Integrated Lesson Plan
Reading / Writing / Social Studies
Prepared by: Kathy Tucker and Tina Bowersox
SOL’s covered:
Reading and Writing: 3.1a, b, c; 3.6b, c, e, f, g, h; 3.10a, b, d, e; 3.11a, c
Social Studies: K.1a; 1.2; 2.11; 3.11b
KUD’s What will students Know, Understand, and Do?
Students will know:
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the character, attitude, and accomplishments of Eleanor Roosevelt and other famous
Americans.
key vocabulary from the book, Eleanor, Quiet No More.
strategies to enhance organization and voice in their writing.
Students will understand that having the courage to act on what you believe in can make a significant
impact on your community (as exemplified by Eleanor Roosevelt and other famous Americans).
Students will:
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read a variety of biographical material
write a biography with strong organization and voice
compare and contrast
make predictions
analyze characters
build inferences
determine theme
sequence events
determine cause and effect
identify consequences
summarize
develop vocabulary
work collaboratively
work independently
Instructional Strategies Used:
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identifying similarities and differences
nonlinguistic representation
cooperative learning
front loading vocabulary
scaffolding
Reading
Part 1
Reading
Part 2
Introduction
to Writing
Assignment
Pre-Writing
Activity
Writing
Activity
Assessment
Writing
Extension
Reading
Extension
Use key words from the mentor text to introduce today’s topic. Students each receive a
word card. Students travel around the room to read as many different words as
possible. After 2 or 3 minutes, students get into groups to predict the person that
today’s biography will be about. Predictions will be based on the key words and their
prior knowledge. Allow time for groups to share their predictions. Students may predict
the story to be about Martin Luther King, Jr. or Rosa Park. They may predict that the
story is about Abraham Lincoln or Barack Obama. Encourage them to justify their
predictions, as this will help with a later activity.
Read the mentor text, Eleanor, Quiet No More by Doreen Rappaport.
Students return to groups to reflect on their predictions. Ask them to consider what
their predictions were based on. Have them compare and contrast Eleanor Roosevelt to
the person that they predicted the story to be about. Venn Diagrams could be used to
complete this activity or it could be done orally.
As a higher-level comprehension activity, complete the Jacob’s Ladder style questions.
Since the book was a read aloud activity, the comprehension exercise can be completed
by all students. Work from the bottom of the ladder, upwards, discussing each answer
as you go. Three ladders are provided, choose the one or two that are appropriate.
The Jacob’s Ladder exercises address the reading strategies of: characterization,
inference, main idea/theme, paraphrasing, summarizing, creative
synthesis, sequencing, cause and effect, consequences/implications,
and vocabulary development
Ask students to discuss the organization of Eleanor, Quiet No More. Did it have an
interesting introduction, a middle that worked well, and a conclusion that wrapped up all
the loose details? Most important, did the whole piece flow easily from beginning to
end?
Reread text and note what features of the book made the story “come alive”? Discuss
the quotations and what they added to the organization and voice of the book.
Students will practice using quotations to create a biography on a different famous
American. The focus of their writings will be strong organization and voice.
Complete Graphic Organizer using information from biographies, internet, etc.
Students leave their seats to find a partner. They share their graphic organizers.
After students return to their seats, they may have revisions to make based on their
discussions.
Students write first paragraph.
Students leave their seats to find a partner. They share their paragraphs, return to seats
and make revisions.
Continue process of write, share, and revise with next paragraphs.
Students are guided in writing interesting introductions and conclusions.
Students write final copy.
Formal assessment can be made on the Jacob’s Ladder activity. Assessment tools are in
the book in Appendix B. The ladder can also serve as the assessment of vocabulary
knowledge or an additional vocabulary assessment could be developed. The writing
assignment can be assessed using the county writing rubric.
Students can write autobiographies to share their background and the “things in which
they believe in”.
Read biographies on other Famous Americans. Students could complete a simple
graphic organizer about the person in their biography. One possibility is Scholastic’s
Biography Book Report. They could also complete a digital organizer like the bio cube
at http://www.readwritethink.org/files/resources/interactives/bio_cube/
Complete other Jacob’s Ladder activities. Connection could be made to “The North Wind
and the The Sun”. The moral is, “It is easier to use persuasion than try to win with
force”. This parallels the persuasions accomplished by Eleanor’s refusal to be quiet.
Governess
Wealthy
Artificial
Dingy
Debates
Politics
Politician
Wounded
Outraged
Hounded
Campaigned
Segregated
Decent
Racism
Criticized
Mourned
Praised
Refused
Compare and Contrast
Eleanor Roosevelt
Your Prediction
Biography Essay Graphic Organizer
Famous American______________________________
Birth and Family
Quote:
Early Life and Education
Quote:
Adult Life and Family
Quote:
Major Accomplishments
Quote:
How the Accomplishments
Changed the World
Quote:
Later Life and Death
Quote:
Biography Paragraph Graphic Organizer
Famous American______________________________
General Information
Quote:
Contribution
Quote:
Autobiography Graphic Organizer
Future Famous American’s Name___________________
My Name, Birthday, Where I Live…
Quote:
My Family
Quote:
My Interests
Quote:
My Beliefs
Quote: