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Amelia and Eleanor Go for a Ride

Amelia and Eleanor Go for a Ride: Women We Wish We Knew

Debbie Johnson and Jackie Walter

Meadowbrook Elementary School

Summer 2005

Amelia Earhart, Courtesy of the Special Collections Department,

University of Iowa Libraries

Eleanor Roosevelt, Library of Congress, Prints and Photographs Division,

LC-USZ62-25812 DLC (b&w film copy neg.)

The book Amelia and Eleanor Go For a Ride is based on an actual event, first lady Eleanor Roosevelt and aviator Amelia Earhart share an adventure in a plane after dinner at the White House. How did these two independent women become friends? How did these two famous women change the world? We will use primary sources from the Library of Congress American Memory collection and other internet sources and explore these ideas as we read Pam Munoz Ryan’s book. Using the primary sources helps students develop prior knowledge skills. By dealing directly with primary sources students engage in asking questions and make intelligent inferences.

Overview/State Standards/Resources/Procedures/Evaluation

Overview Back to Navigation Bar
Objectives / The students will be able to:
·  Read and understand a historical fiction selection
·  Use technology resources to research a historical figure
·  Develop prior knowledge using timelines
·  Demonstrate comprehension of the story by participating in discussion and activities
·  Discover new information from primary resources
·  Create and participate in a human timeline
·  Write a thank you note
Recommended time frame / 5 days
Grade level / 4th
Curriculum fit / Language Arts and Social Science
Resources / ·  Ryan, Pam Munoz. 1999. Amelia and Eleanor Go for a Ride. Scholastic Press
·  Image and Resource Table
·  Comprehension Questions
·  Quotes
·  http://www.pammunozryan.com/amelia.html
·  http://www.greatwomen.org/women.php?action=viewone&id=128
Illinois State Learning Standards Back to Navigation Bar
Language Arts:
GOAL 1: Read with understanding and fluency. (I can read well with understanding.)
·  1.B. Apply reading strategies to improve understanding and fluency.(I understand my purpose for reading. I ask questions about what I have read, predict what will happen.)
GOAL 3. Write to communicate for a variety of purposes.
(I can write for several different purposes.)
·  3.A. Use correct grammar, spelling, punctuation, capitalization, and structure.
GOAL 5. Use the language arts to acquire, assess, and communicate information.
·  5.C. Apply acquired information, concepts, and ideas to communicate in a variety of formats.
Social Studies:
GOAL 16. Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations. (I can use an historical source to describe past events and people and explain why they are important.)
Procedures Back to Navigation Bar
Materials:
·  Classroom set of books: Ryan, Pam Munoz. 1999. Amelia and Eleanor Go for a Ride. Scholastic Press
·  Computers for viewing photos and websites
·  Comprehension question sheet
·  Venn diagram
·  Paper for human timeline and thank you notes
Methods:
Day One:
·  Introduce the story with two quotes
·  Build prior knowledge by showing photos of Amelia Earhart and Eleanor Roosevelt
·  Analyze photos with a class discussion about time period.
·  Pair students to observe timelines of Amelia Earhart and Eleanor Roosevelt
·  Amelia Earhart Timeline
http://www.pammunozryan.com/amelia.html
·  Eleanor Roosevelt Timeline
http://www.greatwomen.org/women.php?action=viewone&id=128
·  Comprehension question sheet
Day Two:
·  Read the story using guided reading
·  Using a Venn diagram, compare and contrast the main characters in the story
Day Three:
·  Introduce thank you letter writing
·  Think of some things for which Amelia might thank Eleanor. Write a thank you letter from Amelia to Eleanor or choose to write a thank you letter from Eleanor to Amelia
Day Four:
·  Think about a famous person you would like to meet. Research your famous person and be able to share two to three minutes about their life
·  Gather props and costumes for your character
Day Five:
·  Put a timeline on the wall and have the students, in costumes, stand completely still along the dates on the timeline when their key figure lived. Place a sticker on each child’s hand. When the sticker is pressed, that child “comes to life” and tells about the famous person that he or she is dressed as. Invite other classes and parents to view this unique dramatization.
Evaluation Back to Navigation Bar
·  Participation in guided reading selection
·  Rubric for Historical Timeline

An Adventure of the American Mind

Illinois State University