings, biography, quotes. Retrieved April 21, 2017,
from fridkahlo.org
This website offered information into Frida Kahlos life and accomplishments. The
artwork used for the lesson on day seven of the unit was all gathered from this website.
Grimes, N., & Lewis, E. B. (2002). Talkin' About Bessie: The story of aviator Elizabeth
Coleman. New York, NY: Orchard Books.
This biography of African American pilot Elizabeth Coleman was awarded as a Coretta
Scott King Honor Book. Packed to the brim with details of Colemans life, and illustrated
with incredible, realistic watercolor and lines, readers truly get a feel for this historic
woman who fought injustice and Jim Crow laws to fly through the sky.
Grimes, N., & Wood, M. (2015). Chasing freedom: the life journeys of Harriet Tubman and
Susan B. Anthony, inspired by historical facts. New York, NY: Orchard Books, an
imprint
of Scholastic Inc.
This work of historical art helps readers imagine what it would be like to observe
conversation between these two truly great women. Alive around the same time, both
fighting for their own causes, Chasing Freedom highlights the live works of Harriet
Tubman and Susan B. Anthony. The authors have included a rich background of facts,
beautiful illustrations, and additional information for curious readers.
Harness, C., & Molinari, C. (2015). Mary Walker wears the pants: the true story of the doctor,
reformer, and Civil War hero. New York, NY, NY: Albert Whitman Company.
Mary Walker was a revolutionary in a time of revolution. During the American Civil
War,
Mary Walker fought for womens rights, was a doctor on the battlefields, and shocked
Everyone by wearing pants. Walker was the first woman to win the Medal of Honor.
Through these pages, readers understand the power of Mary Walker, and her imprint
on American history.
Keating, J., & Miguens, M. A. (2017). Shark lady: The true story of how Eugenie Clark became
the ocean's most fearless scientist. New York, NY: Sourcebooks Jabberwocky.
106
When Eugenie Clark saw a shark for the first time in an aquarium, she fell in love. Clark
became determined to show the world the grace and beauty she saw in sharks, and change
their reputation as mindless killing machines. She became known as Shark Lady and
spent her life dispelling myths and researching her most favorite of Earths creatures.
Krull, K., & Beccia, C. (2013). Louisa May's Battle: How the Civil War Led to Little Women.
New York, NY: Walker Children's.
The famous Little Women author is shown in another light here. Set against the backdrop
of the American Civil War, Louisa Mays Battle illustrates how the authoress was
influenced and changed by her surroundings. Without the war, Alcott might never
Have had her first authorial success, which inevitably lead to Little Women.
Krull, K., & Diaz, D. (1996). Wilma unlimited: How Wilma Rudolph became the world's fastest
woman. Boston, MA: HMH Books for Young Readers.
This story follows Wilma Rudolph through her life, from having Polio in her youth, to
becoming the fastest woman in the world. In a time of segregation, after battling disease,
Wilma Rudolph powerfully highlights the power of determination and believing in
yourself.
Lawlor, L., & Beingessner, L. (2013). Rachel Carson and her book that changed the world.
New York, NY: Holiday House.
Rachel Carson spent her life and career working to make the world a better place. Carson
was an environmentalist, and in her efforts to tell the world about the human impact on
the environment, she wrote Silent Spring. This book celebrates the fiftieth anniversary
of that book, and Carsons legacy. With beautiful illustrations, detailed source notes, and
recommended further reading, this book makes a wonderful tribute to Silent Spring and
Rachel Carsons life work.
Levy, D., & Baddeley, E. (2016). I dissent: Ruth Bader Ginsburg makes her mark. New York,
NY: Simon & Schuster Books for Young Readers.
This story chronicles Ruth Bader Ginsburgs path to the United States Supreme Court;
Her daring to disagree and to be different. As she stands up for what is right, stands
against inequality and the unfair, readers will learn that it can be good to be different, and
it can be good to disagree. Dissent is what made Ruth Bader Ginsburg the second woman
to be appointed to the highest court in the land.
Macy, S., & Payne, C. F. (2016). Miss Mary reporting: the true story of sportswriter Mary
Garber. New York, NY: Simon & Schuster Books for Young Readers.
107
Mary Garber loved sports, whether she was playing or commentating. In a time when.
