Kindergarten Lesson: Learning about Martin Luther King, Jr.Grading Period/Unit (CRM): 3rd 9 weeks/CRM 3Estimated timeframe: 5 days

Lesson ComponentsLesson Objectives:

The Student Will Know…

The actions of Martin Luther King, Jr. changed the way people believed and shape our lives today. Martin Luther King, Jr. had hopes for and beliefs in the community and society. Making changes in people’s lives can make theirs and others lives better. People in the community work towards helping and making life better for others. There are many facts about the life of Martin Luther King, Jr. People can select important events in the life of Martin Luther King, Jr. and put them in order People speak about time using vocabulary related to chronology. There are similarities and differences among people such as kinship, laws, and religion. There are similarities and differences among people such as music, clothing, and food.

The Student will be able to…

Create a list about Martin Luther King, Jr., and his contributions to society. Demonstrate and role-play the ideals of Martin Luther King Jr. such as fairness, working together, being kind

and getting along and other examples. With a partner, explain how change often makes life better. Create a simple time line that will sequence major events in the life of Martin Luther King, Jr. Use vocabulary related to chronology as they sequence major events in the life of Martin Luther King, Jr. Using Venn Diagrams and other graphic organizers, compare similarities and differences of diverse groups of

people according to the criteria listed in TEKS K.11A and K.11B, coming to the general conclusion that everyone has similarities and differences:

o People generally want freedom of religion.o People want to meet their needs with clothing and food.o People have families and must obey the laws of the country they reside in can be a similarity.

Language Objectives: Students will listen, read, speak and write about Martin Luther King, Jr. during whole group and group activities. Students will listen and read non-fiction. Students will write a page about an event or something they learned about Martin Luther King, Jr. Students will write a class book about Martin Luther King, Jr. Students will discuss Martin Luther King, Jr. as well as how people can help others and what people in the community do and what they can do to make their community better.Standards(Texas Essential Knowledge and Skills):

(2) History. The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation.

(B) Identify contributions of patriots and good citizens who have shaped the community.(3) History. The student understands the concept of chronology. The student is expected to:

place events in chronological order; and Use vocabulary related to time and chronology, including before, after, next, first, last, yesterday, today, and

tomorrow.(11) Culture. The student understands similarities and differences among people. The student is expected to:

identify similarities and differences among people such as kinship, laws, and religion; and Identify similarities and differences among people such as music, clothing, and food.

(14) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:

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obtain information about a topic using a variety of valid oral sources such as conversations, interviews, and music;

obtain information about a topic using a variety of valid visual sources such as pictures, symbols, electronic media, print material, and artifacts; and

Sequence and categorize information.(15) Social studies skills. The student communicates in oral and visual forms. The student is expected to:

express ideas orally based on knowledge and experiences; and(B) Create and interpret visuals, including pictures and maps.

Essential Questions: How have beliefs, ideas, and philosophies shaped our history?

Enduring Understandings: Societies are shaped by religious, legal, and philosophical traditions.

VocabularyEssential: Martin Luther King, Jr., love, peace, freedom, respect, fair, equality, equal, contributions, amor, paz, libertad, respeto, justo, igualdad, igual, contribuciones

Supporting: chronology, community, difference, similarity, order, before, after, next, first, last, cronología, comunidad, diferencia, semejanza, orden, antes, después, próximo, primero, al final

Lesson PreparationMaterials:Chart paperPictures of Martin Luther King Jr.

Technology:Discovery Education Streaming:

Holiday Facts and Fun: Martin Luther King Day (12 min)http://app.discoveryeducation.com/player/view/assetGuid/CDDC26F3-B37F-43FB-BB45-76B75A877576

Martin’s Big Words: The Story of Dr. Martin Luther King, Jr. (14 min)http://app.discoveryeducation.com/player/view/assetGuid/A84CEB96-9CA3-4901-8AD5-5B3447C9979C

Brain Pop Jr.: Martin Luther King Jr. Biographyhttps://jr.brainpop.com/socialstudies/biographies/martinlutherkingjr/preview.weml

Anchors of Support

EngageCreative Learning Strategy: Frozen StatuesHave students make frozen statues as it relates to the word freedom. Teacher can brainstorm with students certain

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moments in time when they felt free. Teacher can ask, when was a time you felt free? (For example, when I went swimming with my mom and I got to take off my floaties.” Create a list of these moments. Ask students how they felt during these moments. Then have students each find their own space in the room and create a frozen statue of one of these moments. Teacher can say 1,2,3 action and students will freeze into poses. Remind students to use their whole body when freezing (arms, face, legs). Then Teacher can spotlight some of the students and ask the following guiding questions.Describe: What do you see body parts in this statue?Analyze: So if you see body parts in this statue doing ____ what do you think this statue is doing? What do you think this student is feeling?Relate: So then thinking about freedom, how could a person feel when he/she or free?

