Price
Free
Classtimes
Course Type
Description
This course is an engaging and inspiring course designed for Grades 6-7 Multilingual Learners (MLs) at proficiency levels 2 and above. In this course, students will explore the incredible stories of diverse women from around the world who have made a lasting impact on society. Through close reading, students will examine historical texts, focusing on key women trailblazers and their contributions to various fields.
Using the RACE strategy (Restate, Answer, Cite evidence, Explain), students will enhance their reading comprehension and develop strong argumentative writing skills. The course will also provide opportunities for students to practice compare and contrast writing, helping them draw connections between historical figures and events, while building critical thinking and writing proficiency. By the end of the course, students will not only gain a deeper understanding of women’s roles in history but also strengthen their language skills in English through dynamic and meaningful writing activities, all while celebrating the voices of multilingual learners in the classroom.
State Standards
Grade 6 ELA Standards:
Reading Standards for Informational Text:
RI.6.1
Cite textual evidence to support analysis of what the text says explicitly, as well as inferences drawn from the text.
RI.6.2
Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RI.6.9
Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
Writing Standards:
W.6.1
Write arguments to support claims with clear reasons and relevant evidence.
W.6.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
W.6.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Speaking & Listening Standards:
SL.6.1
Engage in collaborative discussions about texts and topics, building on others’ ideas and expressing their own clearly.
Grade 7 ELA Standards:
Reading Standards for Informational Text:
RI.7.1
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.7.2
Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
RI.7.9: Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
Writing Standards:
W.7.1
Write arguments to support claims with clear reasons and relevant evidence.
W.7.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
W.7.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Speaking & Listening Standards:
SL.7.1
Engage in collaborative discussions about topics and texts, building on others’ ideas and expressing their own clearly and persuasively.
History and Social Science Standards (Grade 5-7):
Grade 5 – History and Social Science:
5.12
Identify and describe the contributions of important figures from history, including women, in shaping society.
5.18
Compare and contrast different points of view, using historical documents, to understand the development of social and political movements.
Grade 6 – History and Social Science:
6.4
Identify and analyze the impact of historical figures, movements, and ideas, with an emphasis on how they have contributed to shaping modern societies, including women and other underrepresented groups.
6.6
Compare and contrast historical accounts, interpreting differing viewpoints from various sources.
Grade 7 – History and Social Science:
7.6
Analyze the causes and effects of important events, focusing on how women and diverse groups have contributed to shaping these historical moments.
7.8
Examine the historical significance of various individuals, including women, and their role in shaping social, political, and cultural developments.
Supports Available to Students
Tier 1 (Supports provided to ALL students)
1. Visual Supports:
Graphic Organizers: Use graphic organizers such as Venn diagrams for comparing and contrasting, or a RACE strategy template for writing. This visual tool helps students organize their thoughts and structure their writing in a clear, systematic way.
Word Walls: Display key vocabulary words related to the lesson (e.g., “trailblazer,” “argument,” “historical figure,” “evidence”) with visual cues and definitions to support comprehension.
Images and Videos: Use images, timelines, and video clips of historical figures or events to contextualize the reading and provide visual support for students as they engage with the texts.
2. Vocabulary and Language Supports:
Pre-teaching Vocabulary: Introduce key vocabulary words and phrases before reading to ensure that students have the language tools they need. For example, words like “argument,” “evidence,” “compare,” “contrast,” and “perspective.”
Word Banks and Glossaries: Provide multilingual word banks or glossaries with key terms, including simple definitions or translations. This helps students understand complex terms and participate more fully in discussions and writing.
Sentence Starters: Provide sentence starters or frames for students to use during discussions and writing, especially for the RACE strategy (e.g., “I believe that… because…” or “The author shows that…”).
3. Scaffolding Reading and Writing:
Read-Alouds & Think-Alouds: Use read-alouds where the teacher models reading strategies and verbalizes thought processes. This supports students in identifying key ideas, making inferences, and summarizing information.
