(Image taken from Google.com)
Who Says Women Can’t Be Doctors?: The Story of Elizabeth
Blackwell
Stone, T. L. (2013). Who Says Women Can’t Be Doctors?: The
Story of Elizabeth Blackwell. New York: Henry Holt and Co.
Awards: NCTE Orbis Pictus Recommended Title and Amelia
Bloomer Project Award Book
Suggested Delivery: Read Aloud or Individual
Lexile Reading Level: AD560L
Age Range: 5-8 years
Grade Level: K-3
About the Book: A young, curious girl named Elizabeth
Blackwell grew up in the 1830’s, which was a time when women were only supposed
to be mothers, teachers, or seamstresses. However, thanks to a friend’s
suggestion, Elizabeth decided she wanted to become a doctor. Despite having to
break the stereotypes and face adversity, Elizabeth achieved her goal and helped
many people in the process.
Keywords: Selflessness, Strong-willed, Overcoming Obstacles,
Women's History, Brave
Electronic Resources:
For any ELL students or struggling readers, this video could
be watched and listened to. It is a read aloud of the book that highlights the
words in a bold text as they are read and shows the pictures. This could be a model
for fluency as well.
Students who would like to do more research on Elizabeth
Blackwell can read this biography of her. It provides more information than the
book, so it will allow students to get a better sense of the woman who paved
the way for so many others.
Vocabulary:
-Seamstress: a woman whose occupation is sewing
-Wisp: a person or thing that is small, delicate, or barely
discernible
-Queasy: tending to cause nausea; squeamish
-Repulse: distaste
-Raucous: rowdy; disorderly
-Humanity: the human race; kindness
Reading Strategies:
-Before reading the text, students can do a quick write. The
teacher provides a thought provoking question in relation to the text and
allows students to write for one to five minutes on it. This will help the
teacher asses the students’ prior knowledge.
-During the reading of the text, the teacher can do a Think
Aloud. This is when a teacher verbalizes aloud while reading the book. They
take this time to describe the things they do as they read to monitor their
comprehension. This becomes a modeling strategy that the students can learn to
do themselves to enhance their comprehension.
-After reading the text, students can reread the book for
Independent Reading. This will help increase reading fluency and decoding
skills, as well as their comprehension of the text.
Writing Activity:
Students can write a letter to colleges as Elizabeth
Blackwell, stating why she should be allowed in and why she should be able to
become a doctor.
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