Intermediate Guided Reading Lesson Plan
Title:Dear
Genre:
American A Historical
Time for
Fiction
Courage
Author:
Kathryn
Lasky
Publisher:
Scholastic
Literacy Core Objective:
Make inferences and
draw conclusions from
text
Content Core Objective:
#2 Identify how the rights
of selected groups have
changed and how the
Constitution reflects those
changes (e.g. women,
enslaved people).
Text Structure:
Narrative
Informational
Level: S 850 L
Enduring Understanding: Purpose for reading
Students will understand the struggle people with through for freedom to
vote, etc.
“I Can Statements” - Essential Questions:
Identify women of courage
Identify the struggle people went through to obtain the right to vote
Compare the rights of women then and now.
ELL Language Objective:
Students will write to
communicate their
understanding of the text
Before Reading
Vocabulary:wrapper (10) picket line (10) cambric (12) vigil (22) capacious (46) asphyxiated (58)
calisthenico (61) tenacity (63) stalwarthip (64) myopic (71) perpetual (80) debilitating(91) tranquil
(122) convoy (122) incommunicado (149) constituents (152) blight (153) quandary (168)
Activate/Build Prior Knowledge:
1. In what ways to people you know demonstrate courage?
2. How have you demonstrated courage in the past?
3. Is courage demonstrated in large heroic efforts?
4. Is courage demonstrated in small ways? Explain.
5. Do you believe everyone is capable of courage . I agree/disagree because:
6. Courage is something that only extraordinary people can demonstrate. I agree/disagree because:
7. Courage means doing the right thing even when it is the difficult thing. I agree/disagree because:
Comprehension Strategy:
Questioning
Predicting
Making Connections
Determining Importance
Clarifying and self-monitoring
Inferring,
Visualizing,
Summarizing
Synthesizing
During Reading
Using appropriate Guided reading strategies, students will be reading at their own pace and teachers will
be listening to students read, monitoring, giving feedback, taking anecdotal notes and running records.
Attend to Comprehension Within, Beyond, & About the text:
After Reading
1. In Kat's January 5th, 1917 diary entry, she copies a speech given by Sojourner Truth. Miss Paul writes to Kat, "This is one
of my favorite speeches ever made by a woman." Re-read Miss Truth's speech. Why do you think these words were so
important to Alice Paul?
2. Kat and her father created a Victory Garden. In Kat's room she put up a poster that read, WILL YOU HAVE A PART IN
VICTORY? EVERY GARDEN A MUNITIONS PLANT. What does this poster caption mean?
3. What did you learn from Kat's diary that surprised you most? Explain.
4. Why does Kat call March 19,1917, "the worst day of her life?"
5. Ask each member of your discussion group to come up with a list of three words that best describe Uncle Bayard. Share
your lists. What words were mentioned most frequently?
6. Kat is proud of her mother and her fight for the right of women to vote. But Kat is also angry at her. Why?
7. Why do you think Kathryn Lasky, the author of A Time for Courage: The Suffragette Diary of Kathleen Bowen, included
the story of Harriet Wilhelm and the trouble she has with her last name?
8. If you could choose to live the life of one girl in this story, which life would you select — Kat's, Alma's, Nell's, or
Cassie's? Explain your choice.
9. Identify the following and explain their importance in Kat's diary.
Clayton Act
First Amendment to the Bill of Rights
Nineteenth Amendment to the United States Constitution
10. Who do you think is the most courageous character in this story? Why do you think so?
11. Which right was abused when they were arrested for peaceful demonstrations?
12. How were women’s rights and antislavery similar/different?
Attend to Comprehension Within, Beyond, & About the text:
Content Core Integration:(Science, Soc. St., Math, etc.)
Assessment:
Identify the struggle people
went through to obtain the
right to vote
Compare the rights of women
then and now.
Activities:
Getting American women the right to vote took the courage and dedication of many
brave women. Allow each member of your discussion group to pick one of these
heroic women. Find out what each did in the fight for women's rights. Share your
reports with the whole group.
Susan B. Anthony
Elizabeth Cady Stanton
Lucretia Mott
Lucy Burns
Carrie Chapman Catt
Alice Paul
2. Kat and Alma are always helping the suffragists sew banners with slogans to make
the President aware of their demands. Pretend you are living in Kat's time and you
want to persuade the President to hear your concerns. Using the computer, design a
banner with a catchy slogan that will capture the President's attention.
http://lcweb2.loc.gov/ammem/ndlpedu/lessons/00/suffrage/teacher.html
3. Timeline of Women’s suffrage
http://memory.loc.gov/ammem/naw/nawstime.html
4. Photographs
http://memory.loc.gov/ammem/collections/suffrage/nwp/
5. Women’s Suffrage quiz
http://womenshistory.about.com/library/quiz/blquizsf2.htm
6. Teaching resources from Scholastic
http://teacher.scholastic.com/activities/suffrage/
*Not all activities will be done in each lesson. Some lessons may take multiple days to complete. However, all students
should be reading each time you meet.
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