Kristin N. Huff Missouri Southern State University
LITERACY PROJECT: CIVIL RIGHTS 2
Description Compiled is a list of strategies and examples of each to use in the classroom to help students comprehension with reading. Included is a content text set, vocabulary word sort, vocabulary, self-awareness chart, QAR, graphic organizer, notetaking, and shared reading. Each of the strategies are use to work with the standard of: SS3 1.10 Describe the contributions of Martin Luther King, Jr. This standard is to show third graders what Martin Luther King, Jr. accomplished during his life. The resources also go farther than that and expand into the civil rights movement. This was chosen so that students understand why Martin Luther King, Jr. was passionate about civil rights. This also shows students where our country has come from. In the classroom, these strategies can be used to teach history while also integrating reading standards. In this assortment of strategies, the following reading standards for the fiction resources are being used: CCSS.ELA-LITERACY.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CCSS.ELA-Literacy.RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. These standards were chosen to help students with their vocabulary terms and their comprehension of the text. The students are to ask questions and be able to answer the questions with evidence from the text. The following reading standards for the non-fiction resources are being use: CCSS.ELA-Literacy.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. LITERACY PROJECT: CIVIL RIGHTS 3 CCSS.ELA-Literacy.RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. These were chosen to use different levels of thinking skills. The first standard is for basic thinking skills. It allows the students to find the main ideas of the text. The second standard is more higher order thinking. It has students think about what happened in the text and relate it to historical events. This allows students to relate the text to what they are learning from other texts within the content text set. This is an excellent assortment of strategies that can be used with any discipline and topic.
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Annotated Bibliography Abrams, A. (2013). A march remembered. Time for Kids. Retrieved from http://www.timeforkids. com/news/march-remembered/99936 This is an article about anniversary of the civil rights march and the I Have A Dream speech. Anderson, L. H. (2010). Chains: Seeds of America. New York, NY: Atheneum Books for Young Readers. In this fiction novel set in the Revolutionary War, a thirteen-year-old girl spies on her owners for the British. Reluctant at first, she then realizes her loyalty is to the person who will give her freedom. Birth of the civil rights movement. (2013). Kids Discover, Civil Rights, 6-7. This childrens magazine article talks about the civil rights movement and how it started. Learn about civil rights. BrainPop. (2013). Retrieved from http://www.brainpop.com/socialstudies /ushistory/civilrights/preview.weml A great website for students to watch videos about the civil rights movement. It also has quizzes and games that students can play. Civil rights movement. (2014). Retrieved from http://www.kidskonnect.com/subjectindex/ 16-educational/history/410-civil-rights- movement.html This is a kid friendly website that gives facts about the civil rights movement and has other links that students can visit. Curtis, C. P. (2000). The Watsons go to Birmingham-1963. New York, NY: Laurel Leaf. This fiction novel takes a family from Michigan with little to no segregation to LITERACY PROJECT: CIVIL RIGHTS 5 Birmingham. This novel shows students the difference between the north and south during the civil rights period. Griffin, L. W. (1975). Po man. Retrieved from http://www.crmvet.org/poetry/pgriffin.htm#pl ulupoman This poem is spoken like the African Americans of this time. It talks about how they dont fit in with their clothes and their speech. Joiner, L. L. (2013, May 2). How the children of Birmingham changed the civil-rights movement. The Daily Beast. Retrieved from http://www.thedailybeast.com/articles/2013/05/02/how -the-children-of-birmingham-changed-the-civil-rights-movement.html This article gives the opportunity to show students that children can make a difference. They explain what children did during the march in Birmingham with MLK. Lawton, K. (2013, May 01). Childrens march 50 years later: Civil rights movements young foot soldiers recall their stories. Religion & Ethics NewsWeekly. Retrieved from http://www.huffingtonpost.com/2013/05/01/childrens-march-50-years-later-civil-rights- foot-soldiers-recall-their-stories_n_3196699.html This news article talks about the Childrens March and the people that were in it. They share their story in the article. Levine, E. S. (2000). Freedoms children: Young civil rights activists tell their own stories. London: Puffin In this non fiction book, thirty children tell their stories of what life was like during the 1950s and 1960s. This includes restaurants and schools to violence and arrests. Levinson, C. (2012). Weve got a job: The 1963 Birmingham childrens march. Atlanta, LITERACY PROJECT: CIVIL RIGHTS 6 Ga: Peachtree Publishers. This non-fiction book tells the story of the 4000 black school children went to jail voluntarily in Birmingham. Lewis, J., Aydin, A., & Powell, N. (2013). March book 1. Marietta, Ga: Top Shelf Productions This graphic novel goes through the life of Congressman John Lewis as he is one of the key figures of the civil rights movement and is committed to justice and nonviolence. Osborne, L.B. (2012). Miles to go for freedom: Segregation and civil rights in the Jim Crow years. New York, NY: Harry N. Abrams. This non-fiction is told through first-person accounts about racial segregation and the early civil rights efforts in the US from the 1890s to 1954. Shelton, P. Y. (2009). Child of the civil rights movement. New York, NY: Schwartz & Wade. This childrens picture book is in a childs perspective on the civil rights movement. It introduces activist Martin Luther King Jr. and includes the march from Selma to Montgomery. Weatherford, C. B. (2007). Freedom on the menu: The Greensboro sit-ins. London: Puffin. This childrens picture book shares what an eight-year-old girl saw during this time in Greensboro, NC. There were signs telling her where and where she couldnt eat until she hears about the changes that are coming. Williams-Garcia. R. (2011). One crazy summer. New York, NY: Amistad. A fiction novel set in 1968. Three sisters set out to Oakland, Ca to meet their mother who abandoned them when they were young. Their mother then sends them to a camp run by the Black Panthers.
