Black History Month by: grace mcneil

Rationale

The intended grade level for this Text Set is around second - third grade with books for less developed students in the reading area. The main topic of these books have to do with historical African-American's who have done a lot for civil rights and equality, but there are a few titles that just have regular people who do activities we all do and they are just a title with African-American's as their main characters. These books show characters having a lot of different moods throughout their story and since most 6-8 year olds have a hard time dealing with emotions these books pose ideas of how to deal with them. Yardsticks states that at age seven student's are always looking in-ward and sometimes moody (Pg. 90). It helps with their cognitive development because a lot of these books are great to read aloud to the class and that helps with their cognitive development at this age. Yardsticks states that students at this age like to be read to (Pg. 91).

Non-Fiction Titles

i am martin luther king, jr.

Written by Brad Meltzer illustrated by Christopher Eliopoulos. Published by Dial Books for Young Readers. ISBN 978-0-525-42852-7. There are 40 pages in this book.

summary

This book starts out as an autobiography of Martin Luther King (MLK) from when he was young. It is written for young children to understand the struggles and mistreatment African-Americans had in our society. He gives multiple examples for little kids to understand one of them is about how you want ice cream in the summer time because it's hot right? Well African-Americans used to get melted ice cream in paper cups and were served in the back of establishments. It also tells children to not show hate when someone has treated you wrong, you show them love. When someone shows you violence, show them kindness. It walks them through every big event MLK was apart of and constantly is telling them that kids their age protested and wanted to stand up for the just thing to do. It does not mention his assassination in the story, but on the back page where there is a timeline it states, “Killed in Memphis, Tennessee.”

5 reading first component

This book would reach is comprehension component because it is simplifying the big historical and meaningful things MLK did at a first – third grade reading level. They are learning how African-Americans felt during MLK time and talked about specific injustices that happened and modifying it to their reading level.

Standard and objective

♣ KCCRS: RL.2.3 – Describe how characters in a story respond to major events and challenges.

♣ The one area in English Language Arts that I think this book can address is critical thinking, because we can start to think of what we can do to make our community better.

♣ Objective: The students will be able to investigate the text using critical thinking (Blooms Level Create).

♣ The book supports this objective and standard by telling us all of the struggles MLK went through and how he overcame them. How he didn’t fight hate with hate, that he fought it with love. So we can critical think of ways we can do things better in our lives and make our community better.

Here is a link for more of Brad Meltzer’s books. http://bradmeltzer.com/TV-Kids-and-More/Kids-Books

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Martin luther king, jr.

Written by Kitson Jazynka. Published by the National Geographic Society, Washington, D.C. ISBN 978-1-4263-1088-1. There are 48 pages in this book.

summary

This book takes on a more historical role than just telling life events. It is in the second person and doesn’t put things at an understanding level for younger grade school students. It talks about all of the things MLK did and what struggles went on with blacks during his lifetime. The cool thing that is shown in this book is on page 14-15 where it talks about what children during those times would use for playing, how much things cost like a candy bar, and the type of transportation that was used. Another spot where you can tell this is for an older more mature audience is it talks about how he was assassinated and what was used to assassinate MLK, a gun.

5 reading first component

I think this goes with the component fluency. I believe that it relates best to fluency because when reading you have to know where the correct place to stop and what kind of tone it is written in. You have to have a good sense of your Reader’s Voice and how to comprehend the book in your head. It also has more challenging vocabulary in it with different sentence structures.

standard and objective

♣ KCCRS: RL.2.5 – Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

♣ The one area I think that this book addresses in English Language Arts is reading because you have to be a very fluent reader to understand the vocabulary and meaning to this book. It is a very historical book and doesn’t show many illustrations to describe how MLK felt.

♣ Objective: The students will be able to differentiate the beginning and end of the text (Bloom’s level Analyze).

♣ The book supports this objective and standard because it has to be read by someone who is fluent because there are some challenging sentence structures with challenging vocabulary. The student will need to be fluent otherwise they will not understand the text and where the beginning and end are in a story. The book supports the standard because you know how the book starts describing MLK childhood and the ending of the book states how he was assassinated in Memphis, Tennessee.

