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Lessons
Martin Luther King, Jr. and Me: Identifying with a Hero
Discipline
Reading
Grades
Kindergarten, 1, 2
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Professional Commentary

Martin Luther King, Jr. is an American hero, a man who dared to dream. This lesson uses reading, writing, listening, and speaking activities to help young children connect their own life experiences to those of Dr. King. After listening to picture books about Dr. King and taking a virtual tour of his childhood home, students create journals comparing and contrasting their own lives to the early life of Dr. King. Many resources are provided to support this lesson, including a list of children's books, related online resources, and a downloadable journal template. (author/ncl)

21st Century Transformative Skill:

In their book Mosaic of Thought, Ellin Oliver Keene and Susan Zimmermann discuss the importance of "connecting the known to the new," in other words, the importance of helping students increase their understanding and involvement in what they are learning by making connections. Keene and Zimmermann encourage teachers to help students "relate unfamiliar text to their prior world knowledge and/or personal experience" (55). They stress creating strong mental images as we read and listen to a text, using all five senses as well as our emotions, to make the story come alive (141) . 

As we introduce young students to history, our goal is to engage them fully and deeply in the story of real people like themselves, helping them build connections between their own lives and the lives of the people they are studying. By encouraging students to form these connections, teachers can help students understand an American hero like Dr. King, even though their world is quite different from the time, place, and life of Dr. King. (author/ms)


