LESSON PLAN NUMBER 4 .

Teacher Education Candidate Supervising Teacher UWG Supervisor

Amber Rogers Katrina Skidmore Sarah Jones .

School Temple Elementary School Date of Implemented Lesson Plan March 2, 2011 .

Block No. 2 Subject: Social Studies/History Grade Level: 2nd .

Teaching Skills Focus for This Lesson: Providing Feedback and Reinforcement
Stage 1 The Desired Results
Standards / SS2H1 The student will read about and describe the lives of historical figures in Georgia history.
a. Identify the contributions made by these historic figures: James Oglethorpe, Tomochichi, and Mary Musgrove (founding of Georgia); Sequoyah (development of a Cherokee alphabet); Jackie Robinson (sports); Martin Luther King, Jr. (civil rights); Jimmy Carter (leadership and human rights).
Specific Learning Objective(s) / Students will understand the importance for Martin Luther King’s “I Have A Dream” speech and be able to develop their own dreams.
Stage 2 Assessment Evidence
Assessment Instrument
(Ex. Test, Poster, Presentation, Picture, etc.) / “I Have a Dream, Too” speech
Evaluation (Grading) Instrument
(Ex. Point System, Rubric, Checklist, etc.) / Peer rubric of “I Have A Dream, Too” speech
Stage 3 Learning Plans
Materials / “I Have a Dream, Too” print out, video of Martin Luther King’s speech “I Have a Dream”, peer rubrics, Martin’s Big Words by Doreen Rappaport.
Sequence of Teacher Actions
*Attention-Getter/Motivator
*Tie to Previous Learning
*Significant Actions to Introduce and Guide Lesson / ·  The teacher will begin the lesson by showing the Martin Luther King’s “I Have a Dream” speech. The teacher will ask the students various questions about MLK like “Who is this?” “What is this speech?” “What is significant about this speech?” “How did it change history?” “How did Martin Luther King change history?” “What else is he known for?” The teacher should record their answers to develop understanding of what the students already know.
·  Next, read the book Martin’s Big Words by Doreen Rappaport to give history of MLK and his famous words. Ask questions about their opinions of MLK and his influence on America and how it has affected their lives today.
·  Last, the teacher explains the assignment of making their own “I Have a Dream, Too!” speech. Prompt them to think about a dream they have, not necessarily like MLK’s and have them use the same format as his described on the “I Have a Dream, Too!” sheet.
·  Have the students get into small groups and present their speeches to try to influence their peers to believe in their dreams like MLK’s. Demonstrate what it should sound like with a model lesson.
Sequence of Student Actions
*Explain How Students Are Engaged During Lesson
* Explain How Students Discuss or Present Results of What They Did During the Lesson / ·  The student’s will watch the “I Have a Dream” speech. The will respond to question to engage their prior knowledge about Martin Luther King, Jr.
·  Next, the students will listen to the Martin’s Big Words book to gather information about MLK and his influence on America.
·  Then the students will write their speech about their dreams they have similar to Martin Luther King’s speech. The speech does not have to be centered around the same topic, but it is in the same format.
·  Last, the students will get into small groups and present their speeches and try to influence their peers to believe in their dream. While doing this, the presenter’s peers will evaluate each other on their influential speech.
Teacher’s Lesson Closure/Wrap-Up/Transition / The teacher will end the lesson by describing the importance of each person’s dreams and how Martin Luther King’s speech about his dream became a reality. The teacher will connect the importance that one person can make a difference in the world.
Adaptations for Exceptional Students (Anyone who requires modifications for their needs) / Students who cannot present their piece can work in a group to watch everyone else’s, but not present their own. Their grading will be based from completion of work and participation with other students.
Related Activities/Extensions
(What can students do who need more than is in the lesson? Should be related to lesson.) / Students can present their speech to the class if they feel comfortable doing so to model a great, persuasive speech.
Connections to Other Disciplines / Writing

EQ: How did Martin Luther King’s “I Have a Dream Speech” change history?

Agenda:

-Video & discussion

-Martin’s Big Words

-“I Have a Dream, Too!”

I Have a Dream, Too!

Name: ______Date: ______

Like in Dr. Martin Luther King, Jr.’s speech “I Have a Dream”, you have a dream too. In Dr. King’s format, write your own “I Have a Dream” speech about what you would like to see happen in the world.

I have a dream that one day this nation will ______

______

I have a dream that one day ______

______

I have a dream that one day ______

______

I have a dream that one day ______

______

I have a dream today.

I have a dream that one day ______

______

This is my hope and faith. With this faith we will be able to ______

______

This will be the day when ______

______

Peer Rubric

Peer’s Name: ______

3 / 2 / 1
Dream
Total: ______/ I wanted to hear more about your dream! It is a great dream. / I liked your dream and understood what you wanted to tell me. / It did not attract me, but I know it is a good dream for you.
Persuasion
Total: ______/ I believed what your dream was about and would help you with accomplishing it. / You did not persuade me very well in believing your dream. / You did not persuade me to believe in your dream.
Overall
Total: ______/ Your speech was overall great! / You did pretty well on your speech. / Your speech was okay.
Total: ______

Comments:

Peer’s Name: ______

3 / 2 / 1
Dream
Total: ______/ I wanted to hear more about your dream! It is a great dream. / I liked your dream and understood what you wanted to tell me. / It did not attract me, but I know it is a good dream for you.
Persuasion
Total: ______/ I believed what your dream was about and would help you with accomplishing it. / You did not persuade me very well in believing your dream. / You did not persuade me to believe in your dream.
Overall
Total: ______/ Your speech was overall great! / You did pretty well on your speech. / Your speech was okay.
Total: ______

Comments:

Throughout this lesson, I aimed to make each student feel that their dreams were valuable. This

was done through using positive reinforcement and feedback throughout their speech presentations. During the lesson, I used reinforcement when asking questions to make sure the students understood the lesson objective and essential questions. Through my reinforcement and feedback strategies, the students showed mastery of Martin Luther King and his “I Have a Dream” speech as well as understanding background knowledge of him through the reading. Most of the students, after explaining what a dream meant, were able to effectively put together a dream they had for themselves. We brainstormed as a group different dreams which helped the students a lot when writing their speeches. Overall, I enjoyed teaching this lesson. It pushed the students to a different level of thinking and writing, which I enjoyed. They were excited to share their dreams to the entire class and I enjoyed reading them.