Day 1:

To open the lesson, you are going to present to the students a series of statements. Statements that they can relate to, and things that Audrey Faye may have experienced. As you read each question, ask your students to stand if they have experienced the same things. They should remain standing if every question relates to them. You may add generic questions of your own if you so desire. (Feel free to ask all or a few questions.)

 

1. Stand if you are between 8-9 years old

2. Stand if you have ever stood up for something that you have believed in

3. Stand if you have a favorite dish or meal that your mom, dad, or caregiver cooks

4. Stand if you are not old enough to drive a car

5. Stand if you like to play various games to keep busy

6. Stand if you have ever wanted something so badly that it was all you thought about

7. Stand if you attend elementary school

8 Stand if you have ever been afraid

9 Stand if you have ever thought about your classmates or missed them

10. Stand if you love ice cream sundaes

11. Stand up if you love your family

 

As the students are standing, ask if anyone knows why you have made these statements.  Students may attempt to answer your question- however, they will not be able to make the connection until the very end of the story.

 

Before reading the book, let the students know that they are going to hear a story about a little girl who was the same age as most of them are now. She did a very brave thing- she used her voice and joined in a protest and stood up for what was right! 

Students may look bewildered or puzzled as to the statements that started the lesson. Do not reveal anything to the students, ask them to join you on the carpet or your designated reading spot. From there you will begin reading the book.

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Before you begin reading the story. Take out your pre-made protest sign.  Explain to the students that the principal has created a new rule that the faculty, staff, and students are no longer able to wear tennis shoes in the building. Explain that many people are angry about this new rule. Say: One morning when you arrived at school you noticed a crowd of people out front holding signs, they are protesting this new rule. Show them your sign that says, “Bring Back Tennis Shoes!” 

 

Ask the students why are people so angry? Ask them to look at how this new rule affects everyone? How does it affect them? What is the significance of the protest? Why Protest? What result do they hope to achieve?

 

Show the students the cover of the book and ask them to make a prediction as to what they think it will be about. Read the inside flap of the book to the students. Then proceed to read the entire book all the way through only pausing to show the pictures. When you have read the book, close it and allow the students time to process the story, or “marinate” in it as Lester Laminack says, all good readers should do.

 

Day 2: Turn to page 13 in the book. You should be on the page where Audrey is marching with a group of people and they are holding protest signs.

 

Students will analyze the illustration and identify:

1. What they see

2. What they think

3. What they wonder about the picture

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*This thinking routine was developed as part of the Visible Thinking project at Project Zero, Harvard Graduate School of Education. Explore more Thinking Routines at pz.harvard.edu/thinking-routines

 

Ask the students to read the signs and describe what they think is going on. Some may say it is about hate, others may say it looks like they want freedom, or justice. Ask them WHO these signs are referring to- they may or may not be able to make the connection, but it lets you know what they understand.

 

Begin reading the book, only pausing to show the illustrations. Stop when you get to page 28. On this page Audrey is very excited because they have filled up the rooms- in jail. Ask the students: Why is Audrey showing so much excitement about others being in jail when typically, that is considered a bad thing? Allow time for processing and conversations.

 

Continue reading until you arrive on pages 32/33. After reading these pages close the book and ask the students to think about all that they have just heard.  This will be a good time to develop a writing reflection.  They can use the vocabulary words in this writing activity.  This is also a good time for students to document their text-to-text connections, text-to-self connections, and/or text-to-world connections.

Day 3: Before you visit the story again open the lesson with these statements. Students should stand as the questions resonate with them just as they did at the beginning of the lesson.

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1. Stand if you thought about the actions of everyone in the book “The Youngest Marcher” after we finished reading it

2. Stand if you think Audrey was brave

3. Stand if you think Audrey showed perseverance

4. Stand if you think Audrey used her voice to protest and to fight for what was right

5. Stand if you want think Audrey’s actions made an impact in the world

6. Stand if you think the world is a bit better because of Audrey’s actions

*Say to the students: Look around this room. I want you to know that you all have a voice, you all can make a stand, you all can be the “Change that you wish to see in the world!”

 

Closing Activity:

Provide lesson closure by:

Step 1:  Project an image of Audrey Faye Hendricks on your board.

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Step 2: Give each student a post-it note.

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Step 3: Tell them that you want them to think of the story and brainstorm words that represent an idea, fact, or thought from the story.

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Step 4: After brainstorming they should choose one word that would summarize the entire book. One word. This will require the students to dig deep. They will want to use many words but remind them they should only use one word.

Step 5: After students have determined their one word, students will then create a mini protest sign using an 8.5 x 11 sheet of paper (or smaller) to write their word onto. 

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 Step 6: To complete the summarizing activity, students will create a letter to the young Audrey Faye Hendricks. Before the students begin, allow them to frame the idea of what their letter should go in their letter. Will they thank her? Will they sympathize with her? Will they tell her she was brave and that they long to be like her? Will they comment on her experiences in the story? Students should also incorporate their one word into their letter that they wrote on the protest sign.The sky is the limit as to what the students will say to her in their letters.

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Step 7:  Set the timer for 15 minutes, watch the magic unfold.

After time is up, allow students to share their signs and their letters out loud.

 

Differentiation: For students who are not able to write a long letter given the time allotments, allow them to use descriptive words that describe the Young Audrey Faye Hendricks. Allow the students to verbally tell you why they chose certain words.

 

Follow up books that you can read aloud to the students:

We March by: Shane Evans

A Sweet Smell of Roses by: Angela Johnson

Let the Children March by:Frank Morrison

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