Chunking Texts: Break up longer, complex texts into smaller, manageable chunks. After reading each section, pause to discuss and summarize key ideas, helping students stay engaged and comprehend the material step-by-step.
Interactive Reading: Encourage group or pair reading where students can discuss and help each other understand the text. This creates a collaborative learning environment and allows students to clarify confusion.
4. Structured Collaborative Learning:
Partner or Small Group Work: Use peer collaboration to allow students to practice discussing content, identifying key ideas, and making inferences together. Pair students with stronger language skills with those still developing their proficiency for more support.
Think-Pair-Share: This strategy encourages students to first think independently, then pair up with a classmate to discuss their ideas, and finally share with the larger group. This helps build confidence and reinforces language skills in a lower-stakes setting.
5. Graphic and Textual Supports for Writing:
Sentence Frames for Argumentative Writing: Provide structured sentence frames to help students organize their arguments using the RACE strategy. For example:
Restate: “The author believes that…”
Answer: “I agree/disagree with the author because…”
Cite Evidence: “For example, the text states…”
Explain: “This shows that…”
Modeling Writing: Use examples of well-written argumentative or compare and contrast essays to model the structure and quality of writing. Analyze these examples with the class to highlight key elements like thesis statements, supporting details, and conclusions.
Peer Review: Have students share drafts and provide feedback to one another. This peer interaction helps reinforce learning and allows for further practice in using evidence to support ideas.
6. Cultural Relevance and Engagement:
Diverse Texts and Perspectives: Select texts that reflect a range of diverse women from different cultural backgrounds and time periods. By highlighting women from various regions, ethnicities, and historical contexts, you engage students by providing culturally relevant content that mirrors their own experiences and fosters greater engagement.
Connecting Content to Students’ Lives: Encourage students to make personal connections to the historical figures they are reading about. Have them share similar experiences or reflect on how these women’s contributions impact their lives today.
7. Technology Integration:
Digital Tools: Use digital tools like interactive whiteboards, educational apps, or multimedia resources (e.g., videos, online dictionaries) to provide additional language supports and enrich learning.
Language Translators: Provide access to translation tools or apps (e.g., Google Translate) to support students in understanding the text, especially for key vocabulary or phrases that may be challenging.
8. Ongoing Formative Assessments:
Check for Understanding: Continuously assess student understanding through informal checks, such as quick written responses, thumbs up/down, or exit tickets. This allows you to gauge progress and provide targeted support where needed.
Self-Reflection and Goal Setting: Have students reflect on their progress in language acquisition and historical understanding. This fosters a growth mindset and allows students to set personal goals for improving their language and content knowledge.
Tier 2 (Supports provided to targeted SMALLER groups of students)
1. Targeted Vocabulary Instruction
Focused Vocabulary Instruction: Provide explicit instruction on key academic and content-specific vocabulary. In a small group, you can go deeper into word meanings, root words, prefixes, and suffixes, and provide synonyms or antonyms. For example, focus on words like “argument,” “evidence,” “influence,” and “impact” in the context of historical figures.
Word Maps: Create word maps or semantic maps for each key term. This will help students connect the word with its definition, synonyms, antonyms, examples, and non-examples. This deepens their understanding and allows them to use the word in multiple contexts.
Personalized Word Journals: Have students maintain personal vocabulary journals, where they record words they’ve learned, their meanings, and example sentences. Small group time can be used to review and practice these words with students.
2. Small Group Reading Strategies
Guided Reading with Modified Texts: Provide a version of the reading that is slightly modified to better match students’ current language level. This can include simplifying complex sentences, highlighting key vocabulary, and adding context to unfamiliar concepts.
Example: For a text about a historical female figure, you might reduce sentence complexity, provide supporting visuals, and use glossaries to clarify terms. Small group reading ensures students get extra practice with the text and can ask questions.
Reciprocal Teaching: This strategy involves students taking on the roles of teacher, summarizer, questioner, and clarifier in small groups. It helps students practice making predictions, asking questions, and clarifying their understanding of the text. You can model this process in the first few sessions and then have students take turns in the roles.
