ALEX | Alabama Learning Exchange

Reading "Martin's Big Words"

Classroom Resource Information

Title:

Reading "Martin's Big Words"

URL:

https://amhistory.si.edu/ourstory/pdf/mlk/mlk_reading.pdf

Content Source:

Smithsonian

Type:

Learning Activity

Overview:

In this learning activity, students learn about the life of Martin Luther King, Jr. A link to National Geographic's Xpeditions Atlas Maps is included. This activity is recommended to be used with Martin's Big Words by Doreen Rappaport.

Content Standard(s):

Social Studies SS2010 (2010) Grade: K Living and Working Together in Family and Community	11 ) Identify symbols, customs, famous individuals, and celebrations representative of our state and nation. (Alabama) Examples: symbols—United States flag, Alabama flag, bald eagle (Alabama) customs—pledging allegiance to the United States flag, singing "The Star-Spangled Banner" individuals—George Washington; Abraham Lincoln; Squanto; Martin Luther King, Jr. celebrations—Fourth of July, Memorial Day, Veterans Day Unpacked Content Strand: History, Civics and Government Course Title: Living and Working Together in Family and Community Evidence Of Student Attainment: Students: Recognize our country's important symbols and customs. Identify famous national and state individuals. Recognize the "Pledge of Allegiance" and "The Star Spangled Banner" and demonstrate appropriate etiquette for each. Recognize the importance of various national and state holidays. Teacher Vocabulary: symbol custom famous celebrations Knowledge: Students know: Our state and nation has certain symbols that represent it and its people. There are certain customs common to citizens of our state and nation. There are celebrations common to the citizens of our state and nation. There are certain individuals who are widely recognized as representatives of our state and nation. Vocabulary: symbol, custom, celebrate, celebration, represent, representative, state, nation, Alabama, United States, pledge, allegiance Skills: Students are able to: Identify various symbols of our state and nation, including the American flag, Alabama flag, bald eagle, etc. Identify various customs of our state and nation, including reciting the "Pledge of Allegiance," singing the "Star Spangled Banner," etc. Identify various famous individuals of our state and nation, including George Washington, Abraham Lincoln, Martin Luther King Jr., etc. Identify various celebrations of our state and nation, including The Fourth of July, Memorial Day, Veterans Day, etc. Understanding: Students understand that: There are certain symbols, customs, celebrations, and famous individuals recognized by most citizens of our state and nation. Alabama Alternate Achievement Standards AAS Standard: SS.AAS.K.11- Identify and recognize the symbols, customs, individuals, and celebrations for our state and nation.
Social Studies SS2010 (2010) Grade: 2 Living and Working Together in State and Nation	2 ) Identify national historical figures and celebrations that exemplify fundamental democratic values, including equality, justice, and responsibility for the common good. • Recognizing our country's founding fathers, including George Washington, Thomas Jefferson, Benjamin Franklin, Patrick Henry, John Adams, John Hancock, and James Madison • Recognizing historical female figures, including Abigail Adams, Dolley Madison, Harriet Tubman, and Harriet Beecher Stowe • Describing the significance of national holidays, including the birthday of Martin Luther King, Jr.; Presidents' Day; Memorial Day; the Fourth of July; Veterans Day; and Thanksgiving Day • Describing the history of American symbols and monuments Examples: Liberty Bell, Statue of Liberty, bald eagle, United States flag, Washington Monument, Lincoln Memorial Unpacked Content Strand: History, Civics and Government Course Title: Living and Working Together in State and Nation Evidence Of Student Attainment: Students: Identify national historic figures, including the founding fathers and other historic male and female American's, and relate them to the democratic values each exemplifies. Describe national celebrations, including their significance and democratic values associated with each. Identify American symbols and monuments and describe the history and significance of each. Teacher Vocabulary: historic figures (male and female) celebrations exemplify democratic values recognize founding fathers significance national holidays American symbols monuments Knowledge: Students know: Fundamental democratic values including equality, justice, and responsibility for the common good. The names and significance of national historic figures, both male and female. The significance of national holidays and the relationship of each to democratic values. The history and significance of American symbols and monuments. Vocabulary: democratic values, equality, justice, responsibility, common good, founding father, national holiday, American symbol, monument Skills: Students are able to: Identify national historic figures and celebrations. Identify the ways historic figures and celebrations exemplify fundamental democratic values. Recognize our country's founding fathers and other historic male figures. Recognize historic female figures. Describe national holidays, including the significance of each and the democratic values associated with each. Identify American symbols and monuments and describe the history and significance of each. Understanding: Students understand that: There is an importance and impact of national historic figures and celebrations. Alabama Alternate Achievement Standards AAS Standard: SS.AAS.2.2- Describe the significant national holidays, including the birthday of Martin Luther King, Jr.; Presidents' Day; Memorial Day; the Fourth of July; Veterans Day; and Thanksgiving Day.
