Megan Livingston
Additional ideas:
Appreciation of
education; importance
of a teacher.
Health ideas:
Food they ate back
then- was it healthy,
well-balanced meal?
Booker was starving,
and worked so long but
rested so little. What is
a healthy lifestyle
like/why important?
Drama ideas:
Act out what working
in the saltworks must
have been like- show
the hardships,
exhaustion, and
repetitiveness of the
work. (shoveling,
getting cut by salt, etc.)
Science ideas:
Saltworks- salt, what it
looks like up
close/magnified
compared to table salt.
Social Studies ideas:
Booker T. Washington,
more stories about his
life. Determination,
hard-worker, family.
Jobs at that time (coal
miner, logger, river
men, coopers)
Math ideas:
More Than
Anything Else
by Marie Bradby
Art ideas:
Draw a depiction of
something that really
stood out to you from
the book. Or draw a
biographical sketch of
young Booker to grown
up Booker.
Literacy ideas:
Write about something
you want “more than
anything else.” -A
characteristic of Booker
that youd like to have
someday. –A
determined person you
know.
Book Kit Template
Social studies concept being taught in this lesson: Perseverance and Booker T. Washington
Book Kit Title: More Than Anything Else
Book Author and Publication Date: Marie Bradby – September 1, 1995
ISBN#: 978-0531094648
This Book Kit was planned by: Megan Livingston
Grade Level this kit is intended for: 3rd Grade
NCSS Standard this lesson teaches: Individual Development and Identity
Materials for the Lesson: More than Anything Else by Marie Bradby
Lesson Objective: The students will make personal connections with young Booker T. Washington and
recognize how perseverance and hard work led him to achieve great things in his life.
Background Knowledge: Students should be familiar with terms such as “determination,” “perseverance,”
“appreciation,” etc. to use in writing and discussion.
Anticipatory Set/Invitation to Learn: I will ask the students if they can think of anything they want “more than
anything else,” why they want it so badly, and what they’d do to get/achieve it. Have them write
down/draw their ideas.
Listening Focus: Pay attention to the pictures that accompany each page, the way the story is written/the tone,
and the points of the story that tell us what Booker wants more than anything else.
Method for sharing the book: Open by asking question in the anticipatory set. Today we are going to read a
book about a person who lived in our past, who wanted something more than anything else. Things were
very different when this boy was young; his family was very poor, and even though he was only 9 years old,
instead of going to school he had to work to help his family survive. As we read this book, pay attention to
the pictures and the faces of the people- do they seem happy, tired, busy? What is it that the boy wants
more than anything else? Read the book slowly and all the way through to give the students the full effect.
Ask, “what did this boy want more than anything else?” And, “why do you think reading was that important
to him?”
Instructional Procedures: Continuing discussion, ask the students if they have ever heard of Booker T.
Washington. Get ideas, and explain that this boy in the book is Booker T. Washington, and the story is a
made up story, but accurate depiction of how things were when he was growing up. Depending on how
much more information is needed, inform the students on Booker’s life, achievements, significance in our
history. Why do you think Booker wanted to read more than anything else? How did he make efforts to
achieve his goals/what personal attributes does he have that kept him going? Tie these
questions/explanations back to specific evidence in the book, especially focusing on the family work that
had to be done in the saltworks for Booker’s family to survive- how hard and tough it was on Booker, and
yet he still wanted only to learn to read in his little spare time. This will lead us into learning about
perseverance and other characteristics portrayed in the book. Teach that perseverance means to continue
doing something hard in spite of difficulties, obstacles, or discouragement. Do you know anyone else in
your life who has had to work very hard for something they want “more than anything else?” After reading
this book and learning about how sometimes we have to work very long and very hard to achieve the one
thing we want more than anything else, have you changed your one thing? Stress importance of wanting a
new toy vs. wanting an education.
Information on Booker’s life, achievements, significance in our history can be found within these web
sources:
http://www.spartacus.schoolnet.co.uk/USAbooker.html
http://www.gale.cengage.com/free_resources/bhm/bio/washington_b.htm
Informational Book on Booker T. Washington:
http://books.google.com/books?id=iFrFkVBgYkoC&printsec=frontcover&dq=Booker+T.+Washington&so
urce=bll&ots=proFIsSYUI&sig=PXvW4b4z7N2wTjN4kAEuwbL92Iw&hl=en&ei=58VyTfbCpSusAOvvYnDCw&sa=X&oi=book_result&ct=result&resnum=22&ved=0CJIBEOgBMBU#v=onepage
&q&f=false
Another Picture Book of Booker T. Washington:
http://books.google.com/books?id=sKy7UolwCAQC&printsec=frontcover&dq=Booker+T.+Washington&s
ource=bll&ots=071eDRIHOu&sig=tC37D19M6CDGMdd2hTIyGFbJOAs&hl=en&ei=58VyTfbCpSusAOvvYnDCw&sa=X&oi=book_result&ct=result&resnum=20&ved=0CIwBEOgBMBM#v=onepage
&q&f=false
Closure: Get students thinking. Ask if there are any questions.
