Lesson 2
Objectives
d) Use complete sentences in final copies
e) Begin each sentence with a capital letter and use ending punctuation in final copies
f) Use correct spelling for commonly used sight words and phonetically regular words in final copies
g) Share writing with others
Materials
- Students will be able to identify the leadership characteristics that Martin Luther King Jr. possessed.
- History 1.2 The student will describe the stories of American leaders and the contributions to our country, with emphasis on George Washington, Benjamin Franklin, Abraham Lincoln, George Washington Carver, and Eleanor Roosevelt.
- English 1.13 The student will write to communicate ideas for a variety of purposes
d) Use complete sentences in final copies
e) Begin each sentence with a capital letter and use ending punctuation in final copies
f) Use correct spelling for commonly used sight words and phonetically regular words in final copies
g) Share writing with others
Materials
- Martin's Big Words: The Life of Dr. Martin Luther King, Jr. by Doreen Rappaport
- Happy Birthday Martin Luther King by Jean Marzollo
- Vocabulary written on sentence strips/index cards (words attached below)
- Pocket chart
- Martin Luther King fact sheet (attached below)
- Leadership Characteristics in Martin Luther King worksheet and rubric (attached below).
- Students will meet on the carpet to read Martin’s Big Words: The Life of Dr. Martin Luther King, Jr. When reading, point out important vocabulary and help to define for students. After vocabulary has been discussed, display in the pocket chart (Southern, protest, equality, segregation, Nobel Peace Prize, strike).
- Once finished, immediately read Happy Birthday Martin Luther King, and continue to point out any recurring or new vocabulary (justice).
- Once both books have been finished, allow students to discuss what they just read about King, using the following prompts: What did Martin Luther King believe in? How did he take what he believed in and make a difference? How did Martin Luther King solve problems without using violence? Why did some people not like Martin Luther King? In Martin’s Big Words, what do you think they mean when they say his “big words?”
- Give a brief background overview about Martin Luther King (use attached resource as a guideline of what to include in your overview, but adjust as necessary for your class).
- Answer any additional questions students may have before getting them into their groups and sending them back to their seats to complete the worksheet.
- Explain to students that based on the information they just learned about Martin Luther King, they will work together to write and illustrate at least one example of how Martin Luther King demonstrated leadership characteristics during his life. Let students know that you are looking for them to make a specific connection between a leadership characteristic and his life, as well as their writing needs to be legible and proper conventions used.
- Once students are done, remind them to contine thinking about how Martin Luther King was a great leader and that they will continue learning about him tomorrow.
- If there are students who would prefer to work by themselves in stead of with their group, then they have that choice.
- The formative assessment for this lesson will be the writing prompt. Groups work will be graded based on a rubric, which will look for the example they picked, their explanation of how it was a leadership characteristic, and if they connected it back to the classes own leadership characterisics. In addition, they will be assessed based on their illustration in relation to the writing, conventions, and organization of their writing
leadershipcharacteristicsinmlk.docx | |
File Size: | 52 kb |
File Type: | docx |
mlkfactsheet.docx | |
File Size: | 279 kb |
File Type: | docx |
vocabulary_sheet.docx | |
File Size: | 89 kb |
File Type: | docx |