Guided Reading Lesson Plan (Levels M-Z)
Title: 10 Days MLK Jr
Level: V
ISBN: 978-0545437493
Before Reading: (5-7 min.)
*Summarize plot (M)
*Unfamiliar book language/character names (S)
Publisher: Scholastic
Day One (Ch. 1)
*Discuss pictures (M)
*Draw upon students’ experiences (M)
Book Introduction: This book is called 10 Days Martin Luther King Jr. by David Colbert. It takes the
reader through 10 important days in the life of Martin Luther King Jr. like being in jail, giving his “I
Have a Dream” speech, and winning the Nobel Peace Prize. Let’s read the Introduction together.
Day One: Day 1 in the book is from April 17, 1944. Martin Luther King Jr. (M. L.) and his teacher are
asked to give up their seats on a bus. Read to find out how M. L. responds.
Words/Text Layout:
*New or important words (V) elite (pg. 7)- top, best
bigotry (pg. 8)- prejudice, racism
oratory (pg. 8)- public speaking
segregation (pg. 12)- separating one group of people from another
*Unusual aspect of text layout (V)
Suggested Teaching Point (Behaviors to Notice and Support) or focus on a Comprehension Strategy:
connections, questions, inferences, visualizing, summarizing, synthesizing, determining importance
Readers make inferences while they read by combining their prior knowledge (schema) and clues from
the text. In the reading today, you will read about the Jim Crow laws. Make several inferences about
why you think people of that time accepted these Jim Crow laws. Be ready to share during our
discussion time.
During Reading: (10-15 min.)
Students silently read the text. You may choose to listen to a few students whisper read the text, if reading
fluency is a concern. While students are silently reading, you can start another group or conference with
students who are independently reading.
After Reading: (8-10 min.)
*Discuss the story
-clarify confusion, revisiting parts of the text that posed problems for readers
-acknowledge partially correct responses, seeking to understand students’ perspectives
*Connect discussion to the teaching point and/or a comprehension strategy (see above)
What were these pages about?
What inferences did you make about why people of that time accepted the Jim Crow laws?
Did M.L. make a good decision in giving up his seat? Explain.
What would you have done in his situation?
Based on what we learn in this chapter, do you think M.L.’s dad would have given up the seat?
Explain.
What character qualities does Martin Luther King Jr. already have as a young man?
Guided Reading Lesson Plan (Levels M-Z)
Title: 10 Days MLK Jr
Level: V
ISBN: 978-0545437493
Before Reading: (5-7 min.)
*Summarize plot (M)
*Unfamiliar book language/character names (S)
Publisher: Scholastic
Day Two (Ch. 2)
*Discuss pictures (M)
*Draw upon students’ experiences (M)
Let’s review from yesterday…
Day Two: Day 2 in the book is from December 5, 1955. Martin Luther King Jr. hears about a woman
named Rosa Parks who refuses to give up her seat on a Montgomery bus and is arrested. This event
sparks a black bus boycott in Montgomery. Read to find out if the boycott is effective.
Words/Text Layout:
*New or important words (V) minister (pg. 21)- pastor (pg. 20), person in charge of a church
oppression (pg. 23)- being treated in a cruel or unjust manner
obligation (pg. 24)- responsibility, something you have to do
*Unusual aspect of text layout (V)
Suggested Teaching Point (Behaviors to Notice and Support) or focus on a Comprehension Strategy:
connections, questions, inferences, visualizing, summarizing, synthesizing, determining importance
Readers make inferences while they read by combining their prior knowledge (schema) and clues from
the text. In the reading today, you will read about the bus boycott. Make several inferences about why
you think blacks were willing to risk losing their jobs or missing work or walking miles to and from work
every day just to stop riding on the buses. Be ready to share during our discussion time.
During Reading: (10-15 min.)
Students silently read the text. You may choose to listen to a few students whisper read the text, if reading
fluency is a concern. While students are silently reading, you can start another group or conference with
students who are independently reading.
After Reading: (8-10 min.)
