The Mighty Miss Malone Lesson Plan
by
Amber Creech
Mia Small
Kristen Anderson
Amber Creech
Mia Small
Kristen Anderson
Literacy Objective: Students will combine information from The Mighty Miss Malone, nonfiction articles about the great depression, and depression era photographs to complete a RAFT assignment.
Common Core Standards:
Essential Standards:
Whole Group:
Re-read excerpts from The Mighty Miss Malone. Ask guiding question to start discussion on what it would have been like for a family facing similar circumstances during the Great Depression.
(Note: Another option is to allow students to independently re-read the noted passages and prepare some answers for the questions before the lesson begins.)
Small Group:
After examining excerpts from the text, students will be broken into small groups to examine pictures and read short nonfiction articles for more information about the Great Depression. The pictures and articles are provided in another Word document. Each group will get a few minutes to work with each image/nonfiction text and the guiding questions provided. Students are encouraged to do more than simply attempt to answer the questions provided. Images/texts will be passed around until each group has had a chance to work with each item. Afterwards, the class will have a brief discussion on common themes they noticed and what they think they should take away from the activity.
Individual/Assessment: RAFT
Common Core Standards:
- 6.RI.7 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.
- 6.RL.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
- 6.RL.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.
- 6.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Essential Standards:
- 6.H.1.1 Construct charts, graphs, and historical narratives to explain particular events or issues over time.
Whole Group:
Re-read excerpts from The Mighty Miss Malone. Ask guiding question to start discussion on what it would have been like for a family facing similar circumstances during the Great Depression.
(Note: Another option is to allow students to independently re-read the noted passages and prepare some answers for the questions before the lesson begins.)
- pg 176-177 (starting at “Miss Carter stood...”)
- pg. 179-182 (stop at the break on 182)
- pg. 187-191 (stop at the break on 191)
Small Group:
After examining excerpts from the text, students will be broken into small groups to examine pictures and read short nonfiction articles for more information about the Great Depression. The pictures and articles are provided in another Word document. Each group will get a few minutes to work with each image/nonfiction text and the guiding questions provided. Students are encouraged to do more than simply attempt to answer the questions provided. Images/texts will be passed around until each group has had a chance to work with each item. Afterwards, the class will have a brief discussion on common themes they noticed and what they think they should take away from the activity.
Individual/Assessment: RAFT
- Role- Students will take on a character role.
- Audience- Students will select an audience to communicate his or her message.
- Format- Students will choose a format from the following choices: letter, musical composition, call to action speech, or public service announcement.
- Topic- Students will choose from four options.