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WVSU LESSON PLAN FORMAT (Updated 1/13) Teacher Candidate: Haley Harrison Date: April 3, 2014 School: Poca

Elementary School Grade/Subject: 5th Grade Unit Topic: What contributions have individuals made to help gain greater civil rights for America? Lesson Topic: Influence of Martin Luther King Jr. Lesson 2 INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES Students will 1. Argue their opinion on MLKs lifestyle, whether it was an act of bravery and courage or carelessness. 2. Demonstrate their listening skills by the interactive true/false activity. 3. Collect important words from a selected text to complete a poem activity. 4. Demonstrate the importance of teamwork and reliability. WV CSOS 1. SS.5.C.1 Illustrate the rights responsibilities, duties, and privileges of a patriotic citizen within authentic situations and defend these actions as examples or non-examples of good citizenship. 2. SS.5.C.3 Research how government and non-government groups and institutions work to meet the individual needs for common good. NATIONAL STANDARDS NCSS 1. IV. Individual Development and Identity: H- work independently and cooperatively to accomplish goals. 2. V. Individuals, Groups, and Institutions: F- give examples of the role of institutions in furthering both continuity and change. MANAGEMENT FRAMEWORK Overall Time: 45 Minutes Time Frame: 5 minute MLK biography handout and discussion 7 minute interactive true/false activity 8 minute I Have a Dream excerpt 7 minute acrostic poem 5 minute synonym key term chart with journal entry 13 minute mosaic poster STRATEGIES

1. Teacher led discussion 2. Teacher/Student led discussion 3. Guided Instruction 4. Independent/Group practice 5. Cooperative groups DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS (Learning Styles, Students with Special Needs, Cultural Differences, ELL) 1. Teacher will provide any additional assistance to a struggling child throughout the lesson. 2. A detailed agenda of the lesson will be on the whiteboard for every child to see; this will allow children to feel more comfortable and not overwhelmed. 3. Students will be moving around the room for multiple activities such as the true/false, acrostic poem, and mosaic picture; this allows the learning to be more fun and engaging for the students. PROCEDURES: Introduction/ Lesson Set 1. Show every child the detailed agenda of the lesson that will be posted on the white board. 2. Have a child come forward and start a KWL chart for the class. 3. Children will begin visiting the board filling in the know section of the chart. PROCEDURES: Body & Transitions 1. After students are completed with the KWL chart, they will be returning back to their assigned seats. 2. The teacher will then start a teacher led discussion on the life of Martin Luther King Jr. and his importance on the Civil Rights Movement. 3. Teacher will then pass out Civil Rights Biography: Dr. Martin Luther King, Jr. to every child in the class. (see attachment) 4. As a class, we will read over the handout and have an open discussion of the questions at the bottom of the page. (OBJ. 1) 5. Have students sit the paper aside and follow the teacher to the back of the room. 6. On the ground, there will be a black line of tape; one side is true and the other is false. 7. Teacher will begin stating sentences while the class has to deliberate whether it is a true statement or false by picking either side of the tape. (OBJ. 2) 8. Students will return to their seats after one student is left. 9. Students will now be given an excerpt from Dr. Martin Luther King, Jr.s speech I Have a Dream. (see attachment) 10. Students will be notified to write down five important words from the speech as they take turns reading. (OBJ. 3) 11. Students will then be split up into groups where they will compare their important words and create an acrostic poem. 12. After their poem is complete, they will return to their seats and hand in their poems to the teacher. 13. After all students are finished, each child will be given a piece of the MLK mosaic. (see attachment) 14. Once the children are finished coloring in their piece of the mosaic, we will tape together the poster as a class. (OBJ. 4) PROCEDURES: Closure 1. Allow students to help each other hang the poster in the hallway outside of the classroom. 2. Have students return to their seats and fill in L section of the KWL chart. ASSESSMENT: Diagnostic

1. KWL Chart ASSESSMENT: Formative 1. Observe students during the creating of their poems. 2. Listen to the knowledgeable opinions of the students while they answer questions during open discussion. ASSESSMENT: Summative 1. Complete the KWL chart 2. Share their acrostic poem MATERIALS 1. Smart Board 2. White Board 3. Civil Rights Biography: Dr. Martin Luther King, Jr. handout 4. Duct tape 5. I Have a Dream handout 6. Plain white paper 7. Student journals 8. Mosaic handouts 9. Red, blue, green, and purple crayons, markers, or colored pencils. EXTENDED ACTIVITIES If Student Finishes Early, he/she may quietly assist another student in the class with their assignment. If Lesson Finishes Early, provide children with I Have a Dream: Personal Narrative handout. If Technology Fails, the students will use the white board instead of the smart board.