♣ Here is an article if students want more information on MLK provided by the National Geographic for Kids. http://kids.nationalgeographic.com/explore/history/martin-luther-king-jr/

rationale

Cover of the book

malcolm x

Written by Walter Dean Myers and illustrated by Leonard Jenkins. Published by Harper Collins. ISBN 0-06-027708-4. There are 30 pages in this book.

summary

This book talks about the struggles Malcolm had when he was a child. His father died when he was young, and with his family being African-American it was hard for his mother to support him and two sisters. They were soon put into foster care. He was a very bright child and when he was older he asked to live with his sister in Boston where he became apart of a gang and stole from apartments. Soon his gang was caught and put into jail. While in jail he started to correspond with Elijah Muhammad which was apart of the Nation of Islam. When he was released Malcolm changed his last name to X, he said that this represented his lost African name. He started speaking around about how African-Americans should DEMAND for equal rights, whether that be to fight for them if it is necessary. He is different from MLK because he was for violence to create equal rights when MLK just had peaceful protests.

5 reading first component

I think this text goes with is the comprehension component because since there is long paragraphs within this book you have to have a cognitive process to understand what the text is actually saying to keep along with the story throughout the book.

standard and objective

♣ KCCRS: RL.3.7 – Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

♣ The one area I think this text covers in English Language Arts is visually representing because there are very vivid illustrations shown throughout the book. You can have a deeper understanding of what is said in the text when you look at the picture and understand what is happening.

♣ Objective: Students will be able to compare the illustrations to text to see if they are saying the same thing (Blooms Level Analyze).

♣ The book supports both the standard and objective because the illustrations are so vivid within the text that you can look at the picture and feel what the paragraph wants you to feel. The book supports the objective because you can look within the illustrations to understand the text.

Here is a good source to look at his titles he has written to see what grade levels it would be appropriate for. http://walterdeanmyers.net/for-parents-teachers/books-by-grade-level/

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Cover of the book

Illustrative Titles

We Shall Overcome the Story of a Song

Written by Debbie Levy and illustrated by Vanessa Brantley-Newton. Published by Jump at the Sun Books. ISBN 978-142311954-8. There are 28 pages in this book.

summary

This book is about a song that started from the beginning when there were slaves to how it is sung even now after we have elected our first African-American president. It has very detailed illustrations as to what people wore during those years, what they used in their daily lives, and what activities they were doing. The beginning picture is picking cotton, the last picture is of President Obama and how we elected our first African-American president. It also has the year in the illustration of the time period they are trying to depict. They talk about famous people throughout the black and white community that protested and changed things. At the end it talks about how even though things have changed a lot there is still things we have to overcome like hate, poverty, and fairness.

5 reading component

I would pick for this text is phonemic awareness component because there is a song within this book that is constantly changed but has the same meaning. With Phonemic awareness we can see how there is a pattern within the song and we just change the words to have a different meaning throughout the ages.

standard and objective

♣ KCCRS: RL.1.2 – Retell stories, including key details, and demonstrate understanding of their central message or lesson.

♣ The one area I think this text covers in English Language Arts is listening because you hear the song throughout the text telling a story for different times it had been used. Using the new words, you can get to know what they were trying to change within that decade or country.

♣ Objective: Students will be able to support their ideas of what the book is about with facts talked about in the book (Bloom’s Level Evaluate).

♣ The book supports both the standard and objective by telling us at the end what the central message is, that we are always going to have to overcome injustices that happen in the world. The text supports the objective by showing in illustrations and in the text facts that happened during the time of slavery through electing our first African-American president.

A good resource to have when reading this book is a YouTube video of the song being sung. https://www.youtube.com/watch?v=QhnPVP23rzo

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Cover of the book

freedom in congo square

Written by Carole Boston Weatherford and illustrated by R. Gregory Christie. Published by Little Bee Books. ISBN 978-1-4998-0103-3. There are 28 pages in this book.

summary

This book has poetry within it. It has very little sentences within the story, only about two lines per page. There are the most beautiful drawings that depict the type of labor slaves did. It talks about the different types of chores they had to get done Monday – Saturday. Then towards the end of the story it talks about how they got Sunday afternoons off so they would go to Congo Square down in New Orleans where they would play music, dance, and keep each others company.

