C.I. A.
Collect . Interpret . Apply
Unit of Study
3
rd
Grade
Volume 3.3
Biography
Martin Luther King Jr.
Sarah Collinge
with Bethany Robinson
Seattle, Washington
Portland, Oregon
Denver, Colorado
Vancouver, B.C.
Scottsdale, Arizona
Minneapolis, Minnesota
Copyright © 2013 by Read Side by Side
ISBN: 978-1-59849-150-0
Library of Congress Control Number: 2013911429
Printed in the United States of America
Design: Soundview Design Studio
All rights reserved. No part of this book may be transmitted in any form
or by any means, electronic or mechanical, including photocopying,
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in any form, without the permission of the author.
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Table of Contents
Welcome to the C. I. A. Unit of Study, Martin Luther King Jr. ..........................................................5
Get to Know the C. I. A. Approach ...................................................................................................7
Visualize the Year...............................................................................................................................9
Set Up for Success ...........................................................................................................................10
Prepare a Teacher’s Guide ..........................................................................................................10
Designate a Daily Read-Aloud Block .........................................................................................11
Prepare a Meeting Area..............................................................................................................12
Get Ready for Turn and Talk .....................................................................................................13
Prepare Reader’s Notebooks .......................................................................................................15
Get Ready for Vocabulary Instruction .......................................................................................15
Locate Multiple Copies of the Text ............................................................................................17
Input Daily Lessons Into Your Plan Book ..................................................................................17
Prepare for Assessment ..............................................................................................................17
Alignment to the Common Core State Standards ............................................................................19
Martin Luther King Jr. Unit of Study—Distribution of Standards .............................................20
Martin Luther King Jr. Text Complexity ....................................................................................24
Martin Luther King Jr. Scope and Sequence .....................................................................................25
Martin Luther King Jr. Stems List ....................................................................................................31
Suggestions for Supporting Guided Practice ....................................................................................33
C. I. A. Lesson Plans: Martin Luther King Jr. ...................................................................................35
Collect Critical Information ............................................................................................................37
Day 1 – Genre...........................................................................................................................38
Day 1 – Blurb ...........................................................................................................................41
Day 2 – Mark Each Quadrant of the Text .................................................................................46
Day 2 – Generate Questions .....................................................................................................48
Day 3 – Setting .........................................................................................................................51
Day 4 – Important Events .........................................................................................................54
Day 5 – Problems ......................................................................................................................59
Day 6 – Family Tree ..................................................................................................................63
Day 6 – Author’s Craft ..............................................................................................................67
Day 7 – Retell Summary Writing ..............................................................................................71
Martin Luther King Jr. Unit of Study
3
Interpret the Text (1) .......................................................................................................................75
Day 8 – Important Events .........................................................................................................76
Day 9 – Infer Character Traits ...................................................................................................81
Day 10 – Infer Character Traits—Outside Text: “Mohandas Gandhi” .......................................85
Day 11 – Important Events .......................................................................................................90
Day 12 – Infer Character Traits .................................................................................................95
Day 13 – Line of Thinking ......................................................................................................101
Interpret the Text (2) .....................................................................................................................107
Day 14 – Outside Text: Letter from the Women’s Political Council .........................................108
Day 15 – Opinion Writing ......................................................................................................112
Day 16 – Collect Evidence ......................................................................................................115
Day 17 – Outside Text: “Bomb Rocks Residence of Bus Boycott Leader” ................................120
Day 18 – Collect Evidence ......................................................................................................124
Day 19 – Collect Evidence ......................................................................................................128
Day 20 – Outside Text: “Letter from Birmingham Jail” ...........................................................134
Day 21 – Turning Point ..........................................................................................................138
Day 22 – Turning Point Writing..............................................................................................145
Apply to Your Life .........................................................................................................................149
Day 23 – Read-In....................................................................................................................150
Day 24 – Recall Important Events ...........................................................................................152
Day 25 – Determine Important Events ...................................................................................156
Day 26 – Synthesis Summary Writing .....................................................................................165
Days 27–33 – Formal Writing: Literary Essay .........................................................................169
References .....................................................................................................................................174
Supplementary Materials for Social Studies Connections...............................................................175
Vocabulary Handbook ..................................................................................................................179
Martin Luther King Jr. Labels and Highlighting Directions for the Instructor’s Book .....................200
4
Martin Luther King Jr. Unit of Study
Welcome to the C. I. A. Unit of Study for the book
Martin Luther King Jr. by Rob Lloyd Jones
This unit of study was put together for the purpose of teaching students how to read longer, more
complex text. Unfortunately, in classrooms where only basal readers are used, many students do not
learn how to make the transition from picture books, to series books, to more complex chapter books.
As a result, students struggle during independent reading. This unit of study will teach students the
fundamental processes of reading text, specifically longer, more complex chapter books. It follows an
approach described in its companion text, Raising the Standards through Chapter Books: The C. I. A.
Approach. I hope you enjoy guiding your students through the authentic work of expert readers!
Martin Luther King Jr. is a biography, beautifully illustrated with photographs from Martin’s
life. This biography tells the inspiring story of Martin Luther King Jr.’s leadership in the civil rights
movement. He is important for our students to learn about because of his strong beliefs in peace
and equality.
This unit of study connects well to the previous unit, The War with Grandpa. Students will
continue to think about right and wrong ways to solve conflict. They will understand that disagreements can be resolved through peaceful actions.
Martin Luther King Jr. is a challenging text for third-graders because it demands a great deal of
background knowledge about this time in history. Throughout the unit of study, students will have
an opportunity to extend their understanding through outside texts. Students will view photographs
of the civil rights movement, read primary documents, and read excerpts from Martin Luther King
Jr.’s speeches and writings. Students will also compare Martin Luther King Jr.’s beliefs to the beliefs
of Mohandas Gandhi.