*Discuss the story
-clarify confusion, revisiting parts of the text that posed problems for readers
-acknowledge partially correct responses, seeking to understand students’ perspectives
*Connect discussion to the teaching point and/or a comprehension strategy (see above)
What were these pages about?
What has King been up to in the years since the first chapter in this book?
What event prompted the bus boycott? Why?
What inferences did you make about why blacks would risk losing their jobs or missing work to
stop riding the buses?
Did the bus boycott work?
Why or why not?
What character qualities did the black people have?
What did you think about the ideas of Henry David Thoreau? (pg. 22)
Guided Reading Lesson Plan (Levels M-Z)
Title: 10 Days MLK Jr
Level: V
ISBN: 978-0545437493
Before Reading: (5-7 min.)
*Summarize plot (M)
*Unfamiliar book language/character names (S)
Publisher: Scholastic
Day Three (Ch. 3)
*Discuss pictures (M)
*Draw upon students’ experiences (M)
Let’s review from yesterday…
Day Three: Day 3 in the book is from May 28, 1960. Martin Luther King Jr. has been arrested for tax
evasion. He thinks he was really arrested for his speeches and involvement in the Civil Rights Movement.
Read to find out if he is found guilty.
Words/Text Layout:
*New or important words (V) inevitable (pg. 37)- unavoidable
desegregation (pg. 38)- integrating, joining races together
sit-in (pg. 41)- peaceful protest when people sat down in certain places
to make a statement; they were sometimes arrested for this.
*Unusual aspect of text layout (V)
Suggested Teaching Point (Behaviors to Notice and Support) or focus on a Comprehension Strategy:
connections, questions, inferences, visualizing, summarizing, synthesizing, determining importance
Readers make predictions while they read by using their prior knowledge (schema) and clues from the
text. In the reading today, you will read about King’s arrest. In the middle of pg. 45 (right before you
read “Twelve Angry Men”) make a prediction of what the verdict will be. Support your answer with
details from the text. Be ready to share during our discussion time.
During Reading: (10-15 min.)
Students silently read the text. You may choose to listen to a few students whisper read the text, if reading
fluency is a concern. While students are silently reading, you can start another group or conference with
students who are independently reading.
After Reading: (8-10 min.)
*Discuss the story
-clarify confusion, revisiting parts of the text that posed problems for readers
-acknowledge partially correct responses, seeking to understand students’ perspectives
*Connect discussion to the teaching point and/or a comprehension strategy (see above)
What were these pages about?
Why was King arrested for tax evasion?
Were the sit-ins successful?
Why or why not?
Which do you think is more effective: peaceful protests or violent protests? Explain.
What was your prediction of King’s verdict?
What was your reaction when you heard what really happened?
Guided Reading Lesson Plan (Levels M-Z)
Title: 10 Days MLK Jr
Level: V
ISBN: 978-0545437493
Before Reading: (5-7 min.)
*Summarize plot (M)
*Unfamiliar book language/character names (S)
Publisher: Scholastic
Day Four (Ch. 4)
*Discuss pictures (M)
*Draw upon students’ experiences (M)
Let’s review from yesterday…
Day Four: Day 4 in the book is from May 21, 1961. Some blacks and whites become Freedom Riders.
They board buses and ride them toward the segregated southern states. They encounter lots of violence
along the way. Read to find out what happens to them and how Martin Luther King Jr. gets involved.
Words/Text Layout:
*New or important words (V) intercepted (pg. 49)- stopped
crisis (pg. 51)- disaster
ambushed (pg. 54)- taken by surprise
*Unusual aspect of text layout (V)
Suggested Teaching Point (Behaviors to Notice and Support) or focus on a Comprehension Strategy:
connections, questions, inferences, visualizing, summarizing, synthesizing, determining importance
Readers try to infer why people act the way they do. On the bottom of pg. 51, the organizer of the
Freedom Ride said, “We planned the Freedom Ride with the specific intention of creating a crisis.” Why
would these Freedom Riders want to create a crisis? Also, based on what you read about all the terrible
things that happen to them, was the Freedom Ride worth it? Explain. Be ready to share during our
discussion time.
