Civil Rights &
Dr. Martin Luther King Jr.
3rd week of January
Curriculum Map:
ELA Claim 1 Elementary: I can locate the characters, and themes of songs/story
ELA C1.2 & 1.3 Secondary: I can choose the main idea, and choose main character
BCP Strand 32, Sensory Perception: 6. Picks up object and throws it;
Strand 17, Listening: 1. Looks in direction of speaker.
Content & Learning Objectives: ELA: KVI. (Vocabulary): Students learn and use grade level vocabulary to increase understanding and read fluently; learn the meaning of new words Use new words (segregation, boycott, laws, injustice)
Reading: Students will Touch, Underline, Visually Orient to, Use AC or their Voice to Read a repeated word or phrase in the story or song: “black or white.”
Writing: Students will write use a marker and whiteboard to Touch, Match or Underline the word “dream” or draw a picture of their dream.
Speaking: Sign, Use AC or Verbally Identify vocabulary words for the week: “No, no, we won’t go!,” “I won’t change seats!,” "Will you be my friend?" "Will you play with me?", Segregation, Come, Way, Hurt, Wrong, and Bad.
Listening: Students will listen to a book or song.
Paras will sing and assist students in all We Do/ You Do (wd/yd) moments.
Paras will model appropriate social behavior by refraining from talking unnecessarily.
Vocabulary:
Come [Venir]: Hands in “d” shape with fingers facing chest. Start with arms out pull “d” in toward chest.
Way [Manera]: Straight hands palms facing each other 6” apart. Keeping hands facing, move arms out from body to the diagonals of left and right and then straightforward.
Hurt [Herido]: Start with index fingers extended pointing to each other at shoulder’s width. Bring them in until almost touching twisting slightly from the wrist. Face to express hurt.
Wrong [Incorrecto]: Hand in “Y” shape knuckles on chin. Shake head “no” with a frown on your face.
Bad [Mal]: Fingers of an extended hand touch chin, and then move down toward waist to meet the palm of the other hand. Face expresses disapproval.
Music Enhanced Literacy Lesson
1. Please watch the attached story for the week. It is posted in both English and Spanish
Por favor mire la historia adjunta de la semana. Está publicado en inglés y español.
2. Please watch the videos that go along with the story. At the beginning of the video, I/we will demonstrate the skill that meets the Essential Elements, BCP, and Curriculum Map requirements. Please help your student practice the skill that accompanies the video.
Mire los videos que acompañan a la historia. Al comienzo del video, demostraré / demostraremos la habilidad que cumple con los requisitos de Elementos Esenciales, BCP y Mapa del Currículo. Por favor ayude a su estudiante a practicar la habilidad que acompaña al video.
3. If you want to re-watch videos for fun, I have attached the lyrics of the songs so that you may sing along.
Si quieres volver a ver videos por diversión, adjunto la letra de las canciones para que puedas cantar.
4. Main Vocabulary for the lessons. - Vocabulario principal de las lecciones.
Come/ Ven: Hands in “d” shape with fingers facing chest. Start with arms out pull “d” in toward chest.
Way/ Manera: Straight hands palms facing each other 6” apart. Keeping hands facing, move arms out from body to the diagonals of left and right and then straightforward.
Hurt/ Herido: Start with index fingers extended pointing to each other at shoulder’s width. Bring them in until almost touching twisting slightly from the wrist. Face to express hurt.
Wrong/ Incorrecto: Hand in “Y” shape knuckles on chin. Shake head “no” with a frown on your face.
Bad/ Mal: Fingers of an extended hand touch chin, and then move down toward waist to meet the
palm of the other hand. Face expresses disapproval.
Remember you are appreciated, and you are wonderful! ~ Recuerda que eres apreciada, y eres maravillosa/marvilloso
Songs and videos used in the lesson ~ Canciones y videos usados en la lección
At the beginning of the lesson we learn that Martin Luther King Jr., like to play just like all children do. As one of things Martin liked to play with friends was football, the music team choose to re-write lyrics to the song, "Hey! Baby" by Bruce Channel. It is a song that many marching bands play at football games. During this song, students practice the social skill of inviting friends from the class to play football with them. [Speaking learning objective, "Will you be my friend?" or "will you play with me?"] After the invitation, the requesting student hands the friend a small football. The music teacher assists the inviting friend to hold a bin for their friend to throw a small football into.
