Give students worksheet 1 and explain what they are to do.
Say: I want you to read each statement and decide whether the statement is a fact or an opinion. I want to you explain why you think it is a fact or an opinion. The statements are from the book. You can look back in the book for more information if you need to.
After students have completed the worksheet, have them share their ideas and discuss how they decided which statements were facts and which were opinions. 

Discuss the author’s purpose and point of view for writing this story.
Ask: What do you think the author wants you to understand about women’s suffrage? What point of view do you think this author has on whether women should have the right to vote? Which of her characters have good qualities and characteristics? Are there any characters who don’t have such good qualities? Why do you think she included the interaction between the father and the daughter?  

Word Work
Context Clues
Explain that readers can use context clues to help them figure out unfamiliar words. Explain that there are different types of context clues: sometimes an example gives a clue to the meaning, sometimes a description of the word is provided in the sentence or paragraph, and sometimes the word is compared to a familiar word. Tell students that they often have to read the whole paragraph or section to find the meaning, while other times they can find the meaning within the sentence. In some cases, they will have to use a dictionary to help them. 

Have them turn to page 4 and read the last sentence. Point out that the word or is a clue that the text will provide a definition for the word suffrage. The text is saying that the word suffrage means the same thing as the right to vote. 

Have them read the sentence on page 9, beginning, “Father muttered. . . .” Ask how they can work out the meaning of the word gadding. Explain that they can think about the context of the story: the women have gone out, and the father is angry with them for doing so. The text says, “gadding everywhere.” Based on what is happening, students can work out that gadding means "going out for fun." Point out that this is not a particularly complimentary word, and it helps to communicate that the father was angry.

Give students worksheet 2. Explain that they are to work out the meanings of the underlined words by using the context. Ask them to explain how they were able to work out the meaning and what context clues they used. 

Grammar
Past Tense Verbs
Explain that the story happened in the past, so the past tense is used. Write the words muttered, raced, took, and rode from page 9. Remind students that some past tense verbs are formed by adding -ed to the word. Other past tense verbs are irregular and use a different form of the verb for past tense. These are verbs that students have to learn to recognize and become familiar with. Have students select a page and jot down the past tense verbs they find. Have them circle the irregular verbs and underline the verbs that are formed by adding -ed. 

Writing Link
Have students create posters that promote women’s suffrage. Use the following steps:

• Talk about the kind of information that should be included on a poster that is designed to sway people’s opinions. Discuss the type of language that would be used. Discuss whether it would include facts, opinions, or both.
• Have students revisit the text to find examples that the women put on their signs when they marched for suffrage. Then have them brainstorm other words, slogans, and information they could use on a poster.
• Have students create their posters, using persuasive language. 

Assessment

• Review students’ completed worksheet 1 to assess their ability to differentiate between fact and opinion. Note if they are able to explain how they were able to differentiate between fact and opinion.
• Review completed worksheet 2 to assess if students can use the context to work out meanings of difficult words. Note if they can explain how they were able to use context clues.