Social Studies SS2010 (2010) Grade: 4 Alabama Studies	14 ) Analyze the modern Civil Rights Movement to determine the social, political, and economic impact on Alabama. • Recognizing important persons of the modern Civil Rights Movement, including Martin Luther King, Jr.; George C. Wallace; Rosa Parks; Fred Shuttlesworth; John Lewis; Malcolm X; Thurgood Marshall; Hugo Black; and Ralph David Abernathy • Describing events of the modern Civil Rights Movement, including the Montgomery Bus Boycott, the Sixteenth Street Baptist Church bombing in Birmingham, the Freedom Riders bus bombing, and the Selma-to-Montgomery March • Explaining benefits of the Civil Rights Act of 1964, the Voting Rights Act of 1965, and Brown versus Board of Education Supreme Court case of 1954 • Using vocabulary associated with the modern Civil Rights Movement, including discrimination, prejudice, segregation, integration, suffrage, and rights Unpacked Content Strand: Economics, Geography, History, Civics and Government Course Title: Alabama Studies (Alabama) Evidence Of Student Attainment: Students: Describe the social, political, and economic impact of the modern Civil Rights Movement on Alabama. Describe the impact of important persons of the modern Civil Rights Movement, including Martin Luther King, Jr.; George C. Wallace; Rosa Parks; Fred Shuttlesworth; John Lewis; Malcolm X; Thurgood Marshall; Hugo Black; and Ralph David Abernathy. Summarize the significance of key events of the modern Civil Rights Movement, including the Montgomery Bus Boycott, the Sixteenth Street Baptist Church bombing in Birmingham, the Freedom Riders bus bombing, and the Selma-to-Montgomery March. Interpret the Civil Rights Act of 1964, the Voting Rights Act of 1965, and Brown versus Board of Education Supreme Court case of 1954. Will identify the purpose and goals of education in American society and explain why African Americans chose to challenge segregated education in their quest for equality. Teacher Vocabulary: analyze interpret discrimination prejudice protest (violent and non-violent) boycott sit-in segregation integration Jim Crow suffrage rights NAACP Knowledge: Students know: Many of the key leaders that were vital to the modern Civil Rights movement including Martin Luther King, Jr.; George C. Wallace; Rosa Parks; Fred Shuttlesworth; John Lewis; Malcolm X; Thurgood Marshall; Hugo Black; and Ralph David Abernathy. How the Montgomery Bus Boycott and other forms of protest impacted Alabama's economy. How the many forms of non-violent protests were used to help African Americans in Alabama gain equality including the Montgomery Bus Boycott, the Selma-to-Montgomery March, and children's marches. African Americans in Alabama were often the victims of violence while trying to gain equality (Sixteenth Street Church bombing, Freedom Riders bus bombing). Skills: Students are able to: Recognize important persons of the modern Civil Rights Movement, including Martin Luther King, Jr.; George C. Wallace; Rosa Parks; Fred Shuttlesworth; John Lewis; Malcolm X; Thurgood Marshall; Hugo Black; and Ralph David Abernathy. Describe events of the modern Civil Rights Movement, including the Montgomery Bus Boycott, the Sixteenth Street Baptist Church bombing in Birmingham, the Freedom Riders bus bombing, and the Selma-to-Montgomery March. Interpret primary sources such as the Civil Rights Act of 1964, the Voting Rights Act of 1965, Brown versus Board of Education Supreme Court case of 1954, and Letters from the Birmingham Jail. Use vocabulary associated with the modern Civil Rights Movement, including discrimination, prejudice, segregation, integration, suffrage, and rights. Understanding: Students understand that: Many individuals and events had a social, political, and economic impact on the people of Alabama during the modern Civil Rights Movement. There were many benefits of the Civil Rights Act of 1964, the Voting Rights Act of 1965, and Brown v. Board (1954). The doctrine of separate but equal called for specific things. These events also had a significant impact on the nation. Alabama Alternate Achievement Standards AAS Standard: SS.AAS.4.14- Identify the purpose of the Civil Rights Movement; recognize important issues, leaders, and results of the movement. SS.AAS.4.14a -Identify vocabulary associated with the modern Civil Rights Movement, including discrimination, prejudice, segregation, integration, suffrage, and rights.