During Reading: (10-15 min.)
Students silently read the text. You may choose to listen to a few students whisper read the text, if reading
fluency is a concern. While students are silently reading, you can start another group or conference with
students who are independently reading.
After Reading: (8-10 min.)
*Discuss the story
-clarify confusion, revisiting parts of the text that posed problems for readers
-acknowledge partially correct responses, seeking to understand students’ perspectives
*Connect discussion to the teaching point and/or a comprehension strategy (see above)
What were these pages about?
Why were the U.S. Marshalls protecting King?
Why did the Freedom Riders want to create a crisis?
Was this a good idea? Why or why not?
How were the Freedom Riders treated? Give details from the text.
Was the Freedom Ride worth it? Explain.
What happened to King near the end of the chapter?
Guided Reading Lesson Plan (Levels M-Z)
Title: 10 Days MLK Jr
Level: V
ISBN: 978-0545437493
Before Reading: (5-7 min.)
*Summarize plot (M)
*Unfamiliar book language/character names (S)
Publisher: Scholastic
Day Five (Ch. 5)
*Discuss pictures (M)
*Draw upon students’ experiences (M)
Let’s review from yesterday…
Day Five: Day 5 in the book is from April 16, 1963. Martin Luther King Jr. has been arrested and is
writing a letter from jail about the importance of racial justice. He is writing this letter to some
clergymen (leaders of churches) who don’t agree with his nonviolent protests. Read to find out what he
says in his letter.
Words/Text Layout:
*New or important words (V) criticizing (pg. 64)- disapproving, complaining out
duped (pg. 66)- tricked
confrontation (pg. 67)- clash, conflict
commend (pg. 70)- applaud, praise
*Unusual aspect of text layout (V)
Suggested Teaching Point (Behaviors to Notice and Support) or focus on a Comprehension Strategy:
connections, questions, inferences, visualizing, summarizing, synthesizing, determining importance
Readers make inferences about what motivates people to say the things they say. On pg. 68, you will
begin to read what the clergymen mention in their letter to King. They say that “even if the protestors
were nonviolent, they were ultimately responsible for the police attacks they suffered.” Why would these
men say this? Do you agree with this statement? Explain. Be ready to share during our discussion time.
During Reading: (10-15 min.)
Students silently read the text. You may choose to listen to a few students whisper read the text, if reading
fluency is a concern. While students are silently reading, you can start another group or conference with
students who are independently reading.
After Reading: (8-10 min.)
*Discuss the story
-clarify confusion, revisiting parts of the text that posed problems for readers
-acknowledge partially correct responses, seeking to understand students’ perspectives
*Connect discussion to the teaching point and/or a comprehension strategy (see above)
What were these pages about?
Why was King in jail?
Why was King writing this letter?
What did the statement about the protestors being responsible for the police attacks mean?
How could leaders of churches say things like this?
Do you agree with the statement? Why or why not?
What else did King say in his letter?
Do you agree with King’s ideas? Explain.
Guided Reading Lesson Plan (Levels M-Z)
Title: 10 Days MLK Jr
Level: V
ISBN: 978-0545437493
Before Reading: (5-7 min.)
*Summarize plot (M)
*Unfamiliar book language/character names (S)
Publisher: Scholastic
Day Six (Ch. 6)
*Discuss pictures (M)
*Draw upon students’ experiences (M)
Let’s review from yesterday…
Day Six: Day 6 in the book is from August 28, 1963. Martin Luther King Jr. gives his famous “I Have a
Dream” speech from the steps of the Lincoln Memorial. Read to find out what he says in his speech.
