March is Women’s History Month. Perhaps not as well known or celebrated as other historical celebrations, this is a great opportunity to learn, share and connect regarding lesser known contributors in our country and around our globe.

There is additional information in the National Women’s History Project. Additionally check out Discovery Education for additional digital media resources including videos, audio, and images from various women in history. Check out the Content Collection appropriate for your grade level here. (Note: Log in IS required. If you do not know your Discovery Education log in, please contact Lindsay Foster.)

Women’s History Month Interactive Slides 

This is a Template Preview link. You will only be able to see the presentation slide. You will see only the main activity slide and not the drag and drop pieces or the directions which are located in the work space and in the presenter’s notes. To view the entire activity, please click Use Template and then edit your copy to meet the needs of your learners. ​

T.E.K.S.

Grade 3 ELAR

3.9 Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. Students are expected to explain the difference in point of view between a biography and autobiography.

3.25 Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to: (A) generate research topics from personal interests or by brainstorming with others, narrow to one topic, and formulate open-ended questions about the major research topic; and (B) generate a research plan for gathering relevant information (e.g., surveys, interviews, encyclopedias) about the major research question.

3.26 Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to: (A) follow the research plan to collect information from multiple sources of information, both oral and written, including: (i) student-initiated surveys, on-site inspections, and interviews; revised August 2017 9 (ii) data from experts, reference texts, and online searches; and (iii) visual sources of information (e.g., maps, timelines, graphs) where appropriate; (B) use skimming and scanning techniques to identify data by looking at text features (e.g., bold print, captions, key words, italics); (C) take simple notes and sort evidence into provided categories or an organizer; (D) identify the author, title, publisher, and publication year of sources; and (E) differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources.

3.27 Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to improve the focus of research as a result of consulting expert sources (e.g., reference librarians and local experts on the topic). (28) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to draw conclusions through a brief written explanation and create a works-cited page from notes, including the author, title, publisher, and publication year for each source used.

Lindsay Foster
Lindsay Foster

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