Part 1.

Find the connection between these 3 photos

Part 2. What do you know about Martin Luther King? How is he connected to
the USA?

Part 3. Discuss the following questions with your partner. What do you know
and what can you guess?

a) How did he start to become civil rights leader?

b) What was his early life like?
c) What did he do in the USA?
d) Why is Martin Luther King famous?

Part 4. Now skim the article quickly and write the number of the paragraph
that answers each question.
Martin Luther King
Born as Michael King Jr. on January 15, 1929, Martin Luther King Jr. was the middle child of Michael
King Sr. and Alberta Williams King. (Father and son both changed their names when Martin Luther
King Jr. was a boy.) The King children grew up in a secure and loving household.
Martin Luther King Jr. entered school at age 5 and skipped two grades in high school. In
1944, at age 15, he entered Morehouse College in Atlanta, Georgia. King was a popular student but
not motivated, and he floated though his first two years.
In 1948, King attended the Crozer Theological Seminary in Chester, Pennsylvania. He
graduated first in his class in 1951 and was elected student body president.
While working on his doctorate at Boston University, he met Coretta Scott, a singer and
musician. They were married in June 1953 and had four children. In 1954, King became pastor of the
Dexter Avenue Baptist Church of Montgomery, Alabama.
On December 1, 1955, 42-year-old Rosa Parks boarded a bus to go home from after a day at
work. In the South, at that time, public transportation was segregated, meaning blacks and whites
had to sit separately. The bus driver demanded that Parks and several other African-Americans give
up their seats to white people. Three other African-American passengers gave up their places, but
Parks remained seated. The driver asked her again to give up her seat and again she refused. Parks
was arrested and jailed.
Led by King, the African-American community boycotted Montgomery and refused to ride
the bus. The bus boycott would last more than 380 days. Montgomery's African-American
community had to endure long walks to work, threats and violence. In early 1957, the city of
Montgomery gave in and ended segregated public transportation.
On August 28, 1963, King's huge demonstration at the nation's capital, called the March on
Washington, drew more than 200,000 people. It was here that King made his famous "I Have a
Dream" speech. It emphasized his belief that someday all men could be brothers. It included the
famous lines, "I have a dream that my four children will one day live in a nation where they will not
be judged by the color of their skin but by the content of their character."
King's actions strongly affected public opinion. All over the country people began questioning
the nation's segregation laws and the unfair way African-American citizens were treated. In 1964, the
Civil Rights Act outlawed segregation in public places. That same year Martin Luther King received
the Nobel Peace Prize.
In 1968, King was shot and killed in Memphis, Tennessee. His death sparked riots across the
country. In 1969, his killer, James Earl Ray, pleaded guilty and was sentenced to 99 years in prison.

Part 5. Read the text more carefully and circle dates and places. Then add
keywords to the timeline. In some cases, you can write actions without dates.

1929
born
Part 6. Check your timeline with your partner. Then
- What happened in ______?”
- What challenges did Luther King face?
- How did Luther King respond to these challenges?

Part 7. Discuss the following questions with your partner.

● Make/Ask Questions: Why do you think Luther King _______?

● What do you think about King’s philosophy of civil rights?

● In what ways is Luther King a hero? How is he different from heroes in

popular movies?

Part 8. Go back to the text and find 3-4 words that you would like to know
more about. Check with your partner and the teacher.

- What does this mean?

- How do you pronounce this?

- What part of speech is this?

Name: Josh Level: B1 Lesson Focus: Reading/PDP Date: 12/18/21
SWBAT (Students will be able to…):
1. Practice gist and detailed reading skills with a biography of Martin Luther King, so that they can discuss his life and his qualities as a hero.

Step Inter- TEACHER description STUDENT description Aims/Comments

Time action What will you be doing? What will What exactly will the students
you say? Ex. Instructions? be doing? Arrangement?
Modeling? Monitoring? Materials?

WC Explain that we’ll be doing a Look at pics on worksheet

● To activate prior
Pictures reading today about Luther King.
3-4 min PW Discuss parts 1 and 2 Talk with partner knowledge
● To ensure that Ss are
WC Elicit ideas from Ss Volunteer ideas
familiar with key places
mentioned in the text
WC Explain that the reading is a
● To raise interest in the
Questions biography (life + writing = story of
4-5 min a person’s life) reading by having Ss
Tell Ps to look at the questions predict and see what they
and see what they already know. know
PW Explain that the text will answer Talk with a partner about Part
these questions. 3

Match WC Tell Ss to match the question to

paragrap the paragraph in the reading. Tell
h/ Ss that they will only have a short
question time to skim. Elicit/tell them how
3-4 min to skim (Ex. first sentence, key
Solo words, dates, etc)
Timeline WC Tell Ss that with a biography it can
reading be helpful to look for dates, places,
5-8 min and actions. Show Ss the timeline
and model adding keywords. Tell
Ss to focus on the words that they
know and that they will be able to
Skim and match paragraph
number to question
● To practice skimming for
main ideas so they get in
that habit when reading
outside of class
● To develop a overall sense
of the text and the info
that is there
● To practice reading for
details with a biography
● To find key events in
Gandhi’s life
 check unknown words later. Read the whole text/Make
timeline

Detail PW Monitor and check to see which Compare timelines. Discuss

● To clarify key events in
Check parts may be unclear questions in part 6.
10-12 WC Draw timeline on the board and the text
min elicit details from Ss. (Or Ss can go ● To peer teach and have a
to the board and write them). Fill
chance for meaning-
in any parts that Ss are unclear
focused output
about.
Discussio PW Monitor and listen in for Ss ideas Ss discuss questions in Part 7
● To share ideas and have a
n with a partner
7-10 min WC Invite Ss to share ideas and chance for meaning-
facilitate discussion Share/discuss ideas focused output

Language Solo Tell Ss to reread text and focus on Look over text again and find
● To learn additional
Study any new words 3-4 words they would like to
learn more about. vocabulary which may be
PW Check with a partner useful in future readings.
WC Go over any vocabulary
questions

Option: Review vocab by quizzing

●
each other or making more
sentences with them