Lowery, L., & Mitchell, H. (1987). Martin Luther King Day. Minneapolis, MN: Carolrhoda Books.
Ask students what they recall learning about Martin Luther King Jr. Students may use their graphic organizer to look back on. Ask students if there is anything else they would like to learn about Dr. King (think-pair-share). Record their responses down.
Read the book, Martin Luther King Day, which is a detailed book about Dr. King’s life. After reading, ask students if any of their questions were answered. Go back to their responses that were record down.
Read the book a second time. Since this is a very detailed book about Dr. King’s life, we will be doing a close reading and this time I will be asking thought provoking questions throughout the …show more content…
Read the quote out loud to students. Ask students if this is a primary source? Then explain that this quote is a primary source. The book we will be reading is also a primary source. Ask students, “What does this quote mean?” Have students share with their partners on what they think the quote means (think-pair-share). Read the book, Martin’s Big Words, which is a primary source book of quotes. After, transfer the quote mentioned above onto a poster. Students will then chart down around the quote what they think the quote means. They can chart down what they talked about with their partner or what they learned from the book. We will then have a collaborative conservation about what they charted down around the quote. Next, I will give them each a handout of the whole quote from Dr. King’s “I Have A Dream” speech. Students will then pull information from the quote and they will put it on their graphic organizer. By giving them the their own copy of the quote, this gives students the opportunity to write down what Dr. King is saying in their own words. Finally, we will have an in-depth discussion about what they charted down, which will let me see what they wrote about the …show more content…
For the first viewing, they are not taking any notes. I want them to first watch the movie for fun because if they are searching for information the first time around, they wont understand what they are watching.
After the first viewing, I will tell students that we will be watching the movie a second time, but now I want them to take notes on what is happening in the video into their graphic organizer. Using their graphic organizer, as a class, we will discuss what information they charted down. Did they learn anything new about Dr. King that they didn’t previously know? Did Dr. King do anything exceptional? If so, what did he do? Did he help people? If so, what did he do? Do you think he was brave? If so, what did he do? Teacher will chart down student responses on the poster version of the graphic
Ask students what they recall learning about Martin Luther King Jr. Students may use their graphic organizer to look back on. Ask students if there is anything else they would like to learn about Dr. King (think-pair-share). Record their responses down.
Read the book, Martin Luther King Day, which is a detailed book about Dr. King’s life. After reading, ask students if any of their questions were answered. Go back to their responses that were record down.
Read the book a second time. Since this is a very detailed book about Dr. King’s life, we will be doing a close reading and this time I will be asking thought provoking questions throughout the …show more content…
Read the quote out loud to students. Ask students if this is a primary source? Then explain that this quote is a primary source. The book we will be reading is also a primary source. Ask students, “What does this quote mean?” Have students share with their partners on what they think the quote means (think-pair-share). Read the book, Martin’s Big Words, which is a primary source book of quotes. After, transfer the quote mentioned above onto a poster. Students will then chart down around the quote what they think the quote means. They can chart down what they talked about with their partner or what they learned from the book. We will then have a collaborative conservation about what they charted down around the quote. Next, I will give them each a handout of the whole quote from Dr. King’s “I Have A Dream” speech. Students will then pull information from the quote and they will put it on their graphic organizer. By giving them the their own copy of the quote, this gives students the opportunity to write down what Dr. King is saying in their own words. Finally, we will have an in-depth discussion about what they charted down, which will let me see what they wrote about the …show more content…
For the first viewing, they are not taking any notes. I want them to first watch the movie for fun because if they are searching for information the first time around, they wont understand what they are watching.
After the first viewing, I will tell students that we will be watching the movie a second time, but now I want them to take notes on what is happening in the video into their graphic organizer. Using their graphic organizer, as a class, we will discuss what information they charted down. Did they learn anything new about Dr. King that they didn’t previously know? Did Dr. King do anything exceptional? If so, what did he do? Did he help people? If so, what did he do? Do you think he was brave? If so, what did he do? Teacher will chart down student responses on the poster version of the graphic