using I am Rosa Parks in speech therapy

Frequent Speech Sounds:

/r/ initial
/ar/
/ks/
/bl/
/k/ final
/t/ final

Themes:

black history month
perseverance
bullying
inequality
respect

Book Details:

Diverse Characters: Yes
Age Recommendation: Elementary, Late Elementary, Middle School

I am Rosa Parks

By Brad Meltzer

Rosa Parks dared to stand up for herself and other African Americans by staying seated and organizing the Montgomery Bus Boycott. As a result, she helped end public bus segregation and launch the country’s Civil Rights Movement.

This biographical Black History Month themed book can be used in speech therapy to address social/emotional issues like perseverance, inequality, respect, and standing up for yourself. It is also great for noticing character expressions and for targeting comparing and contrasting as well as for predicting, inferencing, and idioms! It is also great for targeting sequencing and character analysis. Discover more of the speech and language teaching concepts for using I am Rosa Parks in speech therapy below: 

Key Teaching concepts

Narrative Structure:

complete episode
biography
expository text

Narrative Concepts:

theme/message
sequencing
vocabulary
character analysis
social/emotional
comparing/contrasting
illustration study
figurative language
adjectives
verbs (present progressive)
verbs (regular past tense)
verbs (mental state)
complex sentence structure
text features
inferencing
predicting

Sequencing:

order of events within the life of Rosa Parks that sparked change

Vocabulary:

weak, target, respect, stood my ground, firmly, bother, unfairly, civil rights, solution, explain, belong, promise, separate, seamstress, NAACP, laws, refused, brave, violating, ignite, boycott, nation, justice, ordinary

Character Analysis:

Rosa Parks was frustrated during the time of segregation. One day, Rosa had enough and her actions sparked change for many generations to come.

Social/Emotional:

feelings
facial expressions
sticking up for yourself
sparking change

How did Rosa show respect for herself when the boy’s mom was yelling at her?
How do you think staying calm and firm made an impact on the mother’s response?
If you were Rosa, what would you have said to the bus driver?
How did Rosa’s actions spark change?
What kind of changes do we still have to make in society today?

Figurative Language:

idioms (lost my cool, stand up for, knock me down)

Grammar:

adjectives
verbs (present progressive)
verbs (regular past tense)
verbs (mental state)
complex sentence structure

Text Features:

speech bubbles
capitals
bold text
italics
ellipses
timeline
comic-book style
facts

Inferencing:

How do you think Rosa felt being the shortest kid her age?
What do you think the boy was thinking when Rosa pushed him back?
Why do you think the girl at the park said “this is gunna be bad”?
How did Rosa feel when the boy’s mother was yelling at her?
Why did Rosa have to go outside to drink from the water fountain?
How do you think the kids felt about being shoved in one classroom and only going to school for five months?
How did Rosa feel when the driver wanted her off the bus?
What do you think the other black and white people were thinking when this happened?
Why did Rosa stop using the “colored” water fountain and taking the separate elevator?
How did Rosa feel if she was “tired of giving in”?
How do you think Rosa and other black people felt when the changes were made?

Predicting:

What do you think will happen to Rosa for pushing the son?
What do you think will happen to Rosa for being in the front of the bus?
What do you think Rosa will do to spark change?
What do you think Rosa will do when the man asks for her seat?
What do you think will happen to Rosa when she doesn’t get up?
What else do you think will change after the buses?
Who do you think Martin is? What will he do?