5 reading component

I would choose for this text is Fluency component because you have to have some sort of rhythm and knowledge of where to start and stop sentences along with expression. It has a complex vocabulary to it as well so you have to have a knowledge for a deeper vocabulary, but there is a glossary in the back with definitions to certain words, not all.

standard and objective

♣ KCCRS: RF.3.2b – Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

♣ The one area that I think this text covers in English Language Arts is speaking because you have to read this out loud with expression to gain its true meaning of the book.

♣ Objective: Students will be able to demonstrate their use of expression through reading out loud (Bloom’s Level Apply).

♣ The book supports both the objective and standard because you have to read this out loud to gain the full effect of the story. It also supports their learning of fluency of expression and at the appropriate rate. It is easy to listen if they are not reading it fluently or not. So it is easy to stop and talk about how we could read it better.

A good resource to use when teaching this book would to use this YouTube video. It explains the slave trade in New Orleans and what things happened historically. https://www.youtube.com/watch?v=4HsR6kMMebo&t=58s

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Cover of the book

Rosa’s Bus, The Ride to Civil Rights

Written by Jo S. Kittinger, illustrated by Steven Walker. Published by Calkins Creek. ISBN 978-1-59078-722-9. There is 34 pages in this book.

summary

This book is about Rosa Park’s and how she didn’t get up for a white man on bus #2857. How she was arrested and when the African-American community found out about this they protested. The African-American community protested by not riding the bus for over a year. It describes constantly the emotions and struggles that went along with protesting for that long. How they had sore feet and how the African-American community came together by if they had a car they would give rides to people or if they were a taxi driver they would give special deals to their friends. It ends with saying how we won against a Jim Crow Law and things went back to normal except black and whites could sit wherever they wanted to on the bus.

5 reading component

I would do with this text is vocabulary component because there is a lot of advanced words like law, vows, special fares, boycott, etc. I would probably pair this reading with a glossary with definitions to these advanced words.

standard and objective

♣ KCCRS: RL.1.7 – Use illustrations and details in a story to describe its characters, setting, or events.

♣ The one area that I think this text covers in English Language Arts is viewing because the students are looking at the story while I read it to them. They will be focusing on seeing the expression on the characters faces and relating it to the text I am reading to them.

♣ Objective: Students will be able to interpret the illustrations with the text read to them (Bloom’s Level Apply).

♣ The text supports both the objective and standard by providing great illustrations and text that can be read to first graders to have a sense of what happened with Rosa Park’s and the snowball affect it had on the black community and protesting.

♣ A great resource to use when talking about Rosa Park’s is this educational video from YouTube that tells more events that aren’t in the book. https://www.youtube.com/watch?v=Rs_utj3o1NQ

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Cover of the book

Fiction Titles

this is the dream

Written by Diane Z. Shore and Jessica Alexander. Illustrated by James Ransome. Published by Harper Collins. ISBN 9780060555191. There are 30 pages in this book.

summary

This children’s book walks you through all of the unequal things that happened in our society like separate drinking fountains, separate schools, separate library entrances, etc. Then it shows you all of the protests that happened like not riding on the buses after Rosa Park’s incident, sitting at a “WHITES ONLY” counter at a diner, and MLK walk. Then it shows how today, all the things that were unequal like water fountains, buses, restaurants, etc. we are all equal and can share everything. It is a lovely book that has some rhyming to it.

5 reading component

o I believe this book is phonemic awareness because if you read along with the teacher with your eyes you can see how they rhymed certain words, especially those that look alike. You can look specifically at how many syllables are in one word and the word it rhymes with will sometimes have the same amount of syllables.

standard and objective

o KCCRS: RL.1.10 –With prompting and support, read prose and poetry of appropriate complexity for grade 1.

