Bessie Coleman Lesson Plans

Social studies content can be used to teach reading and writing concepts, and Bess Coleman's life is no exception. In fact, with the help of an exceptional picture book, Talkin' about Bessie, I've used Coleman's story as a springboard for developing a number of language arts skills. Students learn comprehension strategies through modeling and guided practice -- that's what you see in the early steps of this lesson plan. I've modeled the style somewhat after the approach in Mosaics of Thought and The Comprehension Toolkit.

The book is also a natural for helping students explore the concept of point of view. That's because they meet a new narrator every page or two. Students can also learn to support their own opinions with specific evidence from the text (a skill that is need for higher level composition courses and also for open-ended achievement exams at the intermediate level). I have sometimes chosen to do this mini-theme when students are approaching spring test taking time. The final question has something of a test taking format. (If you know the general format of the questions, you can use genuine literature, but still give assignments that introduce children to the formats and language they will need.)

Day 1:

Ask students to share any background information they may have. Preview Bessie Coleman's life, drawing from preface/afterward. Note that the book is told from the point of view of author Nikki Grimes, but she is writing from the voice of many real life people who knew Bessie.

After the third vignette (told by Bessie's sister Nilhus Coleman), model comprehensions strategy - perhaps saying, "I think Bessie is hard-working." As evidence, teacher might cite how Bessie became a "second mother" to her little sisters, how her rag doll "rested in a rocker" while she completed chores, but even though her days seemed 'endlessly tiring" she "took each one in stride".

After next vignette (field hand), again model comprehension - perhaps saying, "This gives me a different perspective on Bessie's life." Invite volunteers to turn and talk about what they know about Bessie: "I think Bessie is ______." Volunteers may share their responses.

After reading another vignette or two, ask students again to assess who Bessie is: "I think Bessie is _____." Students should turn and talk to a partner, then share responses.

Day 2:

Pass out clipboards with sticky notes. After reading vignette (s), continue to ask students to assess who Bessie is, "I think Bessie is _____." Students should turn and talk to a partner, then record their word(s) on their sticky notes. Invite responses, and add to class chart.

Encourage students to verbalize the reasons for their choices.

After repeating this procedure several times, encourage children to write their reasons for their sticky notes after they turn and talk. Remind them that their reasons may be things Bessie said or did (citing specific evidence being an important skill in writing about literature... and taking state assessments).

Read more at my teaching website,Tote Bag Teaching.