Lesson StagesBooks:

Young Martin Luther King, Jr. by Joann Mattern (Troll book) If You Lived At the Time of Martin Luther King by Ellen Levine My Brother Martin by Christine King Farris Martin’s Big Words by Doreen Rappaport A Picture Book of Martin Luther King by David A. Adler Un libro ilustrado sobre Martin Luther King, hijo by David A. Adler Celebra el dia de Martin Luther King, Jr. Con las clase de la Sra. Park by Alma Flor Ada Celebrate Martin Luther King, Jr. Day with Mrs. Park’s Class by Alma Flor Ada Martin Luther King Jr. Day=dia de Martin Luther King Jr by Sheri Dean The Crayon Box that Talked by Shane DeRolf

Day 1: Facts About Martin Luther King Jr.

Engage: Complete the Creative Learning Strategy listed above then read a nonfiction book such as A Picture Book of Martin Luther King by David A. Adler that has facts about Martin Luther King. Jr.

Whole Group: Discuss facts about Martin Luther King, Jr. such as actions and how he changed the way people believe important events. Show pictures of the events of the life of Dr. King and have students point to and discuss what is happening in the pictures with partners. Create a chart of facts. using the sentence stem:

Student Task: Students will choose an event or something they learned about Martin Luther King, Jr. that they think is important and draw and write about it for a class book.

Day 2: Chronology of Martin Luther King Jr.’s Life Engage: Read a book that discusses the chronological order of the life of Marin Luther King, Jr. such as Martin's

Big Words: The Life of Dr. Martin Luther King, Jr. by Doreen Rappaport or one from your own library. Whole Group: Create a flow chart with students using premade pictures about the events in the life of Martin

Luther King., Jr. Students will come up and place events in the flow chart. Use thumbs up and down to check for understanding during the creation of the flow chart.

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Student Task: In partners, students use pictures from above and create a sound and movement that depicts the event. For example, if the event is Martin Luther King saying, “I have a dream,” students may decide movement is putting hands under face along cheekbone, as if to represent sleeping. The sound may be, “whoosh.” Teacher will help students stand in chronological order. One student in pair will hold up picture. Both students will teach other students their movement and action. Everyone will repeat the movement and action for each event.

Day 3: Vision and Ideals of Martin Luther King Jr. Engage: Read a book from the resources listed above or one from your own library. Whole Group: Discuss with students the beliefs that MLK had. Students will think pair-share ideals, visions, and

emotions. Provide pictures to facilitate partner discussions. Create a chart together with the students. Give examples and build on vocabulary of visions, ideals and emotions.

Student Task: Students can role-play one or more of these ideals such as fairness, working together, being kind, and getting along or create a class book. For example: Role Play: Teacher will tell students that she has heard that they are some of the best builders in town and they will be part of a team of builders for Habitat for Humanities. The students’ objective is to build a model house using only materials given to them in a paper bag. (Teacher should provide a limited amount of materials for each group of students.) Students will be tasked with working together and dividing up supplies equally. (Teacher can also give students a time limit to raise the stakes.) Teacher and students will then have a discussion about the process and relate back to the key vocabulary term.

Day 4: Similarities and Differences Among People Engage: Read The Crayon Box That Talked by Shane DeRolf (can be found online: http://vimeo.com/23111919 )

or a book from the resources listed above or one from your own library. Whole Group: Discuss with students the following questions about the book. Why do you think the crayons

disliked each other? Did the crayons really have good reasons to dislike each other? After the little girl colored with the crayons, describe how the crayons felt about each other? Why do you think their feelings changed? In what ways were all the crayons alike or the same? In what ways were the crayons different? What did the crayons accomplish together? Why was each color important? Tell students that MLK fought for equality for all people no matter their differences. Lead a discussion about similarities and differences. Some discussion points would be to talk about how we look, color of clothes, color of hair and move into likes and dislikes. Guide students to notice differences and similarities between each other. Use a thumbs up/thumbs down to show agreement on similarities and differences.