In addition, I have included a section at the end of this unit in which I make suggestions for additional related projects and lessons that might be conducted during your content area literacy block
while teaching this unit. If time allows, I highly recommend participating in some or all of these
activities or using your own resources to further students’ understanding.
Finally, this unit of study is also designed to teach students the features of biography and familiarize them with the text structure of nonfiction. They will learn the importance of recognizing the
main character’s accomplishments and significance in order to determine the author’s message. In
addition, students will consider how the message in Martin Luther King Jr. has significance and influence on our lives today.
Throughout this unit, it will be important to keep charts easy to read, colorful, and displayed
on the classroom wall, as they will be used often for referencing and for monitoring comprehension.
I suggest having a United States history timeline displayed somewhere in your classroom. Mark
historical events already covered in your school-wide social studies curriculum on the timeline. This
offers students a visual representation of the relationship between events throughout history. I have
used the U.S. History Timeline Topper Bulletin Board Set found at Mark Twain Media Publishing
Company (#CD 1921).
I know you will enjoy immersing yourself in the life of Martin Luther King Jr. Remember, the
purpose of sharing this book with your class is to bring history alive for your students by letting
them see history through the eyes of the people who experienced it. Use all the resources available
to you to help students visualize and understand this time period. For them, the experience will be
memorable!
Before starting this unit of study with your students, you will want to read and label a copy of
the book Martin Luther King Jr., to be used as a teacher guide. You will also want to acquire a class
Martin Luther King Jr. Unit of Study
5
set of books for students to use during read-aloud. Take time to get to know the scope and sequence,
and input lessons into your plan book ahead of time. Plan for social studies connections in your
content area literacy block.
At the back of this unit you will find a vocabulary handbook. Please print a copy of this handbook for each student. It will be used almost daily and is an essential component of this unit of study.
If this is your first time teaching a C. I. A. unit, you will want to first familiarize yourself with the
C. I. A. approach. You will then need to lay the groundwork for optimizing your success with this
unit in your classroom by:
t Designating a read-aloud block in your daily schedule
t Setting up a meeting area
t Planning for turn and talk
t Preparing reader’s notebooks
t Preparing for assessment
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Martin Luther King Jr. Unit of Study
Martin Luther King Jr. Unit of Study—Distribution of Standards
20
Martin Luther King Jr. Unit of Study
Martin Luther King Jr. Unit of Study
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22
Martin Luther King Jr. Unit of Study
Martin Luther King Jr. Unit of Study
23
Martin Luther King Jr. Text Complexity
QUALITATIVE MEASURES
QUANTITATIVE MEASURES
Levels of Meaning
Multiple themes are addressed throughout the
book, increasing the complexity of this text.
Themes include human rights, freedom, peace,
love vs. hate, and right vs. wrong. The central
theme students will focus on throughout
the book is that Martin Luther King Jr. is an
important person to know about because he
believed in peace. Students will evaluate how
the freedom fighters used peaceful protest
throughout the civil rights movement.
The Lexile level for Martin Luther King Jr. is
900, based on word frequency and sentence
length. This is in the high range of the
complexity band for 4th–5th grade according to
the Common Core State Standards.
Structure
This biography is told chronologically. What
makes the structure complex is the genre
itself, because a biography of Martin Luther
King Jr. requires a great deal of background
knowledge about U.S. history and the civil
rights movement. Throughout the book, Rob
Lloyd Jones uses photographs, captions, and
quotes from primary documents to strengthen
the reader’s understanding of the time period.
Language Conventionality and Clarity
The vocabulary in this biography is high level
and domain specific. Figurative as well as
historical language adds depth to the text.
Knowledge Demands
Students will need to have a great deal of
background knowledge about the time period.
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Martin Luther King Jr. Unit of Study
DAY 4, IMPORTANT EVENTSCHAPTER 2, PP. 912
Mini-Lesson
Vocabulary Routine: loss of innocence (L 4, 5)
The word ‘innocent’ means unaware or without understanding. The suffix ‘ence’ means the
quality of and makes this word a noun.
Instructional Read-Aloud
In this chapter…Martin begins to experience prejudice at a young age. He is told he can no longer
play with a friend of his because that friend is white. At the age of fourteen, he is forced to stand on
a bus so that white people can sit. Martin begins to notice that segregation is happening all over the
South, and it is becoming clearer to him that changes need to be made.
In this lesson…you will be modeling how readers think about the important events in the main
character’s life. You will model how good readers keep track of these events in their reader’s notebooks. Note: Students will be adding to this important events list throughout the reading of the
story. An ongoing emphasis on important events is unique to the genre biography. Students will
need to reserve 5 pages for the important events list. You may want to give students a small paper
clip to bind these pages together until they need them.
Learning Targets:
Read closely to monitor comprehension (RI 1)
Show understanding of important story elements (RI 3)
t Character
t Plot—important events
Examine the importance of text structure (RI 5)
Gather and categorize information through note taking (W 8)
Convey ideas precisely using appropriate vocabulary (L 3, 6)
Engage in collaborative discussion (SL 1, 2, 4, 6)
Connect:
We have been learning…
…that good readers use details to visualize the setting of the story.
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Martin Luther King Jr. Unit of Study
Teach:
Today I am going to teach you…
…that when good readers read a biography they identify the important events in the main
character’s life and think about how those events impacted his or her life.
In chapter 1, we learned about the day Martin Luther King Jr. was born. Today, we are going to
learn about other important events in Martin Luther King Jr.’s life.