women werent usually considered a part of sports, Mary Garber made a name for herself
as one of the first women to professionally report on sports. Garber was not only a
champion for women, but a champion for African Americans during the era of Civil
Rights. One young man said it best, See that lady down there? asked one boy. Thats
Mary Garber. She doesnt care who you are, but if you do something good, shell write
about you.
Markel, M., & Pham, L. (2016). Hillary Rodham Clinton: Some girls are born to lead. New
York, NY: Balzer Bray, an imprint of HarperCollins.
This book chronicles the life of Hillary Rodham Clinton. Moving from her childhood,
through college, her life with Bill and Chelsea, and her career as a public servant and
politician. This story covers how Hillary stood out, stood up for what she believed in,
and how she became the revolutionary woman shes known as today.
McCully, E. A. (205). Queen of the diamond: The Lizzie Murphy story. New York, NY: Farrar,
Straus and Giroux.
This story chronicles the life of rule-breaker athlete Lizzie Murphy. When she was born,
in 1894, girls were not allowed to play baseball, but Murphy was a pioneer. She would
become the first woman to play Major-League baseball. Queen of the Diamond shows
readers the power of determination, and persistence in following your dreams.
Morales, Y., & O'Meara, T. (2015). Viva Frida! New York, NY: Scholastic Inc.
In stunning full-page mixed media artwork, this book tells the story of Frida Kahlos
life and art. Viva Frida! uses both English and Spanish text to paint the picture of
Kahlos life. This author manages to capture both the vibrant happiness alongside the
Tragedies Kahlo overcame. Between the colorful images and wonderful bilingual
Text, this is a beautiful and compelling book.
Moss, M. (2011). Nurse, soldier, spy: The story of Sarah Edmonds, a Civil War hero. New York,
NY: Harry N. Abrams.
When the American Civil War broke out, Sarah Edmonds wanted desperately to do her
Part for her country. Unfortunately, women were not allowed to fight. Edmonds
disguised
herself as Frank Thompson, and got to work. This book offers a detailed account of
Edmondss life, including a glossary, bibliography, and interesting illustrations.
Moss, M., & Angel, C. (2009). Sky high: the true story of Maggie Gee. Berkeley, CA: Ten Speed
Press.
108
Inspired by Amelia Earhart, Maggie wanted to fly across the sky, but even after Amelia,
it was difficult for women to become pilots. When World War II broke out, everything in
her world was changing, and Maggie knew it would be her chance to fly. She became one
of two Chinese American women to serve in the American Airforce during the war.
Maggies imagination and determination make hers a story for the ages.
Pinkney, A. D., & Pinkney, B. (2009). Sojourner Truth's step-stomp stride. New York, NY:
Jump
At The Sun.
Belle was born a slave, but took up the fight for freedom as soon as she could, and
changed her name to Sojourner Truth to reflect her lifes work. Determined to change the
world and end injustice for African Americans, Sojourner was brave, loud, and bold. This
story beautifully illustrates the life and message of Sojourner Truth, and the power of
Fighting for what you believe in.
Robbins, D., Zhang, N. (2016). Miss Paul and the President: The creative campaign for
women's right to vote. New York, NY: Knopf Books for Young Readers.
In beautiful watercolor and colored pencil, this book chronicles how and why Alice Paul
would become a crusader for the right of women to vote. Throughout her life Paul lead
parades and protests, and even met with President Woodrow Wilson, who told her her
lifes work was unimportant. Her determination, along with the determination of her
fellow suffragettes, would lead to the Nineteenth Amendment. This book chronicles
Pauls path to equality, and teaches readers about the power of persistence.
Schatz, K., and Stahl, M. K. (2015). Rad American women A-Z. San Francisco, CA: City
Lights Books.
Featuring lively pop art illustrations and 26 revolutionary American women. Like a
typical A-Z book, there is something for each letter, but in this book, each letter is a
history-making woman. A is for Angela Davis, political activist. Each letter is
rich in detail. This book includes women from different eras and widely ranging
lives. Readers will walk away with a deeply enriched bank of knowledge on historical
women.
Why Women's History Matters: Leigh Ann Wheeler at TEDxBinghamtonUniversity. (2012,