Evidence of Student Learning: Pay attention during the discussion, make sure their ideas are flowing in the
right direction, and they aren’t overwhelmed with information, but interested and ready to learn more.
Integrated Learning Activities Template
Activity 1: Learn More about Booker (small group)
Knowledge
1. On a table, lay out a variety of biographical, picture books, informational books on Booker T.
Washington, his life, and his achievements.
2. Allow students to go through books and write down at least three interesting things they learned about
him.
Book List:
A Hunger for Learning: A Story about Booker T. Washington by Gwenyth Swain
Booker T. Washington: Educator and Spokesman by Alan Schroeder
Booker T. Washington (On My Own Biography) by Thomas Amper
Booker T. Washington (Rookie Biographies) by Christine Taylor-Butler
(maybe duplicates of these, or have the students partner up).
Pass out simple sheets:
What I learned about Booker T. Washington
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Activity 2: Saltworks and Dance (small group)
Create
1.) Present the students with two different examples of salt- table salt and rough salt, both in
pictures and physical forms.
2.) Have the students touch, observe the salts and compare/contrast the differences. Have them
discuss the differences and similarities between the two, and feel the rough salt to relate to what
the book was referring to with the rough salt being scratchy and cutting them.
3.) Learn about the saltworks and what kind of work it was- all day job, long and redundant work,
effects of working there.
Purpose: For students to recognize that this work was hard, especially for young 9 year old Booker T.
Washington who worked daily for a long time, and how this type of work must have influenced his
individual development and taught him to be a hardworker and to persevere. Provide pictures for the
students to see of the saltworks/piles of salt, and copies of the book for them to look back at, and then
have them choreograph a short dance that portrays what work was like/what workers did, and the
characteristics workers must’ve portrayed in saltworks (see prompt).
Pictures:
Prompt for dance:
Working in the salt mines was very hard and tiring for Booker. But he had to work for his family, so he
persevered even on days he didn't want to work. The book we read talks about how the salt would scratch him
and cut him- and we can see from the pictures how tired and worn out the men were as they shoveled the heavy
salt. Working in the salt mines does not look like a lot of fun! Noticing the high piles of salt, we can imagine
that the workers have a long day ahead of them still. What else do you notice? How are their bodies shaped?
(Back and knees bent, lower to the ground, tired faces and hunched shoulders..) Thinking of their strength and
perseverance to get through this work day, choreograph a dance that shows these characteristics. Imagine you
are there with the men in the picture, and use your bodies to show us the hard work these men had to do each
day (shoveling, carrying heavy objects, walking/jumping/gliding/moving slowly as if you have no energy left
like these men).
Activity 3: Listening and Writing (small group)
Understand
Have the students listen to and follow along with the book via a cd player and then write about why they think
Booker wanted to learn to read and write more than anything else. Provide paper and pencils.
Activity 4: What Stuck With You?
Understand
Provide markers, scissors, pencils, paper, glue, and allow students to draw or construct something that stood out
to them from the book; maybe a scene from the book or the alphabet manipulative given to Booker from his
mother; or the moment where the man teaches Booker what his name looks like in the dirt.
Activity 5: Quiz
Evaluate
Provide the students with copies of the book as a small group. Given paper and pencils, have them work
individually to answer the questions.
Quiz
How old is Booker in this book?
____________________________________________________
What does Booker’s mom give him when he tells her he wants to learn to read?
_____________________________________________________________________
When Booker tells the newspaper man that he wants to learn to read, what does the man teach him?
__________________________________________________________________________________________
__________________________________________________________________________________________
How do you think Booker felt when he learned what his name looks like?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Game Details and instructions:
Learn about Booker T. Washington Game:
·
Draw a card from the top of the card pile, and read the question out loud to the group. If the
reader can answer the question correctly, he or she gets to take perseverance tokens; if the question is
answered wrong, he or she must give away tokens. The amount of tokens to get or give away is
written on each card, and may vary depending on the card. The answer to each question is under the
flap on the back of each card.
·
Each player gets (3) free tokens at the beginning of the game.
·
If you answer a question wrong, but have zero tokens to give, you do not have to owe tokens at
your next turn.
The person with the most perseverance tokens at the end of the game, or after all cards have been used,
wins the game!
Card Questions:
When was Booker T. Washington born?
*April 5, 1856
July 2, 1860
January 14, 1805
April 10, 1856
What does the T. stand for in Booker’s name?
