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E-mail contact
Grace Diggs
gdiggs@boston.K12.ma.us
Teacher Bio
Grace Diggs, a Boston Public Schools (BPS) teacher for 23 years,
has taught at West Roxbury High, a Massachusetts Service Learning
Leader School, since 1985. She has taught biology, and served
as a housemaster, softball coach, cheerleading coach, and peer
advisor. Also active in Westie's Service Learning program, she
has belonged to IMPACT II TeachNet for five years, and brings
several talents to school and community. Grace is part of the
BPS Science Fair Committee, and in her spare time, volunteers
at Rosie's Place. No wonder this active teacher received a BPS
Service Excellence Award in 2002!
Subject Areas
Peer Leaders, English Language Arts
Grade Levels
9 - 12
Students
High School girls and younger students
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Go Girls Book Club
Authenticity |
Key Question
How can high schoolers promote literacy
and begin a dialogue on the role of women in society?
Overview
Returning from a visit
to the Boston Women's Memorial, high school girls in a Peer
Leaders class select poet Phillis Wheatley as their literary
role model. They organize a Go Girls Book Club (GGBC) concentrating
on stories of young women who deal with personal and social
challenges. The students, including some reluctant readers,
discuss books that reflect their backgrounds and interests.
Their goal is to share ideas with the school community through
book talks, newsletter reviews, and library exhibits. Connecting
the power of literacy to their own experiences, they plan
a "Shout out" for their favorite books. At the schoolwide
Service Learning Festival, they describe the joys of reading
to young children from neighboring schools.
Active
Exploration +
Applied
Learning + Adult
Connections |
Classroom
Activities
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Community
Activities
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Career
Activities
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Discuss how reading influenced Abigail Adams,
Phillis Wheatley & Lucy Stone. |
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Agree
on Phillis Wheatley as literary role model. |
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Schedule
weekly meetings for Go Girls Book Club (GGBC)
where peer leaders select titles about women. |
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Record
journal reflections & reactions to books.
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Integrate
book club activities with students in English
class. |
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Share
GGBC progress with family & peers. |
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Distribute posters advertising the power of
reading throughout school. |
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Arrange
exhibit of favorite books in school library. |
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Assemble
book exhibit & posters featuring Phillis
Wheatley at Service Learning Festival scheduled
for Women's History Month. |
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Show
& describe books to young visitors at
festival. |
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Write
article about GGBC for school newspaper. |
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Discuss
how BWM sculptor Meredith Bergmann read several
books to verify Phillis Wheatley's dress &
appearance. |
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Invite
school librarian to GGBC meeting for discussion
on library careers. |
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Invite older female neighborhood leader to
address GGBC on the importance of women's
involvement in community activities. |
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Hold
GGBC conversations with English & Reading
teachers on ways to promote lifelong literacy
for all. |
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Academic
Rigor
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Learning
Standards English Language Arts and Social Studies |
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Understanding
and express different points of view. |
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Make
effective presentations. |
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Use
agreed-upon rules for informal and formal discussions
in small and large groups. |
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Facilitate
discussion groups independent from the teacher. |
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Develop
fluency, accuracy and understanding when reading
different texts. |
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Select
books for independent reading. |
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Use
before, during, and after reading strategies. |
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Understand
and use the writing process effectively. |
School
to Career Competencies
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Develop
Communication and Literacy Skills. |
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Communicate
and understand ideas and information. |
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Use
technology. |
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Initiate
and complete entire activities. |
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Act
professionally. |
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Take
responsibility for career and life choices. |
Assessment |
There
are no tests or quizzes in the GGBC. Oral and
written reflections of the peer leaders demonstrate
an increased interest in literature and in women's
rights. The adviser's observations confirm that
frequent discussion defines reading for pure pleasure.
With a bit of luck, this process will encourage
friends, relatives, and younger children to start
their own book clubs.
Software
or Materials Used For
technology: digital camera, Internet, Microsoft
Office, clip art; for GGBC literature: List
of Selected Books; for curriculum on Boston
Women's Memorial and Phillis Wheatley: Resource
Guide from Teaching Boston History Workshop: "Abigail
Adams, Lucy Stone, Phillis Wheatley ~ Patriotism,
Poetry and Persistence"; "The Boston
Women's Memorial Curriculum Writing for Change:
The Power of Women's Words" (contact BWHT
for availability and ordering information); Boston
Women's Heritage Trail Guidebook; for posters
and exhibits: display boards, books and book jackets,
art supplies.
Teacher
Developed Materials Permission
Slips to BWM; List
of Selected Books.
Student
Developed Materials Journal
Reflections, Sign-out Forms,
Posters, Oral Book Reviews, Book Displays.
Web
Sites Halala
African American Books and Authors, Literature
Lesson Plans ~ Resources for School Librarians,
Perspectives
on American Literature Phillis Wheatley, Teen
Book Club teenreads.com, Women
in History Phillis Wheatley
Final
Words Students
enjoy reading and openly voicing opinions within
the privacy of a girls' book club. Their improved
reading and conversational skills are only exceeded
by their growing love for reading.
Teacher
Tip Continue
to motivate and encourage students to participate
in activities that bond us as a community. Society
has become so complex that individuals must do
what they can to make a difference. E Pluribus
Unum / From Many, One ~ is a result of the Go
Girls Book Club.
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