Ashley Hurt

1. Title of activity, Grade Level a. MLK Day, 1st Grade 2. Goals and Rationale of the lesson a. To help students understand how MLK changed our country and what he did to make it equal for all races. b. It is important to teach students these skills because they need to know what our country was like in the past and how far we have come since then. Students need to know about the past when it wasnt equal for everyone, so if they dont like how something is, they know they need to find a way to change it. 3. Teacher Objectives a. Students will feel and be able to discuss what it was like for African Americans during that time period through different scenarios. b. Students will be able to create an I have a Dream poster with one of their dreams. 4. Standards a. CCSS.ELA-Literacy.SL.1.4 Describe people, places, things, and events with relevant
details, expressing ideas and feelings clearly.

5. Developmental Prerequisites/ Developmental Targets a. Students will need to know how to act when listening to the teacher read a story. b. Students will need to know how to write a sentence. c. Students will need to know feeling words. 6. Location and setup of activity a. This activity will take place at the carpet when we are reading the book and a discussion about the different scenarios that will be played out. After, students will go to their desks to create their posters. b. The teacher will have a board game ready and also have the candy ready to pass out to certain students. c. The teacher will have the book ready at the carpet. The teacher will also have to the poster templates ready to hand out after the discussion. 7. Teacher Preparation a. The teacher will need to find a book about Martin Luther King Jr. b. The teacher will need to print out the template for the I have a Dream posters. c. The teacher will have the groups picked out that will be getting candy or playing the game. d. The teacher will have to pick out a board game. e. The teacher will go buy candy. 8. Instructional Procedures i. Word of the Day: Injustice ii. When all students are in the class, ask what injustice means. Give the definition if no one knows the answer. NOT FAIR. iii. Let students finish their word of the day. iv. Share answers with class. v. Say, When you are done with your word of the day, share with a partner and then come get a scholastic article about Martin Luther King Jr. to read about him. We are going to see what we can find out about him. What did he do? vi. Let students look at scholastic article. vii. Tell students to put their article on their desks and meet at the meeting center.

Ashley Hurt

viii. Ask, What did you find out about MLK? ix. Give students time to share. x. Say, We are going to learn more about MLKs life and what he did by reading this book. Show book cover. xi. What do you do while I am reading? xii. Sit still, sit quiet, listen to the story. xiii. Tell the student to try to find out what MLK did for our country and some feelings that they saw in the book. xiv. Ask if they know what a country is? Explain if they dont. xv. Go over feeling words. xvi. Read book, My Brother, Martin. xvii. Ask students to share some feelings they saw in the book and what MLK did. xviii. Discuss how we are going to do an activity and you want them to think about how they feel about what is going to happen. xix. Ask students with blue eyes to stand up. xx. Then give all of them a cookie and tell them they can eat it. xxi. When they are done they can sit down. xxii. Ask students how they felt. xxiii. Tell them that is how the African Americans felt when they couldnt go to school with the white children or even use the same bathroom. xxiv. Ask, What is a dream? SOMETHING YOU WISH TO HAPPEN. xxv. Ask, What was MLKs dream? FOR EVERYONE TO BE EQUAL. xxvi. Now we are going to make a poster like this one with our dreams for the future. What are some examples of dreams that we have that relate to this topic? xxvii. Now we are going to make our own posters. When I call your name you can come get a poster and go back to your seat to write your dream. You may color your poster when you are done writing your dream. When you are done bring your poster to Mrs. Melow or I. xxviii. Call names of students to go back to seats. xxix. Walk around to help students with their dreams. xxx. Clean up. 9. Differentiation a. For students that need a little help, on their poster they can draw a picture of their dream if possible. During the discussion, I will make sure to ask them how they feel, but go over feeling words before doing the scenarios. b. For students that need more to do will be able to read more about MLK in their scholastic article or color their poster. 10. Assessment a. Informal: During the discussion, I will observe who was participating and sharing their feelings. Also I will observe the face expressions of students while the scenarios are going on. b. Formal: The posters the students turn in with their dream will show if they understood what kind of dream they should write about on their poster. 11. Clean-up a. Students will give their posters to the teacher to hang up. They will then clean up their area and put away any materials they used.

Ashley Hurt

12. Transition a. After students put away their materials, they will return to the meeting center for the next lesson.