Student Task: Students can each have a crayon template where they draw/write facts about themselves. When students finish, place the crayons all together to show that even though each crayon is different, they all work together to form an amazing class.

Day 5: How People Can Help Others and What People Can Do to Make their Community Better Engage: Read a book from the resources listed above or one from your own library. Whole Group: Lead a discussion how MLK helped others and made the community better. Students will think

pair-share how MLK helped others. Then discuss about how people in the community work towards helping and making life better for others. Other possible discussion points would be food drives, volunteering to clean up the neighborhood, etc. Students will identify local people who work to improve people’s lives like Martin Luther King, Jr. did. Create a list on chart paper of people identified by the students. Then, guide students to think and talk about what they are doing to help others and what they can do to make their community better.

Student Task: Students can write or draw how Martin Luther King Jr. made the community better and how they plan to make their community better. Students will share with the class upon completion.

Differentiation StrategiesSpecial Education:Show pictures of the events in the life of Martin Luther King, Jr. With partners, students will point and discuss what is happening in the pictures.For journal entries and class books, give students’ pre-written pictures and sentence stems.

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During discussions, provide premade pictures of Martin Luther King, Jr.’s life. Have students point to and identify with a partner. Provide a rebus to facilitate discussions.Provide premade pictures of Martin Luther King, Jr. to students. Students will work with a partner and use these pictures to paste into their flow chart. Provide a finished sample of the flow chart.

English Language Learners:Provide students with pictures and photos and words about Martin Luther King, Jr.Have students share a holiday tradition in their native country that is similar to would be similar to the Martin Luther King, Jr. celebration.Use sentence stems for journal entries and discussions such as:Martin Luther King, Jr. (did/was/showed) ________ and I think it is important because _________.

Extension for Learning: Students will write and draw about what would happen if Martin Luther King did not exist. Students will read and write about how things changed after Martin Luther King, Jr.Have students write a paragraph about whether they agree or disagree with the saying, “You should not judge a book by its cover.”

Closure ActivityStudents will present both class books to the class and identify 5 facts about Dr. Martin Luther King, Jr. and his life. For differentiation, provide pre-written sentence stems and pictures.

Check for Understanding (Evaluation)Formative: Observe student discussions about Martin Luther King Jr., journal entries etc.

Summative: Class book about Martin Luther King Jr., important facts, vocabulary, and events.

College and Career ReadinessI. Key Cognitive Skills

A. Intellectual curiosity1. Engage in scholarly inquiry and dialogue.

E. Work Habits 1. Work independently. 2. Work collaboratively.III. Fundamental Skills

A. Reading across the curriculum 4. Identify the key information and supporting details B. Writing across the curriculum 2. Write in a variety of forms for various audiences and purposes.

21st Century Skills Global Awareness

Understanding other nations and cultures, including the use of non-English languagesEnglish Language Proficiency Standards

Students will listen, speak and write about Martin Luther King., Jr. during whole group and group activities.1. Cross-curricular second language acquisition/learning strategies. The ELL uses language-learning strategies to develop an awareness of his or her own learning processes in all content areas.

(B) monitor oral and written language production and employ self-corrective techniques or other resources(E) internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment(F) use accessible language and learn new and essential language in the process

2. Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content

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areas.(C) learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions

3. Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas.

(D) speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency(E) share information in cooperative learning interactions

4. Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas.

(G) demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs

5. Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas.

(A) learn relationships between sounds and letters of the English language to represent sounds when writing in English

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Dr. Martin Luther King Jr. was ____________________________ .

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Dr. Martin Luther King Jr. era ____________________________ .

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Who Was

Dr. Martin Luther King Jr.?

By ________’s Class

¿Quien era

Dr. Martin Luther King Jr.?

Por la clase de ___________

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Dr. Martin Luther King, Jr. did/showed ____________________ .

This is important because _______________________________ .

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Dr. Martin Luther King, Jr. hizo/muestra ____________________.

Esto es importante porque _____________________________ .

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