Word Sort A March Remembered LITERACY PROJECT: CIVIL RIGHTS 7 Abrams, A. (2013). A march remembered. Time for Kids. Retrieved from http://www.timeforkids. com/news/march-remembered/99936 SS3 1.10 Describe the contributions of Martin Luther King, Jr. CCSS.ELA-Literacy. RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. Directions: Review the categories provided and sort the vocabulary terms/concepts. (For an Open Word Sort, instruct the students to come up with their own categories.) You will have approximately 10 minutes to sort the vocabulary terms/concepts into the appropriate categories. We will have a class discussion on where you categorized the vocabulary terms into. You will be asked to defend your placement of the term and tell how it meets the criteria of the category. The terms/concepts can be put in more than one category. Before MLK During MLK After MLK Discrimination
Segregation
The South
Racism I Have A Dream
Discrimination
National Mall
Civil Rights Leaders
African- American President
Realize the Dream Rally
Martin Luther King, Jr. Memorial LITERACY PROJECT: CIVIL RIGHTS 8 Civil Rights Movement
Protest
March on Washington for Jobs and Freedom
Racism
This word sort will be given before students read the article about Martin Luther King, Jr.s march and speech. This will allow to assess the students knowledge about Martin Luther King, Jr. After the students read the article, the students will revise the word sort to fit what they learned.
LITERACY PROJECT: CIVIL RIGHTS 9
Vocabulary Self-Awareness Chart The Watsons go to Birmingham- 1963 Curtis, C. P. (2000). The Watsons go to Birmingham-1963. New York, NY: Laurel Leaf. SS3 1. 10 Describe the contributions of Martin Luther King, Jr. CCSS.ELA-Literacy.RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language Student Directions: 1. Examine the list of words you have written in the first column 2. Put a + next to each word you know well, and give an accurate example and definition of the word. Your definition and example must relate to the unit of study. 3. Place a * next to any words for which you can write only a definition or an example, but not both. 4. Place a ? next to words that are new to you. 5. Add any additional words you feel are important to know or are unfamiliar to you. You will use this chart throughout the unit. By the end of the unit should have the entire chart completed. Because you will be revising this chart, write in pencil. Word + * - Example Definition generate * Produce LITERACY PROJECT: CIVIL RIGHTS 10 delinquent - forecast + We forecast the weather. Predict in advance respectable encourage propose interrupt pout flunk
Students will be introduced to the chart by modeling the process. After modeling, the student will fill out the chart before, while, and after reading the story. They will fill out three different charts. This will allow students to learn the terms/concepts throughout the study.
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Question Answer Relationship (QAR) APA Reference(s) Curtis, C. P. (2000). The Watsons go to Birmingham-1963. New York, NY: Laurel Leaf. Content Standards SS3 1.10 Describe the contributions of Martin Luther King, Jr. CCSS ELA Standards CCSS.ELA-LITERACY.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Student directions: Answer the following questions about The Watsons Go To Birmingham -1963 in your writing journal. Make sure all of you answer every part of the question. In the Text Questions Answers