English Language Arts ELA2021 (2021) Grade: K	27. Identify and describe the main story elements in a literary text. a. With prompting and support, retell a text orally, including main character(s), setting, and important events in logical order. Unpacked Content Teacher Vocabulary: 27. Identify Describe Characters Settings Important events Literary text 27a. Retell Text Orally Main character(s) Setting Events Logical order Prompting Support Knowledge: 27. Students know: Main story elements in a literary text. 27a. Techniques for retelling a text orally using key details. How to sequence events in logical order (first, next, last). Skills: 27. Students are able to: Identify the main story elements (characters, settings, and important events) in a literary text. Describe the main story elements (characters, settings, and important events) in a literary text. 27a. With prompting and support, Recall key details and important events in a text. Orally retell a text, including main character(s), setting, and important events in logical order. Understanding: 27. Students understand that: Identifying the characters, setting, and important events in a text help them better understand the overall meaning of the text. 27a. Recalling important events and details of a text helps to retell the story and understand the meaning of the text.
English Language Arts ELA2021 (2021) Grade: 1	21. Identify the main topic and key details of literary and informational texts. Unpacked Content Teacher Vocabulary: 21. Identify Main topic Key details Literary texts Informational texts Knowledge: 21. Students know: Main topic of literary and informational texts. Key details of literary and informational texts. Skills: 21. Students are able to: Identify the main topic of literary and informational texts. Identify key details of literary and informational texts. Understanding: 21. Students understand that: Literary and informational texts have a main idea and supporting details.
English Language Arts ELA2021 (2021) Grade: 2	4. Orally answer who, what, when, where, why, and how questions about a text or conversation, using complete sentences to provide key ideas and details. Unpacked Content Teacher Vocabulary: 4. Orally Who, what, when where, why, and how questions Complete sentences Key ideas Key details Knowledge: 4. Students know: Key ideas and details should be included when answering questions. Complete sentences, which contain a subject and a predicate, should be used when answering questions. Who, when, and where questions will have a concrete, objective answer. What, why, and how questions may have a more abstract, subjective answer. Skills: 4. Students are able to: Orally answer questions about a text or conversation using complete sentences that provide information about key ideas and details. Orally answer who, what, when, where, why, and how questions about a text or conversation with appropriate key ideas and details. Understanding: 4. Students understand that: When answering who, what, when, where, why, and how questions they should provide key ideas and details from a text or conversation to demonstrate their comprehension. Speaking in complete sentences helps them clearly communicate their message and their understanding.
English Language Arts ELA2021 (2021) Grade: 3	22. Describe literary elements within a story, including setting, plot, characters, and themes. a. Describe in detail the characters' behavior, emotions, and traits and explain how their actions influence events in the story. b. Explain how the characters' actions and dialogue contribute to the meaning of the story. c. Identify the central message, theme, or moral in a story, including myths, fables, and folktales, and explain the meaning conveyed in the passage. d. Compare and contrast the themes, settings, and plots from two texts. Unpacked Content Teacher Vocabulary: 22. Describe Literary elements Story Setting Plot Characters Themes 22a. Describe Character Behaviors Emotions Traits Actions Influence Events 22b. Explain Characters Actions Dialogue Contribute Meaning 22c. Central message Theme Moral Myths Fables Folktales Conveyed 22d. Compare Contrast Theme Setting Plot Stories Knowledge: 22. Students know: Literary elements within a story include the setting, plot, characters, and themes. Setting is when and where a story takes place. Plot is the main events of a story (often referred to as the beginning, middle, and end of a story). Characters are any person, animal, or figure that affect the plot. Theme is the main, recurring idea in a text. 22a. A story author provides descriptions of the characters' behavior, emotions, and traits. The actions of characters in a story affect the events, or plot, of the story. 22b. The actions of characters in a story affect the events, or plot, of the story. The dialogue, or spoken words, of characters in a story affect the plot of the story. 22c. Qualities of myths, fables, and folktales. Many stories have a central message, theme, or moral. A central message or moral is the lesson that is learned through the story or the one big idea of the story. The central message, theme, or moral is conveyed through key details. 