Watch me as I model how I look for the important events in Martin Luther King Jr.’s life.
Notice how I think about how those events impacted his life.
Today we will be using this stem for turn and talk:
When the book said _____, I was thinking this was an important event because _____.
Open your reader’s notebooks and title a clean page Important Events List. This is where we
will keep track of important events in Martin Luther King Jr.’s life. We will record specific dates,
making this list a timeline. As we create the list together on the easel, you will each copy down
the information on a list in your own reader’s notebook.
The first event we can put on our important events list is Martin Luther King Jr.’s birthday,
January 15, 1929.
(Model adding this event to the important events list.)
Read the chapter title on page 9.
This chapter title tells me that Martin Luther King Jr. will gain new knowledge or understanding
in this chapter.
The photograph on page 8 also helps me think about what this chapter will be about. The
caption tells us that the house shown on page 8 is the house where Martin Luther King Jr. grew
up in Atlanta, Georgia. I think this chapter will be about growing up.
Begin reading chapter 2 of Martin Luther King Jr., starting on page 9.
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Model:
Stop after: “…and then he slammed the door.” (p. 11)
When the book said that Martin was told he couldn’t play with his friend anymore because
Martin was black, I was thinking this was an important event because the color of Martin’s
skin prevented him from being able to do the things he wanted to do.
This is an important event to add to our important events list. The book tells us that this event
happened six years after Martin was born. How old was Martin when this happened? What year
was it?
(Model adding this important event to the important events list.)
Now it is your turn to recognize important events as I read.
Guided Practice:
Stop after: “…you’re as good as anyone else.” (p. 12)
Martin’s mother told him that “no matter what the rest of the world says, you’re as good as
anyone else.” Why is this event important?
Turn and talk to your partners using this stem:
When the book said that Martin’s mom told him he was as good as anyone else, I was thinking this
was an important event because _____.
(Model adding this important event to the important events list.)
As I read this next section, continue to recognize important events as I read.
Guided Practice:
Stop after: “Suddenly it was as if Atlanta was two different worlds—one for white people
and one for blacks.” (p. 12)
Later, Martin understood that he lost his innocence the day he was told he couldn’t play with
his friend. Suddenly, he noticed the differences between the way black people lived and the way
white people lived. Why is this event important?
Turn and talk to your partners using this stem:
When the book said that Martin noticed the differences between the way the black people lived and
the way white people lived, I was thinking this was an important event because _____.
(Model adding this important event to the important events list.)
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Martin Luther King Jr. Unit of Study
Stretch It:
Good readers use text features to help them understand the important events and information in
the book.
Please turn to page 11. Follow along with me as I read the caption.
Discuss: How is this photograph helping us understand what was happening in this period of
time in history?
Please turn to page 12. Follow along with me as I read the caption.
Discuss: How is this photograph helping us understand what was happening in this period of
time in history?
Link:
Today and every day when you read…
…I want you to identify the important events and think about how they impact the life of the
main character.
Martin Luther King Jr. Unit of Study
57
The following list is a sample of what your co-created list might look like:
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Martin Luther King Jr. Unit of Study
DAY 10, INFER CHARACTER TRAITSOUTSIDE TEXT
Mini-Lesson
Vocabulary Routine: civil rights (L 4, 5)
The term ‘civil rights’ means the right of citizens to freedom and equality.
Instructional Read-Aloud
Article: “Mohandas Gandhi”
“Kid’s Biography: Mohandas Gandhi.” Ducksters. Technological Solutions, Inc. (TSI). Retrieved
on20 Mar. 2013 from <http://www.ducksters.com/biography/mohandas_gandhi.php>.
In this article…you will read about the life of famous civil rights leader Mohandas Gandhi.
In this lesson…you will be modeling how good readers infer character traits. You will model comparing and contrasting Martin Luther King Jr. and Gandhi in order to draw a conclusion about how
the two are similar.
To prepare for this lesson, print the article “Mohandas Gandhi” for every student.
Learning Targets:
Read closely to understand diverse media (RI 1, 3, 7)
t Infer character traits
Use what you know about genre to help you understand the story better (RI 5)
Analyze how two texts address similar themes (compare and contrast) (RI 9)
Gather and categorize information through note taking (W 8)
Convey ideas precisely using appropriate vocabulary (L 3, 6)
Engage in collaborative discussion (SL 1, 2, 4, 6)
Connect:
We have been learning…
…that good readers focus on the main character when reading a biography.
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85
Teach:
Today I am going to teach you…
…that good readers use outside sources to help them understand a topic better. Today we are
going to read a short biography of Mohandas Gandhi. We will pay attention to the actions,
words, and feelings of this man in order to infer character traits.
Watch me as I model how I look closely at Gandhi’s actions, words, and feelings.
Notice how I consider how his actions, words, and feelings reveal his character traits.
Today we will be using this stem for turn and talk:
When the article said _____, I was thinking _____ because _____.
Open up your reader’s notebooks to a clean page. Title the page Mohandas Gandhi. Below
the title, make a T-chart. Label the left column “actions, words, feelings” and the right column
“traits.”
Begin reading the article “Mohandas Gandhi,” starting with the statistics at the top
of the article.
Model:
Stop after: “His renown is such that he is mostly just referred to by the single name
Gandhi.” (paragraph 1)
When the article said that Gandhi believed in non-violence, I was thinking that, like Martin
Luther King Jr., Gandhi believed that violence was wrong, because he was best known for nonviolent protests.
(Model adding this thinking to the T-chart.)
Now it is your turn to pay attention to Mohandas Gandhi’s actions, words, and feelings. Think
about how his actions, words, and feelings are helping you infer character traits.