Think-Alouds and Modeling: While reading in a small group, model the process of making inferences, drawing conclusions, and asking questions. This is particularly helpful for MLs and ELLs, as it demonstrates how to approach the text critically. You can also ask students to “think aloud” as they read, prompting them with questions like, “What do you think this word means?” or “What do you think will happen next in the story?”
3. Writing Support
Collaborative Writing: In small groups, students can collaborate on argumentative or comparative writing tasks. This peer interaction allows students to share ideas, check each other’s work, and practice language production together. Assign each student specific roles (e.g., one person focuses on the introduction, another on evidence, and so on), ensuring that every group member participates in the writing process.
Modeling and Scaffolded Practice: Provide writing samples and walk students through the process of writing argumentative essays or compare/contrast essays. Highlight how to structure an introduction, develop body paragraphs with supporting evidence, and write a conclusion. As a group, work through one example together before allowing students to try it independently.
Peer Review: Allow students to exchange and review each other’s drafts within the small group. Provide a clear checklist for peer reviews, focusing on elements like thesis statement clarity, supporting evidence, and logical flow. This provides students with additional feedback from their peers, who might explain things in simpler terms.
Sentence-Level Support: For students struggling with sentence structure, provide specific sentence starters, models, and examples. For example, for a compare/contrast essay, give students templates like, “On one hand…, but on the other hand…” or “While [historical figure] did [action], [another figure] did [action].”
4. Scaffolding for RACE Strategy (Restate, Answer, Cite, Explain)
Breaking Down RACE in Small Groups: Spend extra time with small groups to help them understand and apply the RACE strategy. Start by modeling each part (Restate, Answer, Cite, Explain), then guide students through the process with a sample question and text. After that, let students practice in pairs or small groups, where they can receive immediate feedback.
Sentence Frames for RACE: Provide sentence starters or sentence frames to help students structure their responses. For example:
Restate: “The author argues that…”
Answer: “I agree/disagree with the author because…”
Cite Evidence: “For example, the text states…”
Explain: “This shows that…” Allow students to complete each section with these supports, gradually reducing scaffolding as they become more independent.
5. Focused Practice on Comparative Writing
Modeling Compare and Contrast: In small groups, review the process of compare and contrast writing by using two historical figures (e.g., two women from different cultures). Guide students through identifying similarities and differences in their contributions, backgrounds, and impacts on history.
Graphic Organizers for Comparison: Use graphic organizers like Venn diagrams or T-charts to help students visually organize their ideas about the similarities and differences between two historical figures. In small groups, students can collaborate on filling out the organizer together, which will then serve as a foundation for their written work.
Scaffolded Writing Prompts: Provide specific prompts that help students compare and contrast historical figures, for example:
“Compare the contributions of [historical figure 1] and [historical figure 2]. How did each woman impact society in similar or different ways?”
“In what ways did [figure] face challenges in her life, and how did her approach differ from [figure]?”
6. Interactive Discussions and Oral Language Practice
Discussion Prompts: Use open-ended questions to encourage discussion, such as “What challenges did [woman in history] face?” or “How did [woman’s] actions influence change?” These questions allow students to practice speaking and listening skills in a supportive, low-pressure setting.
Small Group Presentations: Have students work together to present what they’ve learned about a historical figure or the comparison between two figures. They can present in a variety of ways—such as through posters, short skits, or slide presentations—allowing students to practice speaking and organizing their thoughts.
7. Additional Support for Writing and Reading Comprehension
Audio or Text-to-Speech Tools: For students who struggle with reading comprehension or fluency, provide access to audio versions of texts or text-to-speech software. This allows students to hear the content while following along with the text, helping to reinforce vocabulary and understanding.
Interactive Reading Software: Use digital tools that provide additional language supports, such as vocabulary definitions, sentence breakdowns, and interactive activities that reinforce key concepts from the reading.
8. Scaffolded Homework and Extended Practice
Extended Guided Practice: Provide additional, scaffolded practice for students who need more support. Assign shorter, focused reading and writing tasks that mirror what was covered in class. This extended practice helps reinforce learning while providing extra time for mastery.
