1. www.office.microsoft.com/images/
Melissa McDonald
LBSC 641

2.  Dr. Martin Luther King, Jr. Middle School
 Germantown, Maryland
 School at a Glance:
 Total Enrollment 600 Students:
 ESOL 3.3%
 FARMS 38.5%
 SPED 12.2%
 Racial /Ethnic Composition:
 Asian 8.7%
 Black/Afr Am 31.3%
Photo credit: Melissa McDonald
 Hispanic/Latino 26.5%
 White 27.0%
 http://www.montgomeryschoolsmd.org/departments/regulatoryaccountability/glance/currentyear/schools/03107.pdf

3. Mission
To provide a high-quality, world-class education that ensures
success for every student through excellence in teaching and
learning
Vision
A high-quality education is the fundamental right of every
child. All children will receive the respect, encouragement,
and opportunities they need to build the knowledge, skills, and
attitudes to be successful, contributing members of a global
society.
http://www.montgomeryschoolsmd.org/about/mission /

4.  Our Shared Mission
The mission of the Dr. Martin Luther King, Jr. Middle School community is a
commitment to working together to eliminate the racial predictability of student
achievement.
 Our Shared Vision
We have a strong belief in the power of education and that all students can achieve
academic success which allows us to inspire and guide students to be lifelong academic
leaders and thoughtful citizens who are committed to improving themselves, their
community, the country, and the world. Our vision is to be the best middle school in the
nation at providing an education that helps every student in our community reach their
full potential.
 Our Shared Core Values
 Respect - Showing consideration and appreciation for ourselves, others, and the
environment.
 Responsibility - Being accountable for our actions.
 Integrity - Doing the right thing, even when no one is watching.
http://www.montgomeryschoolsmd.org/schools/mlkms/aboutus /

5.  Teacher indicated that her students’ abilities range
from below grade reading level to gifted students.
 Class includes
 ESOL One, Two, and Three students.
 Special education students (including learning center
students)
 Students with 504 plans
 Student reading levels range from grade 3 to college level.

6.  The diverse reading levels of the students are
particularly challenging to the research process.
 The project is highly differentiated;
 below level readers will have elementary level resource books
 copies of book pages with highlighted text, a
 direct support from the paraeducator.
 Kurzweil 3000, an educational assistive technology tool, can
be utilized to support struggling readers as they use these
print resources.
• Gifted students are expected to research a wider scope of
the project and present using a Web 2.0 tool.

7.  Research Project on Ancient African Societies
 Mbuti, Hausa, Maasai, Fulani, Songhay, Akamba, Sonnike,
Zulu, Asante, San, or Mali.
 The Project: Students will research one aspect of one
African society of the Middle Ages 500-1550 A.D.
Students will take notes and collect images that reflect the
society being researched. Students will cite all of their
sources using the NoodleTools website. Students will
create a detailed paragraph(s) from their notes and a Web
2.0 presentation or a decorated poster that depicts visually
important information about the society.

8.  7th Grade World Studies
 The Standards
 MSDE World History:
 Summarize the importance of the geography, political, economic, and social life of African societies in the middle ages.
 AASL:
 1.1.4 Find, evaluate, and select appropriate sources to answer questions.
 1.2.3 Demonstrate creativity by using multiple resources and formats.
 1.3.1 Respect copyright/intellectual property rights of creators and producers.
 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness to needs,
importance, and social and cultural context.
 2.1.2 Organize knowledge so that it is useful.
 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new
understandings.
 3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.
 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that
others can view, use, and assess.
 3.4.2 Assess the quality and effectiveness of the learning product.