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Martin Luther King Jr. Unit of Study
Guided Practice:
Stop after: “It was in South Africa where Gandhi would experience racial prejudice
against Indians and would begin his work in civil rights.” (paragraph 3)
Gandhi experienced the unfair treatment against Indians when he moved to South Africa. In
response to this unfair treatment, Gandhi decided to become a leader in helping people gain
civil rights.
When the article said that Gandhi decided to become a leader in civil rights, what were you
thinking?
Turn and talk to your partners using this stem:
When the article said that Gandhi decided to become a leader in civil rights, I was thinking _____
because _____.
(Model adding this thinking to the T-chart.)
As I read this next part, continue to pay attention to Gandhi’s actions, words, and feelings.
Think about how his actions, words, and feelings are helping you infer character traits.
Guided Practice:
Stop after: “…when most of the population does them at once, it can shut down the
country.” (paragraph 4)
When the article said that large groups joined Gandhi’s non-violent protests, what were you
thinking?
Turn and talk to your partners using this stem:
When the article said that large groups joined Gandhi’s non-violent protests, I was thinking _____
because _____.
(Model adding new information to the T-chart.)
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87
Guided Practice:
Stop after: “The British government would eventually have to release him because the
Indian people had grown to love Gandhi and were scared what would happen if they let
him die.” (paragraph 5)
When the article said that Gandhi was put in prison several times, what were you thinking?
Turn and talk to your partners using this stem:
When the article said that Gandhi was put in prison several times, I was thinking _____ because
_____.
(Model adding new information to the T-chart.)
Model:
Stop after: “In India he is called the Father of the Nation and also Bapu, which means
father.” (paragraph 8)
When the article said that Gandhi is called the Father of the Nation, I was thinking that
Gandhi was a great leader, because he was known for leading a nation to peace.
(Model adding this thinking to the T-chart.)
Stretch It:
When Martin Luther King Jr. attended the lecture about Mahatma Gandhi, it was a moment of
influence on his life. Martin was inspired by the peaceful ways in which Gandhi drew attention
to the unfair treatment of Indians in South Africa.
Compare the main character list you made for Martin Luther King Jr. to the character list you
made for Mahatma Gandhi.
Discuss: Are Martin Luther King Jr. and Gandhi more alike or more different? Use evidence
from both texts to support your thinking.
Link:
Today and every day when you read…
…I want you to think about the main character’s actions, words, and feelings and use those clues
to infer character traits.
88
Martin Luther King Jr. Unit of Study
The following chart is a sample showing what your co-created chart might look like:
Martin Luther King Jr. Unit of Study
89
DAY 12, INFER CHARACTER TRAITSCHAPTER 5, PP. 2731
Mini-Lesson
Vocabulary Routine: boycott (L 4, 5)
The word ‘boycott’ means to stop buying or using.
Instructional Read-Aloud
In this chapter…Martin receives a call from his friend E. D. Nixon about a black woman named
Rosa Parks who had been arrested after refusing to give up her seat on a bus. Martin helps organize
a boycott in which all the black people in Montgomery will refuse to use the buses, in protest. This
protest is originally supposed to last for one day but instead lasts for over a year. During that time,
Martin takes a leadership position, organizing carpools and making speeches to encourage people to
continue to boycott until things change.
In this lesson…you will be modeling how good readers infer character traits. In quadrant 2, readers
focus on the main character and infer character traits based on the character’s actions and words.
Learning Targets:
Read closely to monitor comprehension (RI 1)
t Infer character traits
Analyze story elements (RI 3)
t Character
Use what you know about genre to help you understand the story better (RI 5)
Gather and categorize information through note taking (W 8)
Convey ideas precisely using appropriate vocabulary (L 3, 6)
Engage in collaborative discussion (SL 1, 2, 4, 6)
Connect:
We have been learning…
…that good readers keep track of important events when reading a biography.
Martin Luther King Jr. Unit of Study
95
Teach:
Today I am going to teach you…
…that good readers continue to focus on the main character when they read a biography. They
think about the main character’s actions, words, and feelings in order to infer character traits.
Watch me as I model how I look for clues about the main character, Martin Luther King Jr.
Notice how I consider how the actions and words of the main character reveal his character traits.
Today we will be using this stem for turn and talk:
When the book said _____, I was thinking _____ because _____.
Open up your reader’s notebooks to the page titled Martin Luther King Jr. Today we will
continue to record Martin Luther King’s actions, words, and feelings and use those details from
the text to infer character traits.
Read the chapter title on page 27.
This chapter title tells me that we will learn about how Martin Luther King Jr. became a leader.
The picture on page 27 helps me understand that this chapter is also going to be about Rosa
Parks. (Read the caption on page 27.)
Begin reading chapter 5 of Martin Luther King Jr., starting on page 27.
Model:
Stop after: “The plan appealed to Martin—it reminded him of Gandhi’s non-violent
protests in India.” (p. 29)
When the book said that Martin liked the idea of the bus boycott because it was non-violent, I
was thinking that Martin Luther King Jr. believed in peace.
Now it is your turn to pay attention to Martin Luther King Jr.’s actions, words, and feelings.
Think about how his actions, words, and feelings are helping you infer character traits.
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Martin Luther King Jr. Unit of Study
Guided Practice:
Stop after: “We’re fighting for our freedom.” (p. 29)
When the book said that Martin got very busy letting people know about the boycott, what were
you thinking?
Turn and talk to your partners using this stem:
When the book said that Martin got very busy letting people know about the boycott, I was thinking
_____ because _____.
As I read this next part, continue to pay attention to Martin’s actions, words, and feelings. Think
about how his actions, words, and feelings are helping you infer character traits.
