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Name:McKenzieMay

Subject/Grade
Level:

LessonTitle:

Unit:

MartinLutherKingJr.

FamousAmericans

SecondGrade

DateorLesson
#:
Lesson#8

VirginiaSOL
/NationalStandard:
SOL2.11:ThestudentwillidentifyGeorgeWashington,AbrahamLincoln,SusanB.Anthony,Helen
Keller,JackieRobinson,and
MartinLutherKing,Jr.
,asAmericanswhosecontributionsimproved
thelivesofotherAmericans.

Essentialknowledge:MartinLutherKing,Jr.wasanAfricanAmericanMinisterwhoworkedsothat
allpeoplewouldbetreatedfairly.Heledpeacefulmarchesandgavespeeches.
MeasurableLessonObjective(s):
LearnerswillbeabletoexplainMartinLutherKing,Jr.sroleincreatingequalopportunitiesfor
peopleofdifferentraces,includingleadingpeacefulmarchesandgivingspeeches.

Materials/Technologies/ResourcesNeeded:
Flocabularysong,LetFreedomRing
FoundHere
MartinLutherKing,Jr.PrintableBooklet,oneperstudent(alreadyputtogether)
GuidedPracticeActivity:InferringWithDr.KingWorksheet&constructionpaper(oneper
student)
Constructionpaper(variousshadesofbrown/tan),paint,paintbrushes,scissors
WhoisMartinLutherKing,Jr.worksheet
Assessment(Formativeand/orSummative):

1. StudentswillcompletetheWhoisMartinLutherKing,Jr.worksheet,whichwillcheck
thattheygatheredthemainideasdiscussedduringclassbywritingsentencesusing
(alreadywritten)keywords.
AnticipatorySet(Hook&Agenda)
Teacherwill:

Studentswill:

Passoutslipsofpaperwith
threelinesonthem.
Instruct
studentsthattheyaretowatch
theportionofthevideoand
payattentiontothewordsof
thesong.Afterthevideois

Entertheclassroomandhave
aseatattheirdesks.
Quietlylistentoinstructions
andwatchthevideo.

Accommodatio
ns/Differentiati
on:

Anticipated
Time:
About5
mins.

done,theywillwritedown
threewordsthattheythinkare
importantorstandouttothem.
PlayFlocabularyVideoto1:41
Givestudentstimetowrite;
playthevideooncemorefor
studentstomakesure
everyonehasenoughtime.
Askstudentstoturnto
someonenexttothemand
sharethewordstheywrote
down.Afteraminuteorso,
havestudentssharetheir
wordswiththeclass.There
willprobablyberepeats,sonot
everysinglestudenthasto
share.(teachershouldexpect
wordslikedream,equal,
freedom,etc.)

Writedownwordsthatstand
outtothem.

Sharewordswithapartner.

About5
mins.

Raisehandsandsharewords
(thathavenotbeenrepeated)
totheclass.

Todaywewilllearnabout
MartinLutherKing,Jr.andhis
leadershipincreatingequal
chancesforallpeople.

Access/ReviewPriorKnowledge
Teacherwill:

Studentswill:

Accommodatio
ns/Differentiati
on:

Anticipa
ted
Time:

Askstudentswhattheythink
themeaningofthesewords
are:

Whatdoesdreammean?
Whatisadream?Dotheyonly
happenwhenyousleep?

Whatdoesitmeantobeequal?

Whatisfreedom?Didntwe
alreadylearnthatGeorge
Washingtonhelpedgive
Americaits
freedom
from
England?

Raisehands/answerquestions

34
mins.

TeachingProcess&Modeling(Contentispresented,accessedorbuilt)
GuidedPractice&CheckingforUnderstanding
IndependentPractice
Thereisnoprescribedordertothissection;youmusttailortheordertothestudentsandthe
content.Thisshouldbethelongestportionofyourlessonplan.
Teacherwill:
Studentswill:
Accommodatio
Anticipa
ns/Differentiati ted
TeachingProcess&Modeling

on:
Time:
(Contentispresented,

accessed,orbuilt)&Guided

Practice/Checkingfor

Understanding

Passoutbooklets.Havea

differentstudentreadeach

pagealoudtotheclass.Explain

Volunteertoreadpages.

thatbecausesomewordsmay
15

notbefamiliar,wecanhelp

minutes

eachother.