Words/Text Layout:
*New or important words (V) elated (pg. 78)- very happy, excited
enforcement (pg. 82)- application, execution
spellbound (pg. 86)- awestruck, spellbound
*Unusual aspect of text layout (V)
Suggested Teaching Point (Behaviors to Notice and Support) or focus on a Comprehension Strategy:
connections, questions, inferences, visualizing, summarizing, synthesizing, determining importance
Readers make inferences about the words people say. On pgs. 86-87, you will read about Martin Luther
King Jr.’s dream. What was his dream? Then infer whether his dream has come true. Make sure you
explain your thinking. Be ready to share during our discussion time.
During Reading: (10-15 min.)
Students silently read the text. You may choose to listen to a few students whisper read the text, if reading
fluency is a concern. While students are silently reading, you can start another group or conference with
students who are independently reading.
After Reading: (8-10 min.)
*Discuss the story
-clarify confusion, revisiting parts of the text that posed problems for readers
-acknowledge partially correct responses, seeking to understand students’ perspectives
*Connect discussion to the teaching point and/or a comprehension strategy (see above)
What were these pages about?
What did King plan?
Why is it important that King said his speech from the steps of the Lincoln Memorial?
What was King’s dream?
Has King’s dream come true? Explain.
What else did King mention in his speech?
What do you think it would have been like to be in the crowd listening to King’s speech?
Guided Reading Lesson Plan (Levels M-Z)
Title: 10 Days MLK Jr
Level: V
ISBN: 978-0545437493
Before Reading: (5-7 min.)
*Summarize plot (M)
*Unfamiliar book language/character names (S)
Publisher: Scholastic
Day Seven (Ch. 7)
*Discuss pictures (M)
*Draw upon students’ experiences (M)
Let’s review from yesterday…
Day Seven: Day 7 in the book is from December 10, 1964. Martin Luther King Jr. is dealing with several
difficult things with the FBI and one of his close friends. President Kennedy has been assassinated, and
King is not sure if the new president, President Johnson, will fight for equality for blacks. While he is
dealing with all these things, King is awarded the Nobel Peace Prize. Read to find out what he says
during his acceptance speech.
Words/Text Layout:
*New or important words (V) pinnacle (pg. 89)- peak, highest point
fraud (pg. 91)- fake, scheme
petulant (pg. 94)- moody, crabby, grumpy
*Unusual aspect of text layout (V)
Suggested Teaching Point (Behaviors to Notice and Support) or focus on a Comprehension Strategy:
connections, questions, inferences, visualizing, summarizing, synthesizing, determining importance
Readers pay close attention to details to make sense of the text. In this chapter, King is trying to figure
out whether President Johnson will fight for equality for blacks. Using at least two details from the text,
explain whether you think President Johnson will or will not fight for equality for blacks. Be ready to
share during our discussion time.
During Reading: (10-15 min.)
Students silently read the text. You may choose to listen to a few students whisper read the text, if reading
fluency is a concern. While students are silently reading, you can start another group or conference with
students who are independently reading.
After Reading: (8-10 min.)
*Discuss the story
-clarify confusion, revisiting parts of the text that posed problems for readers
-acknowledge partially correct responses, seeking to understand students’ perspectives
*Connect discussion to the teaching point and/or a comprehension strategy (see above)
What were these pages about?
What were some of the difficulties King was facing during this time?
On pg. 95, the author writes, “The idea of his premature death- of assassination- had begun to take
hold.” What does this mean?
Why did King earn the Nobel Price Prize?
Do you think he deserved it? Explain.
Will President Johnson fight for equality for blacks? Explain using details from the text.
What kept a person like King going despite so many difficulties?
Guided Reading Lesson Plan (Levels M-Z)
Title: 10 Days MLK Jr
Level: V
ISBN: 978-0545437493
Before Reading: (5-7 min.)
*Summarize plot (M)
*Unfamiliar book language/character names (S)
Publisher: Scholastic
Day Eight (Ch. 8)
*Discuss pictures (M)
*Draw upon students’ experiences (M)
Let’s review from yesterday…
Day Eight: Day 8 in the book is from March 15, 1965. The authorities in Selma, Alabama, are making it
almost impossible for blacks to register to vote. Protests in Selma turn violent and end up being called
Bloody Sunday. Bloody Sunday causes President Johnson to respond. Read to find out what he says.