Guided Practice:
Stop after: “ ‘Well if you think I can,’ he said proudly, ‘then I will.’ ” (p. 31)
When the book said that Martin was proud to lead the bus boycott, what were you thinking?
Turn and talk to your partners using this stem:
When the book said that Martin was proud to lead the bus boycott, I was thinking _____ because
_____.
(Model adding this thinking to the T-chart.)
Model:
Some important events were introduced in this chapter that we need to add to our important
events list. Please open up to that list in your reader’s notebooks.
First, on December 1, 1955, Rosa Parks was arrested for sitting in the “whites only” section on
the bus.
(Model adding this important event to the important events list.)
Then, E. D. Nixon and Martin began planning the Montgomery Bus Boycott.
(Model adding this important event to the important events list.)
Finally, Martin agrees to be the leader of the boycott.
(Model adding this important event to the important events list.)
Martin Luther King Jr. Unit of Study
97
Link:
Today and every day when you read…
…I want you to think about the main character’s actions, words, and feelings and use those clues
to infer character traits.
98
Martin Luther King Jr. Unit of Study
The following chart is a sample showing what your co-created chart might look like:
Martin Luther King Jr. Unit of Study
99
DAY 14, OUTSIDE TEXT
Mini-Lesson
Vocabulary Routine: protest (L 4, 5)
The base word ‘test’ comes from the word ‘testify,’ which means to declare. The prefix ‘pro’
means for or in favor of.
Instructional Read-Aloud
Text: Letter from the Women’s Political Council, December 2, 1955
Retrieved on April 16, 2013, from http://mlk-kpp01.stanford.edu/index.php/encyclopedia/documentsentry/leaflet_dont_ride_the_bus_come_to_a_mass_meeting_on_5_december
In this letter…the Women’s Political Council urges Negroes to stay off the buses in protest of Rosa
Parks’s arrest and trial.
In this lesson…students will read to gather information about the problem and solution. They will
form their own opinions about whether the bus boycott was a good solution to the problem.
To prepare for this lesson, print the letter and make a copy for each student. Each student will also
need a highlighter or colored pencil.
Learning Targets:
Read closely to understand diverse media (RI 1, 2, 3, 7)
t Primary document
t Video
Gather and categorize information through note taking (W 8)
Draw evidence from the text (W 9)
Convey ideas precisely using appropriate vocabulary (L 3, 6)
Engage in collaborative discussion (SL 1, 2, 4, 6)
Connect:
We have been learning…
…that good readers think about what the author is trying to tell them.
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Martin Luther King Jr. Unit of Study
Teach:
Today I am going to teach you…
…that good readers stop to learn about topics presented in a story in order to increase their
understanding of the story.
Today we are going to read a letter from the Women’s Political Council. This letter urges the
black community to stay off buses in protest of Rosa Parks’s arrest and trial.
Watch me as I model how I read this letter in order to better understand the problem that
occurred in Montgomery, Alabama, in December of 1955.
Notice how I highlight details about the problem as I read.
Also, watch me as I model how I look for the solution to the problem.
Today we will be using this stem for turn and talk:
When the letter said _____, this helped me understand ______. I think _____.
Begin reading the letter from the Women’s Political Council.
Model:
Stop after: “This has to be stopped.” (paragraph 2)
The first part of this letter tells the black community what the problem is.
When the letter said that a woman was arrested for not giving up her seat for a white person,
this helped me understand that the problem was that black people were being treated unfairly.
I think this letter was written to persuade the black community to do something to stop this
unfair treatment.
(Model highlighting this information in the letter.)
Now it is your turn to think about the problem being raised in this letter. As we read, look for
more details about the problem.
Martin Luther King Jr. Unit of Study
109
Guided Practice:
Stop after: “The next time it may be you, or your daughter, or mother.” (paragraph 3)
In this section of the letter, we learned about how black people were being treated on city buses.
They were arrested or had to stand over empty seats.
(Model highlighting this information in the letter.)
How is this helping you understand the problem?
Turn and talk to your partners using this stem:
When the letter said Negroes were being arrested or made to stand over empty seats, this helped me
understand _____. I think _____.
As I read this next part, think about how the Women’s Political Council is choosing to solve the
problem.
Guided Practice:
Stop after: “Please stay off all buses.” (paragraph 5)
In this section of the letter, we learned that the Women’s Political Council was “…asking every
Negro to stay off the buses Monday in protest of the arrest and trial.”
(Model highlighting this information in the letter.)
What did the request for Negroes to stay off the buses make you think?
Turn and talk to your partners using this stem:
When the letter said Negroes should stay off the buses in protest of the arrest and trial, this helped
me understand _____. I think _____.
Stretch It:
Instead of reacting violently to the arrest of Rosa Parks, the black community chose to boycott
riding the city buses. Blacks were encouraged to take a cab or walk. They were also encouraged
to stay home from school or work.
Discuss: Do you think this was a good solution to the problem? Why or why not?
Link:
Today and every day when you read…
…I want you to consider using outside sources to help you gain further understanding of the
topics brought up in the text.
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Martin Luther King Jr. Unit of Study
Extension:
Tomorrow you will be writing to tell your opinion about the bus boycott. You will have to
support your opinion with evidence. You will be able to use the letter we read today as evidence
in support of your opinion. We are also going to watch a video that may help you gather more
evidence in support of your opinion.
Watch the short video clip Civil Rights Eyes on the Prize 7 – Rosa Parks (7:16).
Viewed April 16, 2013 at http://www.youtube.com/watch?v=g5gvNPWSuKM
PBS. (2009). Eyes on the Prize. Blackside.