*Taliaferro
Tyler
Thomas
Tess
Which of the following is NOT one of Booker T. Washington’s past jobs?
educator, author, farmer, and political leader. (Farmer)
T/F Booker Washington was born a slave. True.
T/F Booker T. Washington was a spokesperson for African Americans. True.
How many books did Booker T. Washington write?
14****
11
2
None
Where was he born?
VIRGINIA
Missouri
Nebraska
New York
What was his first job?
salt packer**
house cleaner
sold chicken eggs
paper boy
T/F – Booker T. Washington built a school that admitted over 400 students. T
T/F – Booker T. Washington gave a speech that was published in the newspaper. T
T/F Booker T. Washington had 5 siblings (FALSE)
T/F Booker T. Washington was famous for his cooking (FALSE)
T/F Booker T. Washington was born in 2000 (FALSE).
What was the name of the school Booker built?
Tuskegee institute**
Booker T. School
Maple Institute
Equality for all school
Which president invited Booker to the white house?
Theodore Roosevelt**
George Washington
Abraham Lincoln
William Howard Taft
What the title of his biography that was published in 1901?
Booker’s biography
Up from slavery**
My Life
Everything I Did
T/F – Lots of people were against Booker T. Washington and his beliefs. TRUE
Frustrated with the poor education he got from local schools, Booker started traveling to school at what
age?
12
13
16**
7
How far did Booker walk to school?
12 miles
3 miles
200 miles**
30 miles
T/F – Washington believed that all people were equal and deserved basic rights. True
T/F Washington’s father was white, and his mother was black. TRUE
What does Booker describe as the happiest day of his life?
**his first day of school
the day he first ate an apple pie.
his last day of working in the saltworks.
publishing his first book
T/F Booker taught a class of 75 indian boys. TRUE
T/F Booker’s name was once Caleb. False.
Did Booker T. Washington ever get married?
Yes**
No
How many children did Booker T. Washington have?
1**
2
3
4
T/F Booker T. Washington had tea with Queen Victoria in Europe. TRUE
What was Booker’s mom’s job?
Janitor
cook*
Seamstress
How old was Booker when he died?
63
59*
72
60
What did Booker want more than anything else?
To read and write*
to learn to cook like his mom
to be a dad
to travel around the world
Book Kit Grading Rubric (100 points) Please complete and hand in with assignment.
Candidate Name
Megan Livingston
Course/Section Social Studies
Highest Quality Indicator
Lesson Plan
Score:
An appropriate quality children’s literature book is
selected for the social studies lesson that clearly
supports the topic/standard of the lesson.
0
1
(2)
The lesson objective is appropriate and is clearly
stated. The objective is MET by what is
taught/done during the lesson.
0
1
(2)
0
1
(2)
Any necessary background knowledge for this
lesson is included .
The instructional procedures and activities are the
biggest section of your lesson plan: there is 15 – 20
min. of relevant instruction with activities, and/or
object lessons that specifically teach your objective.
This lesson plan stands alone without the station
activities and teaches the objective well.
0-30,
Activities included in the lesson are age/grade
appropriate and realistic.
All necessary worksheets, maps, activity pages,
games, pictures, music, or supplementary pages are
included or referenced.
The lesson includes how the teacher will assess
student learning and any materials needed for doing
this.
The lesson includes enough information for another
teacher to replicate the teaching experience.
Web
Organizer
Learning
Game
Integrated
Learning
Activities
your score: ____30___
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(2)
Overall, this lesson makes sense and is a good idea;
it could be used in a real classroom.
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(2)
The web organizer includes at least 5 ideas for
integrating curriculum areas with the book; each
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(5)
makes appropriate connections to the book, the
social studies lesson, and to other content subjects.
The game reinforces new learning about the concept
or trait OR provides necessary background or
0 1 2 3 4 5 6 7 8 9 10 11 (12)
content knowledge.
Each integrated learning activity extends understanding and learning in relevant, meaningful ways. These activities include
different levels of Bloom’s Taxonomy and implement a variety of learning styles (head, hand, heart). All directions and
necessary paperwork are included. Overall, each idea a good, solid teaching activity that gives students new knowledge or
further understanding – it isn’t just filling time.
#1 Technology (something that couldn’t be
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done otherwise…)
#2 Integrated
#3
#4
#5
Hard Copy
Electronic
Copy
The hard copy of the Book Kit is completely
prepared and all elements are available for display
and review on the sharing day.
The entire book kit is neatly done and it is
appealing, professional, and easy to use. All
components are created on a computer rather than
handwritten
The electronic copy of the Book Kit is submitted;
complete, and received by the instructor on the date
and time it is due. Each kit is sent as a zip file and
is titled as follows:
booktitle(topictaught)_yourfirstnamelastname.zip
(i.e. TheWall(VietnamWall)_janaeoveson.zip)
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