22d. Compare means tell how things are alike or similar. Contrast means tell how things are different. Literary elements from different texts, like themes, settings, and plots, can be compared and contrasted. Setting is when and where a story takes place. Plot is the main events of a story (often referred to as the beginning, middle, and end of a story). Theme is the main, recurring idea in a text. Skills: 22. Students are able to: Identify and describe the literary elements, including setting, plot, characters, and theme, within the text. 22a. Provide a detailed description of story characters' behavior, emotions, and traits. Explain how story characters' actions affect the events of the story. 22b. Explain how the actions of characters' contribute to the meaning of the story. Explain how the dialogue between two or more characters contributes to the meaning of the story. 22c. Identify the central message, theme, or moral of a story, including myths, fables, and folktales. Explain the meaning of the central message, theme, or moral conveyed in the passage. 22d. Compare and contrast literary elements, such as themes, settings, and plots, of two texts. Understanding: 22. Students understand that: Identifying and describing literary elements within a story will help in comprehending the text. 22a. Understanding each character's behavior, emotions, and traits will help them better understand a story's plot. Characters in a story drive the plot by engaging in different actions. 22b. Characters' actions and dialogue contribute to the meaning of a story. Understanding the actions and dialogue of story characters improves overall comprehension of the text. 22c. Understanding the meaning of the central message, theme, or moral of a story will improve overall comprehension of the passage. Myths, fables, and folktales are types of narrative stories that often include a moral. 22d. Comparing and contrasting literary elements can improve their comprehension, or understanding, of both texts.
English Language Arts ELA2021 (2021) Grade: 4	15. Analyze in depth a character, setting, or event in a story or drama, drawing on specific details in the text. a. Identify and explain attitudes and influences of multiple characters within a text. b. Explain how the main character changes throughout the story, using explicit evidence from the text. c. Make an inference about a character's behavior, the setting, and/or specific events, using explicit details from the story. Unpacked Content Teacher Vocabulary: 15. Analyze Character Setting Event Story Drama Specific details 15a. Attitude Influence Characters 15b. Main character Explicit evidence 15c. Inference Character Behavior Setting Specific events Explicit details Knowledge: 15. Students know: Characters are any person, animal, or figure that affect the events of the story. Setting is when and where a story takes place. Events are situations that are described in the story. A drama is a story with dialogue that can be read by different people. Details in the text provide information about the characters, setting, and events. 15a. Characters are any person, animal, or figure that affect the events of the story. Characters in text are described as having certain attributes, like attitude. Characters in text can be influenced by other characters or events in the text. 15b. The main character is the focus of the plot and often displays changes in attitude or beliefs during the story. Explicit evidence refers to direct quotations from the text. 15c. Making an inference requires using observation and background knowledge to reach a logical conclusion. Inferences can be drawn by using information from the text. Skills: 15. Students are able to: Use specific details from the text to explain attributes of the characters, setting, or event in a story or drama. 15a. Identify attitudes and influences of multiple characters within a text. Explain the reasoning behind characters' attitudes and influences. 15b. Identify the main character in a story. Use explicit evidence from text to explain how the main character changed in the story. 15c. Use explicit details from a story to support inferences about a character's behavior, the story's setting, and/or specific events. Understanding: 15. Students understand that: They can explain details about characters, settings, and events in a story or drama by using evidence from the text. 15a. There are influences that affect characters' behavior and attitude in a text. 15b. A story usually focuses on one main character who changes throughout the text. Their explanations can be supported with direct quotations from the text. 15c. Making an inference requires them to use information from the text and their background knowledge to draw conclusions about characters, settings, and events in a story.

Tags:

civil rights, Doreen Rappaport, Martin Luther King Jr, Martins Big Words, segregation

License Type:

Custom Permission Type
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Author:

Ginger Boyd

ALEX Classroom Resource

Reading "Martin's Big Words"