Molloy College

Division of Education
Lesson Plan Format
Heading
Sam Lotito
Course: EDU 521 02
Grade: 10th
Topic: Civil Rights Movement

Professor Esposito
Date: November 2, 2016
Content Area: Social Studies

Lesson Objective
After watching a YouTube video of MLK speech, and a discussion about the how MLK
contributed to the Civil Rights movement, students will create a persuasive poster in support of
MLK, using the app Pic Collage, it must include at least one video, one informative paragraph
stating why they believe these images/videos used are being persuasive, and two photographs
with factual captions will be included as well.

CCLS / +NYS STANDARDS AND INDICATORS

HISTORY/SOCIAL STUDIES STANDARD (CCSS): CCSS.ELA-LITERACY.RH.9-10.1
Cite specific textual evidence to support analysis of primary and secondary sources, attending to
such features as the date and origin of the information.
Indicator:
This will be evident when the student engages and appropriately responds to the
worksheet questions in class and pair discussion about the speech I have a dream given
by Martin Luther King Jr.
HISTORY/SOCIAL STUDIES STANDARD (CCSS): CCSS.ELA-LITERACY.RH.9-10.3
Analyze in detail a series of events described in a text; determine whether earlier events caused
later ones or simply preceded them.
Indicator:
This will be evident when the student discusses why they believe Martin Luther King Jr
gained support among the African Americans, by basing their response from the
PowerPoint, the YouTube video, and the Google Forms Quiz on the unit plan website.
SOCIAL STUDIES STANDARD (NYS) #2 U.S. HISTORY

Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11

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Students will use a variety of intellectual skills to demonstrate their understanding of major
ideas, eras, themes, developments, and turning points in U.S. history and examine the broad
sweep of history from a variety of perspectives.
Indicator:
This will be evident when the student creates a persuasive poster in support of MLK,
using the app Pic Collage to engage the class in a discussion about the I Have a Dream
speech by MLK.

Engaging the Learners

I will play a YouTube video which is a MLK I Have a Dream speech, the students can begin to
understand the tactics used by MLK to gain support by the African American people.

MATERIALS

Construction paper for Word Wall Terms

Smart Board
Pic Collage App
YouTube Video link https://www.youtube.com/watch?v=3vDWWy4CMhE
PowerPoint Presentation for students notes (MLK I Have a Dream)
U.S. History Text
Dry Erase Markers
Google Forms Quiz on unit plan website http://mslotitosclass.weebly.com/onlineassessments.html

Learning Strategies

Word Wall for Key Terms

Direct Instruction using the PowerPoint
Think Pair Share
Modeling: I will guide students on how to start their Pic College by giving the students
ideas that will direct their thought process. I will also model proper behavior and respect
by listening to the students responses without speaking over them.
Scaffolding: I will build upon the students prior knowledge about how leaders are able to
gain support for their cause in all types of situations.
Guided practice where I will allow the students to understand the concepts on their own
while I monitor their progress.
Viewing of YouTube Video about MLK I Have a Dream
Creation of a Pic Collage
Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11

*edTPA academic language

Exceptionality

The students who are English language learners will be given the vocabulary words
before the lesson. These students will be placed in a group with students who were ELLs,
or with students that will be more patient, and help this student. Using visual aids such as
videos and pictures will help the students understand the lesson.

DIFFERENTIATION OF INSTRUCTION
When the students prepare their Pic Collage, their grade will be based on which tier they fall
under. All Pic Collages must include at least one video, one informative paragraph stating why
they believe these images/videos used are persuasive, and two pictures with factual captions.

Tier 1 Students will create a Pic Collage including at least one video, one informative
paragraph stating why they believe these images/videos used are persuasive, and two
pictures with factual captions, but may have two grammatical errors.

Tier 2 Students will create a Pic Collage including at least two videos, one informative
paragraph stating why they believe these images/videos used are persuasive, and three
photographs with factual captions, but may have a grammatical error.

Tier 3 Students will create a Pic Collage including at least two videos, one informative
paragraph stating why they believe these images/videos used are persuasive, and four
photographs with factual captions, with no grammatical errors.

DEVELOPMENTAL PROCEDURES
Activities:
Word Wall
Direct Instruction (PowerPoint)
Think Pair Share (worksheet questions)
Review on how to make a Pic Collage
Creation of a Pic Collage
Key Questions:
What are some forms/examples of persuasiveness that MLK uses?
How does Martin Luther King, Jr. appeal to his listeners? In his speech I Have a
Dream what does he urge his followers to do?
What sort of discrimination did MLK fight against? What were his dreams?
Do you think that everyone conformed to MLKs beliefs and ideas? Do you think it
would be difficult to oppose him?
Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11
*edTPA academic language

Artifacts and Assessment [Formal & Informal]

After watching the YouTube video of MLKs I Have a Dream speech, and a discussion about
how MLK contributed to the Civil Rights Movement the students will:
Create a persuasive poster in support of MLK, using the app Pic Collage, it will include
at least one video, one informative stating why they believe these images/videos used are
persuasive, and two pictures with factual captions.
Engage in a class, and pair discussion about the speech given by Martin Luther King Jr.
Answer questions from the PowerPoint.

INDEPENDENT PRACTICE
Students will create a persuasive poster in support of MLK and African Americans, using Pic
Collage. It must include at least one video, one informative paragraph stating why they believe
these images/videos used are persuasive, and two pictures with factual captions.

FOLLOW-UP: DIRECT TEACHER INTERVENTION AND ACADEMIC

ENRICHMENT
Direct Teacher Intervention:

The student, under direct intervention with the teacher, will watch the YouTube video
together, pausing at specific parts of the video and discuss the significance of these parts.

The student, under direct intervention with the teacher, will edit the students Pic Collage,
adding additional information that supports the students reasoning on why they feel the
videos/images they have used would show to be persuasive, and would support Martin
Luther King Jrs cause.

Academic Enrichment:

The student will complete the QR Reader Assessment, and will answer the questions
listed on the chart. This assignment is on the unit plan website under Online Assessments.

Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11

*edTPA academic language

TEACHER REFERENCES
Boorstin, D. J., Kelley, B. M., & Boorstin, R. F. (2005). A history of the United
States. Needham, MA: Pearson/Prentice Hall.
Freeman, B. T. (n.d.). National Civil Rights Museum. Retrieved November 02, 2016, from
http://www.civilrightsmuseum.org/
YouTube Video Retrieved from https://www.youtube.com/watch?v=3vDWWy4CMhE

Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11

*edTPA academic language