$4.00 Multi-licenses $3.00

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Item description

This picture book companion is the perfect supplemental resource for Monica Clark-Robinson’s book, Let the Children March. It’s the ideal interactive read-aloud for educating students about the civil rights movement, community, qualities of a leader, pride, resilience, standing up for what you believe in, hope, unity, and so much more! It’s a great addition to units on black history, the civil rights movement, influential people in history, and more. Students will love the engaging and fun activities, and you will appreciate the time saved hunting for high-level resources to teach reading concepts that students frequently struggle with.

Click HERE to save 20% by buying the bundle, which includes the following winter book companions: The Sweet Smell of Roses, Let the Children March, Martin’s Big Words, and Boycott Blues: How Rosa Parks Inspired a Nation.

⭐Click HERE to Build Your Own Custom Bundle of Resources From My Store!

With 36 print-and-go reading activities to choose from, this resource is ideal for customizing learning to your student’s specific needs and academic ability. Students will investigate characters, identify story elements, determine the theme, identify and analyze literary devices, read text and illustrations, practice plotting story events, analyze characters, and much more! The activities provided are designed to enable students to apply higher-level thinking skills, to encourage students to provide text evidence to support their thinking, and to challenge students to express their own thoughts and/or perspectives.

⭐️This Resource Includes:⭐️

  • Making Predictions – Before reading the book, students will examine the front cover and describe what they see, make predictions about what the book is about, and the questions they think the book might answer.
  • Story Elements – Students fill in the boxes with words and pictures to represent the story elements.
  • Problem & Solution – Students identify the problem & solution in the story.
  • Cause & Effect – Students identify cause and effect relationships in the story.
  • Sequence – Students will sequence and illustrate events in the story.
  • Summarizing Students complete the Somebody, Wanted, Because, But, So graphic organizer and write a summary of the story.
  • Setting Influences the Plot Students will answer the questions about the setting of the story to gain a better understanding of how a story’s setting helps to build the narrative’s mood, plot, and character development.
  • Story Plot – Students organize the events of the story on the graphic organizer.
  • Timeline of Events Students will cut and paste the “Timeline Sequencing Cards” in the correct order onto the timeline (ANSWER KEY included).
  • Character Inside & Out – Students include details from the story to describe what the character says, thinks, does, and feels.
  • Overcoming Obstacles – Students will fill in the T-Chart with physical, emotional, or mental obstacles the character faced and describe their response to those challenges.
  • Character Traits – Students choose important character traits that describe the main character(s) and provide evidence from the text to support their choices.
  • Character Change – Students choose character traits to describe how the character changed throughout the story and support their thinking with evidence from the text.
  • Character Development – Students describe how the character changed and developed throughout the story, state their opinion regarding which event impacted the character the most, and support their thinking with evidence from the text.
  • Character Perspective– Students will compare the children’s perspectives to their Parent’s perspectives in the story by drawing a picture and adding words to the thought bubbles.
  • Making Connections – Students make connections to an event from the story.
  • Making Inferences – Students use clues and schema to come up with two inferences they made from the text.
  • Theme #1 – Students answer the questions to determine which theme best fits the story and provide text evidence to support their choice.
  • Theme #2 – Students answer the questions to determine the theme of the story and provide text evidence.
  • Thematic Statements – Students choose the thematic statement that they believe best fits the story and include evidence from the text to support their choice.
  • Reader Response Questions  – Students will answer multiple-choice and short-answer questions to respond to the text (ANSWER KEY included).
  • Looking for Literary Devices – Students will analyze and identify various literary devices used throughout the book. This activity includes: 18 Task cards with excerpts pulled from the story; Common Literary Devices Handout with definitions and examples; Student Response Sheets; and ANSWER KEY.
  • Reading Text & Illustrations – Students will read the text, examine the illustration, and answer the response questions (Color and B&W options included).
  • Paying Attention to Photographs – Students will compare a photograph taken during the Children’s March in 1963 in Birmingham, Alabama, to the story, discuss their comparisons with a partner, and respond to the questions on the provided chart.
  • Sensory Details – Students choose an event from the story and describe it using sensory and figurative language.
  • Vocabulary Crossword Puzzle – Students will complete a crossword puzzle by matching words from the story to their definitions (ANSWER KEY included).
  • Vocabulary Word Search Puzzle – Students will find the hidden words in the puzzle (ANSWER KEY included).
  • 2-Quote Analysis – Students will read the provided quote and give thoughtful responses to the questions using the story, personal experiences, background knowledge, as well as opinions to guide their responses.
  • 4-Writing Prompts – Students will respond to the writing prompts and provide evidence from the text to support their thinking when needed.
  • Wait… There’s More! – Students will create a page to add to the end of the story.
  • Book Review – Students rate how much they enjoyed the book, draw a new cover, and explain why kids should or should not read it.
  • Design a Book Cover – Students design a new cover for the book.

This resource is for extension read-aloud activities only. The book is not included.

You may also like:

⭐Black History / Civil Rights⭐

⭐ Women’s History⭐

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