Felicia R. McKinnon
Purpose:
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1. To recite information learned about the Rosie the Riveter image of women.
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2. To learn poetry excerpts from Maya Angelou's "Phenomenal Woman".
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3. To strengthen listening skills as book selections are read aloud.
Materials:
Angelou's "Phenomenal Woman", Colman's
Rosie the Riveter: Women Working on the Home Front in World War II
, and Literary Logs.
Grade level:
Grade Two
Procedures:
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1. Introduce Colman's book by referring back to Molly's mother, who worked for the Red Cross during the war, and Molly's friend Susan's mother, who worked in a factory. Then explain that there were millions of other women who worked during the war. Generate questions about how students feel this may have affected the families when these mothers had to work long hours.
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2. Introduce the genre by explaining that what they read or listen to is real (nonfiction), and they should listen for information about the war that they may have heard in Molly's stories (rations, patriotism, etc.)
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3. Begin reading the text aloud. For second grade I prefer to read aloud some sections of the book allowing the students to practice listening. Then as selections are read aloud whole class discussion can take place.
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4. In the book there are many uses of propaganda and advertisements. These are the sections of the book where students will be grouped to discuss the significance of the article, poster or whatever form of propaganda or advertisement is used.
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5. As the class reads through the text, the children should record important information relative to working women, for example, names of actual women or jobs held by women.
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6. After several weeks, once the book is completed, the students will begin to gather all recorded data about women in the workplace in an effort to compose the dramatic presentation. A sample of the introduction of the presentation follows.
Phenomenal Women
A dramatic presentation featuring working women in the 1940's.
Introduction:
(students who will be depicting women will be standing in "V" shape; lights out with a spotlight on each person as they speak.)
First Narrator:
They said we didn't have the physical, emotional, or mechanical ability to do a man's job. Discrimination in the workplace was nothing new to us for we had been barred from jobs for years, especially those that are high paying. But by 1941, the president of the United States, Franklin D. Roosevelt knew he needed us to fill positions in the defense industry. He assigned his wife to commission us.
(Lights are off and someone shouts): "Extra, Extra, Read all about it! Women wanted! Wages paid! No experience necessary! Permanent work! Excellent opportunity for advancement!"
Second Narrator:
The women featured in this presentation are just a few of some real women who struggled to have a place in the man's workplace. Many other phenomenal women also made contributions in the workplace.
** The students will develop the remainder of the presentation as they record names of actual women and information about the women featured in the text. This will be performed as part our team culminating performance.
Mini-Projects
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1. Complete a biopoem on Molly or another character in the story.
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Biopoem Format:
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First Name
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Relative of
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Lover of _____ , _____ , _____ .
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Who feels _____ , _____ , _____ .
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Who needs _____ , _____ , _____ .
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Who fears _____ , _____ , _____ .
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Who gives _____ , _____ , _____ .
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Who would like to see _____ , _____ , _____ .
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Resident of _____
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Last Name _____
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2. How is _____ like a person you know?
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3. Five to ten birthday or Christmas gifts for Molly.
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4. Write a personal letter to Molly or one of the characters in the story.
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5. Design a postcard with a message to a friend about the story.
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6. Design a book jacket that illustrates the setting of the story.
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7. What was the main conflict in the story and how was it resolved?
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8. Could these stories have taken place in your town? Why or why not?
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9. Write a short poem about one of the themes in the story.
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10. Select a scene or event and convert it into a dramatic presentation.
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11. Compose five interview questions for Molly.
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12. Write a letter to a friend recommending this book.
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13. Make a dictionary of twenty-five words important to the story.
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14. Did this story change your way of thinking in any way? Explain.
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15. Create a patchwork quilt with signs and symbols that are significant to the story.
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16. Read other literature that gives perspectives on war from children in other countries.
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17. Write a how-to paragraph about making a food described in one of the stories.
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18. Devise a scavenger hunt similar to that in
Molly Saves the Day
.
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19. Make a scrap book that includes pictures based on the book.
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20. Construct the McIntire family tree.
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21. Broadcast a book review for any or all of the books.
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22. Tape-record an important conversation from the book.
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23. Give a television presentation or film preview of the book.
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24. Write a movie script for part of the book.
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25. Write a new adventure or experience for Molly.