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DAY 19, COLLECT EVIDENCECHAPTER 7, PP. 4349
Mini-Lesson
Vocabulary Routine: unjust (L 4, 5)
The word ‘just’ means what is fair. The prefix ‘un’ means not.
Instructional Read-Aloud
In this chapter…Martin decides, in April 1963, that in order to make a larger statement, he must
take his fight for freedom to Birmingham, Alabama, which is known as the most segregated city in
the South. Here, his followers begin their peaceful protests but are fought every step of the way by
the police force there. Martin ends up in jail again but encourages his followers, writing, “one has a
moral responsibility to disobey unjust laws…oppressed people cannot remain oppressed forever.”
In this lesson…you will be modeling how readers look for evidence to support a line of thinking.
You will also model adding evidence to the evidence collection box.
Learning Targets:
Read closely to monitor comprehension (RI 1)
Determine central ideas or themes of the text (RI 2)
Gather and categorize information through note taking (W 8)
Draw evidence from the text (W 9)
Convey ideas precisely using appropriate vocabulary (L 3, 6)
Engage in collaborative discussion (SL 1, 2, 4, 6)
Connect:
We have been learning…
…that good readers gather evidence to support a line of thinking. We have been gathering
evidence to support our theory that Martin Luther King Jr. is an important person to know
about because he believed in peace.
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Martin Luther King Jr. Unit of Study
Teach:
Today I am going to teach you…
…that good readers continue to collect evidence to support a line of thinking while reading.
This evidence collection will be important in helping us determine the author’s message at the
end of the third quadrant of the book. Readers can also use the evidence to make a prediction
about how the book will end.
Watch me as I model how I think about what events in the text support our line of thinking that
Martin Luther King Jr. believed in peace.
Today we will be using this stem for turn and talk:
When Martin Luther King Jr. ____, he proved he believed in peace because _____. This makes
me think _____.
Read the chapter title on page 43.
Discuss: What kind of a battle do you think we are going to be reading about in chapter 7? Do
you have evidence to support your thinking?
Begin reading chapter 7 of Martin Luther King Jr., starting on page 43.
Model:
Stop after: “The battle was on.” (p. 44)
When Martin Luther King Jr. demanded fair treatment and fair pay for black people, he
proved he believed in peace because he believed in fair treatment for everyone. This makes me
think that Martin believed that all people should be treated equally.
(Model adding this piece of evidence to the evidence collection box.)
Now it is your turn to look for evidence to prove that Martin Luther King Jr. believed in peace.
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Guided Practice:
Stop after: “Give us strength.” (p. 46)
When Martin Luther King Jr. encouraged non-violent protests in Birmingham, Alabama, how
did he prove he believed in peace?
Turn and talk to your partners using this stem:
When Martin Luther King Jr. encouraged non-violent protests in Birmingham, he proved he
believed in peace because_____. This makes me think _____.
(Model adding this evidence to the evidence collection box.)
As I read this next part, continue to look for evidence to prove that Martin Luther King Jr.
believed in peace.
Guided Practice:
Stop after: “After a second, every protester did the same.” (p. 48)
When Martin Luther King Jr. prayed in front of Birmingham City Hall, how did he prove he
believed in peace?
Turn and talk to your partners using this stem:
When Martin Luther King Jr. prayed, he proved he believed in peace because _____. This makes
me think _____.
(Model adding this evidence to the evidence collection box.)
Guided Practice:
Stop after: “Almost a million copies were circulated around the United States.”
Read the caption on page 49.
When Martin Luther King Jr. was thrown into jail and didn’t fight back, how did he prove he
believed in peace?
Turn and talk to your partners using this stem:
When Martin Luther King Jr. was thrown in jail and didn’t fight back, he proved he believed in
peace because _____. This makes me think _____.
(Model adding this evidence to the evidence collection box.)
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Martin Luther King Jr. Unit of Study
Model:
Important events were introduced in this chapter that need to be added to our important events
list. Please open up to that list in your reader’s notebooks.
In April of 1963, Martin demanded fair treatment and fair pay for black people in Birmingham,
Alabama.
He led a march to Birmingham City Hall.
(Model adding these important events to the important events list.)
Martin was put in jail, and he wrote his famous “Letter from Birmingham Jail.”
(Model adding this important event to the important events list.)
Link:
Today and every day when you read…
…I want you to be looking for evidence that supports your line of thinking.
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131
The following chart is a sample showing what your co-created chart might look like:
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Martin Luther King Jr. Unit of Study
DAYS 2733, FORMAL WRITING: LITERARY ESSAY
Mini-Lessons
In these lessons…your students will be practicing expository writing. Students will work on a formal writing project that requires them to go through all phases of the writing process. Documents
are given in this lesson to help your students organize and draft their writing. However, you will
need to use your own resources for teaching the other phases of the writing process. You will need at
least five days for this project.
Suggested Lesson Sequence:
t Day 1 – Draft
t Day 2 – Continue drafting
t Day 3 – Revise
t Day 3 – Edit and begin publishing
t Day 4 – Continue publishing
t Day 5 – Share
t Day 6 – Share
Students will use the drafting organizer as a scaffold for their first drafts.
Learning Targets:
Write an expository piece (W 2)
t Literary essay
Write clearly and coherently for task and audience (W 4)
Practice all stages of the writing process, including publishing (W 5, 6)
Recall information and experiences to build and present knowledge (W 8, 9)
Write for an extended period of time (W 10)
Apply and use key vocabulary (L 3, 6)
Present ideas (SL 4, 6)
Connect:
We have been learning…
…that good readers write in order to monitor their comprehension while reading and get to
deeper thinking. We have also learned that readers write in order to synthesize and reflect on
their thinking.
