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William Peace University

Lesson Plan Format


Teacher: Victoria Satterfield

School: Fuquay-Varina Elementary School

Grade Level: 5; English-Language Arts

Estimated Duration of Lesson: 45 minutes

North Carolina Standard Course of Study Objective(s) 21st Century Skills Addressed in Lesson (list all)
Supported by Lesson
Critical Thinking
(Common Core, North Carolina Essential Standards)
Communication
Information Literacy
CCSS.ELA-LITERACY.RI.5.1
Civic Literacy
Quote accurately from a text when explaining what the text

says explicitly and when drawing inferences from the text.


NCES 5.H.2.2
Explain how key historical figures have exemplified values and
principles of American democracy.

Primary Measurable Student Objective for Lesson


SWBAT use key words and phrases to identify the overarching
theme in Martin Luther King, Jr.s I Have A Dream speech, and
discuss how its relevance to todays society.

Materials Needed

Individual copies of Martin Luther King, Jr.s I Have A


Dream (only the first three pages). Full-text versions of
the speech can be found at

Lesson Assessment (What will student do to demonstrate mastery


of lesson objective?)
The students will create a graphic organizer where they will input
the key words and phrases from the speech that helped them
determine the theme.
Pre-Assessment/ Prior Student Understanding Required
Prior to the start of the lesson, the teacher will ask the students the
following questions:
What do we already know about theme in literature?

http://www.archives.gov/press/exhibits/dream-speech.pdf

Highlighters
Pencils
Access to SMART Board and projector

Who was Martin Luther King, Jr.?


During which time period, in American history, did he write
this famous speech?
What was going on during that time?

Engagement/ Anticipatory Set


At the start of the lesson, the teacher will play a short clip of Kings speech, which can be found on YouTube:
https://youtu.be/3vDWWy4CMhE
The students should be actively listening to the speech, jotting down key words they hear that stand out to them.
Teacher Input of Information
Social Studies:
The teacher will briefly discuss the Civil Rights Movement, and the changes in legislation that happened shortly thereafter:
Dr. Martin Luther King, Jr. was a Civil Rights activist who advocated for human equality in the mid-late 1960s.
During that time, though African Americans had many of the same constitutional rights as other US citizens, they still did not
have the right to vote, though the majority of African Americans were still required to pay state and federal taxes.
Unlike several other activists during his time, Dr. King was a pacifist; following in the steps of Mahatma Gandhi, he refused to
retaliate against the government with violence.
Over the course of the Civil Rights movement, Dr. King, along with several other protestors, was arrested several times without
probable cause.
ELA:

Theme: the subject of a writers piece; usually applicable to any real-world situation, and is worded in sentence form (i.e. Dont
judge a book by its cover.)
How to annotate text:

Underline important terms.


Circle definitions and meanings.
Write key words and definitions in the margin.
Signal where important information can be fond with key words or symbols in the margin.
Write short summaries in the margin net to the section where the answer is found.
Write the questions in the margin next to the section where the answer is found.
Indicate steps in a process by using numbers in the margin.
Add comments about connections you have to the text, questions you have, and any ideas that occur to you.

Teacher Modeling
Annotation:
The teacher will read the first page of the speech aloud, and demonstrate how to be an active reader and annotate the text (using the
guidelines in the previous section).
Making the graphic organizer:
Using the first paragraph of the speech, the teacher will find a few complicated words or phrases that may be relevant to the speechs
overarching theme. The graphic organizer can be in any layout and/or format, but it should have visible connectors that show how each
individual idea relates back to the theme.
Student Practice/Exploration
The students will take about 15-20 minutes and follow the teachers example. In groups of 2-3, they will choose a paragraph to annotate,
determine its theme, and create their own graphic organizers. At the end of the lesson, one person from every group will share their
findings with the rest of the class.
Closure
The students will complete an exit ticket, via Google Docs, in which they will discuss one part of Dr. Kings speech that resonated with
them. They will also mention one thing they can do as young American citizens to accomplish his dream and make a difference in
todays society.
Differentiation: Specific Students Needs Addressed

AIG: The teacher will challenge these students by allowing them to facilitate their individual groups discussions.
ESL/ELL: These students will be provided with the same pieces of paper the teacher used to model the lesson. The teacher, ICR
instructor, or TA may have these students in a small pullout group to be sure they are able to understand the language in the text.
CCR: The general ed. teacher will collaborate with a CCR instructor to make sure all students learning needs are met.