Common Core State Standards for English Language Arts
Kindergarten–Grade 5
Reading: Informational Text
Kindergarten
Key Ideas and Details
RI.K.1 
With prompting and support, ask and answer questions about key details in a text.
RI.K.2 
With prompting and support, identify the main topic and retell key details of a text.
RI.K.3 
With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
Craft and Structure
RI.K.4 
With prompting and support, ask and answer questions about unknown words in a text.
RI.K.5 
Identify the front cover, back cover, and title page of a book.
RI.K.6 
Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
Integration of Knowledge and Ideas
RI.K.7 
With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
RI.K.8 
With prompting and support, identify the reasons an author gives to support points in a text.
RI.K.9 
With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
Range of Reading and Level of Text Complexity
RI.K.10 
Actively engage in group reading activities with purpose and understanding.
Grade 1
Key Ideas and Details
RI.1.1 
Ask and answer questions about key details in a text.
RI.1.2 
Identify the main topic and retell key details of a text.
RI.1.3 
Describe the connection between two individuals, events, ideas, or pieces of information in a text.
Craft and Structure
RI.1.4 
Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
RI.1.5 
Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
RI.1.6 
Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
Integration of Knowledge and Ideas
RI.1.7 
Use the illustrations and details in a text to describe its key ideas.
RI.1.8 
Identify the reasons an author gives to support points in a text.
RI.1.9 
Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
Range of Reading and Level of Text Complexity
RI.1.10 
With prompting and support, read informational texts appropriately complex for grade 1.
Grade 2
Key Ideas and Details
RI.2.1 
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RI.2.2 
Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
RI.2.3 
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
Craft and Structure
RI.2.4 
Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
RI.2.5 
Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
RI.2.6 
Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
Integration of Knowledge and Ideas
RI.2.7 
Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
RI.2.8 
Describe how reasons support specific points the author makes in a text.
RI.2.9 
Compare and contrast the most important points presented by two texts on the same topic.
Range of Reading and Level of Text Complexity
RI.2.10 
By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Writing
Kindergarten
Production and Distribution of Writing
W.K.5 
With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
W.K.6 
With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
Research to Build and Present Knowledge
W.K.7 
Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
W.K.8 
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Grade 1
Production and Distribution of Writing
W.1.5 
With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
W.1.6 
With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
W.1.7 
Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).
Research to Build and Present Knowledge
W.1.8 
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Grade 2
Production and Distribution of Writing
W.2.5 
With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
W.2.6 
With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
Research to Build and Present Knowledge
W.2.7 
Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
W.2.8 
Recall information from experiences or gather information from provided sources to answer a question.
Speaking & Listening
Kindergarten
Comprehension and Collaboration
SL.K.1 
Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
  1. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
  2. Continue a conversation through multiple exchanges.
SL.K.2 
Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
SL.K.3 
Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
Presentation of Knowledge and Ideas
SL.K.4 
Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
SL.K.5 
Add drawings or other visual displays to descriptions as desired to provide additional detail.
SL.K.6 
Speak audibly and express thoughts, feelings, and ideas clearly.
Grade 1
Comprehension and Collaboration
SL.1.1 
Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
  1. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
  2. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
  3. Ask questions to clear up any confusion about the topics and texts under discussion.
SL.1.2 
Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
Presentation of Knowledge and Ideas
SL.1.4 
Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
SL.1.5 
Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
SL.1.6 
Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 on page 26 for specific expectations.)
Grade 2
Comprehension and Collaboration
SL.2.1 
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
  1. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
  2. Build on others’ talk in conversations by linking their comments to the remarks of others.
  3. Ask for clarification and further explanation as needed about the topics and texts under discussion.
SL.2.2 
Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
Presentation of Knowledge and Ideas
SL.2.4 
Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
SL.2.5 
Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
SL.2.6 
Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.)
Ohio English Language Arts Standards (2001)
Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard
Benchmarks (K–3)
A.
Establish a purpose for reading and use a range of reading comprehension strategies to understand literary passages and text.
D.
Apply reading skills and strategies to summarize and compare and contrast information in text, between text and across subject areas.
Grade Level Indicators (Grade Kindergarten)
6.
Compare information (e.g., recognize similarities) in texts using prior knowledge and experience.
Grade Level Indicators (Grade 1)
5.
Compare information (e.g., recognize similarities) in texts with prior knowledge and experience.
7.
Create and use graphic organizers such as Venn diagrams or webs, with teacher assistance, to demonstrate comprehension.
Grade Level Indicators (Grade 2)
3.
Compare and contrast information in texts with prior knowledge and experience.
5.
Create and use graphic organizers, such as Venn diagrams and webs, to demonstrate comprehension.
Writing Applications Standard
Benchmarks (K–2)
A.
Compose writings that convey a clear message and include well-chosen details.
Grade Level Indicators (Grade 1)
4.
Produce informal writings (e.g., messages, journals, notes and poems) for various purposes.
Grade Level Indicators (Grade 2)
2.
Write responses to stories by comparing text to other texts, or to people or events in their own lives.
4.
Produce informal writings (e.g., messages, journals, notes and poems) for various purposes.
Research Standard
Benchmarks (K–2)
A.
Generate questions for investigation and gather information from a variety of sources.
Grade Level Indicators (Grade Kindergarten)
1.
Ask questions about a topic being studied or an area of interest.
2.
Use books or observations to gather information, with teacher assistance, to explain a topic or unit of study.
3.
Recall information about a topic, with teacher assistance.
Grade Level Indicators (Grade 1)
1.
Discuss ideas for investigation about a topic or area of personal interest.
3.
Use books or observations to gather information to explain a topic or unit of study with teacher assistance.
Grade Level Indicators (Grade 2)
1.
Create questions for investigations, assigned topic or personal area of interest.
3.
Acquire information, with teacher assistance, from multiple sources (e.g., books, magazines, videotapes, CD-ROMs, Web sites) and collect data (e.g., interviews, experiments, observations or surveys) about the topic.
Communications: Oral and Visual Standard
Benchmarks (K–2)
A.
Use active listening strategies to identify the main idea and to gain information from oral presentations.
Grade Level Indicators (Grade Kindergarten)
1.
Listen attentively to speakers, stories, poems and songs.
2.
Connect what is heard with prior knowledge and experience.
Grade Level Indicators (Grade 1)
1.
Use active listening skills, such as making eye contact or asking questions.
2.
Compare what is heard with prior knowledge and experience.
Grade Level Indicators (Grade 2)
2.
Compare what is heard with prior knowledge and experience.