Practice with Writing Feedback: For students needing more help with writing, give them a writing checklist that they can use to revise and improve their work, focusing on aspects such as clarity, organization, and the use of evidence.
Tier 3 (Intensive supports provided to SMALL groups or INDIVIDUAL students)
1. Individualized Language Support
One-on-One Instruction: Provide individualized, one-on-one sessions to directly address a student’s specific language needs, such as vocabulary development, sentence structure, or comprehension. This allows for tailored explanations and extra practice in a low-stress environment.
Example: A student might need help with complex sentence structures or understanding abstract concepts like “impact” or “influence.” In this setting, you can break down sentences, offer simplified examples, and repeat key concepts.
Language Intervention Programs: Use structured language intervention programs like SIOP (Sheltered Instruction Observation Protocol) or Linguistic Support Systems, which are designed to help ELLs gain proficiency in academic English. These programs provide focused lessons that emphasize vocabulary acquisition, sentence formation, and reading comprehension.
Personalized Vocabulary Development: For students struggling with vocabulary, provide individualized vocabulary plans that focus on their personal areas of need. Use flashcards, picture dictionaries, and vocabulary quizzes tailored to each student’s language level and learning style.
2. Intensive Reading Comprehension Supports
Differentiated Reading Instruction: For students with significant reading difficulties, use intensive guided reading sessions. These could involve reading aloud, questioning, summarizing, and breaking down the text into smaller sections. You may also use more concrete, simplified texts and gradually move toward more complex material as the student’s skills improve.
Example: Read a passage with the student, discussing it in depth, breaking it down into simpler language, and revisiting the text multiple times for reinforcement.
Reading Strategies Practice: Offer intensive instruction in specific reading strategies, like making inferences, identifying main ideas, and understanding implied meanings, through interactive activities such as:
Retelling stories in simpler language.
Sentence-by-sentence analysis of complex texts to ensure comprehension.
Focused practice on summarizing each section of a text.
Text-to-Speech/Audio Books: For students with significant reading difficulties, provide access to text-to-speech software or audio books for all reading material. This allows students to hear the text as they follow along, which supports comprehension and reinforces language skills.
3. Intensive Writing Support
Focused Writing Conferences: Meet individually with students for writing conferences to provide explicit, step-by-step guidance on how to develop and organize their writing. Focus on specific skills such as:
Structuring clear topic sentences.
Creating evidence-based arguments.
Expanding and developing ideas with examples.
Connecting sentences logically in an organized manner.
Writing Intervention Tools: For students with significant struggles in writing, you might use writing tools and aids such as sentence construction apps, graphic organizers, and model essays to guide them in drafting and revising their work. These tools help students build their writing skills with highly structured support.
Example: A student struggling with writing a full essay can work on one part at a time, such as focusing on developing a strong thesis statement before moving on to evidence and conclusions.
Frequent and Detailed Feedback: Provide frequent, specific, and actionable feedback on students’ writing. This feedback should be clear, highlighting areas where students can improve and offering concrete steps to revise their work. For example, you might focus on improving coherence, structure, or the use of evidence.
Sentence-Level Supports: For students who struggle with basic sentence construction, give intensive practice on creating grammatically correct and varied sentences. Use sentence starters and provide opportunities to practice using them in different contexts.
4. Intensive Small Group Instruction
Targeted Small Group Sessions: Conduct highly focused small group sessions where each student gets specific support in areas they are struggling with (e.g., vocabulary acquisition, fluency, writing structure). These sessions are more personalized and allow you to work on specific areas of need.
Example: One group could focus on reading comprehension while another focuses on sentence construction for writing. Tailor the groupings based on students’ needs, adjusting the content and pace accordingly.
Differentiated Instruction: Use differentiated instruction techniques to create personalized learning plans for students. For example, some students might need a stronger focus on decoding skills, while others might need help with more abstract concepts or argumentative writing.
