1. Unit 3, Week 2
My Brother Martin
4th Grade
O’Neal Elementary
2. Vocabulary
• unfair: not fair or just
• unsuspecting: trusting Coretta Scott King
• ancestors: people in the past from whom one
comes
• injustice: unfairness
• avoided: stayed away from
• segregation: the practice of setting one racial
group apart from another
• numerous: forming a large number; many
Vocabulary Activity Round One
Vocabulary Activity Round Two
Susan B. Anthony
3. Vocabulary
Words in Context
Rosa Parks
You can learn from your _____. Your
grandfather or grandmother may remember a
time in America when African Americans weren’t
allowed to sit in the same parts of a bus as
white people. It was a time of _____, when laws
weren’t always fair.
It wasn’t that way in every place in America.
In many areas, children of all races played
together, unaware of _____.
Not everyone agreed with the way things were
done.
4. Vocabulary
Story Words
Elizabeth Cady Stanton
• waning: becoming smaller or fewer in number
• streetcar: a vehicle that holds many passengers and
runs on rails through city streets
• indignity: something that insults a person’s self-
respect
• bigotry: hatred or intolerance toward an entire group
of people; prejudice
5. Vocabulary/Word Work
Prefixes
Marshall
Thurgood
• A prefix is added to the beginning of a base
word or root.
• Prefixes change the meaning of the words to
which they are attached.
un means “not”
What do you think unfair means?
Not every word that begins with un- is a base with
a prefix, for example , union and universe.
Race to Ramses!
6. Phonics
Decode Words
with Silent Letters
Harriet Tubman
Some words have silent consonants, or letters
that are not pronounced.
knife write
If you say the word knife. You hear the
beginning sound is /n/. The letter k is silent.
In write, the beginning sound is /r/. The w is
silent.
The Amazing Silent Letters
7. Fluency
Repeated Reading:
Punctuation
“Why do white people treat colored people so mean?”
M.L. asked Mother Dear afterward. And with me and
M.L. and A.D. standing in front of her trying our best to
understand. Mother Dear gave the reason behind it all.
Her words explained the streetcars our family avoided
and the WHITES ONLY sign that kept us off the elevator
at City Hall. Her words told why there were parks and
museums that black people could not visit and why
some restaurants refused to serve us and why hotels
wouldn’t give us rooms and why theaters would only
allow us to watch their picture shows from the balcony.
But her words also gave us hope.
8. Comprehension
Make Inferences
• Make Inferences to understand things the
author does not directly state in the story.
• To make inferences, readers can use
information from the text, illustrations, and
things they already know to help them
make connections.
Inferences about Plot
Practice Inferences
9. Comprehension
Letters
• Letters are written messages that people
send to each other.
• Letters can be hand written or typed.
• Letters may appear in different forms,
such as a friendly letter or a business
letter.
10. Comprehension
Salutation and Body
• A salutation is the line in the letter in which
the writer greets the person to whom she or
he is writing.
• A salutation usually uses the word Dear to
greet the person.
• The body of a letter is the main part of the
letter containing the message.
• The body is divided into one or more
paragraphs.
Practice: Friendly Letters
11. Review Reading Strategies
• In what ways did evaluating the author’s
purpose help you to understand the
biography?
• Do you understand the strategy of
visualizing events as you read? When
might you use this strategy again?
• What strategies did you use when you
came to difficult words?
12. 2.1 Letter Writing
• Write a letter to a friend telling him or her
what Civil Rights is all about.
13. 2.4 Dear Mrs. Parks
• What is the author’s purpose for writing
this passage? Explain your answer using
information from the passage as support.
14. Reflection: Day 1
• Define unsuspecting as used on page 312
using context clues. Explain how the clues
helped you figure out the meaning.
• Why does the author choose to tell so much
about Martin’s childhood?
• Explain what the simile used in the text on page
312 means, and explain which clues from the
passage helped you figure out the meaning.
15. Reflection: Day 2
• Is My Brother Martin an appropriate title
for this passage? Explain why or why not
using details and/or examples from the
passage as support.
16. Reflection: Day 3
• Complete the chart below to show the
author’s three main points and a
supporting detail for each main point.
Authors Purpose
Main Point Main Point Main Point
Supporting Detail Supporting Detail Supporting Detail
17. Reflection: Day 4
• Analyze the author’s perspective on Civil
Rights? Do you think the author is biased
in her views? Explain why or why not
using information from the passage to
support your answer.
19. Coming Soon
Next week, we will be learning about kid
reporters, a world conference just for kids,
and a kid scientist who starts their own kid
charity. We will also be reviewing
compare and contrast plus summarizing.