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169
Teach:
Today I am going to teach you…
…that good readers write in order to share their thinking about a book with someone else.
Today we will be starting a formal writing project. We will be writing literary essays in response
to the book Martin Luther King Jr.
For our formal writing, we will be working outside of the reader’s notebook. We will need to use
loose-leaf paper as we go through all stages of the writing process:
t Pre-writing
t Drafting
t Revising
t Editing
t Publishing
t Sharing
Introduce the prompt.
Introduce the drafting sheet.
Scaffold:
(Depending on your students’ levels of readiness, you will need to decide whether the assignment
will be done as:
t Shared writing—written as a group on chart paper or a document camera while students
copy this writing into their reader’s notebooks.
t Guided writing—started as a group on chart paper or a document camera and then released
to be completed collaboratively or independently.
t Collaborative writing—each student works collaboratively with a partner, but is responsible
for his or her own writing.
t Independent writing—completed by the student with limited or no guidance.)
Share Out:
After students complete their writing, have them share their essays with partners or the class.
If this were set up as a formal presentation with media support, this activity would meet the
requirements of SL 5.
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Martin Luther King Jr. Unit of Study
Literary Essay (Student Sample):
Martin Luther King Jr. believed in using peaceful ways to solve conflict. He believed courageous
people respond to conflict peacefully. He also believed it is important to love your enemies, instead
of acting hateful. Martin Luther King Jr. was a courageous and loving man. He has taught me that I
can show courage and love by living a peaceful life.
Martin Luther King Jr. was courageous because he responded to conflict peacefully. He proved
he was courageous when he marched in Birmingham, Alabama. When the policemen blocked the
road, Martin Luther King Jr. knelt down and prayed. I proved I was courageous when I asked a
bully not to cut in line.
Martin Luther King Jr. showed love for his enemies. He showed love for his enemies after his
house was bombed. He didn’t fight back. I showed love for my enemies when I invited them to play
a game with me at recess.
In conclusion, Martin Luther King Jr. believed in peace. I admire Martin Luther King Jr. because he helped people who were being treated unfairly. He has taught me that it is important to be
kind to others, even when they are not kind to you.
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Supplementary Materials for Social Studies Connections
Throughout this unit of study in reading, I recommend teaching a social studies unit that broadens
students’ understanding of what life was like in the South before, during, and after the civil rights
movement.
Some suggested curriculum resources include:
Winget, P. & Fileccia, N. (2008). Martin Luther King lapbook. A Journey Through Learning (www.
ajourneythroughlearning.com).
During the unit of study, I suggest continuing to make social studies connections for your students
by taking advantage of your students’ interest in the historical topics that surround the life of Martin
Luther King Jr. There are an incredible number of resources available to you online, in local libraries, and in your community. I encourage you to seek out these resources and possibly even plan a
field trip that would extend student learning in these topic areas. I also offer a list of suggested titles
to incorporate into your classroom library.
Classroom Library Suggestions:
Johnson, A. (2005). A Sweet Smell of Roses. New York, NY: Simon & Schuster.
Malaspina, A. (2009). Finding Lincoln. Chicago, IL: Albert Whitman & Company.
Ramsey, C., & Strauss, G. (2010). Ruth and the Green Book. New York, NY: Scholastic.
Weatherford, C. (2005). Freedom on the Menu. New York, NY: Puffin Books.
Wiles, D. (2001). Freedom Summer. New York, NY: Aladdin Paperbacks.
Woodson, J. (2001). The Other Side. New York, NY: G.P. Putnam’s Sons.
Additional Lessons and Activities
The following optional lessons and activities are suggestions I am offering you. There is certainly a
wealth of materials available, and you may have access to materials or curriculum that is even stronger than what I have outlined here. Feel free to use these ideas, but do not feel limited by them. The
most important thing is to listen to your students’ questions and offer opportunities for them to
answer those questions through extended learning!
Biography Research Project:
As a suggestion, I am outlining a research project in which students would work in groups of 2–4 to
research and present information about one of the noted individuals from the period of American
history surrounding Martin Luther King Jr.’s life. This person could, for example, be one of the key
historical figures mentioned throughout the primary documents used in the book Martin Luther
King Jr. or a civil rights activist who stands out in history as an inspirational hero.
People students might research include:
t Mahatma Gandhi
t E. D. Nixon
t Rosa Parks
Martin Luther King Jr. Unit of Study
175
t
t
t
t
t
t
t
t
t
t
t
Ruby Bridges
Fred Shuttlesworth
Ralph Abernathy
Diane Nash
Coretta Scott King
Yolanda King
Ralph McGill
Anne Braden
Ernest Green (Little Rock Nine*)
Elizabeth Eckford (Little Rock Nine*)
Carlotta Walls LaNier (Little Rock Nine*)
*There were nine students who were part of the integration of Central High School in Little Rock, AR;
there is more information available for research projects on the three selected for this list than on the
other six, which is why these three were chosen. The six other students were Jefferson Thomas, Terrence
Roberts, Minnijean Brown, Gloria Ray Karlmark, Thelma Mothershed, and Melba Pattillo Beals.
Depending on who was researched, a final project might include the following information
about its subject:
t Full name
t Birthplace
t Places lived
t A brief description of his/her life, including 2–4 facts about his/her life
t Role in the desegregation of America
t Famous accomplishments
Suggested Research Projects: A variety of projects would be appropriate for this activity, including
but not limited to:
t a written research report
t a fictional letter written by the subject of the research to someone else
t a tabletop display that incorporates written text and visual support
t a presentation that utilizes technology, such as a PowerPoint presentation, a brochure, or a
video.
