Maritcha: a Nineteenth Century Girl Lessons #1, #2 & #3 prepared by Debra Sukupa

4th Grade – PS97

Topic: Maritcha Remond Lyons

Lesson #1 Objective: Students will gather data on a historical figure in American history 19th century through the biographical book, Maritcha.

(Duration 1-2 days)

Materials: Timeline Sheets with inference questions Multiple copies of book or copy of book in sections for student group work Chart paper and markers

Vocabulary Review: Teacher will discuss words and their definitions. Prior knowledge:

Students will have prior knowledge of timelines and biographies

Whole Class Procedure: 1. Show students cover of book. Use prediction and questioning to initiate prior knowledge.2. Students will listen read-aloud. Students will take notes of key events and dates.(This is

difficult.)

Small Group Procedure: It would be advantageous if class had multiple copies of book. If unavailable, teacher can copy sections of book and distribute to small groups.

1. Students will work together to complete Part A – Timeline, on activity sheets.2. Teacher will circulate among class to observe, and assess progress of activity.

Whole Class Share and Link:

1. Students will share their timeline information as teacher charts info.2. Class will reflect on purpose of timeline organizer. Inference questions on this sheet will be

completed during next lesson.

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Lesson #2 Objective: Students will complete Part B-Inference Questions on timeline sheet. (Duration: 1 day)

Materials: Timeline sheets from Lesson #1 to be redistributed to respective small groups Multiple copies of book or copies of sections of book Guideline Sheet describing procedure for writing a skit (includes a model to follow)

Prior Knowledge: Teacher will review prior lesson and make connection to Lesson #2. Purpose of Part B-Inference Questions is to understand external influences which affected Maritcha’s personality which leads her to become a successful person. Whole Class Procedure: Teacher will initiate discussion about what was learned from

completing timeline and connection to Part B-Inference Questions on activity sheets. Teacher will lead questioning about Maritcha, what was learned about her during her early childhood, young adulthood and adulthood. Students will complete activity sheets.

Small Group Procedure:Students will use books, or copied sections of book, and Part A-Timelines to complete Part B-Inference Questions. This will allow students to determine Maritcha’s internal character based on external influences (family members, community, neighborhood, friends/professionals, organizations, race, education, health).

Whole Class Share: Teacher will ask groups to reflect on their findings and prepare to share out. Teacher will chart Maritcha’s different character traits. This will provide background lead to following activity, Part C- Skit.

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Lesson #3 Objective: Students will work in same small groups to prepare skits as a creative response to literature. These skits reflect historical events during the life and times of Maritcha Lyons. (Duration 4-5 days)

Materials: Timeline sheets from Lesson #1 to be redistributed to respective small groups Multiple copies of book or copies of sections of book Guideline Sheet describing procedure for writing a skit (includes a sample to complete) Part C-Skit Activity Sheets and additional loose-leaf paper Checklist and Rubric for Skit (optional)

Evaluation/Self-Evaluation Sheet (after skit performances)

Prior Knowledge: Review prior lesson and Part B-Inference Questions. Teacher will initiate discussion about plays and skits and their written formats. Students will have knowledge of writing skits from prior assignments.

Whole Class Procedure: Teacher will distribute all materials and review the written format of skits. Teacher will explain that students will work in groups to complete Part C-Skit and sample. Small Group Procedure: Students will work in the same groups as prior lessons to complete sample skit activity as well as actual skit. Students will follow the Guideline Sheet for assistance. Teacher will conference with individual groups and assess progress. Students will utilize all data, timelines and inference questions and answers to correctly portray Maritcha in the each event in her life. Upon completion of skit, teacher will make copies for all members of group.

Following days: Teacher will distribute Checklists and Rubric for Skit. Students will use these as guidelines so students work cooperatively. Students will practice their role and lines. Groups will perform skits in chronological order.

Whole Class Share: Students viewing the skits will have the opportunity to share out their ideas and critique their fellow classmates performance. Teacher can chart the reviews given by each group for each performing group.

Optional Evaluation/Self-Evaluation Sheet can be prepared for students to complete individually. This allows students to critique their fellow group members and themselves. This will include performance, participation, and group work related questions.

Extension Activities: Students can work cooperatively to design, create and construct props for their skits. Teacher will assess design prior to construction and evaluate time requirements and material needs. Students can make a list of needs and the whole class can share in bringing items in for each other.

Name: ___________________________________________ Date: ___________________________

PART A - TIMELINE ORGANIZER

DATE EVENT DESCRIPTION

Name: ___________________________________________ Date: __________________________

PART B - QUESTIONS (Use the text to help you. Focus on the part of the book you and your group is working on.)

1. List the family members who influenced Maritcha. Think about how they affected her life and explain her internal character before and how she changed.

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__________________________________________________________________________________ 2. List the family friends, professionals, and organizations that influenced Maritcha. Explain how they affected Maritcha’s personality during that period in her life? Why do you think she looked up to them?

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3. How do you think being Black affected Maritcha in her early childhood, young adulthood and her adulthood? What are the pros and cons? Did it help or hurt her?

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__________________________________________________________________________________ 4. Maritcha and her family belonged to a certain economic or social class. Explain in what ways this helped her. Would her life be different if she was part of the common class?

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__________________________________________________________________________________ 5. How did Maritcha’s health affect her life and education, from early childhood through young adulthood?

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__________________________________________________________________________________ 6. What words would you use to describe Maritcha’s personality or character traits?

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Name: ____________________________________________ Date: __________________________

GUIDELINE FOR WRITING A SKIT

This is a guide to help you write a skit. First read the model then do the example to try it out.

1. MODEL - Cinderella fairytale

Scene: Cinderella meets the Fairy Godmother.Characters: Cinderella, Fairy godmother, 2 mice, 1 rat, NarratorSetting: Outside the house in the gardenTime: Night of the royal ball

Narrator: It is a cool summer night. Cinderella is sitting on the steps of the house facing the garden. Her mean Stepmother and Stepsisters have left to go to the ball.

Cinderella: Oh, they are finally gone! I am so tired! There wasn’t a single thing I didn’t do for them. They had their gowns made by the best seamstress in town and the silk was imported from France. I couldn’t possibly given them more compliments! Oh how I wish I could have been gone to the ball and worn a gown of silk.

Narrator: Suddenly there is a whirl of wind. An old woman appears with a long cloak and wand.

Fairy Godmother: Child, why are you weeping? You can still make it. I am sure of it!

2. SAMPLE - Cinderella fairytale

Scene: At the royal ball

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PREPARE A GROUP SKIT (Use the model to guide you to write your group skit.) Remember to write the name of character or Narrator in the margin when they are to speak.

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