Right There questions (2) (think who is, where is, list, when is, how many,
1. Where was Momma from?
Alabama pg. 47 p.1
LITERACY PROJECT: CIVIL RIGHTS 12 when did, name, what kind of- Remember that the answer will be in one location in the text)
2. Where did the Watsons live? Michigan pg. 2 p.2 Think and Search questions (2) (require students to search through the entire passage they read to find information) 1. For what reason, did the church get bombed? The church got bombed because of the racism that was going on in Birmingham. The white people did not like African Americans. They wanted to hurt them and they knew that they would be in church for the Sunday service so they chose then. 2. Compare and Contrast Michigan to Alabama. Michigan was were the Watsons were from. They were more accepting of LITERACY PROJECT: CIVIL RIGHTS 13 African American people. They were prejudice more of people who were in a different social class than they were. Alabama was where the Watsons travelled to. It was very prejudice against African Americans. They both had prejudice of some kind. In Your Head Author and You questions (1) (require students to answer with information not in the text; however, students must read the text material to understand what the question is asking then use the information from the text and explain what you know or 1. Explain why you think the author set the story in Michigan and had the family travel to Birmingham? Give examples of a time when you went on a road trip. See sample rubric below. I think Christopher Paul Curtis set the story in Michigan to begin with is because he wanted that shock factor of the kids. They didnt understand the racism that was going on in the south. On the journey to Birmingham, the Watson kids LITERACY PROJECT: CIVIL RIGHTS 14 have experienced) were surprised that their parents were so scared to stop along the way. I also think that he wanted to have them from a northern state that didnt have much racism to a southern state that did. I remember when I traveled to California, I was shocked how they did everything and how they treated people. It was not like the Mid-West. On Your Own questions (1) (can be answered with information from the students background knowledge and do not require reading the text) 1. What kind of road trip have you been on? Sample response-use rubric below. A road trip that I went on was from California to Missouri. It took us 3 days to drive back. We got to stop at really good places to eat and drive along Route 66 most of the time. I also got to learn more about my friends while LITERACY PROJECT: CIVIL RIGHTS 15 traveling.
Rubric for Author and Me (adjust your rubric to match your question) 4 3 2 1 Student states why they think the author had the book set in Michigan. Two pieces of information from the text are used to support the answer. The student thoroughly explains background knowledge or experiences of a road trip to further support their answer. Student states why they think the author had the book set in Michigan. At least one piece of information from the text is used to support the answer and the student uses some background knowledge or experience of a road trip to further explain and support their answer. Student states why they think the author had the book set in Michigan and uses at least one piece of information from the text OR uses background knowledge/expe riences of a road trip to support and explain,
Student states why they think the author had the book set in Michigan but does not use information from the text or personal knowledge/experi ence to support or explain. LITERACY PROJECT: CIVIL RIGHTS 16
Rubric for On My Own (adjust your rubric to match your question)
4 3 2 1 Student stated a road trip they have been on. They explained with details what they did on the trip. The student stated a road trip they have been on and provided at least two things they did on the trip. Student presented a vaguely a road trip they have been on and what they did with only minimal explanation. Student failed to clearly present a road trip. No clear explanation was stated.
When and why I would use this strategy I would use this strategy when using a thematic unit. I think this would help students to make real life connections with the subject that we are reading. It would also help assess what the students need helps with when it comes to reading.
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Graphic Organizer Joiner, L. L. (2013, May 2). How the children of Birmingham changed the civil-rights movement. The Daily Beast. Retrieved from http://www.thedailybeast.com/articles/2013/05/02/how-the-children-of-birmingham- changed-the-civil-rights-movement.html SS3 1.10 Describe the contributions of Martin Luther King, Jr. CCSS.ELA-Literacy.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Student Directions: Fill out this KWL Chart to demonstrate what you know, what you want to know, and what you have learned from this article. Fill the K of what you know about the civil- rights movement before you read the article. Fill the W of what you want to know after you read. Fill the L of what you learned from the article after you have read the article. K W L Martin Luther King Jr. helped lead the Civil- Rights Movement. When did the civil- rights movement start? The most racist cities in the south was Birmingham in 1963. Many marches happened in Birmingham, Alabama. What did children do to change the Civil-Rights Movement? 3,000 black young people marched Birmingham on May 7, 1963. LITERACY PROJECT: CIVIL RIGHTS 18 The civil-rights movement was a movement wanted equality between African-American people and white people. Did other children in other cities help change the movement? The children who marched changed the civil-rights movement because they made a difference, went to jail, and protested. The students helped people see that this was important.
The students will be able to use this to understand what they know, what they want to know, and what the learned while reading a single article. This can also be used throughout the unit. Teachers can use this to assess what students have learned and to see if they are on the right track with their learning.