Al comienzo de la lección aprendemos que a Martin Luther King Jr. le gusta jugar como a todos los niños. Como una de las cosas que a Martin le gustaba jugar con sus amigos era el fútbol, el equipo de música optó por reescribir la letra de la canción "Hey! Baby" de Bruce Channel. Es una canción que tocan muchas bandas de música en los partidos de fútbol. Durante esta canción, los estudiantes practican la habilidad social de invitar a amigos de la clase a jugar fútbol con ellos. [Hablando objetivo de aprendizaje, "¿Quieres ser mi amigo?" o "¿jugarás conmigo?"] Después de la invitación, el estudiante solicitante entrega al amigo una pequeña pelota de fútbol. El profesor de música ayuda al amigo que invita a sostener un contenedor para que su amigo lance una pequeña pelota de fútbol.
Family was an important core value for Dr. Marin Luther King Jr. In the story students learn about his marriage to Coretta Scott in 1953. Throughout her life Coretta was essential to Dr. King's ability to move forward with his goals and beliefs.
During this song, students participate in practicing the concept of the vocabulary word of way. While the song is sung, they listen for instructions from the music teacher to pass a bouquet of flowers a certain way or direction.
La familia era un valor central importante para el Dr. Marin Luther King Jr. En la historia, los estudiantes aprenden sobre su matrimonio con Coretta Scott en 1953. A lo largo de su vida, Coretta fue esencial para la capacidad del Dr. King de seguir adelante con sus metas y creencias.
Durante esta canción, los estudiantes participan en la práctica del concepto del vocabulario word of way/manera. Mientras se canta la canción, escuchan las instrucciones del profesor de música para pasar un ramo de flores de cierta manera o dirección.
This song is used to role play the bravery of Rosa Parks. The music teacher adds a verse which states, "Rosa Parks on the bus says I won't change seats."
Students participate in our reading/saying learning objective by touching, underlining, saying, singing, using AC the repeated phrase of "I won't change seats."
Esta canción se usa para representar la valentía de Rosa Parks. El profesor de música agrega un verso que dice: "Rosa Parks en el autobús dice que no cambiaré de asiento".
Los estudiantes participan en nuestro objetivo de aprendizaje de leer/decir tocando, subrayando, diciendo, cantando, usando AC la frase repetida de "No cambiaré de asiento".
Students participate in our singing/saying learning objective by touching, underlining, saying, singing, using AC the repeated phrase of "black or white."
Los estudiantes participan en nuestro objetivo de aprendizaje de canto/decir tocando, subrayando, diciendo, cantando, usando AC la frase repetida de "blanco o negro".
This song is used to discuss equality for all.
Esta canción se usa para discutir la igualdad para todos.
This song is used to discuss the reality that not everyone is kind in what they say or do to us. We can choose to believe in our own personal worth, and not be defined by others.
To promote social integration, appropriate social skills, along with motor coordination, students dance together during this song.
Esta canción se usa para discutir la realidad de que no todos son amables en lo que nos dicen o nos hacen. Podemos elegir creer en nuestro propio valor personal y no ser definidos por otros.
Para promover la integración social, las habilidades sociales apropiadas y la coordinación motriz, los estudiantes bailan juntos durante esta canción.
To connect to prior learning, we introduce Dr. King's famous 1963 speech by singing, "I've Got a Dream" from Disney's Tangled. During the song, students practice the writing learning objective by drawing a picture/writing about what their dream is.
Para conectarse con el aprendizaje previo, presentamos el famoso discurso del Dr. King de 1963 cantando "I've Got a Dream" de Disney's Tangled. Durante la canción, los estudiantes practican el objetivo de aprendizaje de escritura haciendo un dibujo/escribiendo sobre cuál es su sueño.
For an extension experience, students may listen to/watch the entire speech. We watch an excerpt due to the time constraint of music. "I have a dream that little black boys and black girls will be able to join hands with little white boys and girls and walk together as brothers and sisters." [Dr. Martin Luther King, August 28, 1963] Our comprehension question is, "What was Dr. King's dream." In the lesson materials, there is a picture of students of different colored skin holding hands. Use any other picture from the packet for the distractor/alternate choice.
Para una experiencia de extensión, los estudiantes pueden escuchar el discurso completo. Vemos un extracto debido a la limitación de tiempo de la música. "Tengo el sueño de que los niños y las niñas negros puedan unirse a los niños y las niñas blancos y caminar juntos como hermanos y hermanas". [Dr. Martin Luther King, 28 de agosto de 1963] Nuestra pregunta de comprensión es: "¿Cuál era el sueño del Dr. King?". En los materiales de la lección, hay una imagen de estudiantes de diferentes colores de piel tomados de la mano. Use cualquier otra imagen del paquete para la elección de distractor/alternativa.