Aftereachpageisread,discuss

whatitmeans.Havestudents
Followinstructionsandunderline

underlineimportantwords,
keywords.

suchaspeacefulonthefirst

page,equallyonpagefour,

speechesandprotestson

pageseven,anddreamfound

onseveralpages.

PassouttheInferringwithDr.

Kingworksheet.Have

studentscutoutthesquareson Followdirectionsandhelppeers

thedottedlinesandkeepthe
havesquares
ifneeded.
15mins.
precutfor
topfourDr.Kingquotes

studentswith
separatefromthesquareswith
impairedmotor
thestarsonthem.Whenthey

skills
arefinishedandarewaitingon

therestoftheclasstofinish,

theycancolortheirbooklets.

Onceeveryonehasfinished

cutting,explaintotheclassthat

wewillbeworkingtogetherto

infer,
orconclude,themeanings
ofthingsthatDr.Kinghassaid.

Gothrougheachquoteasa
class,havingstudents

volunteertoread,andmatch
Worktogetherasaclasstofigure
thequotewithitscorrect
meaning.Studentsshouldglue out,orinfer,themeaningsof
someofMartinsquotes.Thisis
themnexttoeachotheronthe
importantbecauseithelpsthem
colorconstructionpaperof
understandthatMartinsgoalwas
theirchoice.
tobepeacefulandtolove

everyoneandtreatthemequally.

IndependentPractice:

Studentswillpainttheirown
portraitsofMartinLuther
Followdirectionsandusethe
King,Jr.Theywillcutthehead appropriatematerialsto
outofavarietyofcolored
completetheirartproject.While
constructionpaper,andwrite
thisissupposedtobefun,they
theirnamesonthebackbefore shouldtrytheirbestandusethe
painting.Explainthattheycan illustrationsandpicturesfoundin
usetheavailablebiography
thebookstohelpthem.
booksaboutMartinLuther
Everyonespaintingwillbe
King,Jr.(foundinAnnotated
different,andthatisthegoal!
Bibliography)thatwillbe

displayedatthefrontofthe
roomasreferencesfortheir

paintings.
Oncestudentsarefinishedwith
theirportraits,theyshouldput
theminthecorneroftheroom
onthecountertodry.

Followinstructionsandcarefully
puttheirwetpaintingsasideto
dry.

Waituntilallstudentsaredone
withtheirpaintings.Those
whofinishbeforeotherscan
continuetoworkoncoloring
theirbookletsORlookthrough
thebiographybooks.

20mins.

Tellstudentstocompletethe
independentpracticesheet.
Aftertheywritetheirnameat
thetop,theyaretowritetwo
sentencesaboutwhoMartin
LutherKing,Jr.isusingatleast
threeofthewordslistedonthe
worksheet.Makesurestudents
understandinstructionsbefore
beginning.Haveonestudent
volunteertorepeatthe
directionsbacktotheclassin
theirownwords.

Completetheworksheetusing
whattheylearnedfromthe
flocabularyrap,aswellastheir
booklet,towritesentences.They
shouldraisetheirhandandhave
theteacherreadtheirsentences
whentheyarefinished.

10mins.

Closure:
Teacherwill:

Studentswill:

ChickaChicka!

BoomBoom

Havestudentsgathernear
theareawheretheportraits
aredrying.

Gatheraroundthe
paintings.

Bringoneofthebiography
booksoverwithMartins
faceonthefront.Ask
studentsifanyofthe
paintingslookexactlylike
thepicture.
Pointoutthateveryones
paintinglooksdifferent,and
thatissomethingthatMartin
LutherKingJr.wouldhave
loved!
Hewantedpeopletolove
andtreateachotherfairlyno
matterwhattheylooked
like!

Listentotheteacher
andanswerquestions
whennecessary.
Noticethatnobodys
paintingisperfector
exactlyalike.

Accommodat
ions/Differen
tiation:

Anticipated
Time:
3mins.

DeclarativeSummaryStatement:
TodaywelearnedthatMartinLutherKing,Jr.wasanAfricanAmericanMinisterwho
workedpeacefullysothatallpeoplewouldbetreatedfairly.
ActivityIfExtraTimeRemainsorTechnologyFails
Teacherwill:

Studentswill:

Ifthereisextratime,
studentscancompletethe
extenderactivity,Ihavea
dream,wheretheywrite
theirownspeechstating
theirownlifegoals.

Accommodat
ions/Differen
tiation:

Anticipated
Time:
15mins.