5. Scaffolded Study and Organizational Skills
Individualized Study Guides: Provide customized study guides that break down the key concepts from the unit in simple language and include essential vocabulary and definitions. These guides help students organize their learning and focus on key points that will help them succeed.
Visual Supports and Graphic Organizers: Use even more simplified graphic organizers for students struggling to organize their ideas. Offer a template that breaks down the argumentation or comparison process into small, manageable tasks.
Example: For argumentative writing, break down the RACE strategy into a fill-in-the-blank organizer:
Restate: “The author thinks…”
Answer: “I agree/disagree because…”
Cite evidence: “The author states…”
Explain: “This means…”
Time Management and Chunking: For students who need extra support with organization and time management, offer chunked assignments that are broken into smaller, more manageable tasks with clear deadlines. This allows students to focus on mastering one aspect of the task at a time (e.g., first writing the introduction, then focusing on the evidence paragraph).
6. Emotional and Social Support
Building Confidence and Motivation: Some students may struggle with confidence in their language skills or academic abilities. Provide emotional support by focusing on positive reinforcement and celebrating progress, no matter how small. Offer praise for effort and persistence in addition to academic achievements.
Example: After a writing session, praise a student for improving one aspect of their writing (e.g., a clearer thesis statement), even if the rest of their work still needs improvement.
Stress-Free Learning Environment: Provide a calm, low-pressure learning environment for students who may feel overwhelmed. This can include flexible seating, opportunities for quiet reflection, and breaks when necessary. Reducing stress can improve focus and engagement.
7. Use of Technology and Assistive Tools
Text-to-Speech and Speech-to-Text Tools: For students with writing difficulties, consider speech-to-text software (like Google Docs voice typing or Dragon NaturallySpeaking) to allow them to express their ideas verbally before writing them down. Similarly, text-to-speech tools can help students access reading material they might struggle with.
Online Language Learning Apps: Utilize apps or websites designed to improve specific language skills, such as vocabulary (e.g., Quizlet), reading comprehension (e.g., ReadTheory), and grammar (e.g., Grammarly). These tools provide immediate feedback and reinforce skills outside of class time.
8. Frequent and Personalized Monitoring of Progress
Frequent Check-Ins: Monitor students’ progress closely and provide ongoing assessments to determine their areas of need. This could involve:
Weekly one-on-one check-ins to assess their understanding of the material.
Progress tracking for writing, vocabulary development, and reading comprehension.
Adjusting supports based on progress to ensure that students are constantly challenged and not overwhelmed.
9. Peer Tutoring or Mentoring
Peer Support: Pair students with peers who can offer additional support and encouragement. This could be a peer tutor or an older student who has experience in writing, reading, or language development. Peer tutoring helps build confidence and provides students with additional perspectives on understanding the material.
Skills-learned
1. Critical Reading and Analytical Thinking
Skill: Developing the ability to critically read and analyze texts by identifying key ideas, arguments, and evidence presented by historical figures.
Why it’s valuable: This skill enables students to approach historical texts with a questioning mindset, identifying biases, drawing inferences, and developing deeper insights into how these women shaped history. It enhances students’ ability to think critically about sources and the narratives that are often left out of mainstream history.
2. Argumentative and Analytical Writing
Skill: Crafting clear, structured, and evidence-based arguments using the RACE strategy (Restate, Answer, Cite evidence, Explain) and compare/contrast writing.
Why it’s valuable: This skill empowers students to form well-supported arguments, analyze historical events and figures, and effectively communicate their viewpoints through writing. It’s essential for building strong writing abilities that are needed for academic success, especially in social studies and humanities.
3. Cultural Awareness and Empathy through Diverse Perspectives
Skill: Understanding and appreciating the diverse contributions of women from different cultural, historical, and social contexts.
Why it’s valuable: This skill promotes cultural awareness and empathy, fostering a broader understanding of how women from various backgrounds have impacted history. It encourages students to view history through multiple perspectives, which is crucial for developing global citizenship and inclusive thinking.