  • The one area that I think this book covers in English Language Arts is the listening component because it is a great book to read together as a class and listen to the rhyming that is happening throughout the story. The words flow together nicely and would be a great read aloud.

o Objective: Students will be able to distinguish which words rhyme together in the book (Bloom’s Level Analyze).

o The book supports both the objective and standard that it provides words that rhyme together throughout the book so there is multiple opportunities for students to show they know the objective. It supports the standard because it provides poetry within the book with rhyming.

o Here is a helpful resource to show the children about the author. http://www.dianezshore.com/about.php

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Cover of the book

last stop on market street

Written by Matt De La Pena and illustrated by Christian Robinson. Published by G. P. Putnam’s Sons. ISBN 978-0-399-25774-2. There are 30 pages in this book.

summary

This book is about how a little boy and his grandma get out of a church service and wait at the bus stop while his friends get into their car and wiz right by them. CJ, the little boy, asks his grandma why they don’t have a car, the grandma tells him they have the bus to take instead. On the bus everyone sat wherever they wanted to. CJ is complaining as to why they have to ride the bus and why he doesn’t have a phone but his grandma points out how there is a man with a guitar in front of them that could play him a song and how the bus ride can be a lot of fun. The bus finally stops on Market Street where there is a soup kitchen located in a run down part of town. Grandma and CJ volunteer there to give food to those who need it. CJ is amazed how grandma can find beauty in anything.

5 reading component

I believe that this book shows a good deal of comprehension because you have to understand what the grandma might have went through throughout her life and why she takes the bus. You also get to notice the little things that she finds beautiful and we could comprehend that into our lives and not complain as much.

standard and objective

♣ KCCRS: RL.1.4 – Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

♣ The one area that I think this text covers in English Language Arts is visually representing because you can look at the picture where CJ thinks things are boring and then you can also see where grandma thinks things are beautiful within their city.

♣ Objective: Students will be able to interpret words that have feeling to them (Blooms Level Apply).

♣ The text supports both the objective and standard because in the book we hear how CJ is feeling and how grandma feels about things. We even hear CJ describing how his body feels when the man with the guitar plays him a song on the bus.

♣ Here is a good source when teaching this book. http://mattdelapena.com/books/last-stop-on-market-street/

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Cover of the book

don't throw it to mo!

Written by David A. Adler and illustrated by Sam Ricks. Published by Penguin Young Readers. ISBN 9780670016310. There are 32 pages in this book.

summary

This book is about how a young boy named Mo loves to play football, but he is one of the youngest on the team so he is shorter than the rest of the players. No one ever passes the ball to Mo but in their game against the Jays he finally catches a ball because the Jays don’t think they will toss him the ball. He catches the ball and gets a touch down and the last page shows Mo being super happy.

5 reading comonent

I believe that this book goes with the fluency component because it has a lot of expression in it and if you don’t read it the correct way you won’t get the true meaning out of it. It teaches students where a line ends and how to read with expression.

standard and objective

♣ KCCRS: RF.1.4b – Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

♣ The one area that I think this text covers English Language Arts is reading because it is a leveled reader for progressing readers. This book is to be used to learn how to read.

♣ Objective: Student will be about to implement their use of fluency when expressing the sentences (Bloom’s Level Apply).

♣ The text supports both the objective and standard because it is a leveled reader and its purpose is to help guide the student to learn how to read fluently. The reader will have to read with correct expression to get the tone of the book which aligns with the standard.

♣ Here is a good resource to find other leveled books. http://www.penguin.com/static/pages/youngreaders/levels/level2.php

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Cover of the book

Resources

https://www.readnaturally.com/research/5-components-of-reading

https://images.google.com

http://www.ksde.org

Credits:

Created with images by Mister-Mastro - "2014 11 26 Electric Star" • Maggie-Me - "Background" • Mariamichelle - "water sea caribbean" • Kaz - "hearts background red" • Nikiko - "window wall old" • thinboyfatter - "Background" • stux - "autumn leaves colorful" • Body-n-Care - "lily shrub nature" • geralt - "tulips red white" • theritters - "Backgrounds"

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