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Teacher Resources by Grade
|1st - 2nd||3rd - 4th|
|5th - 6th||7th - 8th|
|9th - 10th||11th - 12th|
Making Personal and Cultural Connections Using A Girl Named Disaster
|Grades||6 – 8|
|Lesson Plan Type||Standard Lesson|
|Estimated Time||Four 60-minute sessions, plus time for students to read the book and respond in their logs|
This lesson is intended to help students experience both “efferent” (reading for information) and “aesthetic” (reading as a personal, emotional experience) responses to the story A Girl Named Disaster by Nancy Farmer. Students work as a whole class and with partners to explore the main character Nhamo as she struggles to survive in her extended family and on her many travels alone. Students can make geographic, economic, cultural, religious, ethnic, and personal connections. Suggestions are given for a wide array of interactions and activities to help your students develop a rich transaction with this text.
- Interactive Stapleless Book: Students can use this feature to create a short story that describes something that happened in their personal lives.
- Interactive Venn Diagram: Students can use features to compare and contrast story elements from A Girl Named Disaster to events in their own lives.
Miller, H.M. (2000). Teaching and learning about cultural diversity: A dose of empathy. The Reading Teacher, 54(4), 380–381.
- Literature can be used to help students make personal and cultural connections.
- Literature can be used to help students dispel ignorance (efferent stance).
- Literature can be used to help students become personally engaged with a character (aesthetic stance).
Gardner, H. (2000). Intelligence reframed: Multiple intelligences for the 21st century. NY: Basic Books.
- By giving students response choices that relate to their strengths, you can provide opportunities for every student to be successful.
- For more information on this theory, see Multiple Intelligences: A Theory for Everyone.
Ogle, D. (1986). K-W-L: A teaching model that develops active reading of expository text. The Reading Teacher, 39, 564-571.
K-W-L: A teaching model that develops active reading of expository text