Oral Presentation: So that students can practice presenting knowledge and ideas as outlined in the
Common Core State Standards, I suggest asking them to make an oral presentation of their final
projects to the class. Require students in the audience to take notes during each presentation. Their
notes will serve as evidence of their ability to paraphrase information presented orally and through
diverse media (SL 2).
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Martin Luther King Jr. Unit of Study
Art Connections:
Walk of Fame
The International Civil Rights Walk of Fame located at the Martin Luther King Jr. National Historic Site in Atlanta, GA, commemorates famous people who fought for civil rights. Students can
create their own “Walk of Fame” to be displayed in the school by creating a “Hollywood Star” for a
famous person on the Walk of Fame list, which can be accessed through the link given below. Have
each student pick a person from this list and draw his or her face on the front of a star. On the back
of the star, the student should list three ways this person contributed to the fight for equality in the
United States.
http://www.nps.gov/features/malu/feat0002/wof/
Peace Boxes
In this project, students will create “Peace Boxes”—empty boxes that have been carefully decorated
and that include a message on the side that says something like, “Fragile! Contains Peace.” These
boxes are typically given as gifts symbolic of how valuable peace is for everyone in the world. The
three websites listed below include descriptions of the original peace box project and an article that
illustrates how younger students could use the boxes to make a statement or support a cause.
http://www.treehugger.com/culture/art-project-franck-de-las-mercedes.html
http://peaceboxes.com/
http://tbrnews.com/news/manhattan_beach/middle-schoolers-art-celebrates-lives-of-newtown-victims/article_70559d58-5ab0-11e2-bf09-001a4bcf887a.html
Messages of Peace
Students can use chalk to write messages of peace, love, and equality around their school or neighborhood. For the sidewalk chalk messages, students will need chalk and a place to write their inspirational messages. See the website below for ideas.
http://chalk4peace.blogspot.com/2010_11_01_archive.html
Peace Prize
Martin Luther King Jr. was a winner of the Nobel Peace Prize. In this activity, students will make
their own versions of the Nobel Peace Prize. Students will brainstorm three things that they could
do to make the world a more peaceful place. Each student will create his or her own Nobel Peace
Prize medal as an art project and then write a summary of his or her three ideas on the medal. Students could then present their medals to the class and share their plans for peace and equality.
http://www.education.com/activity/article/nobel-peace-prize/
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Martin Luther King Jr. Service Day:
Teachers could plan a service day for Martin Luther King Jr. Day (or any other day of the year). On
the chosen day, the whole class would come together to help out their community. Service projects
could involve planting trees, writing letters to military troops, organizing a drive to create emergency
preparedness kits, etc. There are many more ideas at http://mlkday.gov/.
Music Connection—Freedom Songs:
Freedom songs were very popular during the 1960s. Songs about peace and equality were often
sung during marches and peaceful protests. It might be fun to listen to some of these songs in your
classroom and talk about the lyrics. Students could talk about why the songs were popular and why
people sang them during marches and protests. A few of the more popular (and school appropriate)
ones are listed below:
t “We Shall Overcome” (traditional, popularized by Pete Seeger)
t “We Shall Not Be Moved” (traditional, recorded by Mavis Staples and others)
t “A Change is Gonna Come” (by Sam Cooke)
t “Voices of Freedom” (by Lou Reed)
t “Turn, Turn, Turn” (by Pete Seeger, made famous by The Byrds)
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Martin Luther King Jr. Unit of Study
Prefix List
PREFIX
anti
con
de
dis
em
en
fore
il
im
in
inter
ir
mid
mis
non
over
pre
pro
re
semi
sub
super
trans
un
180
DEFINITION
against
with or together
opposite of / down
not / opposite of
cause to
cause to
before
not
not
not
between / among
not
middle
wrongly
not
in / into
before
for
again
half
under
above
across
not / opposite of
Martin Luther King Jr. Unit of Study
Roots List
ROOT
audi
auto
bio
chrono
cur
dict
fer
fix
flict
form
fus(e)
gen
geo
graph
ject
jur, jus
man
phon
photo
DEFINITION
hear
self
life
time
to run
say
carry
fasten
strike
shape or form
flow
give birth
earth
write
to throw
law
hand
sound
light
Martin Luther King Jr. Unit of Study
ROOT
port
rupt
scope
sect
senti
struct
tele
tort
tract
DEFINITION
bring or carry
break
see
cut or divide
to feel
build
far off
twist
pull / drag
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Suffix List
SUFFIX
able
age
al
ation
ative
ed
en
ence
eous
er
es
est
ful
ial
ible
ic
ing
ion
ious
ism
ition
182
DEFINITION
can be done
act / process
having characteristics of
act / process
adjective form of a noun
past tense
made of
noun form
possessing the qualities of
person connected with
plural
comparative
full of
having characteristics of
can be done
having characteristics of
verb form / present participle
act / process
possessing the qualities of
a practice or belief
act / process
SUFFIX
itive
ity
ive
less
ly
ment
ness
or
ous
s
tion
ty
y
DEFINITION
adjective form of a noun
state of
adjective form of a noun
without
characteristic of
action / process
state of / condition of
person connected with
possessing the qualities of
plural
act / process
state of
characterized by
Martin Luther King Jr. Unit of Study
Vocabulary: Making Connections
Target Word:
revolution
Context:
“What began as a small protest soon became a revolution…” (blurb)
What it is…
What it is not…
_____________________________
______________________________
_____________________________
______________________________
_____________________________
______________________________
_____________________________
______________________________
I’d probably find this word in these contexts (places, events, people, situations):
Text to World
I’ll remember this word by connecting it to:
(word, phrase, sketch)
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