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Note Taking Joiner, L. L. (2013, May 2). How the children of Birmingham changed the civil-rights movement. The Daily Beast. Retrieved from http://www.thedailybeast.com/articles/2013/05/02/how-the- children-of-birmingham- changed-the-civil-rights-movement.html SS3 1.10 Describe the contributions of Martin Luther King, Jr. CCSS.ELA-Literacy.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Student Directions: Take notes over the article. Make sure you write any questions that you may have and the topics in the left side column and the notes on the right column. Write a summary at the bottom discussing all the key points of the article.
LITERACY PROJECT: CIVIL RIGHTS 20 Main Points:
800 Students
1963 Birmingham
Was Martin Luther King Jr. apart of this march?
Childrens Crusade
Changed
Notes:
800 students walked a 10-mile walk to Birmingham City.
In 1963 Birmingham was known as one of the most racist cities in the South.
Yes, he was at this march.
In May 1963 they launched the Childrens Crusade and began a march on Birmingham.... more than 3,000 black young people were marching on the city.
They changed the how people saw the civil rights movement by making a difference, going to jail, and protesting.
Summary: 800 black students left their classrooms and marched on Birmingham. They changed how people saw the civil rights movement because they were so passionate about it.
Students can use this notetaking strategy to help them understand what they are reading. It also helps them determine what main ideas are and questions to ask. I also like how it has a summary at the bottom. This helps student understand what read.
LITERACY PROJECT: CIVIL RIGHTS 21
Shared Reading Title: The Watsons go to Birmingham-1963 Reference: Curtis, C. P. (2000). The Watsons go to Birmingham-1963. New York, NY: Laurel Leaf. Grade Level: 3rd Content Area: Social Studies Content GLE: SS3 1.10 Describe the contributions of Martin Luther King, Jr. CCSS: CCSS.ELA-Literacy.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CCSS.ELA-Literacy.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. CCSS.ELA-Literacy.RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. Directions: Use the first column to write information straight from the text. Use the second column to write word for word what you would say to the students and where you put your think aloud. Use the third column to write strategies that are being used during the think aloud.
Text Teacher commentary during the think aloud Strategies modeled/ practiced LITERACY PROJECT: CIVIL RIGHTS 22 The Watsons Go To Birmingham-1963 Looking at the title, I wonder why the Watsons are going to Birmingham?
I see that the book is set in 1963 I wonder what was going on in 1963?
When I look at the picture, I see an African American boy and an old brown car. Is the book about the little boy driving in that car?
Lets read to see if my predictions are correct. Making predictions based on the title. Motivation to read further to see if our predictions are correct. Dad went out to try and get the Brown Bomber started. That was what we called our car. It was a 1948 Plymouth that was dull brown and real big, Byron said it was turd I was correct. The car on the front of the book is the car the family owns. Lets read on to see why they are going to Birmingham Confirming predictions.
Motivation LITERACY PROJECT: CIVIL RIGHTS 23 brown. The next time I took a little rest Byron was still calling my name but sounding like he had something in his mouth. He was saying, Keh-ee! Keh-ee! Hel... hel...! When he started banging on the door of the car I went to take a peek at what was going on. After reading this paragraph, Im asking myself what is going on with Byron? Why does he need help? Questioning I moved closer. I couldnt believe my eyes! Byrons mouth was frozen on the mirror! He was as stuck as a fly on flypaper! So because Byron stuck his tongue to the ice on the car, his tongue got stuck. Why do you think this happened? Cause and Effect-Challenges students to analyze and explain an event. Includes a science lesson. I sneaked to the bathroom door and peeked through the keyhole. By was pretending he was making a movie called Nazi Parachutes Attack America and Get Shot Down Using our prior knowledge, who were the Nazis and why would Byron be shooting them down to them. Making text-to-world connections. LITERACY PROJECT: CIVIL RIGHTS 24 over the Flint River by Captain Byron Watson and His Flamethrower of Death It was a little girl and she had on a real pretty blue dress and big, yellow wings and something tied around her head. When the Wool Pooh pulled me closer I could see that it was a little angel, and wait a minute, it was Joetta, looking just like the angel Mrs. Davidson had given her! Joey had wings and a halo! Her face was real calm too, but she was pointing straight up like there was something important I should look at. This paragraph gives a great description of Joetta. It helps us see it in our minds so that we can comprehend what is going on better. This paragraph is also making us question. What happened to Joetta? Visualizing
Questioning
Summary: Shared reading is great strategy to use to help our students understand what they are reading. This strategy allows students to predict, confirm or modify their predictions, use context clues to identify vocabulary, activate prior knowledge, and visualize the information. I would use LITERACY PROJECT: CIVIL RIGHTS 25 this strategy during reading to discuss the information in the text. I will encourage students to use this strategy by modeling the use of it during their independent reading.