Words/Text Layout:
*New or important words (V) hostility (pg. 104)- aggression, anger
charismatic (pg. 106)- charming, appealing
ingenuity (pg. 112)- cleverness, resourcefulness
*Unusual aspect of text layout (V)
Suggested Teaching Point (Behaviors to Notice and Support) or focus on a Comprehension Strategy:
connections, questions, inferences, visualizing, summarizing, synthesizing, determining importance
Readers evaluate the words of characters to better understand those characters. In this chapter,
President Johnson takes a strong stand against discrimination. After you read his speech, record his two
strongest points made in the speech. Explain why you think those points are his most important
comments. Be ready to share during our discussion time.
During Reading: (10-15 min.)
Students silently read the text. You may choose to listen to a few students whisper read the text, if reading
fluency is a concern. While students are silently reading, you can start another group or conference with
students who are independently reading.
After Reading: (8-10 min.)
*Discuss the story
-clarify confusion, revisiting parts of the text that posed problems for readers
-acknowledge partially correct responses, seeking to understand students’ perspectives
*Connect discussion to the teaching point and/or a comprehension strategy (see above)
What were these pages about?
What was going on in Selma, Alabama?
How were King and Malcolm X different?
Why were the protests named Bloody Sunday?
What was your opinion of President Johnson’s speech?
Why did King react the way he did?
What were President Johnson’s most important comments? Explain.
Guided Reading Lesson Plan (Levels M-Z)
Title: 10 Days MLK Jr
Level: V
ISBN: 978-0545437493
Before Reading: (5-7 min.)
*Summarize plot (M)
*Unfamiliar book language/character names (S)
Publisher: Scholastic
Day Nine (Ch. 9)
*Discuss pictures (M)
*Draw upon students’ experiences (M)
Let’s review from yesterday…
Day Nine: Day 9 in the book is from June 26, 1966. Martin Luther King Jr. and the new chairman of the
SNCC, Stokely Carmichael, are marching in Jackson, Mississippi. The protests are in support of a man
named James Meredith who had been injured in a previous march. Read to find out the differences
between King, Carmichael, and Meredith.
Words/Text Layout:
*New or important words (V) self-segregation (pg. 118)- choosing to be segregated
confrontational (pg. 125)- challenging, aggressive
legitimate (pg. 129)- valid, appropriate
*Unusual aspect of text layout (V) There is a swear word on pg. 125.
Suggested Teaching Point (Behaviors to Notice and Support) or focus on a Comprehension Strategy:
connections, questions, inferences, visualizing, summarizing, synthesizing, determining importance
Readers compare and contrast the actions and words of characters. In today’s reading, you will read
about King’s views and Carmichael’s views about segregation. How are their views similar? How are
their views different? Who do you agree with more and why? Be ready to share during our discussion
time.
During Reading: (10-15 min.)
Students silently read the text. You may choose to listen to a few students whisper read the text, if reading
fluency is a concern. While students are silently reading, you can start another group or conference with
students who are independently reading.
After Reading: (8-10 min.)
*Discuss the story
-clarify confusion, revisiting parts of the text that posed problems for readers
-acknowledge partially correct responses, seeking to understand students’ perspectives
*Connect discussion to the teaching point and/or a comprehension strategy (see above)
What were these pages about?
How were the views of King and Carmichael similar?
How were their views different?
Who do you agree with more and why?
Was Carmichael prejudice against white people? Explain.
Let’s read King’s comments about hate on pg. 128 (“In fact, violence merely increases hate… Hate
cannot drive out hate: only love can do that.”)
What do you think about his comments about violence and hate?
Guided Reading Lesson Plan (Levels M-Z)
Title: 10 Days MLK Jr
Level: V
ISBN: 978-0545437493
Before Reading: (5-7 min.)
