1. Topic-
Ordinary People, Ordinary Places-
Human Rights and Social Action
 
2. Content-
C.C RF.3.4.A
Read with sufficient accuracy and fluency to support comprehension. (a)Read on-level text with purpose and understanding.

C.C RL.3.4
Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

CC 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.
 
3. Goals: Aims/Outcomes-
1. I can use comprehension strategies to understand a text.
2. I can use context clues from the text to determine the meaning of words.
3. I can make connections from the text.
 
4. Objectives-
Upon completion of this lesson, students will be able to:
1. use comprehension strategies to help them understand the text.
2. use context clues from the story to determine the meaning of words.
3. make connections from the text using graphic organizers.
4. use a graphic organizer to help them understand the meaning of a word.
 
5. Materials and Aids-
Martin's Big Words, Doreen Rappaport
Ron's Big Mission, Rose Blue and Corinne Naden
KWL Chart
Venn Diagram
Vocabulary Map
 
6. Procedures/Methods-

A. Introduction-

1. Inform students that we will be reading two books that are similar to each other, yet different in their own ways. The first book will be the nonfiction book, Martin's Big Words. Before beginning the book, the teacher will ask the students who is pictured on the book. The teacher will scaffold for the correct answer. (Martin Luther King, Jr.) Inform the students that MLK was a very important man, who helped with the civil rights movement.
2. The teacher will ask students to help fill out a KWL chart. Under the K, the teacher will put "what I KNOW about the civil rights movement." To begin, the teacher will put MLK was an important leader. The students will attempt to fill in the K column.
3. After the K column is filled, the teacher will let the students know that they will be filling out the W column. The W Column stands for what I WANT to know. The students will fill in the W column. The teacher will notify the students that they will fill in the last column after both books are read.
 

B. Development-

Students will take turns reading Martin's Big Words (Partner Reading.)
 

C. Practice-

once the students are finished reading the book, have the students turn to a page. On the page, the students must select an unknown word. and complete the vocabulary map.
The teacher will then show the students the next book (Ron's Big Mission). The teacher will have the students predict what Ron's mission is. The teacher will let the students know that she will be modeling a read and think aloud. The teacher will allow the students to think aloud throughout the story. Once the story is over, the teacher will allow the students to finish their KWL. The students will then create a Venn diagram comparing and contrast the two stories. The students may also talk about the differences between the time in the books, to the time that they live in today.
 

D. Independent Practice-

N/A
 

E. Accommodations (Differentiated Instruction)-

1. If the students are unable to read the text, both will be prerecorded so that the students can follow along.
2. Provide students with models of the expectations of the lesson.
3. Have a dictionary available for the students.
 

F. Closure-

The teacher will let the students know that in both stories, the characters were ordinary people, in ordinary places, who made Extraordinary changes. They can make BIG differences just like Ron and Martin, as long as we stand up for what we believe in.
 

This Lesson Plan is available at (www.teacherjet.com)