Lesson 4
Objectives
c) Objects or events are classified and arranged according to characteristics or properties;
c) Ask and respond to questions
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 1.1 The student will interpret information presented in picture timelines to show sequence of events and will distinguish among past, present, and future.
- 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.
- Science 1.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which
c) Objects or events are classified and arranged according to characteristics or properties;
- English 1.1 The student will continue to demonstrate growth in the use of oral language a) Listen and respond to a variety of electronic media and other age-appropriate materials e) Express ideas orally in complete sentences
- English 1.3 The student will adapt or change oral language to fit the situation
c) Ask and respond to questions
- 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
- Center table tents (attached below)
- Martin Luther King Centers Rubric (attached below)
- Various picture books about Martin Luther King, Jr. (see attached list of books to choose from)
- Paper with space for an illustration
- Pencil/crayons
- Copies of pictures from A Picture Book of Martin Luther King, Jr. by David Adler (color copy, if possible, the following pages: 2, 9, 10, 13, 14, 17, 18 & 19, 20, 21, 25)
- Multiple copies of A Picture Book of Martin Luther King, Jr. by David Adler
- Various picture books about Martin Luther King, Jr. (see attached list of books to choose from)
- A walk through Martin Luther King's life worksheet (attached below)
- Instructions for Martin Luther King Glyph (attached below)
- Martin Luther King clothing patterns on the following colors (necktie/bow tie: blue & red; suit/arm: brown & black; hair/mustache: black; head/hands: brown & flesh-tone; outer eye: white; inner eye: black; shirt: white). (Attached with instructions)
- How I can make the world a better place creative writing sheet (Attached with instructions)
- I Have a Dream picture book, by Martin Luther King, Jr.
- Glue
- Black marker
- Scissors
- 4 brown eggs and 4 white eggs
- Chart paper
- Chart markers
- Two bowls
- We are all alike, we are all different
- Center #4 exit slip (Attached below)
- Let students know that today they will be participating in four centers, each one representeing one of the characteristics of a great leader. Students will participate in activities at each center to help them understand if Martin Luther King displayed that characteristic of leadership.
- Instruct students to get with their groups and let students know that they will have 25 minutes to work at each center.
- These center rotations will take two days to complete, where there will be some extra time on day two for students to return to any exsisting centers to work on anything they did not finish.
- Centers are explained as followed:
- At this center, students will look through some picture books about Martin Luther King and draw/write about an event during his life that could have discouraged him and stopped his fight for justice. Then students will explain, using the materials at the center, why he did not give up in the face of ridicule, predujice, or danger.
- Students will be given a set of pictures that portray Martin Luther King's life. They will use the picture books (specifically A Picture Book of Martin Luther King, Jr., but can use other books as resources as well) provided to help put the pictures in order of when they happened, as well as check their timeline when they finish.
- Students will then look at the picture timeline and explain what evidence there is to suggest that Martin Luther King was passionate about obtaining civil rights for all people.
- Students will create a Martin Luther King glyph, by answering certain questions specific to themselves. Once their glyph is created, they will look through the I have a Dream book and think about Martin Luther King's vision for a better future. They will then use the worksheet to write a creative writing piece about how Martin Luther King inspires them to make the world a better place.
- This center will be run by the teacher.
- Before including this center in your rotation, ensure that there are no egg allergies in your class. Students will only observe the eggs, not touch them, but you still need to make sure that there are no allergies.
- The teacher will introduce the activity by discussing how one of the things Martin Luther King was well known for was his fight for equal rights for African Americans. He did not believe that people should be judged by the color of their skin; also known as racism.
- To help students understand the idea that Martin Luther King was trying to convey, have students examine two eggs, one brown and one white. As a group, have students discuss the similarities and differences between the two eggs, while the teacher writes their observations on chart paper.
- Once students have made observations of the eggs, the teacher will break each egg open and put the insides into two separate bowls and have students make observations again.
- Have students notice if there are more similarities or differences, and draw attention to the fact that the only difference is the way they look. Now ask students to choose which egg is better than the other. Ask them to justify their choice. Explain to students that they can't possibly make that choice without basing the decision based on the color of the eggs, and the color of something does not make it better than another. Tell students that that was what Martin Luther King was fighting for: the rights of all people, no matter what skin color or culture they came from; everyone deserves the same rights.
- Next, read the book We are all alike, we are all different, and after, have students share how they are similar to their peers and how they are different. Ask students how they would feel if they were treated differently based on what they looked like, where they came from, what shoes they wore, etc.
- Finally, have students share why they think Martin Luther King wanted everyone to be treated equally regardless of their skin color. Have students complete an exit slip that answers the following question “What might have happened if Martin Luther King did not stand up for others and fight for what he believed in? Would people have been encouraged to do what was right?
- Students are given the option in Center #1 to write or draw their answer to the question. This allows students who might not like to write, or struggle writing, another option to express their thoughts.
- Students are working in mixed-readiness groups. This grouping style allows students who might struggle during the activities to find support from students in the group who are a higher-readiness level.
- The formative assessment for this lesson is a rubric that assesses students work at all the centers. The rubric will assess the connection students make between the leadership characteristics and specific examples for Martin Luther King's life, as well as assess their conventions and organization.
- The rubric used to assess students work in the center also takes into consideration all the work they complete in order to determine their grade. This type of assessment allows for a more holistic view of students work, therefore if they struggle at one center, it will greatly affect their overall grade for the centers.
centertabletents.docx | |
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martin_luther_king_centers_rubric.docx | |
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martin_luther_king_book_list.docx | |
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awalkthroughmlkslife.docx | |
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mlk_glyph_activity.docx | |
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center4exitslip.docx | |
File Size: | 56 kb |
File Type: | docx |