REMEMBERING the MARCH on August 28, 1963, Martin Luther King Jr

E D I T I O N 5 – 6 VOL. 10, NO. 17 DISTRACTOR GUIDE FEBRUARY 21, 2020

FEBRUARY 21, 2020 ● VOL. 10 ● NO. 17 EDITION 5–6 COVER QUIZ DISTRACTOR GUIDE FOR REMEMBERING THE MARCH On August 28, 1963, Martin Luther King Jr. gave his famous “I Have a At the March on Washington in 1963, Martin Luther King Jr. Dream” speech at the March on Washington. His words gave hope to the called for equality for all Americans. people gathered there to demand equal rights for all. This speech continues to inspire optimism today.

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Cover Quiz Answer Key Identify Author’s Purpose Mini-Lesson (RI.6)

1. B Understanding why an author wrote a text can 2. A help students analyze it more effectively. Start the lesson by picking a topic, then model how you 3. C can write about the same topic for three different 4. A purposes. Let’s use dogs as an example. You can 5. A inform readers by explaining how to take care of a dog. You can persuade readers by listing the 6. D reasons why you believe dogs are better pets than 7. Answers will vary. See page 4. cats. And you can entertain readers by telling them a story about a talking dog. After giving students these examples, have them try the same thing with Question Distribution by Standard a topic of their choice. Then have them apply their Key Ideas and Details understanding to a text. Tell students that knowing the genre of a text can help them determine the Read for Information, Identify Cause and Effect (RI.1, RI.2, RI.3) author’s purpose: Fiction is written to entertain, ••Q1, Q3, Q5 an opinion piece is written to persuade, and most news articles are written to inform or explain. Have Craft and Structure students read a text to identify whether it is fiction or nonfiction. If it is nonfiction, ask: What does the Define Words and Phrases, Analyze Text Structure (RI.4, RI.5, RI.6) author want us to know or believe about this topic? ••Q4, Q6 Then have students identify details in the text to support their claim that the article is informative or Integration of Knowledge and Ideas persuasive. Integrate Information (RI.7, RI.8, RI.9) ••Q2 Alternate Question Stems ••Why did the author write the story? Writing ••What is the purpose of this text? Informative Writing (W.2) ••What is the author’s viewpoint? ••Q7

Customer Service: 800-777-8600 • Email the editors: [email protected] EDITION 5–6: COVER QUIZ DISTRACTOR GUIDE

1. Read for Detail (RI.5.1; RI.6.1) Which of the following protections was not a goal of the March on Washington? A. equal labor rights B. freedom of speech C. voters’ rights D. equal housing rights

DISTRACTOR ANALYSIS A. See paragraph 2. B. Correct answer: Freedom of speech is not mentioned in the article. See paragraph 2. C. See paragraph 2. D. See paragraph 2.

2. Integrate Information (RI.5.9, RI.6.9) Based on their quotes, what do Joan Baez and Nan Orrock most likely agree on? A. The march inspired them. B. The march was crowded. C. It was difficult to hear King deliver his speech. D. The speeches were discouraging.

DISTRACTOR ANALYSIS A. Correct answer: This idea is supported by both Baez’s and Orrock’s quotes. Baez says there was “electricity in the air” and Orrock says she “resolved . . . to be a part of changing the country.” B. There is no evidence in either of their quotes to support this answer. C. There is no evidence in either of their quotes to support this answer. D. This is the opposite of the what Baez and Orrock describe.

3. Identify Cause and Effect (RI.5.3; RI.6.3) Which event can be attributed to the impact of the March on Washington? A. King’s children were judged by the content of their character. B. Claudette Colvin refused to give up her seat on a bus. C. The Civil Rights Act was signed into law. D. The Montgomery public bus system was boycotted.

DISTRACTOR ANALYSIS A. There is no evidence in the text to suggest this; King expressed this hope in his speech. B. This happened before the March on Washington. C. Correct answer: There is a direct connection between the march and the enactment of laws against discrimination. D. This happened before the March on Washington.

4. Define Words and Phrases (RI.5.4; RI.6.4) What is an antonym of boycott, as it is used in paragraph 4? A. support B. ban C. avoid D. restrict

DISTRACTOR ANALYSIS A. Correct answer: The reason something is boycotted is because it is not supported. B. This word has a similar meaning to boycott. C. This word has a similar meaning to boycott. D. This word has a similar meaning to boycott.

5. Read for Detail (RI.5.1, RI.6.1) Who organized the March on Washington? A. Bayard Rustin and A. Phillip Randolph B. Claudette Colvin and Rosa Parks C. Martin Luther King Jr. and John Lewis D. President Lyndon B. Johnson and Maxine Allen Johnson Wood

DISTRACTOR ANALYSIS A. Correct answer: See paragraph 5. B. Colvin and Parks were civil rights activists, but did not organize the March. C. King and Lewis were civil rights leaders who spoke at the march but are not credited with organizing it. D. President Johnson signed the Civil Rights Act the year after the march and Maxine Allen Johnson attended; neither was an organizer of the march.

6. Identify Author’s Purpose (RI.5.6; RI.6.6) Why did the author write this article? A. to tell a story about Martin Luther King Jr. B. to teach us about how the Civil Rights Act was signed C. to introduce us to a civil rights leader D. to teach us about the March on Washington

DISTRACTOR ANALYSIS A. While there is information about King’s life, that is not main purpose of the article. B. While the march increased pressure for the signing of civil rights laws, the article doesn’t focus on the Civil Rights Act. C. There are many civil rights leaders introduced in the article. D. Correct answer: This article’s focus is the March on Washington.

7. Informative Writing (W.5.2; W.6.2) Explain Martin Luther King Jr.’s point of view. Use evidence from the text to support your answer. Response must contain at least one of the following details, and evidence to support it: ••He believed in equality for all. ••He fought for social justice.

Open-Ended Grading Rubric 4 Response effectively answers all parts of the question. Exceeds Response is clear and organized into paragraphs. Expectations Response provides a developed explanation and text evidence. 3 Response mostly answers the question and stays on task. Meets Response is clear and mostly organized. Expectations Response is developed and provides an explanation or relevant evidence. 2 Response answers part, but not all of, the question or may get off task. Approaching Response is clear but may not be fully organized. Expectations Response may have a partial explanation but no evidence is provided. 1 Response is minimally aligned to the task. Below Response is somewhat clear but is not organized. Expectations Response has little reasoning or evidence. 0 Response is not appropriate to the task. Far Below Response is unclear and has no organization. Expectations Response has no reasoning or evidence. Teacher’s Comments: M/C /6 OE /4