April 21). Retrieved April 22, 2017, from
https://www.youtube.com/watch?v=MFpG9hN8d5s
Leigh Ann Wheeler discusses the importance of discussing historical figures who are
women in schools and in general. Wheeler also touches on why women in history are
often overlooked, and discusses some women who should be spoken about more. This
109
TED Talk is only about 16 minutes, and will help begin this thematic unit by giving
students deeper understanding of why it is necessary.
Winter, J. (2003). My name Is Georgia. Orlando, FL: Voyager Books, Harcourt, Inc.
Georgia OKeefe was always different from other girls her age, always the free spirit
artist. OKeefe followed her art and her passion from New York to New Mexico to paint
nature as she saw it. This book chronicles her life and her art from an industrial world to
her sleeping under the stars and painting all day in the plains. Beautiful illustrations and
first person narrative allow readers to immerse themselves in the story of Georgias life.
110

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Thematic Unit

Forgotten Stories: Women in History

McKenzie DeVore, Merissa Leonard,

Anchor Standards (College and Career Readiness):

English Language Arts:

Social Studies Skills

Component 3.2: Uses visual arts to communicate for a specific purpose.

Day 1 Day 2 Day 3 Day 4 Day 5

Day 6 Day 7 Day 8 Day 9 Day 10

Day 11 Day 12 Day 13 Day 14 Day 15

Section 1: Planning for Instruction and Assessment

State/National Learning Standards:

Content Objectives and alignment to State Learning Standards:

Planning for Student Learning Needs

Accommodations for ELL Students:

Accommodations for Gifted Students:

Accommodations for Students with Special Needs:

Content: Formative: While students are brainstorming their

Language: Formative: As students participate in the art walk,

Summative: Students will be asked to complete a

1. Explain student Exit Slip Students will be asked to complete

2. Monitor their own Exit Slip Students will be answer questions

3. Explain how to access Checklist Students will be given a checklist

Grouping of Students for Instruction:

Section 2: Instruction and Engaging Students in Learning

1. Transition students from introduction Bandura: Observational Learning-

*allow students time to complete their

2. Transition students from drawing to next Constructivism (Vygotsky, Piaget,

3. Transition students from art walk to Piaget: Scheme, schemes, schema-

*allow time for students to discuss the art

Teacher says: I am loving everything Bronfenbrenner: Bioecological Model-

*allow students time to discuss with one

4. Transition students from silently Ausabel & Mayer: Advance Organizers-

*allow students time to complete journal

Instructional Materials, Resources, and Technology:

Instructional Strategies: Discussion, KWL charting, video watching

Instructional Strategies: Whole-class discussion, read aloud, worksheet/handout, Venn

Materials: Chasing Freedom, notebook paper, pencils

Instructional Strategies: Read aloud, whole-class discussion, brainstorming, role playing/

Instructional Strategies: Read aloud, Socratic seminar/whole-class discussion

Section 1: Planning for Instruction and Assessment

a. Instructional Plan Purpose:

b. State/National Learning Standards:

2. SWBATCompose a mask that represents their identity and culture.

3. SWBAT List three facts about Frida Kahlos life.

d. Previous Learning Experiences:

e. Planning for Student Learning Needs

Content/Language Objectives Assessment Strategies

SWBATCompose a mask that represents Formative: Students will be checked off if

1. Explain student Exit Slip Students will complete and exit

2. Monitor their Exit Slip Student will be asked to

h. Grouping of Students for Instruction:

Section 2: Instruction and Engaging Students in Learning

*Here the teacher will allow time for students to share

*Teacher projects the watermelon painting on the board

At the bottom of the painting she wrote Viva La Vida

*The teacher will allow time for students to raise their

*Teacher will allow students to walk around the

Name _____________ Date_