*Summarize plot (M)
*Unfamiliar book language/character names (S)
Publisher: Scholastic
Day Ten (Ch. 10)
*Discuss pictures (M)
*Draw upon students’ experiences (M)
Let’s review from yesterday…
Day Ten: Day 10 in the book is from April 3, 1968. Martin Luther King Jr. is feeling discouraged with
the direction his organization has taken. He travels to Memphis, Tennessee, to speak at a rally for black
city sanitation workers who are on strike for better salaries and working conditions. Read to find out
what happens to King in Memphis.
Words/Text Layout:
*New or important words (V) ambitions (pg. 132)- determinations, motivations
inevitability (pg. 134)- certainty, unavoidability
ovation (pg. 138)- applause, cheer
*Unusual aspect of text layout (V)
Suggested Teaching Point (Behaviors to Notice and Support) or focus on a Comprehension Strategy:
connections, questions, inferences, visualizing, summarizing, synthesizing, determining importance
Readers evaluate the words and actions of characters to better understand those characters. In today’s
reading, you will read about how King has been isolating himself from others in the movement. Why is
King isolating himself? Do you agree with his decision to isolate himself? Why or why not? Be ready to
share during our discussion time.
During Reading: (10-15 min.)
Students silently read the text. You may choose to listen to a few students whisper read the text, if reading
fluency is a concern. While students are silently reading, you can start another group or conference with
students who are independently reading.
After Reading: (8-10 min.)
*Discuss the story
-clarify confusion, revisiting parts of the text that posed problems for readers
-acknowledge partially correct responses, seeking to understand students’ perspectives
*Connect discussion to the teaching point and/or a comprehension strategy (see above)
What were these pages about?
Why has King been isolating himself?
Do you agree with this decision? Why or why not?
Do you agree with King’s reason for criticizing the Vietnam War? Why or why not?
What do you think about the Poor People’s Campaign?
How is King’s last speech a foreshadowing of what is to come the next day?
How did people respond to King’s assassination?
Guided Reading Lesson Plan (Levels M-Z)
Title: 10 Days MLK Jr
Level: V
ISBN: 978-0545437493
Before Reading: (5-7 min.)
*Summarize plot (M)
*Unfamiliar book language/character names (S)
Publisher: Scholastic
Day Eleven (Afterword)
*Discuss pictures (M)
*Draw upon students’ experiences (M)
Let’s review from yesterday…
Day Eleven: The afterword takes place on November 2, 1983. It is the day that the holiday for Martin
Luther King Jr Day is established. Read to find out what it took to establish this day to honor King.
Words/Text Layout:
*New or important words (V) animosity (pg. 144)- hostility, hatred
opponent (pg. 144)- enemy, rival
tactics (pg. 146)- strategies
*Unusual aspect of text layout (V)
Suggested Teaching Point (Behaviors to Notice and Support) or focus on a Comprehension Strategy:
connections, questions, inferences, visualizing, summarizing, synthesizing, determining importance
Readers evaluate the impact a character/person has had on others. Based on what you have learned,
record qualities that King possessed that allowed him to have such an impact on our country. Which
quality was his most important and why? Be ready to share during our discussion time.
During Reading: (10-15 min.)
Students silently read the text. You may choose to listen to a few students whisper read the text, if reading
fluency is a concern. While students are silently reading, you can start another group or conference with
students who are independently reading.
After Reading: (8-10 min.)
*Discuss the story
-clarify confusion, revisiting parts of the text that posed problems for readers
-acknowledge partially correct responses, seeking to understand students’ perspectives
*Connect discussion to the teaching point and/or a comprehension strategy (see above)
What were these pages about?
Why were some people opposed to the holiday?
What did you think of Reagan’s ideas that “you get what you earn, what you work for, and that nothing
can stand in your way if you work hard enough”? (pg. 145-146)
Is that a good reason for not supporting demands for civil rights?
What qualities did King possess that allowed him to have such an impact on our country?
Which quality was his most important and why?
How would King want to be remembered?
Why did the author write this book?
Why did he choose these 10 days?